• learning objectives
• learning content
• means of pedagogical interaction
• organization of the educational process
• student and teacher
• performance result

• learning objectives - general and specific;
• content of educational material;

• organization of the educational process;
• methods and forms of educational activity of schoolchildren;
• methods and forms of work of the teacher;
• the activities of the teacher in managing the process of assimilation of the material;
• diagnostics of the educational process.

Technology for solving pedagogical problems.

What are the pedagogical problem, task and pedagogical situation?
Pedagogy should be considered as a special sphere of activity for the upbringing and education of a person.
How are they solved - in everyday life and professionally?
In life, there are various pedagogical problems - the formation of a humane and harmoniously developed person, the development of effective methods of adaptation to changing living conditions, the preparation of a student striving for new knowledge.
Pedagogical activity is defined as the solution of pedagogical problems.
The pedagogical task always arises when it is necessary to prepare a person’s transition from the state of “ignorance” to the state of “knowledge”, from “misunderstanding” to “understanding”, from “inability” to “ability”, from helplessness to independence.
That is, the pedagogical task is the result of the teacher's awareness of the purpose of training or education, as well as the conditions and methods for its implementation in practice. A person as a subject and object of interaction with a teacher in the process of solving a pedagogical problem should, as a result, have a new formation in the form of knowledge, skill or personality traits.
Since each person is unique, the solution of the pedagogical problem is complex and ambiguous. Therefore, there are various ways of transferring a person from one state to another.
All pedagogical tasks are divided into two large classes - tasks for teaching and tasks for educating a person. Each of the main classes is divided into task groups.
The pedagogical situation determines the set of conditions under which the pedagogical task is solved. These conditions can either promote or hinder the successful solution of the problem.
Algorithm for solving a pedagogical problem:

• putting forward a hypothesis (choosing the directions of the teacher's actions, general methods of education, forecasting the results)
• the choice of the optimal variant of the teacher's actions (the choice of methods of pedagogical influence, the choice of organizational forms, the choice of means)
• detailing (thinking over the operational structure of the teacher's actions)
• analysis of expected results (what changes should occur).

Education technologies. Continuity and novelty of domestic technologies of education

Pedagogical technologies of education have their own specifics. “Any activity,” says V.P. Bespalko - can be either technology or art. Art is based on intuition, technology is based on science. Everything begins with art, ends with technology, so that everything starts all over again.” This is most directly related to: the theory of education, for education is both a science and an art.
Difficulties in the creation and implementation of education technologies are explained by a number of features of education:
Education, understood in a broad and narrow sense, acts ambiguously in each specific case.

Education is of a holistic nature, it is difficult to divide it into components, which means that it is difficult to create a certain algorithm for the actions of the educator.

The child in the process of upbringing is both the object of influence of the teacher and the subject of diverse activities.

Education is a multifactorial process: many factors, including spontaneous ones, make their own adjustments.

Two of the three components of upbringing (educator, pupil, process) are living people, they assimilate everything that happens in a certain way, their actions are difficult to predict; Perhaps the emergence of "resistance to education."

Education is closely related to life: the logic and position of the subjects of education can be contradictory depending on the personal and pedagogical position; contradictions can also arise from the understanding of education either at the level of everyday life or at the scientific level.

Differences in the concepts of upbringing by different teachers, and consequently, different methods of teaching and educating in the approach to one child. О The purpose and objectives of education are most often associated with abstract categories: "relationships", "spirituality", "love", "self-actualization".

The theory and methodology of education cannot be unemotional, because love for children is the most important quality of a teacher, which determines the success of education. Often the teacher's actions are based on intuition.
At the heart of the development of upbringing technologies is the system of selection by the teacher, leading to a certain pedagogical position, i.e. to the confession of a certain concept of education and the corresponding methodology for its implementation in their own pedagogical experience, its further improvement and transfer to colleagues.

So, the choices that the educator makes:

• The need to decide in relation to the main paradigm of education.
• A clear formulation for oneself of the concept and essence of education (from a variety of modern definitions).
• A clear formulation of the goal and strategic objectives of education.
• Certainty in the selection of tactical tasks, clarity of planning.
• Selection of a system of methods and techniques, selection of means of education.
• Selection of the content of education.
• The choice of a system of organizational forms of education that most fully realizes the goal and objectives.
• The choice of style and tone of relations with pupils.

• the transition in modern conditions of transformations taking place in society and in education, from the paradigm of education as the formation of personality in the command-administrative system of relations to the paradigm of education as the creation of conditions for self-actualization of the personality;
• humanization and democratization of the educational process in school management, in relations between administration and teachers, teacher and students, in relations between students;
• the possibility of a situation of choosing conceptual ideas, pedagogical positions, educational technologies, variable pedagogical methods, means and organizational forms of education, technological solutions to educational problems, etc.;
• the possibility of experimental and experimental-pedagogical activities of teachers and schools, the creation of author's concepts and schools of education and upbringing;
• the collective nature of pedagogical innovations, rich opportunities for the creative activity of a team of like-minded teachers.

Technologies of the class teacher.

Classroom teacher- "the formal and actual leader of the group, organizer, inspirer, assistant, guardian, entertainer, manager, coordinator, informant, employee."
In different types of schools (gymnasiums, lyceums, colleges, general education and special, private and state educational institutions), the status and appointment of the class teacher are determined differently.
In a modern school there is no strict regulation, there are no instructions from above for the activities of the class teacher. He himself chooses his position, he himself selects the content and means, sets the style and tone of relations with students, uses the organizational forms he himself chooses and creatively instrumented. But all this is possible only under one condition: if he has a good idea of ​​the goal of the students' organized activity, if he knows how to correctly set and formulate educational tasks for himself and for the students.
In the conditions of the modern school, the goal and main purpose of the pedagogical activity of the class teacher is to create conditions for the versatile development of the self-actualizing personality of the student in the conditions of personality-oriented collective creative activity.
In accordance with this, the class teacher gives himself some peculiar settings:
As a bearer of culture, I include children in various activities.
I am like a leader of children, stimulating their self-knowledge and self-education.
I am an organizer and participant in the collective creative activities of children.

Predicting the future program of his activity, the class teacher first of all analyzes the conditions of the educational process.
As a result of the analysis of these conditions of life and upbringing of children, the class teacher determines the specific goal and strategic objectives of his activity for the six months, a year, for several years remaining until the students graduate from school.
Functions of the class teacher:
creation of an educational environment (development of a children's team, interaction with a small teaching staff and out-of-school public institutions and organizations, work with parents of students, creation of a subject environment);
stimulation of a healthy lifestyle of teachers and pupils as the basis of education;
organization of collective creative activity of pupils, implemented in various organizational forms of educational work - traditional and creative;
interaction with multidisciplinary children's associations and amateur children's organizations;
adjustment of the individual path of development of each pupil, stimulation of his self-knowledge and self-education, differentiation and individualization of the upbringing process;
giving psychological and pedagogical meaning to the functions of a school teacher.
The organization of education as a self-actualization of the personality and the teacher (class teacher), and students in the class team allows you to take a different look at the traditional functions of the class teacher, specified by status and recorded in the relevant administrative documents: registration of personal files of students and a class journal, checking children's diaries, writing characteristics , various certificates, mandatory declarative holding of parent-teacher meetings.
All these functions can be performed formally, under the yoke of "obligation". And you can do it differently: spiritualize, make them participatory in the soul of the child and your own. And then they will not seem to the teacher an unpleasant necessity. As before, the class teacher should take care of:
about keeping a diary - it shows progress in the development of the child;
about writing characteristics - they show the result of studying the student and outline the prospects for his further growth;
about keeping a class journal as a means of orderly conducting class affairs;
about holding parent-teacher meetings as a means of gaining the necessary interaction with the closest people, and therefore those who are interested in the fate of the child, in order to find a way out of situations that have arisen, etc.

Technologies of pedagogical diagnostics.

Technology of goal formation in the pedagogical process.

Organization of interaction between teachers and parents of students

Everyone related to the methodology of education knows that the family, together with the school, creates that most important set of factors in the educational environment that determines the success or failure of the entire educational process. That is why, with a great variety of responsibilities, the work of the school with the family is so significant in pedagogical activity.
Recently, in the theory of education, and then in the educational practice of schools, the term “parenting education” arose, becoming international, which means “helping parents in the performance of their functions as educators of their own children, parental functions ... To imbue a positive impulse for education , parents themselves must be aware of the possibility and necessity of their internal growth - from which the upbringing of parents begins.
At the same time, it is believed that the upbringing of parents has two tasks: "the accumulation of pedagogical knowledge necessary for parents to raise children, and self-education (self-development) of parents."
These tasks are quite solvable if we organize a single process of interaction between educators, children and parents in school life. In our practice of education, five functions of the work of the school and the class teacher with the parents of students have developed. They also determine the content of this work:
The first function is to familiarize parents with the content and methodology of the educational process (So, at the first parent meeting, the class teacher, who has just received a class, acquaints parents with his own life and pedagogical position, with the goal, objectives and program of his future activities, with the plan of educational finds possible ways to implement this program together with parents.
The second function of the work of the class teacher with parents is their psychological and pedagogical education.
The third function is to involve parents in joint activities with children. (In the practice of a modern school, various forms of involvement can be used - the provision of material assistance in the implementation of various parents in joint activities with children: participation in all forms of extracurricular activities organized by the class teacher)
The fourth function of the work of the school and the class teacher with parents is the adjustment of education in the families of individual students. (The first aspect of it is the provision of psychological and pedagogical assistance in organizing family education of various categories of students (gifted, showing a tendency to study certain academic subjects, or interest in any form of extracurricular activities; Another area of ​​concern for the class teacher is to provide parents with psychological - pedagogical assistance in solving difficult problems of family education: resolving the contradictions of adolescence, overcoming the difficulties of raising girls and boys during puberty;)
The fifth function is the organization of work with the parent asset and interaction with public organizations of parents.
In the practice of schools, such organizational forms of work with parents are used, in which several or almost all functions are actually implemented at once. Let's name some of them: parent meetings and conferences, open days at school and in the classroom, correspondence (of a positive nature) between teachers and parents, letters of thanks to parents, final joint meetings with students demonstrating the achievements of children over the past period; children's holidays dedicated to parents; various kinds of competitions "Adults and children" (intellectual, sports, games).

Traditional learning technology

Technology is focused on the transfer of knowledge, skills and abilities. It ensures that students assimilate the content of education, check and evaluate its quality at the reproductive level.
This type of technology is the “oldest” (Komensky), and is widespread at the present time (especially in high school). Its essence is in training according to the scheme: learning new - consolidation - control - evaluation. This technology is based on an educational paradigm, according to which it is possible to determine the amount of knowledge sufficient for successful life and transfer it to the student. The main teaching methods underlying this technology are explanation combined with visualization; leading activities of students - listening and memorization; the main requirement and the main criterion of effectiveness is the unmistakable reproduction of what has been learned.

Within the framework of traditional technology, the trainee is assigned performing functions of a reproductive nature. The actions of the teacher are associated with explanation, demonstration of actions, assessment of their performance by students and correction.
This technology has a number of important advantages: it is economical, makes it easier for students to understand complex material, provides a fairly effective management of the educational process, new ways of presenting knowledge organically fit into it.
At the same time, traditional technology also has certain disadvantages: it has insignificant opportunities for individualization and differentiation of the educational process, and it poorly develops the mental potential of students.

Developmental learning technology

Of all the existing domestic learning technologies, developmental learning technology is one of the most recognized. Its origins were such outstanding psychologists and teachers as L. S. Vygotsky, L. V. Zankov, D. B. Elkonin, V. V. Davydov and many others. The works of L.S. Vygotsky, the creator of the cultural-historical theory of human mental development.
To L.S. Vygotsky believed that the development of the child, in particular the development of the intellect, follows education and upbringing. L.S. Vygotsky proved that pedagogy should focus not on yesterday, but on the future of child development. Only then will it be able, in the process of learning, to bring to life those developmental processes that at the given moment lie in the zone of proximal development. The meaning of the concept of "zone of proximal development" is that at a certain stage of development, the child can solve learning problems under the guidance of adults and in cooperation with smarter comrades.
However, before L.V. Zankov's ideas of L. S. Vygotsky were not in demand in relation to didactics and teaching practice. L.V. Zankov managed to develop a pedagogical experiment on the basis of primary school education, which was based on the idea that it is possible to accelerate the development of schoolchildren by increasing the effectiveness of education.
The implementation of the idea required the development of a number of new didactic principles. The decisive role was assigned to the principle of teaching at a high level of difficulty, which is characterized not by the fact that it raises some abstract "average norm of difficulty", but by the fact that it reveals the spiritual forces of the child, gives them space and direction. If the educational material and methods of studying it are such that there are no obstacles for schoolchildren to overcome, then the development of children is going poorly.

The principle of learning at a high level of difficulty determines the selection and construction of the content of education. The educational material becomes more extensive and deep, the leading role is given to theoretical knowledge, while, however, the importance of practical skills and abilities of students does not decrease.
L.V. Zankov also argued that in the study of program material, one should move forward at a fast pace. Unintentional slowing down of the pace associated with repeated and monotonous repetition of what has been covered creates interference or even makes it impossible to learn at a high level of difficulty.
The developmental learning technology was also actively developed by D.B. Elkonin, V.V. Davydov and their numerous students. D B. Elkonin, taking into account the age characteristics of schoolchildren, substantiated a system-activity approach to learning.
The didactic ideas of the technology of developmental education also include the idea of ​​stimulating the reflection of students in various situations of educational activity. Reflection is understood as awareness and comprehension by students of their own actions, techniques, methods of learning activities.
Since the procedures of reflection are closely related to the procedure of self-control and self-assessment, they are also given great importance in training (according to the technology of developing education).
The ideas of developmental education technology in our country have become widespread among teachers. However, a number of provisions of this technology remain debatable. Research by the Institute of Psychology of the Russian Academy of Sciences has shown that children with congenital slow dynamic personality characteristics are doomed to inevitable difficulties when working at a uniform pace for the whole class. Therefore, the requirement to teach everyone at a fast pace and at a high level of complexity is not feasible for all students.

Lecture, abstract. Pedagogical technologies - concept and types. Classification, essence and features.

Lecture, abstract. - concept and types. Classification, essence and features.

Educational technologies

And the future has already arrived
Robert Young

“Everything is in our hands, so we can’t let them down”
(Coco Chanel)

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

Peculiarity federal state educational standards of general education- their activity character, which makes the development of the student's personality the main task. Modern education refuses the traditional presentation of learning outcomes in the form of knowledge, skills and abilities; the wording of the Federal State Educational Standard points to real activities.

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

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

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

Pedagogical technology is often defined as:

. A set of techniques is an area of ​​pedagogical knowledge that reflects the characteristics of the deep processes of pedagogical activity, the features of their interaction, the management of which ensures the necessary efficiency of the educational process;

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

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

In the context of the implementation of the requirements of the Federal State Educational Standards LLC, the most relevant are technology:

v Information and communication technology

v Critical thinking development technology

v Design technology

v Developmental learning technology

v Health-saving technologies

v Problem-based learning technology

v Gaming technologies

v Modular technology

v Workshop technology

v Case - technology

v Integrated learning technology

v Pedagogy of cooperation.

v Tier differentiation technologies

v Group technologies.

v Traditional technologies (class-lesson system)

one). Information and communication technology

The use of ICT contributes to the achievement of the main goal of modernizing education - improving the quality of education, ensuring the harmonious development of a person who is oriented in the information space, attached to the information and communication capabilities of modern technologies and possessing an information culture, as well as presenting the existing experience and identifying its effectiveness.

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

· to use information - communication technologies in the educational process;

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

Formation and development of communicative competence;

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

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

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

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

At present, it is necessary to be able to receive information from different sources, use it and create it yourself. The widespread use of ICT opens up new opportunities for the teacher in teaching his subject, and also greatly facilitates his work, increases the effectiveness of teaching, and improves the quality of teaching.

ICT application system

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

Stage 1: Identification of educational material that requires a specific presentation, analysis of the educational program, analysis of thematic planning, choice of topics, choice of the type of lesson, identification of the features of the material of the lesson of this type;

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

Stage 3: Application of information products, use in lessons of various types, use in extracurricular activities, use in managing the research activities of students.

Stage 4: Analysis of the effectiveness of the use of ICT, study of the dynamics of results, study of the rating in the subject.

2) Technology of critical thinking

What is meant by critical thinking? Critical thinking - the type of thinking that helps to be critical of any statements, not to take anything for granted without evidence, but at the same time be open to new ideas and methods. Critical thinking is a necessary condition for freedom of choice, quality of forecast, responsibility for one's own decisions. Critical thinking, therefore, is essentially a kind of tautology, a synonym for qualitative thinking. It is rather a name than a concept, but it was under this name that, with a number of international projects, those technological methods came into our lives, which we will give below.
The constructive basis of the "technology of critical thinking" is the basic model of three stages of the organization of the educational process:

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

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

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

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

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

Basic Methodological Techniques for the Development of Critical Thinking

1. Reception "Cluster"

2. Table

3. Educational brainstorming

4. Intelligent warm-up

5. Zigzag, zigzag -2

6. Reception "Insert"

8. Reception "Basket of ideas"

9. Reception "Compilation of syncwines"

10. Method of control questions

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

12. Circles on the water

13. Role project

14. Yes - no

15. Reception "Reading with stops"

16. Reception "Interrogation"

17. Reception "Confused logical chains"

18. Reception "Cross discussion"

3). Design technology

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

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

Purpose of technology- to stimulate students' interest in certain problems, involving the possession of a certain amount of knowledge and through project activities, providing for the solution of these problems, the ability to practically apply the acquired knowledge.

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

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

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

Practical application of design technology elements.

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

1. characterized by high communicativeness;

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

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

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

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

Stages of work on the project

4). Problem learning technology

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

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

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

v build a hypothesis,

v outline and discuss ways to test its truth,

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

According to the degree of cognitive independence of students, problem-based learning is carried out in three main forms: problem presentation, partially search activity and independent research activity. The least cognitive independence of students occurs with problem presentation: the teacher himself delivers new material. Having posed a problem, the teacher reveals the way to solve it, demonstrates to the students the course of scientific thinking, makes them follow the dialectical movement of thought towards the truth, makes them, as it were, accomplices in the scientific search. trainee to independent reasoning, active search for an answer to individual parts of the problem.

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

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

Disadvantages: large expenditures of time to achieve the planned results, poor controllability of the cognitive activity of students.

5). Gaming technologies

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

A-priory, a game- this is a type of activity in the conditions of situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved.

Classification of educational games

1. By area of ​​application:

— physical

—intellectual

— labor

—social

—psychological

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

—training

— training

—controlling

- generalizing

— cognitive

—creative

—developing

3. Game technology:

— subject

—plot

—role-playing

— business

— imitation

-dramatization

4. By subject area:

—mathematical, chemical, biological, physical, environmental

— musical

— labor

— sports

-economically

5. By gaming environment:

- no items

— with items

— desktop

- room

— street

— computer

—television

- cyclic, with vehicles

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

- Carries out more free, psychologically liberated control of knowledge.

- The painful reaction of students to unsuccessful answers disappears.

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

Learning in the game allows you to teach:

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

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

§ cognitive activity is stimulated

§ mental activity is activated

§ information is spontaneously remembered

§ associative memorization is formed

§ increased motivation to study the subject

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

6). Case - technology

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

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

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

Case technologies are not a repetition after the teacher, not a retelling of a paragraph or an article, not an answer to a teacher's question, it is an analysis of a specific situation that makes you raise the layer of knowledge gained and put it into practice.

These technologies help to increase students' interest in the subject being studied, develop in schoolchildren such qualities as social activity, communication skills, the ability to listen and correctly express their thoughts.

When using case technologies in elementary school, children experience

Development of skills of analysis and critical thinking

Combination of theory and practice

Presentation of examples of decisions made

Demonstration of different positions and points of view

Formation of skills for evaluating alternative options in conditions of uncertainty

The teacher is faced with the task of teaching children, both individually and as part of a group:

analyze information,

sort it to solve a given problem,

identify key issues

generate alternative solutions and evaluate them,

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

In addition, children:

・Get communication skills

· Develop presentation skills

Form interactive skills that allow you to effectively interact and make collective decisions

・Get expert knowledge and skills

Learn to learn by independently searching for the necessary knowledge to solve a situational problem

Change motivation for learning

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

Case technology methods that activate the learning process include:

· method of situational analysis (Method of analysis of specific situations, situational tasks and exercises; case-stages)

the method of the incident;

The method of situational role-playing games;

the method of parsing business correspondence;

Game design

the method of discussion.

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

7). Technology of creative workshops

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

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

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

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

The main stages of the workshop.

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

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

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

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

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

Gap - a sharp increase in knowledge. This is the culmination of the creative process, a new selection by the student of the subject and awareness of the incompleteness of his knowledge, an incentive to a new deepening into the problem. The result of this stage is insight (enlightenment).

Reflection - this is the student's awareness of himself in his own activity, this is an analysis by the student of the activity carried out by him, this is a generalization of the feelings that arose in the workshop, this is a reflection of the achievements of his own thought, his own worldview.

eight). Modular learning technology

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

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

The main goal of the modern school is to create such a system of education that would provide the educational needs of each student in accordance with his inclinations, interests and abilities.

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

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

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

Algorithm for building a training module:

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

2. Identification of educational elements of the topic.

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

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

5. Determining the levels of assimilation of the educational elements of the topic.

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

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

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

The system of actions of the teacher in preparation for the transition to modular education. Develop a modular program consisting of CDTs (complex didactic goals) and a set of modules that ensure the achievement of this goal:

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

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

3. IDT is divided into NDTs (private didactic goals) on their basis, UEs (educational elements) are allocated.

The principle of feedback is important for managing student learning.

1. Before each module, conduct an entrance control of the ZUN of students.

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

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

The introduction of modules into the educational process should be carried out gradually. Modules can be integrated into any training system and thereby enhance its quality and effectiveness. You can combine the traditional system of education with the modular one. The whole system of methods, techniques and forms of organization of students' learning activities, individual work, in pairs, in groups fit well into the modular system of education.

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

nine). Health saving technologies

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

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

Compliance with sanitary and hygienic requirements (fresh air, optimal thermal conditions, good lighting, cleanliness), safety regulations;

rational lesson density (the time spent by schoolchildren on educational work) should be at least 60% and not more than 75-80%;

clear organization of educational work;

Strict dosage of training load;

change of activities;

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

place and duration of TCO application;

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

building a lesson taking into account the performance of students;

individual approach to students, taking into account personal capabilities;

Formation of external and internal motivation of students' activities;

a favorable psychological climate, situations of success and emotional release;

Stress prevention:

work in pairs, in groups, both in the field and at the blackboard, where the led, “weaker” student feels the support of a friend; encouraging students to use various methods of solving, without fear of making mistakes and getting the wrong answer;

Conducting physical education sessions and dynamic pauses in the classroom;

purposeful reflection throughout the lesson and in its final part.

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

10). Integrated Learning Technology

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

The need for emergence integrated lessons due to a number of reasons.

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

Advantages of integrated lessons.

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

Patterns of integrated lessons:

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

Interaction between teachers can be built in different ways. It can be:

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

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

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

Methods of the integrated lesson.

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

eleven). traditional technology

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

Distinctive features of the traditional classroom technology are:

Students of approximately the same age and level of training make up a group that maintains a basically constant composition for the entire period of study;

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

The basic unit of lessons is the lesson;

The lesson is devoted to one subject, topic, due to which the group students work on the same material;

The work of students in the lesson is directed by the teacher: he evaluates the results of study in his subject, the level of learning of each student individually.

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

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

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

The learning process as an activity in traditional education is characterized by a lack of independence, weak motivation for educational work. Under these conditions, the stage of implementation of educational goals turns into hard work with all its negative consequences.

Levels of mastery of pedagogical technologies

Today, there is a fairly large number of pedagogical learning technologies, both traditional and innovative. It cannot be said that one of them is better and the other is worse, or that only this one and no other should be used to achieve positive results.

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

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

Based on the foregoing, I want to say that traditional and innovative teaching methods should be in constant relationship and complement each other. Do not abandon the old and completely switch to the new. We should remember the saying "ALL NEW IS WELL FORGOTTEN OLD".

Internet and literature.

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

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

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

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

NATALIA LASTOCHKINA
Consultation for teachers "What is pedagogical technology", "What is health-saving technology"

Pedagogical technology is the name of the direction of pedagogy, the purpose of which is to increase the efficiency of the educational process, guaranteed movement of the planned learning outcomes by the trainee.

The main attention in pedagogical technologies is concentrated not on means, but on the systemic organization of the educational process, that is, any pedagogical technology is a system. The central place in this case is occupied by the result of training, which can be planned, achieved, and the technology itself is reproducible.

“Pedagogical technology is a model of joint pedagogical activity thought out in all details to design, organize and conduct the educational process with the unconditional provision of comfortable efforts for children” (V. M. Monakhov).

The essence of pedagogical technology is the preliminary design of the learning process, taking into account didactic goals and the required level of assimilation. Pedagogical technologies are focused on students, with an emphasis on both the development of educational and cognitive activities and the development of the individual as a whole. Pedagogical technologies are aimed at implementing the principle of the integrity of the structure and content of the components of the educational process.

What are the distinguishing features of technology from teaching methods?

P. F. Kubrushko considers pedagogical technology as the main part of the concept of "methodology". In his opinion, methodology as a theory of learning "considers various possible technologies and chooses the most rational technology in relation to specific conditions to achieve educational goals."

It should be emphasized the fundamental position according to which the concept of "pedagogical technology" is broader than the concept of "teaching methods". Technology shows how best to achieve the goal of learning. It aims to consistently put into practice a pre-designed learning process.

1 - technology is the guarantee of the final result,

2 - technology is a project of the future educational process.

Health-saving technology is a system of measures,

including the relationship and interaction of all factors

educational environment aimed at maintaining health

child at all stages of his education and development.

At present, the analysis of thematic literature shows many health-saving technologies that take place. Preschool educational institutions most often use health-saving technologies in the following areas (further we will talk about pedagogical health-saving technologies):

1. Technologies for maintaining and stimulating health.

2. Technologies for teaching a healthy lifestyle.

3. Corrective technologies.

Pedagogical health-saving technologies

Technologies for maintaining and stimulating health Technologies for teaching a healthy lifestyle Corrective technologies

Stretching

Dynamic pauses

Mobile and sports games

Relaxation

Gymnastics (finger, eye, breathing, etc.)

Gymnastics dynamic, corrective, orthopedic - Physical education classes

Problem-playing: game trainings, game therapy

Communication games

A series of lessons "Health Lessons"

Point self-massage - Technologies of musical influence

Art therapy

fairy tale therapy

Color exposure technologies

Psycho-gymnastics

Phonetic rhythmic

Technologies for maintaining and stimulating health

Stretching - not earlier than after 30 minutes. after meals, 2 times a week for 30 minutes. from middle age in a gym or music room, or in a group room, in a well-ventilated room, special exercises to music. Recommended for children with sluggish posture and flat feet.

Dynamic pauses - during classes, 2-5 minutes, as children get tired. Recommended for all children as a prevention of fatigue. May include elements of gymnastics for the eyes, breathing exercises and others, depending on the type of activity. Mobile and sports games - as part of physical education, on a walk, in a group room - low, medium and high degree of mobility. Daily for all age groups. Games are selected in accordance with the age of the child, the place and time of its holding.

In kindergarten, we use only elements of sports games.

Relaxation - in any suitable room, depending on the condition of the children and the goals, the teacher determines the intensity of the technology. For all age groups. You can use calm classical music (Tchaikovsky, Rachmaninoff, sounds of nature.

Finger gymnastics - from a younger age individually or with a subgroup daily. Recommended for all children, especially those with speech problems. It is carried out at any convenient time interval (at any convenient time).

Gymnastics for the eyes - daily for 3-5 minutes. at any free time, depending on the intensity of the visual load from a young age. It is recommended to use visual material, showing the teacher.

Respiratory gymnastics - in various forms of physical culture and health work. Provide ventilation of the room, the teacher instructs the children on the mandatory hygiene of the nasal cavity before the procedure.

Dynamic gymnastics - daily during classes, after daytime sleep, 5-10 minutes.

Corrective gymnastics - in various forms of physical culture and health work. The form of conducting depends on the task and the contingent of children.

Orthopedic gymnastics - in various forms of physical culture and health work. It is recommended for children with flat feet and as a prevention of diseases of the supporting arch of the foot.

Technologies for teaching a healthy lifestyle:

Physical education - 2-3 times a week in a sports or music hall. Early age - in the group room, 10 min. Younger age - 15-20 minutes, middle age - 20-25 minutes, senior age - 25-30 minutes. Before class, it is necessary to ventilate the room well.

Problem-play game training, game therapy - in your free time, you can in the afternoon. Time is not strictly fixed, depending on the tasks set by the teacher. The lesson can be organized invisibly for the child, by including the teacher in the process of playing activity.

Communication games - 1-2 times a week for 30 minutes. from older age. Classes are built according to a specific scheme and consist of several parts. They include conversations, sketches and games of varying degrees of mobility, drawing, modeling, etc.

Classes from the series "Health Lessons" - 1 time per week for 30 minutes. from older age. They can be included in the curriculum as a cognitive development.

Self-massage. Depending on the goals set by the teacher, sessions or in various forms of physical culture and health work

It is necessary to explain to the child the seriousness of the procedure and give children basic knowledge of how not to harm their body.

Acupressure. It is held on the eve of epidemics, in the autumn and spring periods at any time convenient for the teacher from an older age. It is carried out strictly according to a special technique. Recommended for children with frequent colds and respiratory diseases. Visual material (special modules) is used.

Correctional technologies

Technologies of musical impact - in various forms of physical culture and health work; or separate classes 2-4 times a month, depending on your goals. Used as an aid as part of other technologies; to relieve stress, increase emotional mood, etc.

Art therapy. Sessions 10-12 lessons for 30-35 minutes starting from the middle group. The program has diagnostic tools and involves the maintenance of training protocols.

Fairy tale therapy - 2-4 lessons per month for 30 minutes. from older age. Classes are used for psychological therapeutic and developmental work. A fairy tale can be told by an adult, or it can be a group storytelling, where the narrator is not one person, but a group of children, and the rest of the children repeat the necessary movements after the narrators.

Technologies of exposure to color - as a special lesson 2-4 times a month, depending on the tasks. Properly selected colors of the interior in the group relieve tension and increase the emotional mood of the child.

Psycho-gymnastics - 1-2 times a week from older age for 25-30 minutes. It is aimed at the development and correction of various aspects of the child's psyche.

Phonetic rhythm - 2 times a week from a younger age in the gym or music halls. Classes are recommended for children with hearing problems or for preventive purposes. The health-saving technologies used in the complex eventually form a stable motivation for a healthy lifestyle in the child.

I use almost all of the listed health-saving technologies in my work. Every day, all the teachers of the institution use the traditional ones in the daily routine: morning exercises or aerobics, dynamic pauses, outdoor games, breathing and finger exercises, relaxation. I really like to engage with children in new ways for myself and children: yoga, stretching, step aerobics. I think that these technologies need to be given great attention and developed further.

The use of health-saving pedagogical technologies in my work increases the effectiveness of the educational process, forms value orientations among teachers and parents aimed at preserving and strengthening the health of pupils, an individual approach to each child is ensured; positive motivations were formed among teachers of preschool educational institutions and parents of children.

All this work is carried out in a complex, throughout the day. Both pedagogical and medical workers take part in this work: a psychologist, a speech therapist, an educator, a physical education instructor, and a music director.

Parents are the main educators of the child. How the child's day is organized, how much attention parents pay to the child's health, depends on his mood, psychological comfort. A healthy lifestyle of a child, to which he is taught in kindergarten, can either be supported daily at home and consolidated, or not find support, then the information received by the child will be painful and superfluous for him.

TASK #2

Describe flexibility as a physical quality, its types. What anatomical and physiological features does its development depend on?

The effectiveness of physical training, and especially in the technical component, is associated with an important property of the musculoskeletal system of the ability for muscle relaxation - flexibility.

In professional physical training and sports, flexibility is necessary to perform movements with a large and extreme amplitude. The term "flexibility" itself is usually used for an integral assessment of the mobility of the links of the body, i.e., this term is used in cases where mobility in the joint of the whole body is discussed. If the amplitude of movements in individual joints is estimated, then it is customary to speak of "mobility" in them.

In the theory and methodology of physical education, flexibility is considered as a morphological property of the human musculoskeletal system, which determines the limits of movements of the body's links. There are two forms of flexibility:

~ active, characterized by the magnitude of the amplitude of movements during independent exercise due to their own muscle efforts;

~ passive, characterized by the maximum amplitude of movement achieved by the action of external forces, for example, with the help of a partner, or weights, etc.

In passive exercises for flexibility, a greater range of motion is achieved than in active exercises. The difference between the indicators of active and passive flexibility is called reserve tension or “flexibility margin”.

A distinction is also made between general and special flexibility. General flexibility characterizes mobility in all joints of the body and allows you to perform a variety of movements with a large amplitude. Special flexibility - limiting mobility in individual joints, which determines the effectiveness of sports and professional activities.

Reflect the mobility of the anatomical features of the ligamentous apparatus. Moreover, muscles are a brake on active movement. The thicker the ligaments and the articular bag, the more limited the mobility of the articulating segments of the body. The manifestation of flexibility depends not only on the elasticity of the muscles, ligaments, shape and features of the articulating articular surfaces, but also on the ability of a person to combine the voluntary relaxation of the stretched muscles with the tension of the muscles that produce movement. The higher the ability of the antagonist muscles to stretch, the less resistance they provide when performing movements, and the "easier" these movements are performed. The systematic use of strength exercises, or at separate stages of preparation, can lead to a decrease in flexibility, if stretching exercises are included in the training process.

What is the importance of flexibility for the physical development of a child?

Of particular importance is flexibility in physical education. Whether the child is jumping, climbing, skiing, cycling - flexibility facilitates his efforts, protects his muscles from excessive tension, stretching and other damage. It should be noted that, developing, flexibility itself creates favorable conditions for the improvement of certain psycho-physical qualities. So, for example, it has been proven that exercises that are mainly aimed at developing flexibility, at the same time, develop strength and endurance. By making the child's body flexible, we give him freedom of movement, ultimately helping to restore mental balance and opening up the opportunity for children to interact with their inner world through the body. Regarding the age aspect of the manifestation of flexibility, it can be noted that flexibility depends on age. Usually, the mobility of large parts of the body gradually increases until the age of 13-14, due to the fact that at this age the muscular-ligamentous apparatus is more elastic and extensible.

Plan

1. The concept of pedagogical technologies.

2. Traditional and active forms and methods of teaching.

3. New educational technologies.

The term "pedagogical technology" originated thirty years ago in American pedagogy.

Pedagogical technology- these are studies with the aim of identifying the principles and developing methods for optimizing the educational process, designing and applying methods, evaluating the methods used.

In fact, pedagogical technology introduces a systematic method of consciousness, taking into account technical and human resources, their interaction.

In educational practice, the concept of "pedagogical technologies" is used at three levels (Selevko G.K.):

1. general pedagogical (general didactic) level characterizes the educational process in the region, educational institution, at a certain level of education;
2. a particular methodological (subject) level is a set of methods and means for implementing the content of education and upbringing within the framework of one subject;
3. local (modular) level - the technology of individual parts of the educational process, particular didactic and educational tasks.

technological creativity- this is an activity in the field of pedagogical technology and design, when the search and creation of new pedagogical systems and processes, educational pedagogical situations are carried out to improve the results of education and training.

Organizational creativity- this is an activity in the field of management and organizational activities to create new ways of planning, control, interaction between teachers and students.

For more than fifty years, the concept of "pedagogical technologies" has been formed as a meaningful technique of the educational process.

The word "technology" (from the Greek "techne" - art, science and "logos" - teaching).

Pedagogical technologies, as a set of knowledge about the methods of conducting the educational process, are specific, scientifically based, organized training to achieve the development goal.

Teaching technology is the main system category of pedagogy.

Scheme of the pedagogical process

The educational need is local in nature and is determined by the scale of the state and its culture. In this case, education is framed by normative documents constituting state policy. Each state forms its own education system, which regulates the educational needs of the state. For example, in Japan, the education system is focused on the brilliant performance of a task in a group according to a specified pattern. In America, the focus is on individual success and personal achievement.

The state policy in the field of education is always specific and implements the following goals:

• reproduction and development of national culture;
• reproduction of the status of the state in the world market;
• reproduction of human capital in accordance with the needs of the country's economy;
• satisfaction of personal educational needs based on the characteristics of culture and stages of socialization of the individual.

The educational need has the property of expanded reproduction, i.e., the higher the level of education, the higher the need for further education.

There are three main levels of education: primary, secondary, higher.

General education is the basic knowledge about nature, man, the world, labor skills and abilities, which are the foundation for the further development of a person.

Learning is a purposeful process of bilateral activity of a teacher and students, which is based on the transfer and assimilation of knowledge.

Education is not only a social phenomenon, but also a pedagogical process.

Pedagogical process called the developing interaction of educators and educated, aimed at achieving a given goal and leading to a pre-planned change in state, the transformation of the properties and qualities of educated.

It is a process in which social experience is molded into personality traits. In the pedagogical literature of previous years, the concept of "educational process" was used. P.F. Kaptereva, A.P. Pinkevich, Yu.K. Babansky and other teachers showed that this concept is narrowed and incomplete, not reflecting the complexity of the process and, above all, its main distinguishing features - integrity and generality. Ensuring the unity of education, upbringing and development on the basis of integrity and community is the main essence of the pedagogical process.

The pedagogical process should be considered as a system. It combines many subsystems embedded one into another or interconnected by other types of communication. The system of the pedagogical process is not reducible to any of its subsystems, no matter how large and independent they may be.

The pedagogical process is the main system uniting all branches. It combines the processes of formation, development, education and training together with all the conditions, forms and methods of their flow. These include rules:

• dynamics of the pedagogical process; personal development in the pedagogical process; management of the educational process; stimulation;
• unity of sensory, logical and practice in the pedagogical process;
• unity of external (pedagogical) and internal (cognitive) activities;
• conditionality of the pedagogical process.

The stage of the implementation of the pedagogical process can be considered as a relatively isolated system, which includes important interrelated elements:

• setting and explaining the goals and objectives of the upcoming activities;
• interaction between teachers and students;
• use of the intended methods, means and forms of the pedagogical process;
• creation of favorable conditions for schoolchildren;

ensuring the connection of the pedagogical process with other processes. In the pedagogical literature, there are a number of definitions of the concept of "pedagogical technologies".

« Pedagogical technologies- a set of psychological and pedagogical attitudes that determine a special set and layout of forms, methods, methods, teaching methods, educational means: it is an organizational and methodological toolkit of the pedagogical process ”(B.T. Likhachev).

“Technology is art, craftsmanship, ability, a set of processing methods, changes in state” (V.M. Shepel).

“Pedagogical technology is a well-thought-out model of joint pedagogical activity for the design, organization and conduct of the educational process with the unconditional provision of comfortable

conditions for students and teachers” (V.M. Monakhov).

“Pedagogical technology is a systematic method of consciousness, application and definition of the entire process of teaching and learning, taking into account technical and human resources and their interaction, which aims to optimize the forms of education” (UNESCO).

New educational technologies are born as a result of scientific research. For example, the emergence of cybernetics contributed to the development of programmed learning, the results of the development of human thinking led to the need for problem-based learning.

The number of modern pedagogical technologies is quite large - about 100.

These technologies cover all the main trends and directions in the development of education, foreign educational technologies of past years, technologies incorporated in modern variable textbooks, and educational technologies. For example, in G.K. Selevko "Modern educational technologies" describes 50 pedagogical technologies, and among them:

• pedagogical technologies based on the personal orientation of the pedagogical process (humane-personal technology of Sh.A. Amonashvili and others).
• pedagogical technologies based on the activation and intensification of students' activities (game technologies; technologies of communicative teaching of a foreign language culture - E.I. Passov);
• alternative technologies (technologies of free labor - Celestin Freinet);
• nature-friendly technologies (self-development technologies - Maria Montessori);
• developmental learning technologies (self-developing learning technologies) – G.K. Selevko and pedagogical technologies of author's schools.

The modern didactic system proceeds from the fact that both sides - teaching and learning - constitute the learning process. The modern didactic concept is created by such areas as programmed, problem-based learning, developmental learning (P. Galperin, L. Zankov, V. Davydov), humanistic psychology (K. Rogers).

Developmental learning- this is the organization of the educational process with the realization of the potential of a person:

• updating previously acquired knowledge
• hypothesizing
• development of an original plan for solving the problem
• self-check method.

Developing education involves the student in didactic games, discussions, other methods of creative imagination, thinking, memory, speech.

Problem learning is the solution of non-standard scientific and educational problems by non-standard methods. Problem tasks are the search for new ways of solving. The bottom line is that the teacher does not communicate knowledge in a finished form, but sets problematic tasks, offering to look for ways and means to solve them.

Examples of problem situations based on contradictions can be:

• understanding of the scientific importance of the problem and the lack of a theoretical basis for solving it;
• the variety of concepts and the lack of a reliable theory to explain these facts;
• accessible result and lack of theoretical justification.

Problem Method involves steps:

• problem situation
• problem task
• solution search model

intensive training includes holistic technologies, non-linearity of pedagogical structures and potential redundancy of educational information. Intensive learning gives the student the opportunity to choose the appropriate learning technology and develop an individual personality development program.

Conditions for the implementation of intensive training:

• comprehensive consideration of the characteristics of the pedagogical environment
• adherence to the principle of adapting the learning process to the personality of the student
• acceleration of individual development by the student of the general program.

Active learning methods, in comparison with traditional ones, prepare students for creative independent activity.

The main task is to increase the activity of students. Methods of active learning are non-imitation and simulation.

The most common method is business game.

Principles of organization of business games:

- simulation modeling of the situation;

- problematic content;

– role interaction in joint activities;

- dialogical communication;

– two-dimensionality of game educational activity.

The development of a business game begins with two models - simulation and game, which will be included in the scenario.

The simulation model is the goal, the subject of the game, the evaluation system.

The components of the game model are the scenario, rules, goals, roles and functions of the players.

The game model includes a pedagogical one, the purpose of which is training and education.

There are not many rules of the game, they should include technology, regulations, the roles of players and leaders, and an evaluation system.

Analysis of the game at the end carries the main, teaching and educational load.

Examples of business games:

1. simulation exercises reinforce important skills or concepts in a creative setting;
2. analysis of specific production situations, when a specific event creates a condition for a collective decision and discussion;
3. role-playing - playing roles, evaluating actions in various situations;
4. a full-scale business game that creates professional activities and the consequences of professional decisions.

A popular method of heuristic search is "Brainstorming" - a method of enhancing collective activity. The task is managed by the manager.

1. He puts the conditions of the problem before the "assault".
2. A group of "idea generators" in 20-30 minutes put forward the maximum number of hypotheses, any fantastic, playful, complementing each other. Ideas are written down.
3. A panel of experts evaluates the hypotheses.
4. To activate the "assault" techniques are used: inversion (do the opposite), analogy, empathy (find out your feelings), fantasy.
5. Hypotheses are evaluated on a 10-point system.