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 allows eliminating the monotony of the educational environment and the monotony of the educational process, creates conditions for changing the types of activities of students, and makes 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

Call Motivational(incitement to work with new information, awakening interest in the topic) Informational(call "to the surface" of existing knowledge on the topic) Communication (non-conflict exchange of opinions)

Making sense of the content Informational(obtaining new information on the topic) Systematization(classification of the received information into categories of knowledge)

Reflection Communication(exchange of views on new information) Informational(acquisition of new knowledge) Motivational(an incentive to further expand the information field) Estimated(correlation of new information and existing knowledge, development of one's own position, process evaluation)

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 enough, 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

	Student activities	Teacher activity
Organizational preparatory	Choosing a project topic, determining its goals and objectives, developing the implementation of an idea plan, forming microgroups.	Formation of participants' motivation, advising on the choice of topics and genre of the project, assistance in the selection of necessary materials, development of criteria for evaluating the activities of each participant at all stages.
Search	Collection, analysis and systematization of the collected information, recording interviews, discussion of the collected material in microgroups, putting forward and testing a hypothesis, designing a layout and poster presentation, self-control.	Regular consulting on the content of the project, assistance in organizing and processing the material, consultation on the design of the project, tracking the activities of each student, evaluation.
final	Project design, preparation for defense.	Preparation of speakers, assistance in the design of the project.
Reflection	Evaluation of your activities. “What did the work on the project give me?”	Evaluation of each project participant.

four). 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, helps to awaken 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.

Flaws: 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.

By definition, the 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, learning 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 individual 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 the student's analysis 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 an 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 a 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.

9). Health saving technologies

Providing the student with the opportunity to maintain health during the period of study at school, the formation of the necessary knowledge, skills and abilities 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 different 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, split it 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.

1. Preparatory	2. Executive	3.reflective.
1.planning, 2. organization of the creative team, 3. construction of lesson content , 4.rehearsals.	The purpose of this stage is to arouse students' interest in the topic of the lesson, in its content.. Ways to arouse the interest of students can be different, for example, a description of a problem situation or an interesting case. In the final part of the lesson, it is necessary to summarize everything said in the lesson, to summarize the reasoning of the students, to formulate clear conclusions.	At this stage, the analysis of the lesson is carried out. It is necessary to take into account all its advantages and disadvantages

eleven). traditional technology

The term "traditional education" implies, first of all, the organization of education that 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.

Positive sides

Negative sides

The systematic nature of learning Orderly, logically correct presentation of educational material Organizational Clarity The constant emotional impact of the teacher's personality Optimal resource costs for mass learning

Template construction, monotony Irrational distribution of lesson time The lesson provides only an initial orientation in the material, and the achievement of high levels is shifted to homework Students are isolated from communication with each other Lack of autonomy Passivity or visibility of student activity Weak speech activity (average speaking time of a student is 2 minutes per day) Weak feedback Average approach lack of individual training

Levels of mastery of pedagogical technologies

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

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

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

1 Modern educational technologies as a means of implementing the Federal State Educational Standard

2 . The system-activity approach is the methodological basis of the Standard, which sets the main task of developing the student's personality.

3. The purpose of my teaching activity isthe formation of a self-developing personality, that is, a personality who wants and knows how to learn.

To achieve this goal, it is necessary to solve the following tasks:

1. Improving pedagogical skills in the field of the formation of universal educational activities within the framework of the Federal State Educational Standard;

2. Improving the professional level and pedagogical skillson mastering new educational technologies in the context of the transition to the Federal State Educational Standard.

To solve these problems, it became necessary to introduce educational technologies into their pedagogical practice.

Slide 4 with technologies.

The slide shows a list of technologies used by me.

Pedagogical technologies based on the activation and intensification of students' activities:

Gaming technologies

Problem learning

Design technology

Pedagogical technologies based on the effectiveness of management and organization of the educational process:

Technology of level differentiation of training

Group Technologies

Information and computer technologies

Health saving technology

5. The lesson may include elements of various educational technologies.

6. Effectiveness in the use of ICT

In my practice, the main areas of ICT application have already been formed:

preparation of didactic material for the educational process (printed materials, educational audio and video materials, own presentations for lessons);

7 . creating your own cool blog and personal website for communication with colleagues, parents and students, e-mail;

maintaining an electronic journal, documentation of the teacher and class teacher;

8. the student's "portfolio" provides an excellent opportunity to trace the individual dynamics of each individual and the class team in particular, allows one to judge the formation of universal educational activities;

9. participation in distance competitions, Olympiads for teachers and students;

drawing up reports, graphs, diagrams;

testing in subjects, checking reading technique;

search and use of information from the Internet for the preparation of lessons, design and research work, practical work on the outside world, for extracurricular and educational work;

holding parent meetings and lectures;

educational events and social projects;

10. simulators in subjects, testing, developing games in subjects.

11. Application of project technologies in the lessons

ICT tools are the most promising means of implementing project technology. There is a cycle of projects, participating in which children get to know each other: they exchange information about themselves, about the school, about their interests and hobbies. Students, trying and making mistakes, and again finding the right path in the search, pass through themselves everything that is useful in their future activities. When developing a project, students not only draw on all their knowledge and life experience, not only learn something new, but also learn to clearly, correctly and beautifully express their thoughts. The educational creative project I is used in the lessons of technology, fine arts, the world around, as well as in class hours.

12. Analyzing the pages of textbooks with projects, we can note the following: for each project, a clear briefing of the work was given, a work plan was drawn up, a phased implementation of the project was shown, all the material was compiled in a form accessible to the child. The implementation of such projects will not bring the child labor to complete both in a group, in a pair, and individually.

The products of the project activities were: the project "Coat of arms of the class", presentations, wall newspapers, collages,

13. pet project.

14. project "Mathematics in riddles, proverbs and sayings".

During the implementation of projects, first-graders with the help of adults learn:

Take pictures;

Find relevant material;

Compose an oral story;

Speak with a prepared message based on photographs;

Evaluate the results of their own work and the work of comrades.

15. Gaming technology

The game, along with work and learning, is one of the main types of human activity.

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 becomes 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.

16. Health-saving technology

The use of various technologies and information and computer technology, in particular, I accompany necessarily in combination withhealth-saving technology (physical minutes, gymnastics for the eyes, hearing, relaxation exercises, dance-rhythmic pauses to music, recreational games at breaks, reflection), since the formation of a responsible attitude to the health of the younger generation is the most important and necessary condition for the success of a modern person. This technology runs like a red line through all stages of the lesson.

I am sure that a healthy child is a complex of physical, mental and social well-being. To strengthen the mental health of students, I use autogenic training (self-hypnosis), exercises to relieve nervous tension, to develop the emotional sphere.

17. Technologyextracurricular activities - the method of collective creative affairs - unites the guys, gives them the feeling of a "cool family", where everyone feels necessary and important link in a collective or social project: publishing newspapers, collections of their own literary works, drawings and handicrafts, design research work.

18. 19. I believe that the learning process should be built using modern educational technologies and combined with the process of education, because an immoral, soulless person armed with knowledge can be dangerous to society.

20. 21.

22. 23. In my pedagogical activity, the use of modern educational technologies has raised students to a higher level of formation of an individual personality, this is evidenced by the results of the formation of UUD in students. The formation of UUD is monitored for 4 years of study. The results are presented in the tables "Formation of UUD among students at the stage of primary general education."

I believe that withModern educational technologies are a means for the formation of universal educational activities.

In conclusion, I want to say that all modern technologies, and computer technology in particular, can become in education both a simulator and a means of control, a means of mobile visualization and monitoring, a keeper and distributor of information. With the proper use of information and communication technology, the effectiveness of teaching, the culture of the lesson are significantly increased, interest in the subject is formed, and, therefore, the education of younger students becomes of high quality, meeting the requirements of new educational standards.

24. Congratulations on the start of the new school year!

Let your knowledge and skills be fully transferred to the students. I wish you to achieve complete understanding with your students, so that every day of your stay at school is filled with good and positive!

• Improving pedagogical skills in the field of the formation of universal educational activities within the framework of the Federal State Educational Standard;
• Raising the professional level and pedagogical skills in mastering new educational technologies in the context of the transition to the Federal State Educational Standard.

• technology of critical thinking;
• problem learning technology;
• project method;
• cooperation technology;
• modular learning technology.

Technology for the development of critical thinking The purpose of this technology is development of mental skills of students, which are necessary not only in studies, but also in everyday life (the ability to make informed decisions, work with information, analyze various aspects of phenomena, etc.).

"Reception table" ZHU "

Z - what do we know

X - what do we want to know

Cycle for. Row and column commands

What we have learned and what is left for us to learn.

How to paint over a row of a field, a rectangular area of ​​​​a field, the entire working field

How to paint over the entire working field of the Robot in different colors.

"I believe - I do not believe"

Is it true that

At the beginning of the lesson

She was one thousand one hundred (13) years old,

At the end of the lesson

She went to the one hundred and first (6) class,

She carried a hundred (4) books in her portfolio - all this is true, not nonsense.

When, dusting ten (2) feet, she walked along the road,

She was always followed by a puppy with one tail, but with a hundred legs. (four).

She caught every sound with her ten (2) ears,

And ten (2) tanned hands were holding a briefcase and a leash.

And ten (2) dark blue eyes viewed the world as usual, But everything will become quite ordinary when you understand our story.

"Sinkwine"

A computer

Personal, modern

Stores, processes, creates

Computer - electronic computer

Memory

"Sinkwine"

Cycle

complex, different

Repeats, works, loops

You can't peel potatoes without a cycle

Important

"Writing Creative Works"

“Once upon a time there was a boy. He was very lazy, spent the whole day on the Internet, did not study, did not work, only played online games, watched cartoons on YouTube.

And the Internet decided to help the poor child, he gathered all his subjects: e-mails, many sites, social networks.

And the great Internet said: “Let's save, comrades, the unfortunate Boy, he is already sixteen years old, and he knows nothing about us. It is necessary to save him from laziness and teach the mind to reason!

Let's teach the Boy how to take care of the computer, otherwise there are so many viruses that you don't even want to boot! - said the chief adviser to the Internet, the Opera browser.

You need to teach him to download good programs, interesting films, smart books. And so that we, sites and forums, bring only benefits to him, - said the nobleman of Google.

But the Boy still needs to rest, and not just sit at the computer, - added Prince Vkontakte the Great.

And they agreed with the Windows program that it would turn off for a while, rest. Meanwhile, the Internet called its vigilantes, antiviruses, who expelled the evil and cunning viruses.

When the viruses were removed, the Program turned on and worked better than before.

And the Boy found a mysterious letter in his e-mail box, which told him to take care of the computer, otherwise he would never be able to get into the Internet. A lot of interesting things about computers and the Internet were also attached to the letter.

The boy liked computer science so much that he himself began to fight viruses and install programs. He stopped wasting time and soon became a good programmer."

“Problems like “Who is who?”

Three pigs

Once upon a time there were three little pigs, three brothers: Nif-Nif, Naf-Naf, Nuf-Nuf. They built three houses: thatched, wooden and brick. All three brothers grew flowers near their houses: roses, daisies and tulips. It is known that Nif-Nif does not live in a straw house, and Naf-Naf does not live in a wooden one; it is not roses that grow near a straw house, but the one who has a wooden house grows daisies. Naf-Naf is allergic to tulips so he doesn't grow them. Find out who lives in which house and what flowers he grows.

• I did the most...
• I can commend myself for...
• I can praise my classmates for...
• I was surprised...
• It was a revelation for me that...
• In my opinion, it didn't work...because...
• For the future, I will...

Problem learning technology

Problem-based learning is 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 and abilities and the development of mental abilities.

Project method

Project activity is a consistent set of educational and cognitive techniques that allow solving a particular problem as a result of independent actions of students with a mandatory presentation of the results.

Collaboration technology

Use cases for collaborative learning:

• Checking the correctness of homework (in a group, students can clarify details that are not clear during homework);
• One assignment per group, followed by review of the assignments by each group (groups receive different assignments, which allows them to sort out more of them by the end of the lesson);
• Joint implementation of practical work (in pairs);
• Preparation for testing, independent work (the teacher offers to complete the task or test individually for each student);
• Fulfillment of the project task.

Modular learning technology

Modular technology ensures the individualization of learning: in terms of the content of training, in terms of the pace of assimilation, in terms of the level of independence, in terms of methods and methods of teaching, in terms of control and self-control.

The purpose of modular training: to promote the development of students' independence, their ability to work, taking into account individual ways of working out educational material.

Any activity 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.

V.P.Bespalko

Tatiana Klimovskaya
Modern educational technologies as a means of increasing the effectiveness of educational activities of the Federal State Educational Standard up to

Quality education is the most important factor in the formation of a person, affecting the change in the quality of his life and society as a whole. Modern quality education is, first of all, education that contributes to the formation of a person, the development of himself, his image as a unique individual. Today it is important not only to form knowledge, but to develop in a person the mechanisms of his self-development, self-regulation, self-education, thereby helping the pupil to become a person who knows how to live in peace and harmony with himself and others, nature and culture.

In the context of the implementation of the federal state educational preschool standard education changed approaches to organization educational process. On the modern stage educational process is a systemic, holistic, developing over time and within a certain system, purposeful process of interaction between adults and children, which is personally oriented, aimed at achieving socially significant results, designed to lead to transformation personal properties and qualities of pupils. In this regard, before preschool educational organizations are faced with the problem of revising the target foundations of its functioning, the task of changing the content education, forms and methods of organization educational activities, the role of the teacher.

How how to organize educational process in the ECE in terms of implementation GEF DO? Of course, a change in approaches to building interaction between an adult and a child, the inclusion of innovative educational technologies, aimed at improving the efficiency of educational activities.

let's let's turn to the main definitions:

Technology- a set of techniques used in any business, skill, art (dictionary).

Pedagogical technology- this is a set of psychological and pedagogical attitudes that determine a special set and layout of forms, methods, methods, teaching methods, educational funds; it is an organizational and methodological toolkit of the pedagogical process (B. T. Likhachev).

Let's focus on the structure educational technology in which there are three main constituents:

The conceptual part is the scientific base technology, i.e., psychological and pedagogical ideas that are laid in its foundation.

The procedural part is a set of forms and methods of educational children's activities, methods and forms of work of the teacher, activities teacher to manage the process of mastering the material, diagnostics of the learning process.

In terms of implementation GEF BEFORE become the most relevant technology:

Health saving;

socio-gaming;

Technologies of project activity;

Research technology;

Technology organizing a joint activities;

Technology"Portfolio";

Information and communication technology and others.

Let's turn to technology, the most demanded and frequently used by educators in educational activities: game - leading view preschool child activities, therefore socio-game technologies(abbreviated SIT) plays a leading role.

What does this term mean?

socio-“organization of classes as games between microgroups (small societies - hence the term "socio";

gaming - one of the leading types activities at preschool age;

technology from others. -Greek techno - art, skill, ability; logo - "word", "thought", "meaning", "concept") i.e. the mastery of the word, the art of the word.

The authors and developers of this technology are Shuleshko Evgeny Evgenievich, psychologist and teacher, Bukatov Vyacheslav Mikhailovich - Doctor of Pedagogical Sciences, one of the main developers of the socio-playing style of learning, Ershova Alexandra Petrovna - teacher.

The basis of socio-game pedagogy is laid in words: “We do not teach, but we establish situations where their participants want to trust each other and their own experience, as a result of which there is Effect voluntary education, training and learning.

socio-gaming technology at the preschool level education- this is, first of all, the development of the child in playful communication with peers means competent pedagogical leadership, coming from the capabilities and needs of children. I suggest you get acquainted with the model of relations in the socio-game technology: relations of all participants educational processes are built on the principles of equality and partnership. We are all different, everyone has their own opinion, so it is necessary to listen to the interlocutor and come to a consensus. In collective learning we do three step: first step - listen and think (independent work, 2 - share with a partner (learning dialogue, 3 - share understanding) (presentation of results).

socio-gaming technology has its classification:

Game-tasks for a working mood - can significantly reduce occurrences in educational activities. The main task of the games is to arouse interest in each other, to make the participants in the game dependent on each other, providing a common promotion mobilization of attention;

Warm-up games (discharging). The principle of universal accessibility, an element of competition for a ridiculous, frivolous win. They are dominated by the mechanism active and psychologically effective rest;

Games of a socio-playing nature (involvement in the case, during which business relationships are built between the teacher and children and children with a friend. They can be used both in the process of assimilation and consolidation of educational material;

Games of creative self-assertion. When performing them, the artistic and performing result of the action is taken into account;

Freestyle games (at will). Games that require space and freedom of movement, i.e. they cannot always be played in a room (mobile games of a different nature).

The main characteristics of socio-gaming technologies can be revealed in the following rules:

Change of leadership - work in small groups involves collective activity, and the opinion of the whole group is expressed by one person - the leader. Moreover, the children choose the leader themselves and he must constantly change;

Motor activity, change of scenes - educational, joint and independent activity should be combined with physical activity and a change of scene, which helps to relieve emotional stress. Can communicate in different corners: in the center, at the tables, on the floor, in the reception area, etc.);

Changing the tempo and rhythm - changing the tempo and rhythm is helped by a time limit, for example, using an hourglass. It must be understood that each task has its own beginning and end, and of course requires a certain concentration;

Integration of all kinds activities - in accordance with modern requirements allows you to create a model of the organization of the pedagogical process. Education takes place in a playful way, for this you can use various games that develop attention, hearing, thinking, imagination the ability to interact with each other. Integration of content allows the child to express himself brighter in one form or another. activities, and for the teacher - an opportunity for self-realization, self-expression, creativity;

Orientation to the principle of polyphony - you chase after 133 hares, you look and you catch a dozen. It is more interesting for a child to acquire knowledge together with peers, and a teacher should not teach, but be able to listen and hear children, trust them.

Their motivational freedom (voluntariness);

Information initiative (communication);

Business competence.

One of the most requested technologies used by teachers in educational activity is technology research, design activities. The project method is a pedagogical technology, the core of which is an independent activity children - research, cognitive, productive, during which the child learns the world around him and embodies new knowledge into real products. The project method is based on the idea that is the essence of the concept "project", its pragmatic focus on the result that is obtained when solving one or another practically or theoretically significant problem. This result can be seen, comprehended, applied in real practice. activities. The purpose of the research activities in kindergarten - to form in preschoolers the main key competencies, the ability for an exploratory type of thinking. This technology applicable already from the early preschool age, when in the process of simple experiments, experiments, children learn to establish the simplest connections and patterns, and at an older age they are able to design their own activity in various directions.

I would like to focus on including activities with children technology mind maps by Tony Buzan. It's comfortable and efficient technique visualization of thinking and alternative writing.

These are thoughts put on paper in a graphic way. It is this approach - framing thoughts into graphics images and is the mechanism that starts the work of the right hemisphere of the brain!

This is not a very traditional, but very natural way of organizing thinking, which has several undeniable advantages over conventional recording methods.

Applications of intelligence kart:

Joint planning of the goals of studying a topic using technology"mind map";

Learning new material;

Repetition of previously studied material;

Presentation of the results of the project activities.

Intelligence properties - kart:

Visibility (the whole problem with its many sides can be seen at a glance.)

Attractiveness (a good mind map of your aesthetics, it is not only interesting to look at it, but also pleasant.)

Memorability (due to the work of both hemispheres of the brain, the use images and colors of the mind map are easy to remember.)

Timeliness (mind map helps to identify the lack of information and understand what information is missing.)

Creativity (intelligence map stimulates creativity, helps to find non-standard ways to solve a problem.)

In the age of information technologies impossible to do without including activity with children information and communication technologies.

ICT allows you to show information on the screen in a playful way, which is of great interest to children, as it corresponds to the main view. preschooler activities - game. In an accessible form, bright, figuratively, present preschoolers with material that corresponds to the visual figurative thinking of preschool children. Attract the attention of children with movement, sound, animation, but do not overload the material with them. To promote the development of research abilities, cognitive activity, skills and talents in preschoolers.

Technological approach, that is, new pedagogical technology guarantee the achievements of the preschooler and further contribute to their success in school. Every teacher is a creator technology. For a teacher who has learned to work on technological level, will always be the main reference point for the cognitive process in its developing state. Charles Dickens said "A man cannot truly improve unless he helps others to improve."