The rapid development of society dictates the need for changes in technologies and methods of the educational process. Graduates of educational institutions must be prepared for the trends of changing modernity. Therefore, the introduction of technologies aimed at an individual approach, mobility and distance in education seems necessary and inevitable.
What is “innovative technology”
Word " innovation" is of Latin origin. “Novatio” means “renewal”, “change”, and “in” translates as “in the direction”. Literally “innovatio” - “in the direction of change.” Moreover, this is not just any innovation, but after its application significant improvements in efficiency and quality of activity occur.
Under technology(Greek techne “art”, “skill”, logos “word”, “knowledge” - the science of art) refers to a set of methods and processes used in any business or in the production of something.
Any innovation finds its implementation through technology. Thus, innovative technology is a technique and process of creating something new or improving an existing one in order to ensure progress and increase efficiency in various spheres of human activity.
Innovative educational technologies
The methods used do not work as effectively with the new generation of students. Standardized education does not take into account the individual qualities of the child and the need for creative growth.
Despite a number of problems that cannot be solved using old methods, there are difficulties in introducing innovations. The teacher must understand that the introduction of innovative methods not only helps his students learn the material more effectively, but also develops their creative potential. But it also helps the teacher realize his own intellectual and creative potential.
Types of pedagogical innovations
A wide variety of innovative pedagogical methods are used in school education. The profile orientation of the educational institution, its traditions and standards play a huge role in the choice.
The most common innovations in the education process:
- information and communication technologies (ICT);
- student-centered learning;
- project and research activities;
- gaming technologies.
ICT
Implies integration of teaching disciplines with computer science, and computerization of assessment and communication in general. The computer can be used at any stage of the educational process. Schoolchildren are trained to work with basic programs and study material using electronic textbooks and manuals. Using a computer and projector, the teacher presents the material. Presentations, diagrams, audio and video files, thanks to their clarity, contribute to better understanding of the topic. Independent creation of slides, diagrams, and memory cards helps to structure knowledge, which also helps with memorization.
Availability of computer, internet and special programs makes it possible distance teaching, online excursions, conferences and consultations.
At the end of the study, topics can be used as control tests on the computer. Schools use the system electronic magazines, in which you can track the results of an individual child, class, or performance in a specific subject. Come into use and electronic diaries, where grades are given and homework is recorded. So parents can find out the child’s scores and availability of assignments.
It is important to teach schoolchildren how to properly use the Internet, search engines and social media. With the right approach, they become an inexhaustible source of information and a way for schoolchildren to communicate with the teacher and among themselves.
Gaining popularity creation of a teacher’s own website. Thanks to him you can share interesting books, manuals, articles, educational videos and audios, answer student questions remotely. Can be used when developing a group project: participants share their work and results with each other and the curator and solve emerging problems.
Student-centered learning
In this case The child is recognized as the main character in learning. The goal is to develop the student’s personality, taking into account his individual qualities. Accordingly, it is not the students who adapt to the educational system and the style of the teacher, but the teacher, using his skills and knowledge, organizes learning according to the characteristics of the class.
Here, the teacher needs to know the psychological, emotional and cognitive characteristics of the student body. Based on this, he forms lesson plans, selects methods and ways of presenting the material. It is important to be able to awaken the student’s interest in the material being presented and to work collectively, acting not so much as a leader, but as a partner and advisor.
If desired by the educational institution, it is possible student differentiation. For example, completing a class according to a certain criterion as a result of testing; further division according to interest; introduction of specialized classes in high school.
Project and research activities
The main goal is to develop the ability to independently, creatively search for data, formulate and solve problems, and use information from different fields of knowledge. The teacher's task is to awaken interest in search activity and creating conditions for its implementation.
When working on a group project, teamwork skills, communication skills, the ability to listen to other people’s opinions, criticize and accept criticism also improve.
The use of this technology in school develops the ability to understand the world, analyze facts, and draw conclusions. This is the basis and assistance when entering a higher educational institution and working on diploma and master's theses.
Gaming technologies
The value of gaming technology lies in the fact that, being essentially a recreation, it performs an educational function and stimulates creative realization and self-expression. Of course, it is most applicable in younger group schoolchildren, as it meets their age requirements. It must be used in doses.
At the request of the teacher, the entire lesson can be conducted in a playful way: competition, quiz, KVN, staging scenes from the work. It is possible to use game elements at any stage of the lesson: at the beginning, in the middle or at the end as a survey. A properly organized game stimulates schoolchildren’s memory, interest, and also overcomes passivity.
Changes in the educational sphere are necessary and inevitable. And it is worth noting that for the most part students happily accept something new, interesting, unusual. They are ready and able to perceive. The last word- for teachers.
Many useful materials using innovative technologies are presented in the “Publications” section. You can learn interesting techniques and ideas from your colleagues' work.
The essence and types of innovative educational technologies
Definition 1
Innovative educational technology is a methodology for organizing educational activities that involves the use of some new or qualitative improvement of existing techniques and means to increase the efficiency of the educational process and the creation of conditions for educational activities that best meet the current trends in the socio-economic development of society.
Innovative activities in education involve complex activities aimed at the emergence of innovations in the educational field. These innovations may be methods and techniques for organizing the educational process, resources used in the process of education and training, scientific theories and concepts.
Innovation develops through the use of research activities aimed at obtaining new scientific knowledge, some kind of discovery, invention. In addition, the emergence of innovations may be the result of design work, during which instrumental and technological knowledge is developed, reflecting the possibilities of implementing practical actions on the basis of existing scientific theories and concepts. In this way, innovative projects are created, which subsequently lead to the emergence of new technologies.
Innovations also develop in the process of educational activities. During the learning process, students develop theoretical and practical knowledge, which can then be applied in various areas of practical life related to the creation of innovations.
Innovative educational technologies are based on three main components:
- Modern, well-structured content, the foundation of which is made up of competencies in professional activities that meet the current realities of entrepreneurial activity. the content includes a variety of multimedia materials transmitted through modern means communications.
- Application of modern, innovative methods in teaching. Such methods should be focused on developing future professional competencies, attracting students to active learning and practical activities, and showing initiative in the learning process. Passive assimilation of educational programs is excluded.
- Availability of modern infrastructure in the educational process. It should be based on information, technological, organizational and communication components that help to apply new forms and methods of learning, in particular distance learning.
Innovative technologies in education are used based on the application of certain approaches to teaching, i.e. principles that include requirements and targets that are the foundation for the development of new technologies.
All innovations in the pedagogical field are based on their strict compliance with the current stage of socio-economic development of society. Currently, they should be focused on developing students’ independence, developing their abilities for self-learning and self-development, and conscious, rather than mechanical, assimilation of curricula.
Innovative technologies in the educational field are constantly developing and their range is expanding. The following main groups of technologies can be distinguished:
- Information and communication technologies or ICT in the field of subject teaching. The use of these technologies is associated with the development of the information society and the active introduction of information tools into all spheres of life. Such technologies are aimed at informatizing the consciousness of students. Educational programs include new subjects that focus on the study of computer science, information processes and ICT. The teaching process is also being actively computerized to help improve the information culture of teaching staff and students;
- Personality-oriented technologies. These technologies are aimed at placing the individual at a priority position in training and education. The entire educational process is focused specifically on the development of the individual, taking into account his individuality and developmental characteristics.
- Information and analytical supply of the educational process. The use of this group of technologies is focused on studying the development of each student, class, parallel, educational institution, and their adequate assessment;
- Monitoring of intellectual development. Technologies are based on the use of charts, testing systems, and new assessment methods that make it possible to track the dynamics of the development of individual students and the quality of education in general;
- Educational technologies. The learning process cannot be separated from education. Therefore, new methods are being introduced to develop the personality and its basic qualities;
- Didactic technologies. They are the main factor in the development of an educational institution. Such technologies are based on a set of techniques and means, including the use of traditional and innovative technologies: independent work With educational literature, the use of audiovisual, multimedia tools, differentiated teaching methods.
Figure 1. Innovative educational technologies. Author24 - online exchange of student works
Basic technologies of student-centered learning
These technologies place the child’s personality at the forefront of the educational process. His individual qualities are taken into account, and the teacher directs his skills to organize training according to the specific needs of the student.
Among the technologies of personality-oriented learning, the following can be distinguished:
- Technology of multi-level training. According to this technology, it is assumed that the educational process will be structured depending on the ability of each student to master the material, i.e. Each student is given time to master the program, which is required specifically for him and meets his capabilities. Thus, the basic core of the curriculum is productively absorbed.
- Technology of collective mutual learning. This technology involves uniting students into groups consisting of at least two people who are psychologically compatible. They may have different levels of intellectual development, but they complete tasks, helping each other and, thereby, developing each other. This forms logical thinking, a sense of responsibility, adequate self-esteem, and helps to emancipate students.
- Collaboration technology. This technology involves uniting students into small groups and learning in them. Learning should take place together, with awareness of each other's successes and failures. Education is built on the basis of setting a common goal and objectives, the mandatory responsibility of each student and ensuring equal conditions for the effective assimilation of cognitive information.
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Innovative pedagogical technologies for the development of preschool children
Innovative pedagogical technologies for the development of preschool children
MBDOU « Kindergarten Kalininsk, Saratov region"
teacher Shunyaeva O.N.
At the present stage developmentRussia is undergoing changes in educational processes: the content of education becomes more complex, emphasizing teachers preschool education for development creative and intellectual abilities of children, correction of emotional-volitional and motor spheres; Traditional methods are being replaced by active methods of teaching and education aimed at activating cognitive child development. In these changing conditions preschool teacher education, it is necessary to be able to navigate the diversity of integrative approaches to child development, in a wide range of modern technologies.
Innovative technologies- is a system of methods, methods, teaching techniques, educational means aimed at achieving a positive result through dynamic changes in personal development child in modern sociocultural conditions. Pedagogical innovations can either change the processes of education and training, or improve them. Innovative technologies combine progressive, creative technologies and stereotypical elements of education that have proven their effectiveness in the process pedagogical activity .
The following reasons can be identified innovations in preschool education:
Scientific research;
Sociocultural environment - need preschool educational institutions in new pedagogical systems; creative variability teachers; parents' interest in achieving positive dynamics in child development.
Conceptuality involves relying on a certain scientific concept, including philosophical, psychological, didactic and socio-pedagogical justification for achieving educational goals.
Consistency includes the presence of all signs of the system: the logic of the process, the relationship of all its parts, integrity.
Controllability makes it possible to set diagnostic goals, plan, design the learning process, stage-by-stage diagnostics, and vary the means and methods in order to correct the results.
Efficiency considers optimality in terms of costs and a guarantee of achieving a certain standard of training.
Reproducibility implies the possibility of application (repetition, reproduction) educational technology in other educational institutions of the same type, by other entities.
To be today pedagogically it is impossible to become a competent specialist without studying the extensive arsenal of educational technologies.
Concept "game educational technologies» includes a fairly extensive group of methods and techniques of organization pedagogical process in the form of various pedagogical games.
Unlike games in general, pedagogical the game has an essential feature - a clearly defined learning goal and corresponding to it pedagogical result, which can be justified, identified explicitly and characterized by a cognitive orientation.
Game form pedagogical activities are created by play motivation, which acts as a means of inducing and stimulating children to educational activities.
Gaming technologies widely used in preschool age, since play is the leading activity during this period. The child masters role play by the third year of life, becomes familiar with human relationships, begins to distinguish between the external and internal aspects of phenomena, discovers the presence of experiences and begins to navigate them.
The child’s imagination and symbolic function of consciousness are formed, which allow him to transfer the properties of some things to others, orientation in his own feelings arises and skills of their cultural expression are formed, which allows the child to be involved in collective activities and communication.
TRIZ technology.
TRIZ is the theory of solving inventive problems. The founder is G.S. Altshuller. The main idea of it technology is, What technical systems emerge and do not develop"at random", but according to certain laws. TRIZ transforms the production of new technical ideas into exact science, since the solution of inventive problems is based on a system of logical operations.
The purpose of TRIZ is not just develop children's imagination, but to teach to think systematically, with an understanding of the processes taking place.
TRIZ program for preschoolers- these are collective games and activities with detailed methodological recommendations for educators. All activities and games require the child to independently choose a topic, material and type of activity. They teach children to identify contradictory properties of objects and phenomena and resolve these contradictions. Resolving contradictions is the key to creative thinking.
The main means of working with children is pedagogical search. Teacher He should not give children ready-made knowledge, reveal the truth to them, he should teach them to find it. Development technologies training is presented in the main provisions pedagogy of Maria Montessori. The central point in Montessori’s ideas is the maximum possible individualization of educational activities, the use of a clearly thought-out and skillfully instrumented program development of each child.
As components pedagogical process M. Montessori emphasized the need for anthropometric measurements, organization environment, classroom furniture, fostering independence, abolition of competitions between children, lack of rewards and punishments, proper nutrition child, gymnastics, education of feelings, strength development.
Montessori didactic materials and work with them attract great attention. Games, activities, exercises with didactic materials allow develop visual perception of sizes, shapes, colors, recognition of sounds, determination of space and time, contribute to mathematical development and development of speech.
The deep humanism of M. Montessori’s educational system is determined by the need for training, education and child development able to function successfully in society.
Under alternative technologies It is customary to consider those that oppose the traditional teaching system in any way, be it goals, content, forms, methods, relationships, positions of participants pedagogical process.
As an example, consider vitagenic technology(life) education with a holographic approach. Given innovative direction of study and development of preschool children presented in the works of A. S. Belkin.
According to the author, this technology should help unleash the creative potential of not only children, but also adults. The essence pedagogical interaction, the author believes, primarily in spiritual exchange, in the mutual enrichment of teachers and students.
Main directions pedagogical Activities include organizing play activities, helping the family organize meaningful communication, and developing reasonable material needs. A.S. Belkin offers the following specific techniques for creating necessary needs:: "satisfaction of needs", "advanced proposal", "switching to repayments", "emotional envelopment"
Information technologies in pedagogy everyone calls learning technologies using special technical information media (computer, audio, video).
The purpose of computer technologies is the formation of skills to work with information, development communication skills, personality training "information society", formation of research skills, abilities to make optimal decisions.
Alternative technologies suggest a rejection of both traditional conceptual foundations pedagogical process(socio-philosophical, psychological, generally accepted organizational, substantive and methodological principles, and replacing them with other, alternative ones.
Technology of educational games B. P. Nikitina is a gaming activity, it consists of a set educational games, which, with all their diversity, come from a general idea and have characteristic features.
Each game is a set of problems that the child solves with the help of cubes, bricks, squares made of cardboard or plastic, parts from a mechanical designer, etc. In his books, B. P. Nikitin suggests educational games with cubes, patterns, frames and Montessori inserts, unicube, plans and maps, constructors. Subject developing games are at the heart of construction, labor and technical games and are directly related to intelligence. IN developing games manage to connect one of the basic principles of learning - from simple to complex - with the very important principle of creative activity independently according to ability, when a child can rise to the limit of his capabilities.
Developmental games can be very diverse in their content, like any games, they do not tolerate coercion and create an atmosphere of free and joyful creativity.
Federal Agency for Education Federal State Educational Institution of Higher Professional Education
"Amur Humanitarian and Pedagogical State University"
Department of Pedagogy and Innovative Educational Technologies
Course work
Discipline: "Pedagogical technologies"
Topic: "Innovative pedagogical technologies
Completed by: 3rd year PT student
Groups PO-33
Eremin Alexey Konstantinovich
Checked by: Candidate of Pedagogical Sciences, Associate Professor of the Department of P&IOT
Ponkratenko Galina Fedorovna
Komsomolsk-on-Amur
Introduction
1.1 Pedagogical innovations
1.2.3 Computer technology
2. Chapter: Practical approaches to the problem of innovative pedagogical technologies
2.2 Innovative pedagogical technologies at the legislative level
Conclusion
Bibliography
Introduction
Development is an integral part of any human activity. By accumulating experience, improving ways and methods of action, expanding one’s mental capabilities, a person thereby constantly develops.
The same process applies to any human activity, including pedagogy. At different stages of its development, society imposed increasingly new standards and demands on the workforce. This necessitated the development of the education system.
One of the means of such development is innovative technologies, i.e. These are fundamentally new ways and methods of interaction between teachers and students, ensuring effective achievement the result of pedagogical activity.
A large number of talented scientists and teachers have been and continue to be engaged in the problem of innovative technologies. Among them V.I. Andreev, I.P. Podlasy, professor, doctor of pedagogical sciences K.K. Colin, Doctor of Pedagogical Sciences V.V. Shapkin, V.D. Simonenko, V.A. Slastenin and others. All of them made an invaluable contribution to the development of innovation processes in Russia.
The object of study of this course work is the process of development of education as an integral pedagogical system, and the subject of research is innovative pedagogical technologies, as an integral part of the object of research.
The purpose of the course work is to identify types, difficulties, methods of introducing innovative technologies, as well as their specificity in Russian Federation.
1. Chapter: Theoretical approaches to the problem of innovative pedagogical technologies
1.1 Pedagogical innovations
1.1.1 Essence, classification and directions of pedagogical innovations
Scientific innovations that advance progress span all areas of human knowledge. There are socio-economic, organizational and managerial, technical and technological innovations. One of the types of social innovations is pedagogical innovations.
Pedagogical innovation is an innovation in the field of pedagogy, a targeted progressive change that introduces stable elements (innovations) into the educational environment that improve the characteristics of both its individual components and the educational system itself as a whole.
Pedagogical innovations can be carried out both at the expense of the educational system’s own resources (intensive development path) and by attracting additional capacities (investments) - new tools, equipment, technologies, capital investments, etc. (extensive development path).
The combination of intensive and extensive paths of development of pedagogical systems allows for the implementation of so-called “integrated innovations”, which are built at the junction of diverse, multi-level pedagogical subsystems and their components. Integrated innovations, as a rule, do not look like far-fetched, purely “external” activities, but are conscious transformations arising from deep needs and knowledge of the system. By bolstering bottlenecks with the latest technology, the overall effectiveness of the teaching system can be improved.
The main directions and objects of innovative transformations in pedagogy are:
Development of concepts and strategies for the development of education and educational institutions;
Updating the content of education; change and development of new technologies of training and education;
Improving the management of educational institutions and the education system as a whole;
Improving the training of teaching staff and improving their qualifications;
Designing new models of the educational process;
Ensuring the psychological and environmental safety of students, developing health-saving teaching technologies;
Ensuring the success of training and education, monitoring the educational process and development of students;
Development of textbooks and teaching aids of a new generation, etc.
Innovation can occur at different levels. The highest level includes innovations that affect the entire pedagogical system.
Progressive innovations arise on a scientific basis and help move practice forward. A fundamentally new and important direction has emerged in pedagogical science - the theory of innovations and innovative processes. Reforms in education are a system of innovations aimed at radically transforming and improving the functioning, development and self-development of educational institutions and their management systems.
1.1.2 Technologies and conditions for the implementation of innovative processes
Pedagogical innovations are carried out according to a certain algorithm. P.I. Pidkasisty identifies ten stages in the development and implementation of pedagogical innovations:
1. Development of a criterial apparatus and indicators of the state of the pedagogical system subject to reform. At this stage, you need to identify the need for innovation.
2. Comprehensive inspection and assessment of the quality of the pedagogical system to determine the need for its reform using special tools.
All components of the pedagogical system must be subject to examination. As a result, it must be precisely established that it is necessary to reform as outdated, ineffective, and irrational.
3. Searching for examples of pedagogical solutions that are proactive in nature and can be used to model innovations. Based on the analysis of the bank of advanced pedagogical technologies, it is necessary to find material from which new pedagogical structures can be created.
4. Comprehensive analysis scientific developments containing creative solutions to current pedagogical problems (information from the Internet may be useful).
5. Design of an innovative model of the pedagogical system as a whole or its individual parts. An innovation project is created with specific specified properties that differ from traditional options.
6. Executive integration reform. At this stage, it is necessary to personalize tasks, determine those responsible, means of solving problems, and establish forms of control.
7. Study of the practical implementation of the well-known law of labor change. Before introducing an innovation into practice, it is necessary to accurately calculate its practical significance and effectiveness.
8. Construction of an algorithm for introducing innovations into practice. Similar generalized algorithms have been developed in pedagogy. They include such actions as analyzing practice to find areas to be updated or replaced, modeling innovations based on an analysis of experience and scientific data, developing an experiment program, monitoring its results, introducing the necessary adjustments, and final control.
9. Introduction of new concepts into professional vocabulary or rethinking of the previous professional vocabulary. When developing terminology for its implementation in practice, they are guided by the principles of dialectical logic, reflection theory, etc.
10. Protection of pedagogical innovation from pseudo-innovators. In this case, it is necessary to adhere to the principle of expediency and justification of innovations. History shows that sometimes enormous efforts, material resources, social and intellectual forces are spent on unnecessary and even harmful transformations. The damage from this can be irreparable, so false pedagogical innovation should not be allowed. The following examples can be cited as false innovations that only imitate innovative activity: formal change of signs of educational institutions; presenting the updated old as fundamentally new; turning into an absolute and copying the creative method of some innovative teacher without its creative processing, etc.
However, there are real barriers to innovation processes. IN AND. Andreev identifies the following of them:
Conservatism of a certain part of teachers (conservatism of the administration of educational institutions and educational authorities is especially dangerous);
Blind adherence to tradition like: “Everything is fine with us as it is”;
Lack of necessary teaching staff and financial resources to support and stimulate pedagogical innovations, especially for experimental teachers;
Unfavorable socio-psychological conditions of a particular educational institution, etc.
When organizing innovative activities, you should remember that:
In pedagogy, according to K.D. Ushinsky, it is not experience (technology) that is transmitted, but a thought derived from experience;
The teacher must “pass other people’s” experience through himself (through his psyche, established views, methods of activity, etc.) and develop his own method that best suits the level of his personal and professional development;
Innovative ideas must be clear, convincing and adequate to the real educational needs of people and society; they must be transformed into specific goals, objectives and technologies;
Innovation must capture the minds and resources of all (or most) members of the teaching staff;
Innovative activity must be morally and materially stimulated; legal support for innovative activity is necessary;
In pedagogical activity, not only the results are important, but also the ways, means, and methods of achieving them.
Despite the obvious need for innovation in pedagogy, there are nevertheless a number of reasons preventing their implementation in educational process, which undoubtedly hampers the development of pedagogy to a certain extent.
1.1.3 Innovative educational institutions
According to I.P. Podlasy, an educational institution is innovative if the educational process is based on the principle of environmental conservation, the pedagogical system evolves in a humanistic direction, the organization of the educational process does not lead to overload of students and teachers, improved results of the educational process are achieved through the use of undisclosed and previously unused system capabilities, the productivity of the educational process is not only a direct consequence of the introduction of expensive tools and media systems.
These criteria make it possible to really determine the degree of innovation of any educational institution, regardless of its name. The features of an innovative educational institution can be identified in comparison with traditional institutions (Table 1).
This incomplete comparison shows that the fundamental principles of an innovative educational institution are humanization, democratization, individualization and differentiation.
Table 1 Comparative characteristics traditional and innovative educational institutions
| Comparable parameters of the pedagogical process |
Educational institutions |
|
| Traditional |
Innovative |
|
| Transfer of knowledge, skills and related education, development of social experience |
Promoting self-realization and self-affirmation of personality |
|
| Orientation |
To meet the needs of society and production |
On the needs and capabilities of the individual |
| Principles |
Ideologically transformed |
Scientific, objective |
| Scattered objects with weak interdisciplinary connections |
Humanized and personality-oriented cultural values |
|
| Leading methods and forms |
Information and reproductive |
Creative, active, individually differentiated |
| Relationships between teachers and students |
Subject-object |
Subject-subject |
| Role of the teacher |
Source and control of knowledge |
Assistant Consultant |
| Main results |
Level of training and socialization |
Level of personal and professional development, self-actualization and self-realization |
1.2 Modern innovative technologies in pedagogy
In the context of educational reforms special meaning in vocational education, innovative activities aimed at introducing various pedagogical innovations have acquired. They covered all aspects of the didactic process: forms of its organization, content and technologies of teaching, educational and cognitive activities.
Innovative learning technologies include: interactive learning technologies, project-based learning technology and computer technologies.
1.2.1 Interactive learning technologies
In the psychological theory of learning, interactive learning is learning based on the psychology of human relationships. Interactive learning technologies are considered as ways of acquiring knowledge, developing skills and abilities in the process of relationships and interactions between the teacher and the student as subjects of educational activity. Their essence lies in the fact that they rely not only on the processes of perception, memory, attention, but, above all, on creative, productive thinking, behavior, and communication. At the same time, the learning process is organized in such a way that students learn to communicate, interact with each other and other people, learn to think critically, and solve complex problems based on the analysis of production situations, situational professional tasks and relevant information.
In interactive learning technologies, the roles of the teacher (instead of the role of an informant - the role of a manager) and the students (instead of the object of influence - the subject of interaction), as well as the role of information (information is not a goal, but a means for mastering actions and operations) change significantly.
All interactive learning technologies are divided into non-imitation and imitation. The classification is based on the sign of recreation (imitation) of the context of professional activity, its model representation in training.
Non-imitation technologies do not involve building models of the phenomenon or activity being studied. The basis of simulation technologies is simulation or simulation-game modeling, i.e., reproduction in learning conditions with one or another measure of adequacy of processes occurring in a real system.
Let's consider some forms and methods of interactive learning technologies.
A problem lecture involves the formulation of a problem, a problem situation and their subsequent resolution. Contradictions are modeled in a problem lecture real life through their expression in theoretical concepts. The main goal of such a lecture is the acquisition of knowledge by students with their direct and effective participation. Among the simulated problems there may be scientific, social, professional, related to specific content educational material. Statement of the problem encourages students to engage in active mental activity, to try to independently answer the question posed, arouses interest in the material being presented, and activates the students’ attention.
A debate seminar involves a collective discussion of a problem in order to establish ways of reliably solving it. The seminar-debate is held in the form of dialogical communication between its participants. It involves high mental activity, instills the ability to debate, discuss a problem, defend one’s views and beliefs, and express thoughts concisely and clearly. Functions characters at a seminar-debate may be different.
Educational discussion is one of the methods of problem-based learning. It is used in the analysis of problem situations when it is necessary to give a simple and unambiguous answer to a question, while alternative answers are assumed. In order to involve everyone present in the discussion, it is advisable to use the methodology of cooperative learning (educational cooperation). This technique is based on mutual learning when students work together in small groups. The basic idea of educational collaboration is simple: students combine their intellectual efforts and energy to complete a common task or achieve a common goal (for example, to find solutions to a problem).
The technology of work of a study group during educational cooperation may be as follows:
Formulation of the problem;
Formation of small groups (microgroups of 5-7 people), distribution of roles in them, explanations from the teacher about expected participation in the discussion;
Discussion of the problem in small groups;
Presenting the results of the discussion to the entire study group;
Continuing the discussion and summing up.
"Brainstorm" aims to collect as many ideas as possible, free students from the inertia of thinking, activate creative thinking, and overcome the usual train of thought when solving a given problem. "Brainstorming" can significantly increase the efficiency of generating new ideas in a study group.
The basic principles and rules of this method are the absolute prohibition of criticism of the ideas proposed by the participants, as well as the encouragement of all kinds of remarks and even jokes.
The didactic game is an important pedagogical means of activating the learning process in a vocational school. During the didactic game, the student must perform actions similar to those that may take place in his professional activity. As a result, there is an accumulation, updating and transformation of knowledge into skills and abilities, accumulation of personal experience and its development. The technology of the didactic game consists of three stages.
Involvement in didactic game, game development of professional activity on its model contributes to the systematic, holistic development of the profession.
Internship while performing a job role is an active method of learning, in which the “model” is the sphere of professional activity, reality itself, and imitation mainly affects the performance of the role (position). The main condition of the internship is the performance, under the supervision of a training master (teacher), of certain actions in real production conditions.
Simulation training involves practicing certain professional skills and abilities to work with various technical means and devices. The situation, the environment of professional activity, is imitated, and the “model” itself is technical means(simulators, devices, etc.).
Game design is a practical activity during which engineering, design, technological, social and other types of projects are developed in game conditions that recreate reality as much as possible. This method is different high degree combination of individual and collaboration trainees. Creating a common project for a group requires, on the one hand, everyone to know the technology of the design process, and on the other, the ability to communicate and support interpersonal relationships in order to resolve professional issues.
1.2.2 Project-based learning technologies
Game design can turn into real design if its result is a solution to a specific practical problem, and the process itself is transferred to the conditions of an operating enterprise or to training and production workshops. For example, work commissioned by enterprises, work in design student bureaus, production of goods and services related to the field of professional activity of students. The technology of project-based learning is considered as a flexible model for organizing the educational process in a vocational school, focused on the creative self-realization of the student’s personality through the development of his intellectual and physical capabilities, strong-willed qualities and creative abilities in the process of creating new goods and services. The result of project activities are educational creative projects, the implementation of which is carried out in three stages.
An educational creative project consists of an explanatory note and the product (service) itself.
The explanatory note should reflect:
Selection and justification of the project topic, historical reference on the project problem, generation and development of ideas, construction of supporting schemes for thinking;
Description of the stages of object construction;
Selection of material for the object, design analysis;
Technological sequence of product manufacturing, graphic materials;
Selection of tools, equipment and organization of the workplace;
Occupational health and safety when performing work;
Economic and environmental justification of the project and its advertising;
Use of literature;
Application (sketches, diagrams, technological documentation).
The designed product is subject to such requirements as manufacturability, efficiency, environmental friendliness, safety, ergonomics, aesthetics, etc.
The technology of project-based learning contributes to the creation of pedagogical conditions for the development of the student’s creative abilities and personality traits that he needs for creative activity, regardless of his future specific profession.
1.2.3 Computer technology
Computer learning technologies are the processes of collecting, processing, storing and transmitting information to the learner via a computer. To date, the most widespread technological areas in which the computer is:
A means for providing educational material to students for the purpose of transferring knowledge;
A means of information support for educational processes as an additional source of information;
A means for determining the level of knowledge and monitoring the assimilation of educational material;
A universal simulator for acquiring skills practical application knowledge;
A means for conducting educational experiments and business games on the subject of study;
One of the most important elements in the student’s future professional activity.
At the present stage, many professional educational institutions are developing and using both individual software products for educational purposes and automated teaching systems (ATS) in various academic disciplines. AOS includes a set of educational and methodological materials (demonstration, theoretical, practical, monitoring), computer programs that control the learning process.
With the advent of the Windows operating system, new opportunities have opened up in the field of vocational training. First of all, this is the availability of interactive communication in so-called interactive programs. In addition, the widespread use of graphics (drawings, diagrams, diagrams, drawings, maps, photographs) has become feasible. The use of graphic illustrations in educational computer systems makes it possible to convey information to the learner at a new level and improve its understanding.
Increased productivity personal computers made possible the fairly widespread use of multimedia technologies. Modern professional education It is already difficult to imagine without these technologies, which make it possible to expand the areas of application of computers in the educational process.
Hypertext technology opens up new opportunities in the vocational education system. Hypertext (from the English hypertext - “supertext”), or hypertext system, is a collection of various information that can be located not only in different files, but also on different computers. The main feature of hypertext is the ability to navigate through so-called hyperlinks, which are presented either in the form of specially generated text or a specific graphic image. There can be several hyperlinks on the computer screen at the same time, and each of them determines its own “travel” route.
A modern hypertext learning system is distinguished by a convenient learning environment in which it is easy to find the necessary information, return to material already covered, etc.
Automated learning systems built on the basis of hypertext technology provide better learning not only due to the clarity of the information presented. The use of dynamic, i.e. changing, hypertext allows you to diagnose the student, and then automatically select one of the possible levels of study of the same topic. Hypertext learning systems present information in such a way that the learner himself, following graphic or text links, can use various schemes for working with the material.
The use of computer technologies in the vocational education system contributes to the implementation of the following pedagogical goals:
Development of the student’s personality, preparation for independent productive professional activity;
Implementation of a social order determined by the needs of modern society;
Intensification of the educational process in a vocational school.
Innovative teaching technologies, reflecting the essence of the future profession, form the professional qualities of a specialist, and are a kind of training ground where students can practice professional skills in conditions close to real ones.
2. Chapter: practical approaches to the problem of innovative pedagogical technologies
2.1 Innovative trends in vocational education
2.1.1 World experience in vocational education innovations
International experience convinces us that the quality of personnel training was, is and will be a priority in the field of vocational education. Based on the analysis of the Soviet vocational school and modern Russia, it should be noted that this issue has always been given great attention both by educational authorities at all levels and by the vocational education institutions themselves. Unfortunately, the result was not always what we would have liked.
During the Soviet period, the technology of “finishing” the quality of knowledge, skills and abilities of future workers and specialists directly at state enterprises worked. In new market conditions, this technology no longer works; owners of small and large enterprises do not need unqualified personnel and are not going to be patrons of their training. This is one of the main contradictions of our time.
This state of affairs is pushing heads of educational institutions to search for new technologies to increase the efficiency of personnel training. There are many interesting and, most importantly, practice-oriented developments at the Institute for the Development of Professional Education of the Ministry of Education of the Russian Federation, the authors of which are professors I.P. Smirnov, A.T. Glazunov, academician E.V. Tkachenko and others. The paradox is that in Russian regions They know this from hearsay and brush away any new, including proven, developments like annoying flies, while complaining about the lack of necessary recommendations. The reasons are obvious: reluctance to dive into the specified problem; lack of specialists in innovative pedagogical technologies; lack of necessary conditions conducive to their implementation.
The long-term cooperation of the Vocational Lyceum No. 12 of Stary Oskol, Belgorod Region, with vocational schools in Germany, and in particular the city of Salzgitter, confirms the importance and relevance of constant and close attention to the quality of vocational training.
The differences between the Russian and German vocational education systems are as follows:
Vocational education in Germany is based, as is known, on a dual system, which presupposes not only the interest of the vocational school and the enterprise - the customer of personnel, but also responsibility for compliance with the standard of education, the presence of highly qualified teaching staff, the highest professional level of industrial training masters working in enterprises, the availability of modern educational, material and technical base and, finally, independent commissions that take exams both at the certification stage and at the final qualifying exams;
Democratization of the educational process in German vocational schools, permeating all its participants: from students to management. Students’ awareness of the need to acquire knowledge for the purpose of its further application in practice, as well as the fact that the success of their professional activities, and therefore their well-being and place in society, depends on the level of their qualifications;
Quality for Germans is, first of all, a moral category that creates a sense of pride in themselves, their work, and their country.
Along with the above, a new direction in the vocational school in Germany should be noted. This is not just a slogan or call, but a whole system of measures providing for high efficiency of use budget funds, material resources in achieving the final result. In such conditions, every proposed project or innovation is subject to thorough examination by the council of the vocational school, employers and organizations participating in its financing. If the conclusion is positive, the project receives approval, a grant for its implementation and financial incentives for its developers.
To be fair, it should be admitted that there are quite a few creative teams in domestic vocational education institutions. An example is the professional lyceums of Tatarstan, Belgorod, Orenburg, Chelyabinsk regions, Krasnodar and Khabarovsk territories. However, the general state of the quality of personnel training in the vocational education system remains at a rather low level. The main and well-known reasons for this are: low wages for vocational school workers, hence their low qualifications, lack of motivation to use new pedagogical technologies; the negative impact on the quality of vocational training of the abolition of the institution of basic enterprises, which were the guarantors of vocational educational institutions. The same problem creates uncertainty among graduates about the future. Let me note that the experience of countries with developed economies shows that the well-being of owners directly depends on the well-being of young people, who are in demand in the labor market.
Due to existing objective reasons (collapse of the USSR, low wage educational workers, outdated equipment), the introduction of innovations into the educational system of the Russian Federation is difficult. While the Western education system is subject to changes much more. However, in our country there are institutions in which the pedagogical process takes place using innovative technologies. This is largely due to the enthusiastic teachers.
2.1.2 Innovations in vocational education in Russia
The changing role of education in society has led to most innovation processes. From passive, routinized, taking place in traditional social institutions, education becomes active. The educational potential of both social institutions and personal ones is being updated.
Previously, the absolute guideline of education in Russia was the formation of knowledge, skills, and abilities that ensure readiness for life, understood as the ability of an individual to adapt to society. Now education is increasingly focused on the creation of technologies and methods of influencing the individual, which ensure a balance between social and individual needs and which, by launching the mechanism of self-development, prepare the individual for the realization of his own individuality and changes in society.
Social transformations in our country have brought to the fore the problem of modeling in the educational sphere. Russia's recovery from the crisis, the justification of the educational development strategy, and the determination of immediate and long-term programs require innovative actions and broad modern thinking. Modeling occupies a special place here as a high-tech method of scientific analysis and foresight.
Modeling is a specific multifunctional technology, but its main task is to reproduce another, replacing object (model) based on its similarity to an existing one. Its goals, on the one hand, are to reflect the state of the problem on this moment, identification of the most acute contradictions, and on the other hand, determination of development trends and those factors whose influence can correct undesirable development; intensifying the activities of state, public and other organizations in search of optimal solutions to problems.
Let us highlight two groups of requirements that the model must meet:
Be simple, more convenient; provide new information; contribute to the improvement of the object itself;
Contribute to improving the characteristics of an object, rationalizing the methods of its construction, management or cognition.
Therefore, when drawing up an algorithm for developing a model, on the one hand, strict focus must be observed, linking its parameters with the expected results, and on the other hand, sufficient “freedom” of the model must be ensured so that it is capable of transformation depending on specific conditions and circumstances, could be alternative, have the greatest number of options in stock.
Significant changes are taking place in the system of primary vocational education. Thus, on March 25, an extended meeting of the Academic Council of the Kuzbass Regional Institute for the Development of Vocational Education was held in Kemerovo with the participation of directors of primary vocational education institutions in the Kemerovo region. It heard reports from the director of the IRPO I.P. Smirnov, academician of the Russian Academy of Sciences V. Tkachenko “On new principles of organizing NGOs”
The meeting participants noted the relevance of the proposed new principles for organizing primary vocational education. This is due to the fact that the Concept for the Modernization of Russian Education for the Period up to 2010 formulates the task of accelerated development of primary and secondary vocational education, which is new in its formulation. This involves the formation of an open education system, its interaction with the outside world, primarily with the labor markets and educational services.
Today, a more intensive scientific study of the ways of transition to a state-public model of management of vocational education is required, the redistribution of a number of functions in favor of employers, and their inclusion in the formation of the content of state standards of vocational education, curricula and programs. The system of primary vocational education needs to be liberated from social isolation, giving it an open character and the ability for self-development based on new principles of organization, oriented towards the labor market and social partnership.
Discussion of new ways to modernize NGOs in Kemerovo is one of the stages of the public initiative to implement the slogan of “accelerated development of NGOs” declared by the Government of the Russian Federation, but “hung in the air.” This initiative was put forward on December 26, 2003 at a joint meeting of the Rosproftekh Association, the Academy of Vocational Education and the Russian Club of Directors.
2.2 Innovative pedagogical technologies on legislation
During the time that has passed since the adoption of the Federal Law “On the approval of the Federal Education Development Program,” significant changes have occurred in the Russian education system and its financial support. The implementation of numerous medium- and long-term large-scale experiments has begun to test elements of education modernization at its various levels. In 2001-2003, the Russian Government approved a number of federal targeted programs in the field of education, which are being implemented in parallel with the Federal Education Development Program. The volume of their funding is approaching the volume of funding for this program, and for a program such as “Development of a Unified Educational Information Environment” it is noticeably superior.
The current stage of development of Russian education is characterized by increasing integration into the global educational space. In 2000, Russia, like most countries that are members of the United Nations, signed the Dakar Agreements to implement the Education for All program. In 2003, Russia became one of the European countries participating in the Bologna Process. Therefore, in order to develop the Federal Program for the Development of Education for the new period, it was necessary to clarify the purpose, status and structure of the program from the standpoint of their more dilapidated regulation.
It should be noted that a number of issues were resolved when Federal Law No. 122 was issued in August 2004, amending the Law “On Education”. In particular, provisions on the competitive procedure for developing the Federal Education Development Program and its legislative approval were excluded, and in terms of status it was equal to other targeted federal programs.
The result of the hard work of the team created by the Ministry of Education and Science of the Russian Federation, with the active participation of Rosoobrazovanie, a large group of scientists and practitioners, were the draft Concepts of the Federal Education Development Program and the program itself, integrated with the Federal Target Program "Development of a Unified Educational Information Environment." Thus, the Federal Target Program for the Development of Education is a logical continuation of these combined programs, a document that largely determines the financial fate of Russian education in the coming years.
By the minutes of the meeting of the Government of Russia of August 11, 2005, the Federal Target Program for the Development of Education was included in the list of federal target programs for 2006. Taking into account comments received from the Ministry of Economic Development, the Ministry of Finance, and other ministries and departments, the text of the program was finalized and submitted for consideration to the Government of Russia, and its activities are closely interconnected with the Priority areas for reforming the educational system of the Russian Federation.
Minister of Education and Science A.A. Fursenko repeatedly emphasized in his speeches that we are faced with the task of forming not fundamentally new system education, but its fundamentally new opportunities. Therefore, the Priority directions for the development of the educational system of the Russian Federation, approved by the Government, are a concretization of the main provisions of the Concept for the modernization of Russian education for the period until 2010, taking into account modern conditions.
The federal target program was developed taking into account the priority areas of development of the industry, so the implementation of its activities will become the basis for the effective implementation of the state educational policy of Russia at the present stage.
The fundamental differences between the new program and the 1992 program lie, first of all, in the approaches to its formation and implementation. The most important among them are the focus on achieving measurable results, assessed on the basis of socio-economic indicators, and support for “growth points” (the so-called development programs and projects); the all-Russian and system-wide significance of the problems being solved and the proposed changes; selection of projects from the point of view of their compliance with modern educational and information technologies and world quality criteria: active involvement of civil society institutions in the formation and implementation of events. For the first time, an integrated approach to project implementation was applied, including scientific and methodological support, testing and dissemination of the results obtained, legal, personnel and logistical support, and the introduction of information and communication technologies.
The Federal Target Program for the Development of Education for 2006-2010 is a set of activities interconnected in terms of resources and timing, covering changes in the structure, content and technologies of education, the management system, organizational and legal forms of subjects of educational activity and financial and economic mechanisms. It is noteworthy that in the new program significant attention is expected to be paid to projects related to solving pressing problems of modern schools: updating the content and technologies of education, improving the quality of educational services, introducing new models of remuneration for teaching staff and regulatory budget financing, introducing new state standards based on a competency-based approach , specialized education in high school, models of state and public management in educational institutions, the creation of an all-Russian system for assessing the quality of education, the development of the infrastructure of a unified information educational space.
For example, until now, the issue of creating a unified educational space throughout Russia was dealt with by federal development and education programs (content of education, development of educational methods and technologies) and a unified educational information environment (computerization of educational institutions). As a result of the integration of these programs in subsequent years, these areas will be implemented in a single manner: primarily by filling educational Internet resources and providing online access to them for students and teachers.
An increase in the state's contribution should be accompanied by increased efficiency in the use of funds by the education system itself and the elimination of inappropriate expenses.
An important strategic feature of the new program will be the actual abandonment of targeted allocation of funds to the constituent entities of the Russian Federation. It is assumed that the regions themselves will have to determine the best, promising educational institutions that can follow the path of innovative development. They will participate in the competition, the winners of which will be given a government order for the development of educational infrastructure, the purchase of equipment, internships for students studying abroad and other purposes. Thus, the winners will be megaprojects that will result in a system product. In addition, it is planned to provide educational institutions with the opportunity for independent economic activity through autonomization to obtain additional sources of income. And educational institutions that do not meet the necessary requirements for the level of training may be deprived of funding altogether.
The federal target program also involves the implementation of such an important project for the country’s education system as the introduction of normative per capita financing of educational institutions.
The program consists of a system of activities in accordance with the main objectives grouped into four large blocks according to the main areas of activity. The peculiarity of such a block structure is that if there are insufficient financial resources for any event, it will be excluded, and funds will not be redistributed between other events.
According to the developers, who included specialists from Rosoobrazovanie, the main task of the program is systemic transformation Russian school in general (both general education and higher education) to significantly increase the efficiency of using budget funds and create a unified educational information environment.
In accordance with the Concept of the Federal Target Program for the Development of Education, its strategic goal is to provide conditions for meeting the needs of citizens, society and the labor market in quality education by creating new institutional and public mechanisms for regulating the educational sphere, updating its structure and content, developing the fundamentality and practical orientation of educational programs, create a system of continuous education. To achieve a strategic goal, it is necessary to solve a complex specific tasks in the following specific areas: improving the content and technology of education; development of a system for ensuring the quality of educational services; increasing management efficiency in the education system; improvement of economic mechanisms in the field of education.
The main result of the implementation of the program should be to ensure equalization of access to quality education through the introduction of educational programs for older children preschool age, the introduction of specialized training in high school, the introduction of a system for assessing the quality of education, the creation of a system of continuous professional education. Among the expected results, special mention should be made of the accelerated development of a number of leading universities, designed to become centers for the integration of science and education, and exemplary training of highly professional personnel.
The implementation of the Federal Target Program for the Development of Education is divided into three stages: the first stage (2006-2007) provides for the development of development models in individual areas, their testing, as well as the deployment of large-scale transformations and experiments; the second stage (2008-2009) is designed to implement measures to ensure the creation of conditions for the implementation of effective models developed in the first stage; third stage (2010) - implementation and dissemination of the results obtained in the previous stages.
To assess the effectiveness of solving the program's problems, a system of indicators has been developed that characterize the progress of its implementation and the impact of program activities on the state of the education system. The most significant of them, reflecting strategic priorities, are the development of human capital and the training of professional human resources of the required level of qualifications; promoting the strengthening of civil society institutions, improving the quality of life of the population.
During the implementation of the Federal Target Program for the Development of Education, it is planned to: develop and implement fundamentally new education standards in more than 60% of educational areas; increase the number of vocational education programs that have received international recognition by 1.3 times compared to 2005, which will allow Russia to enter the international labor market; increase by 1.5 times compared to 2005 the proportion of students studying using information technologies; increase Russia's rating in international surveys of the quality of education to the average for OECD countries, etc.
In addition to federal budget funds, funds from the budgets of constituent entities of the Russian Federation will be attracted to finance program activities, and funds from extra-budgetary sources will be focused on the implementation of joint projects within the framework of federal and regional education development programs.
For the implementation of the Federal Target Program for the Development of Education in 2006-2010, funds were allocated in the amount of 61.952 billion rubles (in prices of the corresponding years), including from the federal budget - 45.335 billion rubles, from the budgets of the constituent entities of the Russian Federation - 12.502 billion rubles, from extra-budgetary sources - 4.116 billion rubles.
The state customer-coordinator of the Federal Target Program for the Development of Education is the Ministry of Education and Science, and the state customers are Rosobrazovanie and Rosnauka.
2.3 Innovative teaching activities in the capital
In the Message of the President of the Russian Federation V.V. Putin Federal Assembly, documents of the State Council dated March 24, 2006 clearly formulate that the future of our country is determined not by raw materials and natural resources, but by intellectual potential, the level of development of science and high technology.
To do this, education in Russia must move into a special innovative development mode, in which it is possible to preserve the best traditions of our public education and at the same time take into account global trends in the development of educational systems, and correlate our education with global norms and standards.
The fundamental principles of education are accessibility, transparency, quality, continuity and constant renewal, and competitiveness.
The most important step on this path is the priority national project "Education", which puts strategic objectives innovative development of education.
The materials of the report to the State Council say: “... pedagogical universities (already a very weak link in the domestic higher education system) are extremely ineffective both professionally and in terms of the use of public budget funds. Meanwhile, this situation is quite satisfactory for pedagogical universities in terms of their corporate interests, which preserves their excessive numbers, prevents them from getting rid of non-core types of educational activities and concentrating on the main tasks of preparing a teacher of the new era, in demand modern society and all levels of Russian education. The reform of higher pedagogical education should take precedence over school reform."
And the capital sets an example in this. It is in the universities of the Moscow Department of Education that the formation of new content of pedagogical education is taking place, without waiting for the introduction of a new generation of state standards of pedagogical education:
Significant strengthening of the share of psychological-pedagogical, philosophical-cultural and environmental-hygienic cycles;
Focus on practice-oriented learning - mastering innovative forms and methods; technologies of educational, educational, organizational, project, psychological and advisory activities and communications;
Introduction of simultaneous training of every future teacher secondary school, both in the main subject, and additionally (optional) one or two;
Inclusion in teacher training primary school specializations in various areas of musical, artistic, theatrical, technical, applied and folk art;
Preparing teaching staff for computer fluency, the use of information and telecommunication technologies, knowledge bases in the educational process;
One-year compulsory teaching practice (internship), including writing and defending a qualifying thesis based on understanding the experience of one’s own teaching activities in the context of broad educational practice, as well as passing state exams;
Creation of a system of basic educational institutions at pedagogical universities as innovative and resource-methodological centers for the development of education in accordance with the needs of the regions, as well as for organizing effective forms of teaching practice and internship.
Pedagogical universities of the Moscow Department of Education operate in an innovative mode. The direct innovation field of the Moscow City Pedagogical University is provided by the following blocks.
1. Logistics block:
Modern equipment (more than 1200 computers, local fiber optic network, 41 computer classes, 22 multimedia classes), various service departments, modern laboratories for classes;
Educational and laboratory areas (18 educational buildings, The educational center"Istra");
Fundamental scientific library (650 thousand items, electronic catalogue, Russian and international book exchange, single library card system).
2. Block of scientific and pedagogical staff:
Professional qualifications of scientific and pedagogical personnel, professional knowledge of modern pedagogical information technologies (more than 70% of teachers with academic degrees and titles, internships, advanced training);
Continuity and preparation of scientific and pedagogical shifts (postgraduate studies, doctoral studies in 35 scientific specialties, dissertation councils, the Fund for Support of Russian Teachers, competitions “Teacher of the Year” in the nomination “Pedagogical Debut”, “Leader of Education”);
Moral and material incentives (various bonuses, additional payments from the VFU, awards, diplomas, certificates of gratitude).
3. Educational block:
Structure and content of specialist training (training in 35 specialties and 48 areas; continuous teaching practice; elective original courses and programs, elective courses);
Quality control of specialist training (certification and accreditation, University Education Quality Center; University Scientific and Educational District).
4. Research block:
Information and analytical work (participation in government funds, commissions, competitions; monitoring service; Science Days, conferences, round tables), examination.
At the interuniversity scientific and practical conference organized by the Moscow Department of Education on the basis of the Moscow State Pedagogical University last summer, it was raised the most important question for the development of education in the Russian Federation about innovative directions in teaching activities:
First Deputy Head of the Moscow Department of Education, Doctor of Economics, Professor V.I. Lisov noted the validity and significance of higher education in the innovative development of the capital’s vocational education system, its special role in the implementation of the priority national project “Education”, in creating the basic prerequisites for a breakthrough in innovative development and strengthening the competitiveness of the educational system. They have powerful scientific, methodological and educational potential, and are actively involved in the implementation of a set of measures to ensure the full inclusion of Russian higher education in the Bologna process; in improving the quality and strengthening the practice-oriented nature of vocational education that meets the current and future needs of the region; in the development of university complexes.
Chairman of the Council of Rectors of Universities in Moscow and the Moscow Region, Rector of the Moscow City Pedagogical University, Doctor historical sciences, Professor V.V. Ryabov introduced the audience to the system and mechanisms of innovative and experimental activities that have developed at the university, especially emphasizing that only high-quality education at all levels can become a resource for the sustainable development of society and its competitiveness in the world market.
Rector of the Moscow City Psychological and Pedagogical University, Doctor of Psychology, Professor, Academician of the Russian Academy of Education V.V. Rubtsov noted that the growth of education lies not only in the training of specialists, but also in how it influences the social culture of society. The university has become the lead organization in the development of the service of practical educational psychology, which currently employs about 3 thousand psychologists. About 46 centers for psychological, medical and social support for the younger generation have been created, i.e. practice begins to determine the specifics of the work of specialists.
Rector of the Moscow Institute of Open Education, Doctor of Physical and Mathematical Sciences, Professor, Corresponding Member of the Russian Academy of Education A.L. Semenov touched upon the topic of innovative pedagogy and information technology in additional vocational education, clarifying that the implementation of the ideas of informatization brings the educational system into line with the needs of the information society, providing it with ample opportunities for development.
Rector of the Moscow Humanitarian Pedagogical Institute, Doctor of Pedagogical Sciences, Professor A.G. Kutuzov expressed the opinion that the standards of pedagogical education are not consistent with the standards of general education; all of them, almost without exception, are focused on the teacher’s ability to prepare students only for socialization and nothing more. Therefore, it is necessary to join forces to create an interuniversity group that will be able to develop fundamentally new standards and test them on their own base.
Rector of the Moscow State Academy of Business Administration, Doctor of Philosophy, Professor T.I. Kostina touched upon the problem of forming a new system of interaction between educational institutions and all subjects of the labor market, as well as regional authorities, aimed at maximum coordination and implementation of the interests of all participants in this process by organizing permanent dialogue on a mutually beneficial and equal basis, emphasizing that in the new socio-economic conditions universities are doomed to be innovative.
Director of the Research Institute for the Development of Vocational Education, Doctor of Philosophy, Professor, Corresponding Member of the Russian Academy of Education I.P. Smirnov acquainted those gathered with the tasks of modernizing secondary pedagogical education in the capital, proposing to calculate economic efficiency using the city budget for it. As pedagogical universities transfer the functions of preparing preschool and primary education the mission of secondary teacher education can be reduced to training specialists for the additional education sector. The inevitable reduction in the future of the training of teachers with secondary vocational training will make it possible to repurpose a number of pedagogical colleges into educational institutions of economic profile with the organization of training in professions that do not require large financial costs (social worker, sign language interpreter, secretary-assistant, clerk, logistician, etc.), freeing the city's economic colleges from these functions. On the basis of one of them, it would be possible to implement the concept of a social college specializing in the education of people with disabilities.
In conclusion, the conference participants summarized that innovative activity is not a tribute to fashion, but an engine for the modernization of education, a point of growth. graduate School capital makes a significant contribution to solving various problems, not only education, but also the social sphere of the city in general.
It is quite obvious that Moscow and the Moscow region have the greatest opportunities for integrating innovations into the pedagogical process. This is due to many factors, such as: proximity to Europe, significant concentration of financial resources, in addition, the overwhelming majority of the outstanding minds of the Russian Federation live in the capital.
All these factors determine the importance of the Moscow region for our country. Moscow is a kind of “locomotive” of education in the Russian Federation.
Conclusion
Pedagogy, like any other science, is subject to numerous changes and development. This is due, first of all, to the fact that society has more and more new demands on specialists. NTP helps pedagogy find more effective, efficient ways of transformation common man into a socially significant person.
The consequence of constant development and improvement of pedagogical methods has become innovative technologies, that is, technologies through which the integrative process of new ideas in education occurs.
However, the introduction of such technologies is associated with a number of difficulties (financial resources, conservatism of some officials in the educational sphere, insufficient development of technologies). In addition, despite the obvious need for innovation, it should still be implemented with caution. Otherwise, careless innovation activities can lead to a crisis in the educational system.
And yet, it is important to understand that pedagogical innovations are an integral part of the development of pedagogy and they are necessary to improve the education system.
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Zemskova Nadezhda Aleksandrovna
Types of innovative technologies in education
Types of innovative technologies
IN Lately V education The question of using it in working with children is increasingly being raised. innovative technologies. The teacher today faces new challenges and new opportunities open up, taking into account their application.
Innovative activity is a special type of pedagogical activity. – Innovation define new methods, forms, means, technologies, used in pedagogical practice oriented towards the child’s personality and the development of his abilities.
Innovative technologies is a system of methods, methods, teaching techniques, educational means aimed at achieving a positive result through dynamic changes in personal development child in modern conditions. Use of modern educational technologies provides flexibility educational process, increases students’ cognitive interest and creative activity.
The following are distinguished: innovative educational technologies:
Health-saving technologies: their main goal is to develop a child’s conscious attitude towards human health and life, accumulate knowledge about health and develop the ability to protect, support and preserve it.
Forms of work: gymnastics (morning, eye gymnastics, breathing exercises, finger and dynamic gymnastics); physical education classes; sports holidays; physical education minutes between classes, dynamic pauses; walks.
Project activities: creation of problem-based activities that are carried out by students together with the teacher. The knowledge that students gain while working on the project becomes their personal property and is firmly established in the system of knowledge about the world around them. The main goal of the project method is the development of a free creative personality, which is determined by development goals and objectives research activities children.
Projects vary: by number of participants (individual, pair, group, frontal); by duration (short-term, medium-term, long-term); by priority method (research, creative, informational, gaming); by topic (patriotic, environmental, social).
Information and communication technologies are used most often. Children are drawn to acquiring computer skills. With the help of exciting programs for teaching reading and mathematics, developing memory and logic, children can be interested in "sciences". The computer has a number of significant advantages over the classical lesson. Animated pictures flashing on the screen attract the child and allow him to concentrate his attention. With the help of computer programs, it becomes possible to simulate various life situations. Depending on the child’s abilities, the program can be tailored specifically to him, that is, focusing on his individual development. In this case, the use of computer technologies becomes especially expedient, as it provides information in an attractive form, which not only speeds up memorization, but also makes it meaningful and long-lasting.
Examples of lesson forms: lesson-visualization - presentation of the content is accompanied by a presentation; practical exercise in the form of a presentation - presentation of the results of project or research activities using specialized software.
Teachers' tasks: 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 basis of the information culture of his personality, to improve the professional level of teachers and the competence of parents.
Cognitive and research activities: the main goal is to create an experimental activity in which the student is an active participant. The direct participation of students during the experiment allows him to personally see the process and results of his activities. When organizing this technologies Students are given a problematic task that can be solved by researching something or conducting experiments.
Methods and techniques The mother of the organization of this activity is: conversations; observations; modeling; recording the results.
Personality-oriented technology is technology, placing the student’s personality at the center of the educational system, providing comfortable, conflict-free, safe conditions for development. Provides for the preparation of individual educational programs, corresponding to the needs and capabilities of each individual student. The purpose of this technologies- creation of democratic partnership humanistic relations between the child and the teacher, as well as providing conditions for the development of the personality of students.
Gaming technology, where play helps learning. Practice shows that activities using game situations contribute to the emergence of active cognitive interest. These classes contain elements of creativity and free choice. The ability to work in a group develops. when achieving a goal depends on the personal efforts of everyone. At the same time, games have many cognitive and educational functions.
Application innovative pedagogical technologies contributes to:
– improving the qualifications of teachers;
– application of pedagogical experience and its systematization;
– improving quality education;
– improving the quality of training and education;
– use of computer technologies students for learning purposes.
Publications on the topic:
Intellectual development of preschool children in OOD "FEMP" using innovative technologies Introduction of innovative technologies into the educational process of preschool educational institutions - important condition achieving a new quality of preschool education in the process.
The use of innovative technologies in preschool educational institutions (from work experience)“The use of innovative technologies in preschool educational institutions” (From work experience) The problem of preserving and strengthening the health of a child in modern conditions.
The use of innovative technologies in the correctional work of a speech therapist teacher-1- No matter what we say, no matter how much we resist progress, the fact remains: the computer persistently enters our everyday life.
The use of innovative and developmental technologies in the development of speech of preschool children According to the Federal State Educational Standard for Preschool Education (FSES DO): “speech development includes proficiency.
The use of innovative technologies in the physical development of preschool children The tree also needs to be corrected and frequently refreshed with the help of winds, rains, and cold weather, otherwise it easily weakens and withers. Similar.