Modern educational technologies how to determine their effectiveness. Fomichev R.S. Criteria and indicators of the effectiveness of the implementation of modern pedagogical technologies in the process of modernization of general education. Once Vintik and Shpuntik did nothing to anyone

The need for systematic efficiency improvement schooling begs the question: what educational technologies according to GEF are the most effective? What organizational systems can be applied in a modern school? Recommendations of experts on the topic, including a list of innovative educational technologies, can be found in the article.

At the heart of the federal government educational standards The second generation is based on the activity principle, which provides for the need to organize learning through the transfer of initiative from the teacher to the students. Modern educational technologies according to the Federal State Educational Standards are a set of pedagogical methods, forms and means systematically used in the educational process and allowing to consistently achieve the declared result with acceptable deviation rates. Signs of new generation educational technologies:

the nature and sequence of actions of the teacher corresponds to a specific pedagogical plan, they are based on a reasonable author's position;
the chain of organizational actions is built strictly in accordance with the target settings, which ensures consistent movement in favor of the intended result;
the teacher abandons the practice of object-subject interaction with children in favor of subject-subject interaction;
elements of the pedagogical process based on modeling situations of search, "discovery" of knowledge and analysis of their practical value, can be reproduced by any teacher and marked by the achievement of the goal;
a significant part of the technology is diagnostic procedures that allow systematic self- and mutual control of knowledge.

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- Implementation of educational projects during the transition to the Federal State Educational Standard of basic general education (examples of projects)
- Profile training in the context of the implementation of the Federal State Educational Standard of secondary general education (updating the regulatory framework)

Classification of educational technologies in accordance with the Federal State Educational Standard

The need for a qualitative change in the system Russian education, which for many years relied on the knowledge base of knowledge formation, necessitates the constant conduct of methodological search. Combining the traditions of domestic pedagogical science and innovative ideas, modern educational technologies developed in accordance with the Federal State Educational Standards make it possible to meet the requirements of the regulator and public demands, and therefore the development and testing of active management at all levels. Already today it is possible to single out a truly large number of organizational and educational models of conducting teaching practice, which can be used in its pure form, rethought taking into account the realities of the educational process or the specifics of work in a particular school, integrated and supplemented in a comprehensive manner.

In order to understand the possibilities and features of the implementation of educational technologies, teachers should understand their boundaries, defined within the framework of existing classifications.

Parameters for the classification of basic educational technologies according to the Federal State Educational Standard	Pedtech groups
By level of application	General pedagogical - can be used to ensure the integrity of the educational process at the level of an educational institution, school, level of education, region, country. Private subjects - are implemented within the framework of one subject discipline. Local (modular) - used in separate parts educational process.
By organizational form	Classroom and alternative. Academic and club. Collective, group, individual. Technologies of differentiated learning.
By type of control of cognitive activity of schoolchildren	Traditional (lectures, involving the use of textbooks, manuals, TCO). Differentiated (with the participation of a "tutor", in small groups). Programmed (based on the use of training and control and diagnostic programs).
Approach to the child	Authoritarian, characterized by the implementation of the subject-subject model, strict regulation of the educational process, suppression of children's initiative. Bulk. Designed for "average" students, which makes it necessary to "reach" the weak and search for opportunities to include gifted children in the system. Cooperation technologies based on the principles of equality, mutual respect, co-authorship. Technologies of free education - provide the child with freedom of choice, including the organization of educational activities. Personally-oriented educational technologies of the Federal State Educational Standard of the OO, based on the idea of building the educational process around the personality of the child, which guarantees the possibility of progressive, comfortable and harmonious age-related development. Humane and personal, inspired by the ideas of psychotherapeutic pedagogy aimed at supporting the self-worth of the individual. Advanced education technologies aimed at in-depth study individual disciplines (characteristic of the gymnasium, lyceum education system). Compensatory learning technologies - recommended as part of providing psychological pedagogical correction, "alignment", adaptation in the system school education children with developmental disabilities.
By the level of orientation to personal structures	Informational, aimed at consolidating basic ZUN. Operating rooms providing training for a wide range of intellectual actions. Technologies of self-development (provide for the formation of ways of mental actions). Heuristic, providing for the realization of personal creative potential. Applied - their application ensures the development of the effective-practical sphere of the individual.
By the nature of the content	Teaching and educational. Secular and religious. General education and career guidance. Humanistic, technocratic. Mono-, polytechnologies.

In modern pedagogical science collectively distinguish more than a hundred organizational and pedagogical decisions, but in Russian schools only the most effective educational technologies of the Federal State Educational Standards are widely used, including developing, problem-based, multi-level education, the project method, TRIZ, technology for the development of critical thinking, ICT, health-saving technology, the system of innovative assessment "portfolio of achievements". Let us consider in more detail the theoretical features and possibilities of implementing the main educational technologies.

Information and communication educational technology of training according to the Federal State Educational Standard

In view of the fact that the key goal of modernizing the Russian education system is to improve the quality of education of the younger generation, create conditions for the harmonious development of a person who is able to freely navigate in the information and communication space, independently “extract” knowledge, expand existing theoretical and practical experience, introduce IR technologies into the daily educational process is a priority direction of conducting pedagogical search.

Modern information and communication educational technologies and methods of the Federal State Educational Standards are aimed at creating a stable motivation for self-education in children, developing communicative competencies and critical thinking, which can be implemented through:

Providing students with free access to information resources, the content of which is not contrary to state, legal and moral standards.
Use of all available means of information support for the educational process.
Implementation of control and diagnostic methods that meet the requirements of the time (keeping electronic diaries, testing on a PC, establishing child-parent thematic chats).
Implementation of the process of individualization, differentiation of training, increasing the effectiveness of lessons through the use of training capabilities of special technical means.

Educational technologies according to the Federal State Educational Standards aimed at the formation of critical thinking

Under the conditions of free choice, the widespread availability of information, which is gradually losing its value aspect, the educational technologies of critical thinking most fully meet the requirements of the Federal State Educational Standard in the matter of the formation of meta-subject competencies of future school graduates. The inculcation of a special way of perceiving data, which provides for their mandatory analysis for reliability, is carried out on the basis of designing special educational situations, when students are offered systematic work with various sources of knowledge that need to be classified, systematized, correlated with existing knowledge experience, evaluating the level of usefulness and practicality.

The pedagogical technology of critical thinking provides for the consistent modeling of educational situations that necessitate the "passage" of students through three stages: challenge, comprehension and reflection. Thanks to this, children learn to soberly evaluate information, cutting off unconfirmed conjectures and assumptions, form their own opinion with reason, build cause-and-effect relationships and logical chains, express their point of view correctly, observing the principles of tolerance and mutual respect.

As part of the educational technology of critical thinking, numerous methodological techniques are used: clustering, brainstorming, writing essays, sequences, discussions, intellectual warm-ups, creating “boxes of useful ideas” and many others.

Project educational technology according to the Federal State Educational Standard

The method of creating projects as a pedagogical technique is widely used in US schools with the aim of demonstrating to students the high practical value of acquiring knowledge, and a general increase in indicators of learning motivation. Among the modern educational technologies according to the Federal State Educational Standard, he considers project modeling to be one of the most valuable, since it:

It opens up opportunities for in-depth study of a specific problem, the formation of knowledge in the framework of the transition from a point to a general one.
Promotes development communicative culture, practices of active group interaction.
It involves the presentation of a point of view by students with mandatory argumentation, a willingness to defend it in the form of a constructive discussion with "opponents".

The creation of projects is widely practiced in the preparation of disciplinary or thematic exhibitions, competitions scientific works, educational festivals, conducting search directed work by gifted students with the assistance of teachers. Under the condition of competent implementation, this technology provides a comprehensive formation of search, analyzer, presentation and reflective skills in children.

Educational technologies for the implementation of the Federal State Educational Standard through problem-based learning

The practice of developing (problem) learning, based on the differentiation of areas of knowledge into previously studied, transitional and unknown, was introduced by Soviet teachers in the middle of the last century, and now it has confidently become one of the most effective types of educational technologies according to the Federal State Educational Standard. It is based on the teacher's directed modeling of situations that determine the cognitive activity of children on the way to expanding knowledge through the definition of the boundaries of the known, the formulation of assumptions and hypotheses, the search for the best way to resolve educational problem, conducting collective discussion and reflection.

The technology of problem-based learning, which contributes not only to the formation of a system of knowledge and skills in children, but also to the achievement of high intellectual qualities, self-confidence, can be effective only if the task in question corresponds to the real knowledge level of students, when it is possible to distinguish the boundaries of what is already known and requires confirmation. . At the same time, not every problem task contains a problem situation, which necessitates careful preliminary preparation when applying this teaching method.

The use of modern educational technologies, including a game component, according to the Federal State Educational Standard

The game is one of the main adaptive mechanisms of childhood, contributing to the assimilation of knowledge about phenomena, objects, behavior patterns through the reproduction of experience. Game educational technologies, characterized by a high level of audience coverage, subject to proper adaptation, are widely used during pedagogical work with schoolchildren of different age groups.

Didactic games are classified:

By areas of application - physical, intellectual, social, search.
By type of training component - informational, training, generalizing, diagnostic, controlling.
According to the specifics of technology - subject, business, simulation.
By subject - linguistic, literary, mathematical, physical, etc.
By type of environment - without or with objects, computer, desktop.

Pedagogical gaming technology contributes to the design of the educational process according to the Federal State Educational Standard, in which the accumulation and consolidation of knowledge is easy and unconstrained, children learn to calmly respond to wrong answers and look for the right ones, it becomes possible to fully realize the differentiation of the learning process and psychologically comfortable control of knowledge. While participating in didactic games that include a competitive component, schoolchildren learn to think independently, actively interact with each other, demonstrate activity and independence, which helps to increase learning motivation and improves the dynamics of the educational complex as a whole.

Modular educational technology at school according to GEF

Primary school students are predominantly characterized by a consistent decrease in their academic interest, especially in disciplines, the mastery of which causes serious difficulties. The latest educational technologies of the Federal State Educational Standards, which provide for the teacher's ability to divide educational material into separate modules, make it possible to reverse the current trend and increase the level of quality assimilation of knowledge by children, as well as provide equal learning conditions in classes where there is a significant differentiation of students' abilities. It is important to note that a module can be considered an information block, which is characterized by the presence of a clearly formulated goal, a mini-program, a list of practical tasks of different levels of complexity, as well as a control evaluation scheme.

Within the framework of modular technology, children are invited to master knowledge short blocks, for each of which an intermediate assessment is carried out. For the performance of each type of activity, students accumulate points, the sum of which forms the final grade. In addition to the development of independence, the formation of self-assessment skills, this educational technology gives students the opportunity not to get hung up on intermediate results, even if they do not meet expectations, but to make efforts to correct the learning situation during the development of the next module.

Educational technology of multi-level education in the context of the implementation of the Federal State Educational Standard

Another effective organizational and pedagogical solution that makes it possible to guarantee equal opportunities for all students (regardless of psychophysical abilities) to master the program minimum is the organization of multi-level education. This educational technology allows you to most fully provide the conditions for the implementation of the Federal State Educational Standard, since it is based on the idea of evaluating not the result learning activities but the efforts made by the child to master the program material and its further application.

To be able to introduce a system of multi-level training, practical tasks for each of the subjects must be differentiated, taking into account the depth and complexity educational material(but not below the base minimum). Students are assigned the right to choose tasks of the level that corresponds to their personal educational needs and aspirations, while the levels of depth of study of the material may differ in different subjects. When implementing the technology of multi-level education, the key task of teachers is to support the children's initiative, to provide support, if the student wishes, to raise the “bar” in order to achieve higher educational results.

Pedagogy of cooperation - a modern educational technology for the implementation of the Federal State Educational Standard

In view of the course towards the widespread humanization of the education system, in the center of which the interests and needs of the child are placed, a methodology of pedagogy of cooperation was developed, which is characterized by maintaining the maximum level of psychological comfort for schoolchildren and teachers. Among the modern educational technologies for the implementation of the Federal State Educational Standard, the pedagogy of cooperation is the most difficult organizational solution due to the need to:

complete rejection of requirements, the transfer of the educational initiative from the teacher to the child while ensuring the individualization of the educational process;
use in didactic manuals of a special verbal-symbolic system that determines the nature learning activities(read, write, remember, pay attention);
providing children with a free type of activity depending on personal needs and the current state;
conducting systematic self-analysis and finding ways to correct difficulties (with the support of the teacher).

New educational technology according to the Federal State Educational Standard - workshop technology

A qualitatively new organizational solution, which is an alternative to the traditional classroom system, the technology of workshops is recognized, based on the principles of pedagogy of education, partnership, methods of complete immersion, conducting non-judgmental educational activities.

Conceptually, within the framework of the implementation of this technology, the teacher becomes a “master”, who, after creating a special emotional atmosphere, reveals to the wards the “secrets” of the world of knowledge. Due to this, the acquisition of new information is organized in pairs or mini-groups through the activation of existing learning experience, through sequential "layering". At the same time, the "Master" creates more and more opportunities for development, independent search and creativity, which contributes to the development of children's initiative, sociability, readiness for active interaction in groups. In light of this, it is easy to draw parallels between workshop technology and the project method, but the former is characterized by a greater degree of creativity, and therefore presents a lot of organizational difficulties for the teacher. Of course, under conditions modern school workshop design cannot be carried out systematically, but as a way to enhance cognitive activity, this technology is very effective.

Features of the implementation of modern educational technologies in the school according to the Federal State Educational Standard

The full list of modern educational technologies according to the Federal State Educational Standard, which can be implemented in the conditions of a modern school, is very voluminous. In addition to the above, it also covers health-saving organizational and pedagogical solutions, active learning methods, advanced learning technology, case technology, and many others. Therefore, one of the significant tasks of practicing teachers is to search for those innovative practices that, in a real educational situation, would create optimal conditions for children to master the program material, form their meta-subject competencies, harmonious development with a consistent disclosure of natural talents.

It is customary to distinguish three levels of application by teachers of educational technologies according to the Federal State Educational Standard in the classroom at school:

Elementary. The teacher applies elements of technology sporadically, intuitively, making mistakes in the implementation of established algorithms.
Developing. The teacher as a whole follows the algorithms of technology, uses a wide range of pedagogical techniques and methods, but makes minor mistakes and excludes the possibility of creativity.
Optimal, characterized by the confident use of educational technologies, the guaranteed achievement of the declared results with an acceptable error rate, the teacher's willingness to confidently combine elements of organizational decisions, to conduct a creative search.

Teachers and school leaders should remember that achieving high results in teaching and educational activities in the new era is impossible without the use of educational technologies in accordance with the Federal State Educational Standard, which necessitates the adoption of a set of measures to study them, integrate them into the process of schooling and improve taking into account the real educational situation.

A generally accepted classification of educational technologies in Russian and foreign pedagogy does not exist today. Various authors approach the solution of this topical scientific and practical problem in their own way. In a modern developing school, the personality of the child and his activities come first.

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Modern pedagogical technologies and their effectiveness.

Global changes in information, communication, professional and other areas modern society require adjustment of the content, methodological, technological aspects of education, revision of the previous value priorities, targets and pedagogical means.

It is necessary to understand the essential characteristics of the modern interpretation of the concept of "educational technology".

"Technology" is a detailed way of carrying out this or that activity within the framework of the chosen method.

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

It is possible to single out the criteria that make up the essence of pedagogical technology:

unambiguous and strict definition of learning objectives (why and for what);
content selection and structure (what);
optimal organization of the educational process (how);
methods, techniques and teaching aids (with the help of what);
as well as taking into account the necessary real level teacher qualifications (who);
and objective methods for evaluating learning outcomes (is this true).

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

gaming technologies;

test technologies;

modular block technologies;

developmental learning technologies;

technology of problem learning;

project-based learning technology;

Computer techologies;

and etc.

I think you will agree with me that teachers in our school use traditional technologies more often. What are the downsides?

Traditional technologies are technologies built on an explanatory and illustrative way of teaching. When using this technology, the teacher focuses on the translation of the finished educational content in his work.

When preparing for lessons, the teacher is concerned about finding the most effective options for presenting new material and the visualization that accompanies the story.

At the same time, the presentation of information to students, determined by the framework of the program, almost always takes place in the form of a teacher's monologue.

In this regard, many problems arise in the educational process, the main of which are the low level of communication skills, the inability to get a detailed answer from the student with his own assessment of the issue under consideration, and the insufficient inclusion of students listening to the answer in the general discussion.

The root of these problems lies not in the mood of the children, not in their "passivity", but in the procedure that the applied technology sets.

That is, the teacher must tell the material provided for by the program, force the student to learn it and evaluate the degree of diligence.

The teacher goes to class ready task, he tries to include the student in his activities, to subordinate his regime. Students are personally not included in this process most often. The teacher pushes through information with the help of multiple repetitions, provides external acceptance of tasks due to game forms and other techniques, stimulates obedience and performance.

Explanatory and illustrative technologies prescribe a special role and place for the teacher in the educational process. He has not just an active, but a super-dominant position in the classroom: he is a commander, a judge, a boss, he seems to be standing on a pedestal, but at the same time he is burdened with a depressing sense of responsibility for everything that happens in the class. Accordingly, the student plays a passive role, which comes down to observing silence and strictly following the instructions of the teacher, while the student is not responsible for anything.

Students in the lesson do practically nothing on their own, do not think independently, but simply sit, listen or perform elementary tasks prescribed by the teacher.

A. Diesterweg also said: “A bad teacher presents the truth, a good one teaches to find it.”

The new living conditions in which we are all placed put forward their own requirements for the formation of young people entering into life: they must be not only knowledgeable and skillful, but thinking, proactive, independent.

With the traditional version of the organization of the educational process, personality development, of course, occurs. Children spontaneously develop, even if they are not given special attention and care.

But this process can be greatly strengthened if it is made the main goal of the teacher's work and reasonably organized.

New learning technologies do not discard the presentation of information to students. The role of information is simply changing. It is necessary not only for memorization and assimilation, but for students to use it as a condition or environment for creating their own creative product. It is well known that a person develops only in the process of his own activity. A person can be taught to swim only in water, and a person can be taught to act (including mental actions) only in the process of activity.

Tasks of modern pedagogical technologies they focus on raising a truly free personality, shaping children's ability to think independently, acquire and apply knowledge, carefully consider decisions and clearly plan actions, effectively cooperate in groups of various composition and profile, and be open to new contacts and cultural ties. This requires the widespread introduction of alternative forms and methods of conducting educational activities into the educational process.

The teacher can change the school, make it modern. The basis of such transformations is always the development of new technologies as a combination of traditional and innovative methods and techniques. I would like to emphasize: it is not calls for the modernization of the educational process, not the development of regular improvement and development programs that renews the school. It is updated by a teacher who has mastered new technologies for teaching and educating

Characteristics of some modern pedagogical technologies.

Developmental training.
Problem learning.
Project training.
Cooperation in education.
Computer techologies.

Developmental training.

In order to make the lesson developing, the teacher must:

replace the reproductive question-answer system of the lesson and the types of tasks with more complex ones, the implementation of which involves a wide variety of mental qualities (memory, attention, thinking, speech, etc.). This is facilitated by problem questions, search tasks, tasks for observations, solving practical problems, performing research tasks, etc.;
change the nature of the presentation of new material and turn it into a problematic, heuristic, stimulating students to search;

Involve students in self-management and self-regulation of cognitive processes in the lesson, involving them in setting the objectives of the lesson, developing a plan for its implementation, control and self-control, in evaluating, self-evaluating and mutually evaluating the results of activities. Students can act as laboratory assistants, assistants, teacher assistants, consultants.

In pedagogy, there is still no consensus on how to differentiate didactic material, how many levels of complexity should be distinguished, what kind of tasks should be included in each level.

According to the general opinion of the didacts, the first level of complexity should be tasks that are the simplest in content and aimed at testing reproductive knowledge; the second level - tasks that require the use of mental techniques; the third - tasks of a creative nature. In this regard, the taxonomy of educational tasks by D. Tollingerova is of interest, which offers a taxonomy containing five types of tasks, with each subsequent group of tasks including the operational composition of the previous groups.

Jobs that require playback of data. These include tasks of a reproductive nature: on recognition, reproduction of individual facts, concepts, definitions, rules, diagrams, and reference notes. Tasks of this type begin with words: which one, what is it, what is it called, give a definition, etc.

2. Tasks requiring the use of mental operations. These are tasks for identifying, listing, describing facts (measuring, weighing, simple calculations, listing, etc.), listing and describing processes and methods of action, parsing and structure (analysis and synthesis), comparing and distinguishing (comparison), distribution (categorization and classification), identification of relationships between facts (cause - effect, goal - means, etc.), assignments for abstraction, concretization and generalization. This group of tasks begins with the words: set those of what size; describe what it consists of; make a list; describe how it goes; how we act when; What is the difference; compare; identify similarities and differences; why; how; what is the cause, etc.

3. Tasks requiring the use of mental actions. This group includes tasks for transfer (translation, transformation), presentation (interpretation, clarification of meaning, meaning), tasks for substantiation, proof. Tasks begin with words: explain the meaning, reveal the meaning, as you understand; on
what do you think that; determine, prove, etc.

4. Jobs requiring data reporting. This group includes tasks for the development of reviews, summaries, reports, reports, projects. That is, these are tasks that provide for solving not only mental operations and action, but also a speech act. The student not only reports the result of the task, but builds a logical course of reasoning, reports, if necessary, about the conditions, phases, components, difficulties that accompany the task.

5. Tasks requiring creative mental activity. This includes tasks for practical application, for detection based on one's own observations, solving problematic tasks and situations, including those requiring knowledge transfer. Tasks of this type begin with words; come up with a practical example; pay attention; Based on your own observations, determine etc.

Problem learning.

One of the famous philosophers once remarked that education is what remains in the mind of the student when everything learned is forgotten. What should remain in the student's head when the laws of physics, chemistry, theorems of geometry and the rules of biology are forgotten? Quite right - creative skills necessary for independent cognitive and practical activity, and the conviction that any activity must meet moral standards.

At present, problem learning is understood as such an organization of the educational process, which involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them.

This type of training:

aimed at independent search by students of new concepts and methods of action;
involves the consistent and purposeful presentation of cognitive problems to students, the resolution of which (under the guidance of a teacher) leads to the active assimilation of new knowledge;
provides a special way of thinking, the strength of knowledge and their creative application in practical activities.

With problem-based learning, the teacher does not communicate ready-made knowledge, but organizes students to search for them: concepts, patterns, theories are learned in the course of searching, observing, analyzing facts, and mental activity.

The necessary components of problem-based learning are the following concepts: "problem", "problem situation", "hypothesis", "experiment".

What is a “problem” and a “problem situation”?

problem (from the Greek. problema- task) - “a difficult question, a task that needs to be solved” (SI. Ozhegov). The problem can be scientific and educational.

An educational problem is a question or task, the method of solving or the result of which is unknown to the student in advance, but the student has certain knowledge and skills in order to search for this result or method of completing the task. A question to which the student already knows the answer is not a problem.

Psychologists define a problem situation as a mental state of a person in which a cognitive need arises as a result of any contradictions.

Problem situations can be created at all stages of the learning process: during explanation, consolidation, control.

The technological scheme of problem-based learning is as follows: the teacher creates a problem situation, directs students to solve it, organizes the search for a solution and the application of the acquired knowledge in solving practical problems. Thus, the child is placed in the position of the subject of his learning and, as a result, new knowledge is formed in him. He masters new ways of acting.

When implementing problem-based learning, the teacher builds relationships with the class so that students can take the initiative, make assumptions, even incorrect ones, but other participants will refute them during the discussion (brainstorming). A distinction must be made between hypothesis and guesswork, which has nothing to do with problem-based learning.

The teacher should remember that problem-based learning can be based on solid knowledge. Therefore, students should be offered a reasonable amount of computational tasks aimed at memorizing formulas and operations, the use of which will allow them to solve problem situations in the future.

Stages of the implementation of problem-based learning in the practical activities of a teacher

Problem-based learning is possible under the following conditions:

the presence of a problematic situation;
readiness of the student to find a solution;
the possibility of an ambiguous solution.

At the same time, the following stages of the implementation of problem-based learning are distinguished:

First step - preparation for the perception of the problem. At this stage, the actualization of knowledge is carried out, which is necessary for students to be able to solve the problem, since in the absence of the necessary preparation, they cannot begin to solve.

Second phase - creating a problematic situation. This is the most responsible and difficult stage of problem-based learning, which is characterized by the fact that the student cannot complete the task assigned to him by the teacher, only with the help of his existing knowledge and must supplement them with new ones. The student must understand the reason for this difficulty. However, the problem must be manageable. The class may be ready to solve it, but students must be set to action. They will accept the task for execution when the problem is clearly formulated.

Third stage - the formulation of the problem is the result of the problem situation that has arisen. It indicates what students should direct their efforts to, what question to seek an answer to. If students are systematically involved in problem solving, they can formulate the problem themselves.

Fourth stage - problem solving process. It consists of several steps: putting forward hypotheses (it is possible to use the “brainstorming” technique, when even the most improbable hypotheses are put forward), their discussion and the choice of one, the most probable, hypothesis.

Fifth stage - proof of the correctness of the chosen solution, its confirmation, if possible, in practice.

For example, if we ask students in the 8th grade why the wa having the same quantitative and qualitative composition, have different properties, this most important chemical problem will not cause the need to solve it, since their knowledge is still insufficient.

Search (heuristic) conversation.

A heuristic conversation is a system of logically interrelated questions of the teacher and answers of students, the ultimate goal of which is to solve a holistic, new problem for students or part of it.

Independent search and research activities of students.

Independent activity of students of a research nature is the highest form of independent activity and is possible only when students have sufficient knowledge necessary to build scientific assumptions, as well as the ability to put forward hypotheses.

Cooperation in education

It has been proved that work in conditions of cooperation is a very effective mode of educational work. And it's not just that cooperation in learning allows you to better master the material and remember it longer. Learning in a cooperative environment also demonstrates other important advantages over learning in a competitive environment.

So, the activity in the conditions of cooperation provides:

1. Higher level of efficiency and productivity of the educational process:

the level of comprehension of the material rises (works performed in the conditions of cooperation are more logical, reasonable, their provisions are deeper and more seriously argued than similar works performed individually or in a competitive environment);
the number of non-standard solutions is growing (in conditions of cooperation, members of the group are much more likely to put forward new ideas, offer unexpected options for solving the problems they face);
the transfer of knowledge and skills is carried out (the famous statement of L.S. Vygotsky “What children can do today only together, tomorrow they are able to do on their own”);
well confirmed by experiments to test the transfer of knowledge and skills acquired in groups to the situation of individual work of schoolchildren;
a positive attitude towards the material being studied is formed (schoolchildren have a better attitude towards the material that they studied in terms of cooperation than to the material that they have to master individually or in a competitive environment; they are more willing to return to previous topics, deepen and expand their knowledge) ;
a readiness is formed not to be distracted from the task being solved (under conditions of cooperation, schoolchildren are less likely to be distracted from the educational task and, on average, do it more in the allotted time interval than schoolchildren working independently or in a competitive environment).

Formation of a more friendly, benevolent atmosphere in the classroom.
Increasing self-esteem and communication competence of schoolchildren and, ultimately, greater mental health of students.

The fundamental provisions essential for the use of learning in cooperation (communication) in the educational process are:

independent individual or joint activity in groups working on the project;
the ability to use research, problematic, search methods, methods of joint creative activity;
possession of a culture of communication in different small teams (the ability to listen calmly to a partner, to express one’s point of view with reason, to help partners in difficulties that arise in the course of work, focusing on a common, joint result);
the ability to allocate roles (duties) to perform a common task, being fully aware of the responsibility for the joint result and for the success of each partner.

Project training.

Project-based learning is a type of learning based on the consistent implementation of complex educational projects with information breaks to master basic theoretical knowledge.

Project-based learning is always focused on the independent activity of students - individual, pair, group, which students perform within a certain period of time.

Basic requirements for use project activities:

The presence of a problem or task that is significant in research, creative terms, requiring search for its solution.
The problem raised in the work should, as a rule, be original.
The basis of the activity should be the independent work of students.
Use of research methods.
The work performed should demonstrate the depth of the author's knowledge of the chosen field of study.
The work must meet the established formal criteria.

The most decisive link in this innovation is the teacher. The role of the teacher is changing, and not only in project-based research education. From a carrier of knowledge and information, an omniscient oracle, the teacher turns into an organizer of activities, a consultant and a colleague in solving a problem, obtaining the necessary knowledge and information from various (maybe non-traditional) sources. Working on an educational project or research allows you to build a conflict-free pedagogy, relive the inspiration of creativity together with the children, turn the educational process from a boring coercion into an effective creative creative work.

Wherever we are engaged in project or research activities with students, it must be remembered that the main result of this work is the formation and education of a person who owns design and research technology at the level of competence.

The presentation of the project is equally important. than the project itself. It's a skill and a skill. Which develop speech, thinking, reflection. During the presentation of the project, students get the opportunity to form the ability to speak in public. Evidence to answer questions, lead a discussion

The concept of information (computer) technology.

New information technologies are now becoming more and more popular in teaching. They develop the ideas of programmed learning, open up new, yet unexplored technological learning options associated with the unique capabilities of modern computers and telecommunications.Computer techologies -these are the processes of preparing and transmitting information to the student, the means of implementation of which is a computer.

The computer performs the function of the learning object:

when programming;
creation of software products;
application of various information environments.

The collaborating team is recreated by the computer as

consequence of communication with a wide audience.

The pre-day environment is organized using:

game programs;
computer games over the network;
computer video.

The work of a teacher in computer technology includes the following functions:

Organization of the educational process at the level of the class as a whole, the subject as a whole;

Organization of intra-class coordination and activation;

individual observation of students, provision of individual assistance;

preparation of components of the information environment, their connection with the subject content of a particular training course.

Informatization of education requires computer literacy from teachers, which can be considered as a special part of the content of computer technology.

Based on the above functions of computer technology, there are at least three approaches to the use of computers in education that are widely used today. It's about about the computer as a storage (and source) of information, about the computer as a developing environment, about the computer as a learning device.

The use of information and computer technologies opens up new opportunities for teachers in teaching their subject. The study of any discipline using ICT gives children the opportunity to reflect and participate in the creation of lesson elements, which contributes to the development of students' interest in the subject. Classical and integrated lessons, accompanied by multimedia presentations, tests and software products, allow students to deepen the knowledge acquired earlier, as stated in English proverb“I heard and forgot, I saw and remembered.” The use of modern technologies in education creates favorable conditions for the formation of the personality of students and meets the needs of modern society.

It is obvious to everyone that a modern multimedia computer is a reliable assistant and an effective educational tool in teaching various subjects. The use of a computer in the classroom and in extracurricular activities makes the teacher the glory of an advanced and progressive person.

Multimedia presentations have firmly entered the school life. The presentation quickly and clearly depicts things that cannot be expressed in words; arouses interest and diversifies the process of information transfer; enhances the impact of the performance.

Possibilities of using the computer as a super-efficient means of creating problem situations in the classroom. The teacher can, for example:

1. turn off the sound and ask the students to comment on what is observed on the screen. Then you can either watch again with sound, or not return to watching if the guys have successfully completed the task. The conditional name of this technique: "What would it mean?";

2. stop the frame and ask the student, having done a thought experiment, to try to describe the further course of the process. Let's give this technique the conditional name "And then?";

3. demonstrate some phenomenon, process and ask to explain, make a hypothesis why it happens this way. Let's call this principle "Why?".

Using electronic computers as an effective means of teaching, it turned out to be insufficient to work only with ready-made information products, you should create your own. The use of slide films during lectures provides dynamism, visibility, a higher level and volume of information compared to traditional forms. When preparing a slide film for a lesson, you can use electronic textbooks, scanned drawings and diagrams, and Internet information.

In addition to lecture lessons, the use of a computer is effective in consolidating knowledge. At an intermediate stage between obtaining new information (lecture) and knowledge control (survey, test). It is necessary to organize the work of students to master the material of the topic, based on self-control. One of effective ways- training testing. This activity involves the individual work of each student with a computer program. The student gets the opportunity to work at a pace convenient for him and pay attention to those issues of the topic that cause difficulties for him. And the teacher conducts individual work with those students who need help.

Thus, if technological capabilities are accompanied by an appropriate method of use, this makes teaching the subject more attractive for both teachers and students, can facilitate the work of the teacher, free him from routine work at all three stages of learning.

The result of using modern technologies.

Technology	The result of using technology
Ra Developmental learning	Comprehensive harmonious development of the child's personality, preparation of an educational base for gymnasium education
P Problem based learning
Multilevel training	Ra Development of multi-level tasks. Completion of training groups in accordance with individual capabilities
T Technology of level differentiation based on mandatory results	From Development of educational standards. Failure warning.
Development Research Skills Research	Time Development of research skills in the learning process in one lesson and in a series of lessons, followed by the presentation of the results of the work in the form of: abstract, report
P Project-based teaching methods	Transition to the level of socially significant results
Technology "Debate"	Developing Public Speaking Skills
L Lecture-seminar credit system
Game learning technology: role-playing, business and educational games	Improving the quality of education based on the development of educational standards of education.
Education Training in cooperation (team, group work)	Once the development of mutual responsibility, the ability to learn by virtue of their own capabilities with the support of their comrades
Information and Communication Technologies	Use of electronic textbooks.
ZZ Health-saving technologies	Strengthening the health-saving aspect of subject education

Personal development at school is training session Therefore, the task of the teacher is to ensure that each child is included in different activities. A correctly chosen goal determines the selection of methods and forms of organization of educational and cognitive activity of students ...

Recall what the king of one planet said in Antoine de Saint-Exupery's fairy tale "The Little Prince": "If I order my general to turn into a sea gull, and if the general does not comply with the order, it will not be his fault, but mine." What can these words mean for us?

In fact, they contain one of the most important rules for successful teaching: set realistic goals for yourself and those you teach. Unfortunately, we often ignore this rule. We give long lectures, emotionally tell interesting things (in our opinion), we can give children the task of reading a huge passage from the textbook, retelling it, we can show a film or play whole lesson. But some time passes, and only fragments of the knowledge that they were supposed to master remain in their memory. This happens because the children do not have the opportunity, time and sufficient skills to reflect on the material being studied.

Therefore, the most important component of the pedagogical process should be the personality-oriented interaction of the teacher with students, where comfortable psychological well-being of teachers and students would be ensured, a sharp decrease in conflict situations in the classroom and during educational activities, where favorable prerequisites would be created for increasing the level of general cultural training; a favorable microclimate was created in the classroom, school.

We make weather in the classroom. So let's do it reasonably, efficiently and, if possible, sunny. And let's do only good weather!

After all, the changeable, unstable nature of the weather in the classroom has a bad effect on the health of people who are constantly in it. The sharply continental climate in the classroom is especially bad for everyone.

This is when different continents exist side by side in the classroom: the continent of teachers and the continent of students.

The sharply continental climate is characterized by sharp changes in the weather in the classroom, which has an extremely negative effect on school-sensitive people, who are the majority in school.

We don’t need anything sharp at school, in the classroom, let alone continental.

Hence - my "let wishes":

Let the teacher be the meteorologist who predicts the weather in the classroom.

Let the method of teaching your subject be changeable, but your professionalism, devotion to children and work, simple human decency remain unchanged.

Let the temperature of knowledge in your class always be positive and never drop to zero or below.

May the wind of change never turn into the wind in your head.

May the wind in your classroom be gentle and fresh.

Let the rainbow of discovery shine in your classroom.

Let the hail of “unsuccessful” and “twos” pass you by, and “fives” and successes flow like water.

Let the storm not break out at all in your class.

Let your class be a greenhouse - a greenhouse of love, kindness, respect and decency. In such a greenhouse, friendly mature, strong shoots will grow. And it will be a wonderful greenhouse effect.

Slides captions:

Modern pedagogical technologies, their effectiveness Blinova G.A., teacher of chemistry and biology

"Technology" is a detailed way of carrying out this or that activity within the framework of the chosen method.

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

Criteria that make up the essence of pedagogical technology: an unambiguous and strict definition of learning objectives (why and for what); content selection and structure (what); optimal organization of the educational process (how); methods, techniques and teaching aids (with the help of what); as well as taking into account the necessary real level of teacher qualification (who); and objective methods for evaluating learning outcomes (is this true).

Therefore, among the priority technologies, there are: traditional technologies: referring to traditional technologies various types of training sessions, where any system of means can be implemented that ensures the activity of each student based on a multi-level approach to the content, methods, forms of organization of educational and cognitive activity, to the level of cognitive independence, transfer of teacher-student relations to parity and much more; gaming technologies; test technologies; modular block technologies; developmental learning technologies; technology of problem learning; project-based learning technology; Computer techologies; and etc.

“A bad teacher presents the truth, a good teacher teaches to find it.” A. Diesterweg

The tasks of modern pedagogical technologies are accentuated: on the education of a truly free personality, the formation in children of the ability to think independently, acquire and apply knowledge; carefully consider decisions and clearly plan actions; to cooperate effectively in groups of diverse composition and profile, to be open to new contacts and cultural ties.

Not calls for the modernization of the educational process, not the development of regular improvement and development programs renews the school. It is updated by a teacher who has mastered new technologies of teaching and education.

Modern pedagogical technologies. Developing education Cooperation in education. Problem learning Computer technologies. Project training.

Developmental learning

In order to make the lesson developing, the teacher must: replace the reproductive question-answer system of the lesson and the types of tasks with more complex ones, the implementation of which involves a wide variety of mental qualities (memory, attention, thinking, speech, etc.). This is facilitated by problem questions, search tasks, tasks for observations, solving practical problems, performing research tasks, etc.; change the nature of the presentation of new material and turn it into a problematic, heuristic, stimulating students to search; involve students in self-management and self-regulation of cognitive processes in the classroom, involving them in setting the objectives of the lesson, developing a plan for its implementation, monitoring and self-control, in evaluating, self-evaluating and mutually evaluating the results of activities. Students can act as laboratory assistants, assistants, teacher assistants, consultants.

Problem learning

A problem (from the Greek problema - a task) is “a difficult question, a task that needs to be solved” (S.I. Ozhegov). The problem can be scientific and educational.

Currently, problem learning is understood as such an organization of the educational process, which involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them.

This type of training: is aimed at students' independent search for new concepts and methods of action; involves the consistent and purposeful presentation of cognitive problems to students, the resolution of which (under the guidance of a teacher) leads to the active assimilation of new knowledge; provides a special way of thinking, the strength of knowledge and their creative application in practical activities.

The implementation of problem-based learning is possible under the following conditions: the presence of a problem situation; readiness of the student to find a solution; the possibility of an ambiguous solution.

Stages of implementation of problem learning: The first stage is preparation for the perception of the problem. The second stage is the creation of a problem situation. The third stage is the formulation of the problem. The fourth stage is the problem solving process. The fifth stage is the proof of the correctness of the chosen solution, its confirmation, if possible, in practice.

Cooperation in education

Activities in the conditions of cooperation provide: Higher level of efficiency and productivity of the educational process. Creating a more friendly, welcoming environment in the classroom. Increasing self-esteem and communication competence of schoolchildren and, ultimately, greater mental health of students.

Project based learning

Basic requirements for the use of project activities: The presence of a significant research, creative problem or task that requires search for its solution. The problem raised in the work should, as a rule, be original. The basis of the activity should be the independent work of students. Use of research methods. The work performed should demonstrate the depth of the author's knowledge of the chosen field of study. The work must meet the established formal criteria.

The concept of information (computer) technology.

Computer technologies are the processes of preparing and transmitting information to the student, the means of implementation of which is a computer.

There are at least three approaches to the use of computers in teaching that are widely used today. We are talking about a computer as a storage (and source) of information, about a computer as a developing environment, about a computer as a learning device.

The result of using modern technologies. Technology The result of using technology Developing learning Problem learning Project-based teaching methods Learning in cooperation (teamwork, group work) Information and communication technologies Comprehensive harmonious development of the child's personality, preparation of the educational base. The transition to the level of socially significant results, the formation of educational, cognitive, informational, communicative competencies. The development of mutual responsibility, the ability to learn by virtue of their own capabilities with the support of their comrades. Increasing the effectiveness of the lesson.

The development of personality in school takes place in the classroom, so the task of the teacher is to ensure that each child is included in different activities. A correctly chosen goal determines the selection of methods and forms of organization of educational and cognitive activity of students ...

The most important component of the pedagogical process should be the personality-oriented interaction of the teacher with students, where comfortable psychological well-being of teachers and students would be ensured, a sharp decrease in conflict situations in the classroom and during educational activities, where favorable prerequisites would be created for increasing the level of general cultural training; a favorable microclimate was created in the classroom, school.

We make weather in the classroom. So let's do it reasonably, efficiently and, if possible, sunny. And let's do only good weather!

Ministry of Education and Science of the Russian Federation and the Republic of Dagestan

MKOU "Steel Gymnasium"

Kizilyurtovsky District, Republic of Dagestan

Report at the meeting of the methodological association of the district of technology teachers

on the topic:

« The effectiveness of the lesson through the use of modern educational technologies »

Prepared by: teacher of technology MKOU "Steel Gymnasium" Abdulova Patimat Musaevna

2016

"The effectiveness of the lesson through the use of modern educational technologies"

Modern educational technologies are used in the lessons in schools, taking into account the latest trends in education. The use of promising approaches and educational technologies in lessons in various subjects can significantly increase the perception of the lesson material by students.

Modern educational technologies in the classroom are based on several approaches to the lesson.

This includes:

personality-oriented;

active;

systemic;

optimal;

innovative - creative.

Modern educational technologies in the classroom take into account the requirements of the mandatory minimum of the content of education, self-assessment of the teacher's capabilities and diagnostics of the student's individual capabilities and needs.

A student-centered approach comes to the fore in modern lesson technologies. Thanks to him, it is possible to conduct a more complete lesson on the topic of the program of the academic discipline.

Student-centered approach in modern educational technologies

Modern educational technologies in the lessons at school, which use a student-centered approach, are based on the activity of the teacher, aimed at students. The activity of a teacher in a lesson with a student-oriented orientation implies that the teacher has a curriculum for conducting a lesson, depending on the readiness of the class and the use of problematic creative tasks.

Modern educational technologies encourage the use of tasks that allow the student to choose the type, type and form of the material: verbal, graphic, symbolic. Also positive experience confirmed the creation of a positive emotional mood for the work of all students during the lesson. This is especially important at the beginning of the lesson. In addition, at the beginning of the lesson, not only the topic of the lesson should be reported, but also the features of the organization of educational activities during the lesson.

Modern educational technologies in the classroom necessarily include a discussion with children at the end of the lesson not only of what they learned or mastered, but also of what they liked or disliked. How much did the students like or dislike this or that aspect of the lesson. What they would like to do again, and what to do differently. This is how students are encouraged to choose and independently use various ways to complete tasks.

Modern educational technologies in the classroom also imply assessment or encouragement during a survey in the lesson not only of the correct answer of the student, but also an analysis of how the student reasoned, which method he used, why and what he was wrong about. This does not imply bad arguments, on the contrary, the teacher should, if possible, identify positive sides even in the wrong answer. The mark given to the student at the end of the lesson should be argued according to a number of parameters: correctness, independence, originality. Moreover, the last arguments should be more important for students than just an assessment.

Modern school educational technologies provide that when homework assignments are given not only the topic and scope of the assignment, but also it is explained in detail how to rationally organize your educational work when performing homework. Thus, the teacher uses a student-centered approach even outside the classroom. This is the main concept in modern school education technologies.

Educational technologies of the modern lesson

Modern lesson begins with the preliminary organization of the class. It includes preparing the psychological mood of students for the upcoming lesson and ensuring a normal environment in the lesson. The actions of the teacher and students in this case are as follows:

mutual greeting of teacher and students

checking for missing

checking the external condition of the premises

checking jobs, working posture and appearance of students organization of attention

Modern educational technologies in the classroom separate the activities of the teacher and students, depending on the focus of a particular part of the lesson. Those. The lesson is presented in several parts. Structurally, they correspond to the classical elements of the lesson: learning new material, consolidating what has been learned, assessing students' knowledge and homework.

The study of new material in the lesson includes the assimilation of facts and the main ideas of the topic, the assimilation of the method of studying the material being studied and mastering the methodology for reproducing the material being studied. The actions of the teacher and students are as follows:

pedagogical tasks of processing new material

explanation of the material by the teacher

independent study of the material in the lesson

Consolidation of the past should be aimed at a solid assimilation of knowledge. At the same time, students repeat fundamental knowledge on the topic, and the teacher must conduct a final repetition on the topic.

The control and assessment of students' knowledge consists in the development by the teacher of criteria for assessing knowledge, positive motivation to acquire knowledge, and the teacher's education of objective self-esteem in students. For these purposes, teachers conduct oral surveys, independent and control work. At the end of the academic year, an annual test and/or exam.

Homework according to modern educational technologies is aimed at developing independence and creative thinking, as well as improving methods independent work students. The teacher should explain the homework, and in the next lesson check and evaluate the homework. Modern educational technologies also imply the possibility of individualization of homework by teachers in relation to individual students or groups of students according to their abilities.

Modern educational technologies in the classroom separately distinguish tasks aimed at generalizing and systematizing the knowledge of students. They involve the development in students of a system of knowledge, skills, abilities and qualities that are formed within the framework of the subject being studied. The main importance in this regard is given to recapitulating lessons and final repetition.

Now let's consider the features of using modern educational technologies in the classroom in relation to the structure of the lesson, analysis of the lesson and evaluation of the effectiveness of the lesson.

Modern educational technologies and lesson structure

Consider the structure of the lesson based on modern educational technologies.

Lesson structure:

1. Goals, objectives of the topic of educational material: educational, educational, developing or improving.

2. Requirements for the goals and objectives of the lesson:

Orientation to the maximum possibilities of different students.

Goals should be achievable and understood by students.

Objectives should be specific and result oriented.

3. Requirements for the content of educational material

Scientific

Availability

Appropriateness by volume

There is a degree of novelty

There is variability, the possibility of creative activity

4. The main stages of the lesson in accordance with the student-centered approach are discussed above. Modern educational technologies in the classroom suggest the possibility of flexible use of the proposed stages in accordance with the characteristics of a particular lesson.

5. The main teaching methods include verbal, visual and practical.

6. Forms of organization of cognitive activity of students: frontal, group, pair and individual.

7. Management of educational and cognitive activity of students is implemented through the following teacher skills:

Organize the activities of students to understand the objectives of the lesson.

Ensure the inclusion of each student in the activity of mastering the leading concepts, knowledge, methods of activity (activation).

To ensure that each student completes a similar cycle of learning.

Get feedback.

8. As a real result and performance indicators, modern educational technologies in the classroom at school involve the use of the following objects of assessment: the volume and quality of knowledge; practical skills and abilities; intellectual development; motivation for learning activities. In this case, the second and fourth objects of evaluation are predominant.

9. Determining the degree of student learning.

10. Introspection of the lesson

The last two points are important elements in the development of students' cognitive activity.

Modern educational technologies in the classroom imply constant teacher control over the development of students' abilities to learn and assimilate lesson material and conduct critical self-analysis in order to constantly improve the educational process.

Using modern educational technologies to analyze the lesson and evaluate its effectiveness

It should be noted that the scheme of psychological analysis of the lesson is based on an assessment of the main factors successful classes and, consequently, better assimilation of educational material by students. Modern educational technologies in the classroom include 6 such factors.

1. Psychological and pedagogical goals and objectives of the lesson.

2. Taking into account the mental characteristics of students in preparation for the lesson. Taking into account the peculiarities of the relationship of students in the team, the level of organization, preparedness of students, their attitude to learning, to this subject.

3. Psychological aspects of the formation of value qualities in the lesson:

educational tasks of the lesson;

formation of beliefs, ideals, worldview;

use in the lesson of knowledge of psychology (age and individual features students).

4. The activation of the cognitive activity of students is assessed by the development of students' abilities.

Techniques for the development of attention (stability, switchability, volume), memory (voluntary and involuntary memorization and reproduction, methods of strong and meaningful memorization), thinking (flexibility, depth, breadth, creative and reproductive thinking, various mental operations), imagination (connection of words and visualization, elements of creative imagination, fantasy, etc.).

5. Activities and personality of students in the lesson:

interest in the subject;

the degree of ease of assimilation of the material;

erudition;

the activity of students as a single team, cohesion, organization, accuracy, attitude towards underachievers and violators of discipline;

activity, independence, focus on different types of work;

discipline;

the ability to correctly perceive criticism and readiness to support the actions of the teacher;

the attitude of students to the teacher and to each other (obedience, fear, goodwill, respect, mutual assistance, prompting, etc.).

6. Characteristics of the personality and activities of the teacher:

knowledge of the subject, erudition, versatility of interests;

the ability to explain the material in an accessible way;

the ability to interest the topic, to show its practical significance;

exactingness,

tact, politeness in communication;

discipline in the classroom;

engaging students in active work in the classroom;

justice, clarity;

modesty, simplicity;

the ability to celebrate the merits of students;

creation of a favorable psychological atmosphere, communication in the classroom using communicative means (inducement, advice, censure, approval, etc.);

taking into account the mental state of individual students;

communication skills of the teacher (the ability to find a way out of difficult situations, self-control, looseness, removal of adverse emotional states).

After conducting a psychological analysis of the lesson, the effectiveness of the lesson is evaluated. To do this, use the following plan:

1. Organization of the start of classes.

2. Checking homework

3. Preparation for the main stage

4. Assimilation of new knowledge

5. Initial check of understanding

6. Consolidation of knowledge

7. Generalization and systematization of knowledge

8. Control and self-examination

9. Summing up the activities

10. Information about homework.

The main goal of my work with children is to develop creative imagination children, teach them to take the initiative, analyze the advice of their peers, and work independently.

My methodical work I build on the study of advanced developing technologies, using the principles of developmental education identified by Z.I. Kalmykova:

the principle of problem-based learning;

the principle of optimal development of different types of mental activity;

the principle of individualization and differentiation of education;

the principle of special formation of algorithmic and heuristic methods of mental activity;

the principle of a special organization of mnemonic activity.

These principles ensure the activity of students, the consciousness of learning, the possibility of independent work:

The use of the principles of developmental education stimulates the cognitive interest of students, improves the quality of assimilation of the material.

A special role in the formation of a creative personality capable of highly productive work in the future, technically saturated production activities, is assigned to the lessons of technology.

The activation of creative cognitive activity of students depends to a large extent on the teaching methods that the teacher uses in these lessons.

Methods are ways of interconnected activities of the teacher and students aimed at achieving the learning goals. With the help of teaching methods, educational, educational and developmental tasks are implemented. It is during the school years that children develop cognitive interest, cognitive activity, which do not arise by themselves. The leading role in this process belongs to the school, the teacher.

Very often, the result of training and education is evaluated by the actions of the student who listens, writes, reads, performs. This is the external side of his activity, it is visible and understandable to us.

Systematic work on my use of modern pedagogical technologies and their elements in the educational process leads to the fact that progress in the subject of technology in groups is 100%, students take an active part in subject weeks, participate in exhibitions of children's creativity: school, district, regional among weak students lowering the threshold for anxiety.

Chinese wisdom says: "I hear - I forget, I see - I remember, I do - I assimilate." My task, as a teacher, is to organize learning activities in such a way that the knowledge gained in the lesson by students is the result of their own searches. But these searches must be organized, while managing students, developing their cognitive activity.

Svetlana Greshkova
The use of modern educational technologies in training and education

Chapter 1. Introduction.

1.1. Relevance.

1.2. Tasks .

Chapter 2. The main part.

2.1. What is pedagogical technology?

2.2. Basic requirements of pedagogical technology.

2.3. The essence of pedagogical technology.

technology.

2.5. Kinds educational technologies.

2.6. Health saving technology.

2.7. Technology project activity.

2.8. Technology

technology.

2.10. gaming technology.

Chapter 3. in work with older children - MBDOO preparatory group No. 9 "Thumbelina" n. New.

3.1. Health saving technology.

3.2. Technology project activity.

3.3. Technology research activities.

3.4. Information and communication technology.

3.5. gaming technology.

Conclusion.

Appendix.

List used literature.

Chapter 1. Introduction.

Every year the science of education imposes more and more stringent requirements on education and upbringing the rising generation. One of the main pedagogical tasks is the development and application in practice conducive to education and upbringing of children.

Therefore, the main task of teachers is to increase the effectiveness teaching pupils in accordance with the requirements of the Federal State Educational Standard, the choice of such means, methods and forms of organizing work with children that optimally correspond to the goal of personality development. Modern pedagogical technologies in preschool education aimed at improving the quality children's education, as well as for the implementation state standards preschool education.

1.1. Relevance.

I think that the use of modern educational technologies in the educational process is relevant, effectively and modern. Because the children have the opportunity to explore and analyze the knowledge gained, as well as develop creative abilities and communication skills. I think that every teacher should use modern educational technologies in raising children. After all, it is in preschool age is being laid "foundation", which further guarantees successful teaching our children.

1.2. Tasks use of educational technologies:

Level up self-education, having mastered modern technologies learning;

Apply the acquired knowledge in practice;

Determine efficiency modern pedagogical technologies;

improve quality education of pupils.

Chapter 2. The main part.

2.1. What is « technology» ? Many scientists and teachers were engaged in the study of this concept, such as V. M. Shepel, B. T. Likhachev, V. P. Bespalko, I. P. Volkov, Yu. K. Babansky, N. R. Talyzina, V. F. Shatalov, S. N. Lysenkova. All of them took as a basis the origin of the word « technology» from Greek "techne" art, craftsmanship, skills and "logia"- the science.

Technology is the science of craftsmanship.

Pedagogical technology is an ordered set of actions, operations and procedures that instrumentally ensure the achievement of the predicted result in changing conditions educational process(V. A. Slastenin).

2.2. Primary requirements (criteria) pedagogical technology:

Conceptuality

Consistency

Controllability

Efficiency

Reproducibility.

2.3. The essence of pedagogical technology is that it expresses the step by step steps. Pedagogical technology includes a set of specific professional actions at each stage, allowing the teacher to foresee the intermediate and final results of his own work even in the process of creation. pedagogical activity. Pedagogical technologies are widely used both in working with children and their parents, and in the teaching staff.

2.4. The structure of the pedagogical technology consists of three x parts:

Therefore, each technology must meet all of the above requirements.

The interaction of teachers, children and their parents of preschool educational institutions is carried out on the basis of modern educational technologies.

Modern Requirements demanded by the state for quality educational work in kindergarten, imply that the teacher must be a creative person, well-versed in the necessary educational technologies and use them in work with preschoolers.

2.5. Kinds educational technologies.

I am like educator that keeps pace with the times, I use modern educational technologies in my work.

2.6. Health saving technology.

Target: creating conditions for the formation of pupils concept of healthy lifestyle, on the ability to provide first aid to oneself and one's neighbor, as well as the formation and development of knowledge, skills and abilities necessary to maintain one's own health.

Health-saving pedagogical technology include all aspects of the impact of the teacher on the health of the child at different levels - informational, psychological, bioenergetic.

IN contemporary conditions, human development is impossible without building a system for the formation of his health.

2.7. Technology project activity.

Target: development and enrichment of social and personal experience through the inclusion of children in the sphere of interpersonal interaction.

teachers, actively using project technology in the upbringing and education of preschoolers, unanimously note that the life activity organized according to it in kindergarten allows you to better learn pupils, penetrate into inner world child.

Now in the pedagogical environment, and in particular in the preschool, a lot of attention is paid to design - pedagogical and children's.

Project activities in educational The process is in the nature of cooperation, in which children and teachers of the preschool take part, as well as parents and other family members. Parents can be not only sources of information, real help and support for the child and the teacher in the process of working on the project, but also become direct participants educational process, enrich their pedagogical experience, experience a sense of satisfaction from their successes and the successes of the child.

It is the project activity that allows not only to support the children's initiative, but also to formalize it in the form of a culturally significant product.

2.8. Technology research activities.

Target: systematization of teachers' knowledge on the development of cognitive and research activities of children, improvement of pedagogical skills.

Research activity is considered in educational process, as a special kind of intellectual and creative activity, generated as a result of the functioning of the mechanisms of search activity and built on the basis of exploratory behavior.

Methods and techniques for organizing experimental research activities:

heuristic conversations;

posing and solving problems of a problem nature;

observations;

modeling (creating models about changes in inanimate nature);

fixing the results: observations, experiments, experiments, labor activity;

"immersion" in colors, sounds, smells and images of nature;

usage artistic word;

didactic games, gaming educational and creative development

situations;

work assignments, actions.

2.9. Information and communication technology.

The world in which it develops modern child , is significantly different from the world in which his parents grew up. This imposes qualitatively new requirements on preschool education. education as the first link of continuous education: education using modern information technologies(tablet, computer, interactive whiteboard and etc.).

Contemporarysociety sets the following tasks for teachers:

to keep up with the times,

become a guide for the child to the world of new technologies,

a mentor in the selection of computer programs,

to form the foundations of the information culture of his personality,

improve the professional level of teachers and the competence of parents.

These problems cannot be solved without use of modern information and communication technologies.

2.10. gaming technology

gaming technology built as a whole education, covering a certain part of the educational process and united by a common content, plot, character. In the game room technologyswitched on sequentially:

games and exercises that form the ability to identify the main, characteristic features of objects, compare, contrast them;

groups of games for the generalization of objects according to certain characteristics;

groups of games, during which preschoolers develop the ability to distinguish real phenomena from unreal ones;

game groups, educating the ability to control oneself, the speed of reaction to a word, phonemic hearing, ingenuity, etc.

Compilation of game technologies from individual games and elements - everyone's concern educator. Right hand-picked and competently alternating games and exercises, give preschoolers a lot of joyful emotions and develop their dexterity, endurance, coordination of movements, and also contribute to the expansion of children's motor experience, improve spatial orientation and the ability to act together. Games are selected according to the age of the child, the place and time of their holding.

Education in the form of a game can and should be interesting, entertaining, but not entertaining. To implement this approach, it is necessary to educational technologies developed for preschool education, contained a clearly defined and step-by-step described system of game tasks and various games so as to, using this system, the teacher could be sure that as a result he would receive a guaranteed level of assimilation by the child of one or another subject content. Of course, this level of achievement of the child should be diagnosed, and technology used by the teacher must provide this diagnosis with appropriate materials.

In activities with the help of games technologies children develop mental processes.

Gaming technology closely connected with all parties educational and educational work kindergarten and the solution of its main tasks. Some modern educational programs offer use folk game as a means of pedagogical correction of children's behavior.

So way, modern pedagogical technologies combined with modern information technology can significantly improve efficiency educational process, solve facing educational task organization education and training all-round developed creative personality.

Chapter 3 Use of modern educational technologies working with older children preparatory group MBDOO №9 "Thumbelina"

In my practice, working with children older than the preparatory group, I I use the following modern educational technologies:

3.1. Health saving technology I use in everyday activities, during the working day, in order to preserve and improve the health of children. By placing the main educational task when interacting with my parents pupils- develop in children a reasonable attitude towards their body, instill the necessary cultural and hygienic skills, teach them to lead a healthy lifestyle since childhood. Necessarily use musical accompaniment.

Thanks to the health-saving direction in my work, the children form a meaningful attitude towards health as an important life value.

To the forms and methods of health-saving technologies include:

Relaxation (exercises to relieve nervous tension in children);

General relaxation "The eyes are closing..."

Recreational gymnastics and outdoor switchgear at GCD for physical development;

Physical education minutes, dynamic pauses; ( "How We Live", "Once we got up", "Leaves", "The wind blows in our face" etc).

Exercises for the eyes, breathing, fingers, etc. ( "Spider", "Gymnastics for the eyes", "Hedgehog", "Blow out the candle").

With the help of physical education minutes, finger gymnastics, you can perfectly switch children to another type of activity, increase their performance in educational activities.

Also by me widely are used individual techniques described technologiesin various forms of organization of the pedagogical process: on GCD and walks, during sensitive moments and in the free activities of children. Walking is a mandatory health-improving moment in working with preschool children.

Introducing health-saving technology, I'm active usenon-standard equipment for:

Self-massage with children (tumblers, pencils, prickly balls);

My pupils perform elements of self-massage for themselves and each other, which gives them great joy;

Exercises to strengthen the muscles of the shoulder joint (dumbbells, barbells);

Prevention of flat feet

For emotional warm-ups, which not only relieve emotional stress and tune in to the positive, but also develop the strong-willed attention of children.

Emotional warm-up "Sun" Psycho-gymnastics "Onlookers"

3.2. Technology project activity.

Modern the teacher must have the knowledge and skills of pedagogical design and organization of children's project activities aimed at transforming the future in the field of upbringing and education of preschoolers.

During my work in the older - preparatory group, I have developed and implemented the following projects:

Short term health saving project “Being healthy is very important!”.

Objective of the project: creation of a unified health-saving space and the formation of healthy skills image life of children and their parents.

The project implementation period is from 18.11 to 25.01.15.

The project provided for daily, systematic, preventive work with children on health protection.

During the project, discussions, classes, excursions, and observations were held.

The project resulted in an exhibition of children's drawings "Sport in my family".

A short-term family project dedicated to the 110th anniversary of the birth of Agnia Barto.

The project implementation period is from 16.02 to 16.03.

Objective of the project: acquaintance of children with the work of A. L. Barto, the formation of their sustainable interest in the artistic word, the development of creative abilities. In the course of the project, conversations with children of an instructive nature were held, acquaintance with the work of the poetess, a book exhibition was framed.

The result of the project was an exhibition of parent-child drawings "Road to Childhood", and the best drawings continued to participate in the regional competition.

3.3. Technology research activities.

Research activity is the formation in children of the ability for an exploratory type of thinking. My pupils- Children are curious, eager to learn a lot of new and interesting things. It is this technology helps children to replenish and strengthen their knowledge about the world around them.

With the help of research activities, working with children 5-7 years old, I use:

Observations

Observation "Lilac in Spring" Observation "Lizard in the Sun"

Experimental activities

"Spring onion planting" "Finding the Pulse"

Labor assignments.

3.4. Information and communication technology.

The information competence of a preschooler is the basis, elements of knowledge, skills and value attitude to information and information processes, allowing the child to be included in the types of information activities available to him: cognitive, playful, etc.

In my work, I actively use information and communication technologies such as:

usage Internet in pedagogical activity with the aim self-education, selection of illustrative material for GCD, conversations, for designing a stand for a developing environment;

showing presentations;

Musical accompaniment to GCD, relaxation, physical minutes.

3.5. gaming technology

The game is the leading activity of the child. In the game, he develops as a person, he forms those aspects of the psyche, on which the success of his social practice will subsequently depend. The game creates the basis for a new leading activity - educational. Therefore, the priority task is to optimize and organize a special space in the group for activation, expansion and enrichment. gaming activity pupils. By creating problem situations in play activities, I encourage children to express their opinions, draw conclusions, teach them not to be afraid to make mistakes. It is very important for the child to feel a taste for receiving new, unexpected information about the objects and phenomena surrounding him.

Game specifics technologylargely determines the gaming environment: distinguish between games with and without objects, board games, indoor and outdoor games, as well as with various vehicles, all these games I use in his teaching practice.

role-playing games "Hospital", "Mail", "Family", "Shop" and etc.)

"Library" "Family"

"Mail" "Hospital"

Didactic, board - printed games

Didactic game "The Fourth Extra" Table game "Puzzles"

Outdoor games

In the older - preparatory group there is a card index of finger, theatrical, mobile, plot-role-playing, didactic games, games for the development of emotions.

Conclusion.

Working with children and their parents, I came to the conclusion that use of modern pedagogical technologies in my professional activity necessary because it is t positive result:

rises general level development of the main educational program MBDOO №9"Thumbelina" n. New ";

Actively developing in my pupils social and communication skills;

I note the development of creative, research and analytical thinking in older preschool children;

The interest and involvement of parents in educational process.

In the future, I plan to continue working on the use of modern educational technologies in the upbringing and education of my pupils.

I would like to point out that all educational technologies interconnected. And only that technology will give the necessary result, which is spiritualized by its main author - the Teacher! Every teacher is a creator technology, even if it deals with borrowings. Creation technology impossible without creativity. For a teacher who has learned to work on technological level, will always be the main reference point for the cognitive process in its developing state.

List used literature.

1. Selevko G.K. Modern pedagogical technologies: tutorial. – M. : Folk education, 1998.

2. Atemaskina Yu. V. Theologian L. G. Modern pedagogical technologies in preschool educational institutions.- St. Petersburg: Publishing house "Childhood-Press", 2011.

3. Salnikova T. P. Pedagogical technology: Tutorial/M. : TC Sphere, 2005.

4. Veraksa N. E. Project activity of a preschooler:Program Library: techniques. / N. E. Veraksa, A. N. Veraksa. Mosaic-Synthesis, 2008.

Internet - resources.

Sections: School administration

A school is an open socio-pedagogical system created by society and designed to perform socially significant functions. As society is updated and the social order changes, so does the school. Fundamental state documents recent years The idea of development is called the key one in the ideology of the new school, highlighting three important postulates:

the school is the most important factor in the development of the individual;
the school must become an effective and promising factor in the development of Russian society;
the education system and the school must be constantly developed.

The development of the school without the development of new ideas is impossible, an innovative process is necessary.

The focus on personal development involves the selection of the following as the main criteria for an innovative educational system:

- free access of students to information, familiarization with culture, creativity;
– preservation of life, physical, mental and moral health of students;
- the ability of the education system to include not only cognitive, but also social programs aimed at solving life problems students;
- the ability of an innovative educational system to adapt to the needs of each child, to individualize education and upbringing; ensure the moral and psychological comfort of students;
- a democratic arrangement of the joint life of students and teachers.

These criteria for an innovative educational system are reflected in the School Development Program for the 2006-2010 academic years. One of the tasks successfully solved by the school staff is the use of modern educational technologies, which are a prerequisite for the intellectual, creative and moral development of students.

What is the effect of using modern educational technologies?

To do this, you need to understand the meaning of the term “effect”.

An effect is a means, a technique for creating a certain impression, as well as the impression itself; results of any cause. Thus, the effect is an action, an impression. Therefore, it is necessary to find out how to produce this impression, by what action. The meaning inherent in this concept can be deepened by single-root words. For example, effective, which means productive, productive, efficient.

Often the problem of measuring effectiveness is limited to determining the quality of learning, although it is obvious that the concept of the effectiveness of a particular educational technology depends on its potential, on its focus. Therefore, the scientific and methodological council of the school determined the criteria for determining the effectiveness of the use of innovative technologies:

The level of use of modern educational technologies.
The level of computer equipment and PC proficiency.
The level of readiness of teachers for innovative, experimental activities.
The level of development of the cognitive sphere of students.
The level of motivation for learning.
Participation of students in project activities and creative competitions.
Formation of the need for healthy way life.
Satisfaction school life students and parents.

During the analyzed period (3 years), there is a positive trend in the use of modern educational technologies. During the diagnostics, the following systemic effects were noted.

100% of teachers have information about modern pedagogical technologies.

The school staff uses:

Developmental learning technology - 82%

Efficiency of use: the formation of the ability and desire to learn, the development of initiative, interest in learning. Comprehensively harmonious development of the personality of the child.

Problem-based learning technology - 78%

Efficiency of use: mastering the methods of independent activity, the ability to see the problem, look for solutions, form conclusions.

Technology of multi-level education - 95%

Efficiency of use: involvement of all students in learning activities, learning in accordance with individual capabilities.

Design technology - 72%

Efficiency of use: the formation of research, information, communication competencies. Creation of conditions for organized activities and cooperation.

Game technology - 84%

Efficiency of use: realization of the individual's need for self-expression. Formation of a creative attitude to reality.

Collaborative learning technology - 82%

Efficiency of use: the development of mutual responsibility, the ability to learn by virtue of one's own abilities with the support of one's comrades.

Health-saving technology - 100%.

Efficiency of use: creating and strengthening the physical and mental health of children.

Information and communication technology - 85%

Efficiency of use: increasing the efficiency of the lesson through the use of multimedia tools, Internet technologies. Formation of information and communication competencies.

Computer literacy of teachers.

Effective use of ICT tools by all participants in the educational process is possible with appropriate training. 60% of teachers were trained in the use of ICT. The school holds courses and consultations for teachers on the topics “Creating tables and diagrams”, “Working on the Internet. E-mail”, “Working with interactive equipment”. In order to increase the efficiency of work, the school relies on the formation of its own personnel policy, which contributes to the creation of a team of teachers ready for creativity and innovation. Close attention is paid to the issues of certification of teaching staff.

The composition of teachers with VKK increased by 11%, which is proof of the effectiveness of methodological work.

A teacher who is capable and ready to carry out innovative activities at school will be able to take place when he realizes himself as a professional, has a mindset for the creative perception of the existing innovative experience and its necessary transformation. On the basis of the school in 2007, a regional experimental site was opened on the topic: “Complex information and educational environment in the cognitive activity of students”. We faced the problem of teachers' willingness to participate in experimental activities. Therefore, the idea of identifying and studying the innovative potential of a teacher, which determines his readiness to improve his pedagogical activity and confirms the availability of means and methods to ensure this readiness, has become the core of diagnosing OER.

The level of readiness of teachers for innovative, experimental activities.

The advanced pedagogical experience of teachers is generalized and disseminated in the school, district, region through open lessons, master classes, speeches at conferences. Only in this academic year teachers spoke at regional conferences: “Competence-based approach in education as the basis for the implementation of second generation standards: from theory to practice”, “Professional portrait of a teacher”, held open lessons as part of regional advanced training courses, a district seminar “Features of the Harmony EMC” was held on the basis of the school " etc.

Over the past three years, the number of publications by teachers has increased, revealing effective pedagogical technologies used at school.

Publications of teachers.

The use of modern educational technologies has made it possible to prepare a contingent of students who have the opportunity to study at an increased level of requirements. The school implements pre-profile training and profile training, which made it possible to create conditions for the personal and professional self-determination of schoolchildren, new learning programs(economics, law, information modeling), elective courses have been developed and are being conducted. To form a stable motivation for learning activities and the formation of career guidance, an elective course “In Search of Your Vocation” is being conducted. At the senior level, a socio-economic profile is implemented, which is the most in demand in the microdistrict. Implementing this profile, the school actively cooperates with higher educational institutions: Russian State Social University, Institute of Management, Marketing and Finance.

The number of school graduates enrolled in universities.

The number of school students in grades 10–11 studying according to individual plans increased from 10% to 16%.

The most important component of the pedagogical process should be the student-oriented interaction of the teacher with the students, where comfortable psychological well-being of teachers and students would be ensured, a sharp decrease in conflict situations in the classroom and during educational activities, where favorable prerequisites would be created for increasing the level of general cultural training, a favorable microclimate would be created in the classroom and at school. According to the results of psychological research for three years, the level of school anxiety decreased by 10% and the level of motivation for learning increased by 8.5%.

Today, like hundreds and thousands of years ago, the teacher and the student meet. Between them is an ocean of knowledge and reefs of contradictions. And that's okay. Any ocean contradicts, hinders, but it will endow those who overcome it with constantly changing landscapes, the vastness of the horizon, the hidden life of its depths, a long-awaited and unexpectedly growing coast.

Creative success and effective work.

Modern educational technologies how to determine their effectiveness. Fomichev R.S. Criteria and indicators of the effectiveness of the implementation of modern pedagogical technologies in the process of modernization of general education. Once Vintik and Shpuntik did nothing to anyone

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Modern educational technologies how to determine their effectiveness. Fomichev R.S. Criteria and indicators of the effectiveness of the implementation of modern pedagogical technologies in the process of modernization of general education. Once Vintik and Shpuntik did nothing to anyone

Save this for yourself so you don't lose it:

Classification of educational technologies in accordance with the Federal State Educational Standard

Information and communication educational technology of training according to the Federal State Educational Standard

Educational technologies according to the Federal State Educational Standards aimed at the formation of critical thinking

Project educational technology according to the Federal State Educational Standard

Educational technologies for the implementation of the Federal State Educational Standard through problem-based learning

The use of modern educational technologies, including a game component, according to the Federal State Educational Standard

Modular educational technology at school according to GEF

Educational technology of multi-level education in the context of the implementation of the Federal State Educational Standard

Pedagogy of cooperation - a modern educational technology for the implementation of the Federal State Educational Standard

New educational technology according to the Federal State Educational Standard - workshop technology

Features of the implementation of modern educational technologies in the school according to the Federal State Educational Standard

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Preview:

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