“Innovative pedagogical technologies in the educational process of a modern school. The use of innovative technologies in technology lessons in primary and secondary schools

Date: 26.09.2019

"The use of innovative technologies in primary school».

“If it is difficult for a child to learn and we really want to help him, then the most important thing where we have to start and what to constantly follow is to give him the opportunity to feel that he is also capable, like everyone else, and that he also has his own special “The spark of God”. (Sh. Amonashvili)

The main tasks of primary general education: development of the student's personality, his creative abilities, interest in learning, the formation of the desire and ability to learn; education of moral and aesthetic feelings, emotional-value attitude towards oneself and others. The solution to these problems is possible. I will not be mistaken if I say that all children can be successful in elementary school if the necessary conditions are created for them. And one of these conditions is a personality-oriented approach to a child based on his life experience, experience of independent activity and personal responsibility, that is, key competencies that determine modern quality content of education.

Based on the tasks set, as a modern teacher, I should not only provide students with education in the form of a system of knowledge, skills and abilities, but, to a greater extent, develop the cognitive and creative capabilities of children, educate a creative personality who will be able to successfully realize their opportunities.

To implement educational tasks, it became necessary to change the atmosphere of classes, educational content, and the traditional teaching method, basically, it is necessary to rebuild the lesson stage - the introduction of new material. Pupils want and should discover knowledge, not receive it ready-made.

Traditional teaching methods are focused on the average level of student readiness that does not meet modern living conditions. There was a need to implement it in your teaching practice innovative technologies.

Innovation - (from the Latin "innovation" - innovation¸ change, renewal) is the activity of creating, mastering, using and disseminating a new one, with a purposeful change, introducing new elements into the implementation environment, causing the system to change from one state to another. (Modern Dictionary of Foreign Languages) Innovative technologies are the production (invention) of a component new to the education system. Innovative technologies in education are the organization of the educational process, built on qualitatively different principles, means, methods and technologies and allowing to achieve educational effects characterized by: - assimilation of the maximum amount of knowledge; - maximum creative activity; - a wide range practical skills and abilities.

Modern pedagogical technologies –

it is a set of operations for the construction of knowledge, skills, skills and attitudes in accordance with the set goals

Reasons for choosing innovative technologies

Educational technologies easily fit into the educational process of the classroom-lesson system.

They allow you to achieve the goals set by the program and the educational standard for a specific academic subject.

They provide intellectual development students, their independence.

Educational technologies are guided by the development of creative activity.

The purpose of innovative technologies is to form an active, creative personality of a future specialist, capable of independently building and adjusting his educational and cognitive activity. We must develop skills that are very important in modern society: the ability to develop a plan of our actions and follow it; the ability to find the necessary resources (including information) to solve their problem; the ability to receive and transmit information, to present the result of their work - efficiently, efficiently, effectively; the ability to use a computer in any situation, regardless of the task at hand; the ability to navigate in an unfamiliar professional field.

Innovative technologies involve:

Increasing the level of motivation for educational work.

Formation of a high level of development of students on the basis of their inclusion in a constant increasingly complex activity.

Constant repetition, systematization of knowledge, speaking together with the teacher.

The leading role is the formation of a benevolent atmosphere, the creation of a positive attitude towards learning through an individual attitude towards everyone student.

I can not help but dwell on the technology of Amonoshvili

“Lord, I thank you for entrusting the upbringing of my child!” - Shalva Aleksandrovich advises to say these words to teachers and parents every day.

Amonashvili was the first innovative teacher to proclaim the pedagogy of cooperation. His pedagogy does not break the child, does not alter, but completely accepts. Shalva Aleksandrovich adheres to the following principles when working with children:

love a child;
to humanize the environment in which the child lives, i.e. provide him with peace of mind and balance;
to live their childhood in a child, i.e. delve into the life of the child andearn his trust .

Amonashvili believes that effective education and training of schoolchildren completely depends on the personality of the teacher, who must:

be able to understand children, take their position, be indulgent in everything;
be an active optimist, believe in the result;
have the best human qualities: smiling, strictness, restraint, love of life, being intelligent.

Then the child becomes a companion in his upbringing, and the teacher becomes a guide between the child and spirituality.

Game technologies are an integral part of pedagogical technologies, one of the unique forms of education, which makes it possible to make interesting and exciting not only the work of students at the creative-search level, but also everyday steps in the study of academic subjects. The amusement of the conditional world of the game makes it positively emotionally colored, and the emotionality of the game action activates everything psychological processes and the functions of the child. Another positive side the game is that it promotes the use of knowledge in a new situation, i.e. the material assimilated by students goes through a kind of practice, brings variety and interest in the educational process.

The use of gaming technologies in the classroom primary grades necessary, since the value of play in a psychological and pedagogical context is obvious.

Problem-based learning is based on the theoretical positions of the American philosopher, psychologist and teacher J. Dewey, who founded an experimental school in Chicago in 1894, in which the curriculum was replaced by play and work. Lessons in reading, counting, writing were carried out only in connection with needs - instincts that arose in children spontaneously, as they matured physiologically. Problem-based learning technology became widespread in the 1920s and 1930s in Soviet and foreign schools.

Problem-based learning is the leading element of the modern system of developmental education, which includes the content of training courses, different types of training and ways of organizing the educational process.

One of such technologies is design and research, which is aimed at the acquisition of new knowledge by students in close connection with real life, the formation of their special skills and abilities.
Research, search activity is the natural state of a child, he is curious, he needs to know everything, everything is interesting, he wants to study everything, touch everything. After all, these are innate research qualities!

We must not forget about health-saving technologies.

The use of information and computer technology plays a huge positive role in the modern educational system. The widespread use of information computer technologies in our school significantly improves the positive dynamics in teaching children, their quality component. Of course, this happens subject to the competent use of computer and multimedia equipment.

In my practice, the main directions of ICT application have already been formed:
preparation of didactic material for the educational process (printed materials, e-books, educational audio and video materials, own presentations for lessons and lessons using an interactive whiteboard);
creating your own cool blog and personal website to communicate with colleagues, parents and students;
maintaining an electronic journal, documentation of the teacher and class teacher;
The “portfolio” of a teacher and a student gives an excellent opportunity to trace the individual dynamics of each individually and the class collective in particular, allows to judge the formation of universal educational actions, meta-subject and communicative achievements;
participation in distance competitions, Olympiads for teachers and students;

Thus, a modern school should educate a person's readiness for "innovative behavior". Obedience, repetition, imitation are replaced by new requirements: the ability to see problems, calmly accept them and solve them independently. This applies to all spheres of life: household, social and professional.

And the future has already arrived
Robert Jung

"Everything is in our hands, so you can't let them go"
(Coco Chanel)

“If a student at school has not learned to create anything himself,
then in life he will only imitate, copy "
(L.N. Tolstoy)

Peculiarity federal state educational standards of general education- their activity-oriented nature, which makes the development of the student's personality the main task. Modern education abandons the traditional presentation of learning outcomes in the form of knowledge, skills and abilities; GEF language indicates real activities.

The task at hand requires a transition to a new systemic activity educational paradigm, which, in turn, is associated with fundamental changes in the activities of a teacher who implements the new standard. Teaching technologies are also changing, the introduction of information and communication technologies (ICT) opens up significant opportunities for expanding the educational framework in each subject in a general education institution, including mathematics.

In these conditions, the traditional school, which implements the classical model of education, has become unproductive. Before me, as well as before my colleagues, a problem arose - to turn traditional education, aimed at the accumulation of knowledge, abilities, skills, into the process of developing a child's personality.

Avoiding the traditional lesson through the use of new technologies in the learning process allows you to eliminate the monotony of the educational environment and monotony educational process, will create conditions for a change in the types of activities of students, will allow to implement the principles of health preservation. It is recommended to make the choice of technology depending on the subject content, lesson goals, the level of preparedness of students, the possibility of meeting their educational needs, the age category of students.

Pedagogical technology is often defined as:

. The set of techniques is the field of pedagogical knowledge, reflecting the characteristics of the deep processes of pedagogical activity, the peculiarities of their interaction, the management of which ensures the necessary efficiency of the educational process;

. A set of forms, methods, techniques and means of transferring social experience, as well as the technical equipment of this process;

. A set of methods for organizing the educational and cognitive process or a sequence of certain actions, operations related to the specific activity of the teacher and aimed at achieving the set goals (technological chain).

In the context of the implementation of the requirements of the Federal State Educational Standard of LLC, the most relevant become technologies:

v Information and communication technology

v Technology for the development of critical thinking

v Design technology

v Developmental learning technology

v Health-saving technologies

v Problem-based learning technology

v Gaming technologies

v Modular technology

v Workshop technology

v Case - technology

v Integrated learning technology

v Pedagogy of cooperation.

v Level differentiation technologies

v Group technologies.

v Traditional technologies (classroom-lesson system)

one). Information and communication technology

The use of ICT contributes to the achievement of the main goal of modernization of education - to improve the quality of education, to ensure the harmonious development of a person who is oriented in the information space, attached to the information and communication capabilities of modern technologies and has an information culture, as well as to present the existing experience and identify its effectiveness.

I plan to achieve my goals through the implementation of the following tasks:

· Use information and communication technologies in the educational process;

· To form in students a steady interest and desire for self-education;

· To form and develop communicative competence;

· Direct efforts to create conditions for the formation of positive motivation for learning;

· To give students the knowledge that determines their free, meaningful choice of life path.

In recent years, the question of the use of new information technologies in high school... These are not only new technical means, but also new forms and methods of teaching, a new approach to the learning process. The introduction of ICT into the pedagogical process increases the authority of the teacher in the school collective, since teaching is carried out at a modern, higher level. In addition, the self-esteem of the teacher himself grows, as he develops his professional competencies.

Pedagogical excellence is based on the unity of knowledge and skills corresponding to the modern level of development of science, technology and their product - information technology.

Currently, you need to be able to obtain information from different sources, use it and create it yourself. The widespread use of ICTs opens up new opportunities for teachers in teaching their subject, and also greatly facilitates his work, increases the effectiveness of teaching, and improves the quality of teaching.

ICT application system

The ICT application system can be divided into the following stages:

Stage 1: Identification teaching material requiring a specific filing, analysis of the educational program, analysis thematic planning, the choice of topics, the choice of the type of lesson, the identification of the features of the material of the lesson of this type;

Stage 2: Selection and creation of information products, selection of ready-made educational media resources, creation of your own product (presentation, training, training or monitoring);

Stage 3: Application of information products, application in the classroom different types, application in extracurricular activities, application in the direction of scientific research activities of students.

Stage 4: Analysis of the efficiency of using ICT, studying the dynamics of results, studying the ranking in the subject.

2) Technology of critical thinking

What is meant by critical thinking? Critical thinking - that type of thinking that helps to be critical of any statements, not to take anything for granted without proof, but at the same time be open to new ideas and methods. Critical thinking is a prerequisite for freedom of choice, forecast quality, and responsibility for one's own decisions. Critical thinking, therefore, is, in fact, a kind of tautology, a synonym for quality thinking. It is more a Name than a concept, but it is under this name with a number of international projects that the technological methods that we will present below have come into our life.
The constructive basis of the "technology of critical thinking" is the basic model of the three stages of the organization of the educational process:

At the stage call the existing knowledge and ideas about what is being studied are “recalled” from memory, personal interest is formed, the goals of considering a particular topic are determined.

· On the stage comprehending (or realization of meaning), as a rule, the student comes into contact with new information. It is systematized. The student gets the opportunity to think about the nature of the object being studied, learns to formulate questions as the old and new information is correlated. The formation of its own position is taking place. It is very important that already at this stage, using a number of techniques, it is already possible to independently track the process of understanding the material.

Stage reflections (reflection) is characterized by the fact that students consolidate new knowledge and actively rebuild their own primary ideas in order to include new concepts in them.

In the course of work within the framework of this model, schoolchildren master various methods of integrating information, learn to develop their own opinions based on understanding various experiences, ideas and perceptions, build inferences and logical chains of evidence, express their thoughts clearly, confidently and correctly in relation to others.

Functions of the three phases of technology for the development of critical thinking

Call

Motivational(motivation to work with new information, awakening interest in the topic)

Information(call "to the surface" of the existing knowledge on the topic)

Communication
(conflict-free exchange of views)

Making sense of the content

Information(getting new information on the topic)

Systematizing(classification of the information received by categories of knowledge)

Reflection

Communication(exchange of views on new information)

Information(acquisition of new knowledge)

Motivational(motivation for further expansion of the information field)

Evaluation(correlating new information and existing knowledge, developing one's own position,
process evaluation)

The main methodological techniques developing critical thinking

1. Reception "Cluster"

2. Table

3. Educational brainstorming

4. Intellectual warm-up

5. Zigzag, zigzag -2

6. Reception "Insert"

8. Reception "Basket of ideas"

9. Reception "Composing syncwines"

10. Test Questions Method

11. Reception "I know ../ I want to know ... / I found out ..."

12. Circles on the water

13. Role project

14. Yes - no

15. Reception "Reading with stops"

16. Reception "Vzaimoopros"

17. Technique "Mixed up logical chains"

18. Technique "Cross Discussion"

3). Design technology

The project method is not fundamentally new in world pedagogy. It originated at the beginning of this century in the United States. He was also called the method of problems and he associated with the ideas of the humanistic direction in philosophy and education, developed by the American philosopher and teacher J. Dewey as well as his student W.H. Kilpatrick. It was extremely important to show the children their personal interest in the acquired knowledge, which can and should be useful to them in life. This requires a problem taken from real life, familiar and significant for the child, for the solution of which he needs to apply the acquired knowledge, new knowledge that has yet to be acquired.

The teacher can suggest sources of information, or he can simply direct the students' thought in the right direction for an independent search. But as a result, students must independently and in joint efforts solve the problem, applying the necessary knowledge, sometimes from different areas, to get a real and tangible result. All work on a problem thus acquires the outline of a project activity.

The purpose of the technology- to stimulate the interest of students in certain problems, involving the possession of a certain amount of knowledge and through project activities that provide for the solution of these problems, the ability to practically apply the knowledge gained.

The project method attracted the attention of Russian educators at the beginning of the 20th century. The ideas of project-based teaching arose in Russia practically in parallel with the developments of American teachers. Under the guidance of the Russian teacher S. T. Shatsky in 1905, a small group of employees was organized, trying to actively use design methods in teaching practice.

Later, already at Soviet power these ideas began to be widely implemented in the school, but not thoughtfully and consistently enough, and by the decree of the Central Committee of the All-Union Communist Party / b / in 1931, the project method was condemned and since then until recently in Russia no more serious attempts were made to revive this method in the school practice.

In the modern Russian school, the project-based teaching system began to revive only in the 1980s - 90s, in connection with the reform of school education, the democratization of relations between the teacher and students, the search for active forms cognitive activity of schoolchildren.

Practical application of elements of design technology.

The essence of the project methodology is that the student himself must actively participate in the acquisition of knowledge. Design technology is practical creative tasks that require students to use them to solve problematic tasks, knowledge of the material for a given historical stage... As a research method, it teaches us to analyze a specific historical problem or task that has arisen at a certain stage in the development of society. Mastering the culture of design, the student learns to think creatively, to predict possible options for solving the problems facing him. Thus, the design technique:

1.characterized by high communication;

2. presupposes the expression by students of their own opinions, feelings, active involvement in real activities;

3. a special form of organizing the communicative and cognitive activity of schoolchildren in a history lesson;

4. based on the cyclical organization of the educational process.

Therefore, both the elements and the project technology itself should be applied at the end of the study of the topic in a certain cycle, as one of the types of a repeating-generalizing lesson. One of the elements of such a methodology is a project discussion, which is based on the method of preparing and defending a project on a specific topic.

Stages of work on a project

	Student activities	Teacher activity
Organizational preparatory	Choosing a project topic, defining its goals and objectives, developing the implementation of an idea plan, forming micro-groups.	Formation of motivation for participants, consulting on the choice of the topic and genre of the project, assistance in the selection of necessary materials, development of criteria for assessing the activities of each participant at all stages.
Search	Collecting, analyzing and systematizing the collected information, recording interviews, discussing the collected material in microgroups, proposing and testing a hypothesis, designing a layout and poster presentation, self-control.	Regular consultation on the content of the project, assistance in organizing and processing material, consultation on project design, tracking the activities of each student, assessment.
The final	Project design, preparation for defense.	Preparation of speakers, assistance in project design.
Reflection	Assessment of their activities. "What did the work on the project give me?"	Assessment of each participant in the project.

4). Problem learning technology

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

The technology of problem-based learning involves the organization, under the guidance of a teacher, of students' independent search activities to solve educational problems, during which students develop new knowledge, skills and abilities, develop abilities, cognitive activity, curiosity, erudition, creative thinking and other personally significant qualities.

A problem situation in teaching has a teaching value only when the problem task offered to the student corresponds to his intellectual capabilities, promotes the awakening of the students' desire to get out of this situation, to remove the contradiction that has arisen.
As problem tasks can be educational tasks, questions, practical tasks, etc. However, one should not mix a problem task and a problem situation. A problematic task in itself is not a problem situation; it can cause a problem situation only under certain conditions. The same problematic situation can be caused by different types of jobs. V general view the technology of problem-based teaching consists in the fact that the students are faced with a problem and they, with the direct participation of the teacher or independently, explore the ways and means of solving it, i.e.

v hypothesize,

v outline and discuss ways to check if it is true,

v argue, conduct experiments, observations, analyze their results, reason, prove.

According to the degree of students' cognitive independence, problem learning is carried out in three main forms: problem presentation, partial search activity and independent research activity. The least cognitive independence of students takes place in problem presentation: the presentation of new material is carried out by the teacher himself. Having posed a problem, the teacher reveals the way to solve it, demonstrates to the students the course of scientific thinking, makes them follow the dialectical movement of thought to the truth, makes them, as it were, accomplices of scientific research. In the context of partial search activity, work is mainly directed by the teacher with the help special issues, encouraging the student to self-reasoning, an active search for an answer to individual parts of the problem.

Problem learning technology, like other technologies, has positive and negative sides.

Benefits of problem learning technology: contributes not only to the acquisition by students of the necessary system of knowledge, abilities and skills, but also to the achievement of a high level of their mental development, the formation of their ability to independently acquire knowledge through their own creative activity; develops an interest in educational work; delivers lasting learning outcomes.

Flaws: large expenditures of time to achieve planned results, poor control over the cognitive activity of students.

5). Game technology

Play, along with work and learning, is one of the main types of human activity, an amazing phenomenon of our existence.

By definition, the game- This is a type of activity in the context of situations aimed at recreating and assimilating social experience, in which self-management of behavior develops and improves.

Classification of educational games

1. By field of application:

—Physical

—Intelligent

- labor

- social

- psychological

2. By (characteristic) the nature of the pedagogical process:

- educational

- training

- controlling

- generalizing

- cognitive

- creative

- developing

3. By game technology:

- subject

- plot

- role-playing

- business

- simulation

-dramatization

4. By subject area:

—Mathematical, chemical, biological, physical, environmental

- musical

- labor

- sports

-economically

5. By gaming environment:

—Without items

- with items

- tabletop

—Room

- street

—Computer

- television

- cyclic, with vehicles

What tasks does the use of this form of training solve:

- Exercises freer, psychologically liberated control of knowledge.

- Students' painful reactions to unsuccessful answers disappear.

—The approach to students in teaching is becoming more delicate and differentiated.

Learning in the game allows you to teach:

Recognize, compare, characterize, reveal concepts, justify, apply

As a result of the application of methods of game learning, the following goals are achieved:

§ cognitive activity is stimulated

§ mental activity is activated

§ information is spontaneously memorized

§ associative memorization is formed

§ increased motivation to study the subject

All this speaks about the effectiveness of learning in the process of playing, which is professional activity, which has the features of both teaching and labor.

6). Case - technology

Case technologies combine role-playing games, project method, and situational analysis at the same time .

Case technologies are opposed to such types of work as repetition after the teacher, answering the teacher's questions, retelling the text, etc. Cases differ from ordinary educational tasks (tasks have, as a rule, one solution and one correct path leading to this solution, cases have several solutions and many alternative paths leading to it).

In the case technology, an analysis of a real situation (some input data) is carried out, the description of which simultaneously reflects not only any practical problem, but also actualizes a certain set of knowledge that must be learned when solving this problem

Case technologies are not a repetition of a teacher, not a retelling of a paragraph or an article, not an answer to a teacher's question, it is an analysis of a specific situation, which forces us to raise the layer of acquired knowledge and apply it in practice.

These technologies help to increase the interest of students in the subject under study, develop in schoolchildren such qualities as social activity, communication skills, the ability to listen and competently express their thoughts.

When using case technologies in elementary school, children experience

Development of analytical and critical thinking skills

Combining theory and practice

Presentation of examples of decisions made

Demonstration of different positions and points of view

Formation of assessment skills alternative options in the face of uncertainty

The teacher's task is to teach children, both individually and as part of a group:

Analyze information,

Sort it to solve a given problem,

Identify key issues,

Generate alternative solutions and evaluate them,

· Choose the optimal solution and form action programs, etc.

In addition, children:

Get communication skills

· Develop presentation skills

Form interactive skills that allow effective interaction and collective decision-making

Acquire expert skills and abilities

Learn to learn, independently seeking the necessary knowledge to solve a situational problem

· Change motivation to learn

With active situational training, the participants in the analysis are presented with facts (events) associated with a certain situation according to its state at a certain point in time. The task of the students is to make rational decisions, acting in the framework of brainstorming possible solutions, i.e. game interaction.

The methods of case technologies that activate the educational process include:

Situational analysis method (method of analysis of specific situations, situational tasks and exercises; case stages)

· Method of incident;

· Method of situational role-playing games;

· Method of parsing business correspondence;

· Game design;

· Method of discussion.

So, case technology is an interactive learning technology based on real or fictional situations, aimed not so much at mastering knowledge as at developing new qualities and skills in students.

7). Creative workshop technology

One of the alternative and effective ways studying and obtaining new knowledge is workshop technology. It is an alternative to the classroom - lesson organization of the educational process. It uses the pedagogy of relationships, comprehensive education, teaching without rigid programs and textbooks, the project method and immersion methods, non-judgmental creative activity of students. The relevance of the technology lies in the fact that it can be used not only in the case of studying new material, but also when repeating and consolidating the previously studied one. Based on my experience, I concluded that this form of lesson is aimed both at the comprehensive development of students in the learning process, and at the development of the teacher himself.

Workshop is a technology that assumes such an organization of the learning process in which the teacher - master introduces his students into the learning process through the creation of an emotional atmosphere in which the student can express himself as a creator. In this technology, knowledge is not given, but is built by the student himself in a pair or group based on his personal experience, the teacher - the master only provides him required material in the form of assignments for reflection. This technology allows the individual to build their own knowledge, in this it is very similar to problem learning. Conditions are created for the development of creative potential for both the student and the teacher. The communicative qualities of the individual are formed, as well as the subjectivity of the student - the ability to be a subject, an active participant in activities, to independently determine goals, plan, carry out activities and analyze. This technology allows you to teach students to independently formulate the goals of the lesson, to find the most effective ways to achieve them, develops intelligence, contributes to the acquisition of experience in group activities.

A workshop is like project learning because there is a problem to be solved. The teacher creates conditions, helps to understand the essence of the problem that needs to be worked on. Students formulate this problem and offer options for solving it. Various types of practice tasks can be used as problems.

The workshop necessarily combines individual, group and frontal forms of activity, and training goes from one to the other.

The main stages of the workshop.

Induction (behavior) is a stage that is aimed at creating an emotional mood and motivation of students for creative activity. At this stage, it is supposed to include feelings, subconsciousness and the formation of a personal attitude to the subject of discussion. An inductor is everything that prompts a child to take action. A word, text, object, sound, drawing, form - everything that can cause a flow of associations can act as an inductor. It may be a task, but unexpected, mysterious.

Deconstruction - destruction, chaos, inability to complete the task with the available means. This is work with material, text, models, sounds, substances. This is the formation of the information field. At this stage, a problem is posed and the known is separated from the unknown, work is carried out with information material, dictionaries, textbooks, a computer and other sources, that is, an information request is created.

Reconstruction - recreating from the chaos of your project to solve the problem. This is the creation by microgroups or individually of their own world, text, drawing, project, solution. A hypothesis is discussed and put forward, ways to solve it, creative works are created: drawings, stories, riddles, Work is underway to complete the tasks given by the teacher.

Socialization - this is the correlation by students or micro-groups of their activities with the activities of other students or micro-groups and the presentation of intermediate and final results of labor to everyone in order to evaluate and correct their activities. One assignment is given for the whole class, work in groups is in progress, the answers are communicated to the whole class. At this stage, the student learns to speak. This allows the master teacher to lead the lesson at the same pace for all groups.

Advertising - this is hanging, a visual presentation of the results of the activities of the master and students. It can be text, diagram, project and familiarization with all of them. At this stage, all students walk, discuss, highlight original interesting ideas, defend their creative work.

The gap - a sharp increase in knowledge. This is the culmination of the creative process, a new highlighting by the student of the subject and the realization of the incompleteness of his knowledge, the impetus for a new deepening into the problem. The result of this stage is insight (insight).

Reflection - this is the student's awareness of himself in his own activity, this is the student's analysis of the activities he has carried out, this is a generalization of feelings that arose in the workshop, this is a reflection of the achievements of his own thought, his own attitude.

eight). Modular learning technology

Modular learning has emerged as an alternative to traditional learning. The semantic meaning of the term "modular learning" is associated with the international concept "module", one of the meanings of which is a functional unit. In this context, it is understood as the main means of modular learning, a complete block of information.

In its original form, modular learning originated in the late 60s of the XX century and quickly spread in English-speaking countries. Its essence was that a student, with a little help from a teacher or completely independently, can work with an individual curriculum offered to him, including a target action plan, a bank of information and methodological guidance for achieving the set didactic goals. The functions of the teacher began to vary from information control to consultative and coordinating. The interaction of the teacher and the student in the educational process began to be carried out on a fundamentally different basis: with the help of the modules, a conscious independent achievement by the student of a certain level of preliminary preparedness was ensured. The success of modular training was predetermined by the observance of parity interactions between the teacher and students.

The main goal of a modern school is to create a teaching system that would meet the educational needs of each student in accordance with his inclinations, interests and capabilities.

Modular teaching is an alternative to traditional teaching, it integrates all that is progressive that has been accumulated in pedagogical theory and practice.

Modular learning, as one of the main goals, pursues the formation of students' skills of independent activity and self-education. The essence of modular training is that the student completely independently (or with a certain dose of help) achieves specific goals of educational and cognitive activity. Learning is based on the formation of the mechanism of thinking, not on the exploitation of memory! Let's consider the sequence of actions for building a training module.

A module is a target functional unit that combines: educational content and the technology of mastering it into a system of a high level of integrity.

Algorithm for constructing a training module:

1. Formation of the block-module of the content of the theoretical educational material of the topic.

2. Identification of educational elements of the topic.

3. Revealing connections and relationships between educational elements of the topic.

4. Formation of the logical structure of educational elements of the topic.

5. Determination of the levels of mastering the educational elements of the topic.

6. Determination of the requirements for the levels of mastering the educational elements of the topic.

7. Determination of the awareness of mastering the educational elements of the topic.

8. Formation of the block of algorithmic prescription of skills and abilities.

The system of teacher's actions to prepare for the transition to modular learning. Develop a modular program consisting of CDC (complex didactic goals) and a set of modules that ensure the achievement of this goal:

1. To structure the educational content into specific blocks.
A CDC is being formed, which has two levels: the level of assimilation of educational content by students and an orientation towards its use in practice.

2. IDCs (integrating didactic goals) are separated from the CDC and modules are formed. Each module has its own IDC.

3. IDC is divided into PDTs (private didactic goals) on their basis, UE (educational elements) are allocated.

The principle of feedback is important for guiding learners' learning.

1. Before each module, carry out the entrance control of the students' ZUN.

2. Current and intermediate control at the end of each UE (self-control, mutual control, verification with the sample).

3. Output control after completion of work with the module. Purpose: to identify gaps in the assimilation of the module.

The introduction of modules into the educational process should be carried out gradually. Modules can be incorporated into any training system and thereby enhance its quality and efficiency. You can combine a traditional training system with a modular one. The whole system of methods, techniques and forms of organizing the PAD of students fits well into the modular system of teaching, work is individual, in pairs, in groups.

The use of modular training has a positive effect on the development of independent activities of students, on self-development, on improving the quality of knowledge. Students skillfully plan their work, know how to use educational literature... They have a good command of general educational skills: comparison, analysis, generalization, highlighting the main thing, etc. Active cognitive activity of students contributes to the development of such qualities of knowledge as strength, awareness, depth, efficiency, flexibility.

9). Health-saving technologies

Providing the student with the opportunity to maintain health during the period of study at school, the formation of the necessary knowledge, skills and abilities for a healthy lifestyle and the application of the knowledge gained in everyday life.

Organization learning activities taking into account the basic requirements for a lesson with a complex of health-saving technologies:

· Compliance with sanitary and hygienic requirements (fresh air, optimal thermal conditions, good illumination, cleanliness), safety rules;

· The rational density of the lesson (the time spent by schoolchildren on educational work) should be at least 60% and no more than 75-80%;

· Clear organization of educational work;

· Strict dosage of teaching load;

· Change of types of activity;

· Training taking into account the leading channels of perception of information by students (audiovisual, kinesthetic, etc.);

· Place and duration of TCO application;

· Inclusion in the lesson of technological techniques and methods that promote self-knowledge, self-esteem of students;

· Building a lesson taking into account the performance of students;

· An individual approach to students, taking into account personal capabilities;

· Formation of external and internal motivation of students' activities;

· Favorable psychological climate, situations of success and emotional release;

Prevention of stress:

work in pairs, in groups, both in the field and at the blackboard, where the slave, "weaker" student feels the support of a friend; encouraging students to use different ways decisions, without fear of making mistakes and getting the wrong answer;

· Conducting physical education and dynamic pauses in the classroom;

· Purposeful reflection throughout the lesson and in its final part.

The use of such technologies helps to preserve and improve the health of schoolchildren: preventing overwork of students in the classroom; improving the psychological climate in children's groups; involving parents in work to improve the health of schoolchildren; increased concentration of attention; decrease in the incidence rate of children, the level of anxiety.

10). Integrated learning technology

Integration - it is a deep interpenetration, fusion, as far as possible, in one educational material of generalized knowledge in a particular area.

Need for occurrence integrated lessons for a variety of reasons.

The world surrounding children is perceived by them in all its diversity and unity, and often the subjects of the school cycle, aimed at studying individual phenomena, break it up into disparate fragments.
Integrated lessons develop the potential of the students themselves, encourage active cognition of the surrounding reality, to comprehend and find cause-and-effect relationships, to the development of logic, thinking, and communication skills.
The form of conducting integrated lessons is non-standard and interesting. The use of various types of work during the lesson maintains the attention of students at a high level, which allows us to speak about the sufficient effectiveness of the lessons. Integrated lessons offer significant pedagogical opportunities.
Integration in modern society explains the need for integration in education. Modern society needs highly qualified, well-trained specialists.
Integration gives an opportunity for self-realization, self-expression, creativity of the teacher, promotes the disclosure of abilities.

Benefits of integrated lessons.

Contribute to increasing the motivation of learning, the formation of the cognitive interest of students, a holistic scientific picture of the world and the consideration of the phenomenon from several sides;
To a greater extent than ordinary lessons, they contribute to the development of speech, the formation of students' ability to compare, generalize, draw conclusions;
They not only deepen the understanding of the subject, broaden their horizons. But they also contribute to the formation of a versatile, harmoniously and intellectually developed personality.
Integration is a source of finding new connections between facts that confirm or deepen certain conclusions. Observations of students.

Patterns of integrated lessons:

the whole lesson is subordinated to the author's intention,
the lesson is united by the main idea (the core of the lesson),
the lesson forms a single whole, the stages of the lesson are fragments of the whole,
the stages and components of the lesson are in logical and structural dependence,
the didactic material selected for the lesson corresponds to the concept, the chain of information is organized as “given” and “new”.

The interaction of teachers can be structured in different ways. It can be:

1.parity, with equal share participation of each of them,

2. one of the teachers can act as a leader, and the other as an assistant or consultant;

3. The entire lesson can be led by one teacher in the presence of another as an active observer and guest.

Integrated lesson methodology.

The process of preparing and conducting an integrated lesson has its own specifics. It consists of several stages.

1. Preparatory

2. Executive

3.reflexive.

1.planning,

2. organization of a creative group,

3. constructing lesson content ,

4.rehearsals.

The purpose of this stage is to arouse students' interest in the topic of the lesson, in its content.. The methods of arousing the interest of students can be different, for example, describing a problem situation or an interesting case.

In the final part of the lesson, it is necessary to summarize everything that was said in the lesson, summarize the students' reasoning, and formulate clear conclusions.

At this stage, the lesson is analyzed. It is necessary to take into account all its advantages and disadvantages.

eleven). Traditional technology

The term "traditional education" implies, first of all, the organization of education that took shape in the 17th century on the principles of didactics formulated by Ya.S. Komensky.

Distinctive features of the traditional classroom-lesson technology are:

Students of approximately the same age and skill level make up a group that remains largely constant for the entire period of study;

The group works according to a single annual plan and program according to the schedule;

The basic unit of study is the lesson;

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

The work of students in the lesson is supervised by the teacher: he assesses the results of studies in his subject, the level of training of each student individually.

Academic year, school day, lesson schedule, school holidays, breaks between lessons are attributes of the classroom system.

By their nature, the goals of traditional education represent the upbringing of a personality with given properties. In terms of content, the goals are focused primarily on the assimilation of knowledge, skills and abilities, and not on personal development.

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

The learning process as an activity in traditional teaching characterized by a lack of independence, weak motivation for educational work. Under these conditions, the stage of realization of educational goals turns into work “out of the box” with all its negative consequences.

Positive sides

Negative sides

The systematic nature of learning

Orderly, logically correct presentation of educational material

Organizational clarity

The constant emotional impact of the teacher's personality

Optimal resource consumption for mass training

Template construction, monotony

Inappropriate allocation of lesson time

In the lesson, only an initial orientation in the material is provided, and the achievement high levels shifted to homework

Students are isolated from communication with each other

Lack of independence

Passivity or visibility of student activity

Poor speech performance (average student speaking time 2 minutes per day)

Weak feedback

Average approach
lack of individual training

Levels of mastering pedagogical technologies

mastering		On practice
optimal	Knows the scientific foundations of various PT, gives an objective psychological and pedagogical assessment (and self-assessment) of the effectiveness of the use of TO in the educational process	Purposefully and systematically applies learning technologies (TO) in his activities, creatively models the compatibility of various TO in his own practice
developing	Has an idea of various PTs; Reasonably describes the essence of its own technological chain; actively participates in the analysis of the effectiveness of the teaching technologies used	Mainly follows the learning technology algorithm; Possesses the techniques of designing technological chains in accordance with the set goal; Uses a variety of pedagogical techniques and methods in chains
elementary	Formed a general, empirical understanding of the PT; Builds individual technological chains, but at the same time cannot explain their intended purpose within the framework of the lesson; Dodges discussion issues related to PT	Applies PT elements intuitively, sporadically, non-systematically; Adheres in his activity to any one teaching technology; admits violations in the algorithm (chain) of the learning technology

Today there are enough a large number of pedagogical teaching technologies, both traditional and innovative. This is not to say that one of them is better, and the other is worse, or to achieve positive results it is necessary to use only this one and no more.

In my opinion, the choice of this or that technology depends on many factors: the contingent of students, their age, level of preparedness, the topic of the lesson, etc.

And the most the best option is the use of a mixture of these technologies. So the educational process for the most part is a class-lesson system. This allows you to work according to a schedule, in a specific audience, with a specific constant group of students.

Based on the foregoing, I want to say that traditional and innovative teaching methods should be in constant interconnection and complement each other. You should not give up the old and completely switch to the new. It is worth remembering the saying "ALL NEW IS WELL FORGOTTEN OLD".

Internet and literature.

1) Manvelov S.G. Designing a modern lesson. - M.: Education, 2002.

2). Larina V.P., Khodyreva E.A., Okunev A.A. Lectures in the classroom of the creative laboratory "Modern pedagogical technologies." - Kirov: 1999 - 2002.

3). Petrusinsky V.V. Irgy - education, training, leisure. New school, 1994

4). Gromova O.K. “Critical thinking - how is it in Russian? Creativity technology. // BSh № 12, 2001

And the future has already arrived
Robert Jung

"Everything is in our hands, so you can't let them go"
(Coco Chanel)

“If a student at school has not learned to create anything himself,
then in life he will only imitate, copy "
(L.N. Tolstoy)

Peculiarity federal state educational standards of general education- their activity-oriented nature, which makes the development of the student's personality the main task. Modern education is rejecting the traditional presentation of learning outcomes in the form of knowledge, skills and abilities; GEF language indicates real activities.

Avoiding the traditional lesson through the use of new technologies in the learning process makes it possible to eliminate the monotony of the educational environment and the monotony of the educational process, create conditions for changing the types of students' activities, and implement the principles of health preservation. It is recommended to make the choice of technology depending on the subject content, lesson goals, the level of preparedness of students, the possibility of meeting their educational needs, the age category of students.

Pedagogical technology is often defined as:

. A set of forms, methods, techniques and means of transferring social experience, as well as the technical equipment of this process;

In the context of the implementation of the requirements of the Federal State Educational Standard of LLC, the most relevant become technologies:

v Information and communication technology

v Technology for the development of critical thinking

v Design technology

v Developmental learning technology

v Health-saving technologies

v Problem-based learning technology

v Gaming technologies

v Modular technology

v Workshop technology

v Case - technology

v Integrated learning technology

v Pedagogy of cooperation.

v Level differentiation technologies

v Group technologies.

v Traditional technologies (classroom-lesson system)

one). Information and communication technology

I plan to achieve my goals through the implementation of the following tasks:

· Use information and communication technologies in the educational process;

· To form in students a steady interest and desire for self-education;

· To form and develop communicative competence;

· Direct efforts to create conditions for the formation of positive motivation for learning;

· To give students the knowledge that determines their free, meaningful choice of life path.

In recent years, the question of the use of new information technologies in secondary schools has been increasingly raised. These are not only new technical means, but also new forms and methods of teaching, a new approach to the learning process. The introduction of ICT into the pedagogical process increases the authority of the teacher in the school collective, since teaching is carried out at a modern, higher level. In addition, the self-esteem of the teacher himself grows, as he develops his professional competencies.

Pedagogical excellence is based on the unity of knowledge and skills corresponding to the modern level of development of science, technology and their product - information technology.

ICT application system

The ICT application system can be divided into the following stages:

Stage 1: Identifying educational material that requires a specific presentation, analyzing the educational program, analyzing thematic planning, choosing topics, choosing the type of lesson, identifying the features of this type of lesson material;

Stage 2: Selection and creation of information products, selection of ready-made educational media resources, creation of your own product (presentation, training, training or monitoring);

Stage 3: The use of information products, the use of different types in the classroom, the use in extracurricular activities, the use in the management of the research activities of students.

Stage 4: Analysis of the efficiency of using ICT, studying the dynamics of results, studying the ranking in the subject.

2) Technology of critical thinking

Stage reflections (reflection) is characterized by the fact that students consolidate new knowledge and actively rebuild their own primary ideas in order to include new concepts in them.

Functions of the three phases of technology for the development of critical thinking

Call

Motivational(motivation to work with new information, awakening interest in the topic)

Information(call "to the surface" of the existing knowledge on the topic)

Communication
(conflict-free exchange of views)

Making sense of the content

Information(getting new information on the topic)

Systematizing(classification of the information received by categories of knowledge)

Reflection

Communication(exchange of views on new information)

Information(acquisition of new knowledge)

Motivational(motivation for further expansion of the information field)

Evaluation(correlating new information and existing knowledge, developing one's own position,
process evaluation)

Basic methodological techniques for the development of critical thinking

1. Reception "Cluster"

2. Table

3. Educational brainstorming

4. Intellectual warm-up

5. Zigzag, zigzag -2

6. Reception "Insert"

8. Reception "Basket of ideas"

9. Reception "Composing syncwines"

10. Test Questions Method

11. Reception "I know ../ I want to know ... / I found out ..."

12. Circles on the water

13. Role project

14. Yes - no

15. Reception "Reading with stops"

16. Reception "Vzaimoopros"

17. Technique "Mixed up logical chains"

18. Technique "Cross Discussion"

3). Design technology

Later, already under Soviet rule, these ideas began to be widely introduced into the school, but not sufficiently thought out and consistently, and by the decree of the Central Committee of the All-Union Communist Party / b / in 1931, the method of projects was condemned and since then until recently no serious ones have been undertaken in Russia. attempts to revive this method in school practice.

Practical application of elements of design technology.

The essence of the project methodology is that the student himself must actively participate in the acquisition of knowledge. Design technology is practical creative tasks that require students to use them to solve problematic tasks, knowledge of the material at a given historical stage. As a research method, it teaches us to analyze a specific historical problem or task that has arisen at a certain stage in the development of society. Mastering the culture of design, the student learns to think creatively, to predict possible options for solving the problems facing him. Thus, the design technique:

1.characterized by high communication;

2. presupposes the expression by students of their own opinions, feelings, active involvement in real activities;

3. a special form of organizing the communicative and cognitive activity of schoolchildren in a history lesson;

4. based on the cyclical organization of the educational process.

Stages of work on a project

	Student activities	Teacher activity
Organizational preparatory	Choosing a project topic, defining its goals and objectives, developing the implementation of an idea plan, forming micro-groups.	Formation of motivation for participants, consulting on the choice of the topic and genre of the project, assistance in the selection of necessary materials, development of criteria for assessing the activities of each participant at all stages.
Search	Collecting, analyzing and systematizing the collected information, recording interviews, discussing the collected material in microgroups, proposing and testing a hypothesis, designing a layout and poster presentation, self-control.	Regular consultation on the content of the project, assistance in organizing and processing material, consultation on project design, tracking the activities of each student, assessment.
The final	Project design, preparation for defense.	Preparation of speakers, assistance in project design.
Reflection	Assessment of their activities. "What did the work on the project give me?"	Assessment of each participant in the project.

4). Problem learning technology

A problem situation in teaching has a teaching value only when the problem task offered to the student corresponds to his intellectual capabilities, promotes the awakening of the students' desire to get out of this situation, to remove the contradiction that has arisen.
As problem tasks can be educational tasks, questions, practical tasks, etc. However, one should not mix a problem task and a problem situation. A problematic task in itself is not a problem situation; it can cause a problem situation only under certain conditions. The same problematic situation can be caused by different types of jobs. In general, the technology of problem-based learning consists in the fact that the students are faced with a problem and they, with the direct participation of the teacher or independently, explore the ways and means of solving it, i.e.

v hypothesize,

v outline and discuss ways to check if it is true,

v argue, conduct experiments, observations, analyze their results, reason, prove.

According to the degree of students' cognitive independence, problem learning is carried out in three main forms: problem presentation, partial search activity and independent research activity. The least cognitive independence of students takes place in problem presentation: the presentation of new material is carried out by the teacher himself. Having posed a problem, the teacher reveals the way to solve it, demonstrates to the students the course of scientific thinking, makes them follow the dialectical movement of thought to the truth, makes them, as it were, accomplices of scientific research. In the context of partial search activity, work is mainly directed by the teacher with the help of special questions that stimulate of the student to independent reasoning, an active search for an answer to individual parts of the problem.

Problem learning technology, like other technologies, has positive and negative sides.

Flaws: large expenditures of time to achieve planned results, poor control over the cognitive activity of students.

5). Game technology

Play, along with work and learning, is one of the main types of human activity, an amazing phenomenon of our existence.

Classification of educational games

1. By field of application:

—Physical

—Intelligent

- labor

- social

- psychological

2. By (characteristic) the nature of the pedagogical process:

- educational

- training

- controlling

- generalizing

- cognitive

- creative

- developing

3. By game technology:

- subject

- plot

- role-playing

- business

- simulation

-dramatization

4. By subject area:

—Mathematical, chemical, biological, physical, environmental

- musical

- labor

- sports

-economically

5. By gaming environment:

—Without items

- with items

- tabletop

—Room

- street

—Computer

- television

- cyclic, with vehicles

What tasks does the use of this form of training solve:

- Exercises freer, psychologically liberated control of knowledge.

- Students' painful reactions to unsuccessful answers disappear.

—The approach to students in teaching is becoming more delicate and differentiated.

Learning in the game allows you to teach:

Recognize, compare, characterize, reveal concepts, justify, apply

As a result of the application of methods of game learning, the following goals are achieved:

§ cognitive activity is stimulated

§ mental activity is activated

§ information is spontaneously memorized

§ associative memorization is formed

§ increased motivation to study the subject

All this speaks about the effectiveness of learning in the process of playing, which is professional activity, which has the features of both teaching and labor.

6). Case - technology

Case technologies combine role-playing games, project method, and situational analysis at the same time .

When using case technologies in elementary school, children experience

Development of analytical and critical thinking skills

Combining theory and practice

Presentation of examples of decisions made

Demonstration of different positions and points of view

Formation of skills in assessing alternative options in conditions of uncertainty

The teacher's task is to teach children, both individually and as part of a group:

Analyze information,

Sort it to solve a given problem,

Identify key issues,

Generate alternative solutions and evaluate them,

· Choose the optimal solution and form action programs, etc.

In addition, children:

Get communication skills

· Develop presentation skills

Form interactive skills that allow effective interaction and collective decision-making

Acquire expert skills and abilities

Learn to learn, independently seeking the necessary knowledge to solve a situational problem

· Change motivation to learn

With active situational training, the participants in the analysis are presented with facts (events) associated with a certain situation according to its state at a certain point in time. The task of the students is to make a rational decision, acting in the framework of a collective discussion of possible solutions, i.e. game interaction.

The methods of case technologies that activate the educational process include:

Situational analysis method (method of analysis of specific situations, situational tasks and exercises; case stages)

· Method of incident;

· Method of situational role-playing games;

· Method of parsing business correspondence;

· Game design;

· Method of discussion.

So, case technology is an interactive learning technology based on real or fictional situations, aimed not so much at mastering knowledge as at developing new qualities and skills in students.

7). Creative workshop technology

One of the alternative and effective ways to study and obtain new knowledge is workshop technology. It is an alternative to the classroom - lesson organization of the educational process. It uses the pedagogy of relationships, comprehensive education, teaching without rigid programs and textbooks, the project method and immersion methods, non-judgmental creative activity of students. The relevance of the technology lies in the fact that it can be used not only in the case of studying new material, but also when repeating and consolidating the previously studied one. Based on my experience, I concluded that this form of lesson is aimed both at the comprehensive development of students in the learning process, and at the development of the teacher himself.

Workshop is a technology that assumes such an organization of the learning process in which the teacher - master introduces his students into the learning process through the creation of an emotional atmosphere in which the student can express himself as a creator. In this technology, knowledge is not given, but is built by the student himself in a pair or group based on his personal experience, the teacher-master only provides him with the necessary material in the form of tasks for reflection. This technology allows the individual to build their own knowledge, in this it is very similar to problem learning. Conditions are created for the development of creative potential for both the student and the teacher. The communicative qualities of the individual are formed, as well as the subjectivity of the student - the ability to be a subject, an active participant in activities, to independently determine goals, plan, carry out activities and analyze. This technology allows you to teach students to independently formulate the goals of the lesson, find the most effective ways to achieve them, develops intelligence, contributes to the acquisition of experience in group activities.