Galina Filatova
From the experience of working on life safety in a preschool educational institution
Fundamentals of children's life safety.
"Beware of troubles while they are not"
Life in the 21st century poses many new problems for us, among which the most urgent today is the problem of maintaining the health of children and adults, ensuring the safety of the younger generation. The relevance of my topic is due to the objective need to inform children about the rules of safe behavior, their acquisition experience safe behavior in everyday life, in nature, the rule of behavior in traffic, knowledge about the deterioration in the health of preschoolers, the importance of purposeful activities in this area of parents and preschool workers. That's why I'm interested in this question. Preschool age is the most important period when the human personality is formed.
It is very difficult to determine whether a person behaves correctly or incorrectly in certain circumstances. Nevertheless, it is necessary to single out such rules of conduct that children must follow unquestioningly, since their health and safety depend on this. These rules should be explained to the children in detail, and then follow their implementation. And in order for children to be interested in perceiving these rules, the teacher must be familiar with them himself, be able to present the material intelligibly, according to age, emotionally, gradually involving children in the world of safety.
Having defined the topic experience, its main idea, I outlined the main goal work: teaching a child the correct behavior at home, on the street, on the road, in transport, when communicating with strangers, interacting with fire hazardous, sharp, piercing and cutting objects, animals and poisonous plants in nature, formation in preschool children
healthy lifestyle.
Based on this, I have set tasks:
1. Familiarizing children with the simplest ways of safe behavior in a variety of dangerous situations.
2. The development of awareness and arbitrariness in the implementation of the basic rules of safe behavior at home, on the street, in nature, in communication with strangers.
3. Enrichment of children's ideas about the main sources and types of danger in everyday life, on the street, in nature, in communication with strangers. 4. Formation of a healthy and safe lifestyle culture among preschoolers.
5. Formation of knowledge about the rules of safe traffic as a pedestrian and passenger of a vehicle.
My system work created on the basis of the program of N. N. Avdeeva, O. L. Knyazeva, R. B. Sterkina "Fundamentals of Safety for Preschool Children", methodical benefits: K. Yu. Belaya “Formation of the foundations
safety in children" (for classes with children 2 - 7 years old).
T. F. Saulina "Introducing preschoolers to the rules of the road" (3
E. Ya. Stepanenkova "Collection of mobile games". For classes with children 2-7 years old.
L. Yu. Pavlova "Collection of didactic games to familiarize yourself with the environment
A. I. Shalina "Young Ecologist". Partial program (3-7 years old).
We introduce preschoolers to a healthy lifestyle and my own observations, my experience with preschoolers. Having studied this literature, I came to the conclusion that the formation of conscious behavior is a long process. Work on teaching the basics of security should be systematic. In order for it to bring results, one session is not enough. Children should receive systematized knowledge, feel like a part of the world around them. In order to be more competent in this matter, the topic of my experience is: "Preschool Safety".
We must see, take into account, foresee,
Avoid everything if possible
Wherever you need to call for help.
Practical part:
preparatory work with children to familiarize themselves with the rules of safety, I began with the provision of logistical bases: pedagogical requirements, modern level of education, a group created, equipped and replenished by the center "Security Corner", which has a sufficient amount of a variety of equipment, manuals, games, etc. All materials are periodically updated and are available to children at any time.
;
"We take care of our health";
;
;
« Working with parents» .
And find embodiment in children's forms activities: playing, drawing, looking at special pictures, photographs, diagrams, tables.
The system of children's ideas about safe behavior was provided by GCD, excursions, presentations, and final events. All material is selected taking into account the age characteristics of preschoolers.
In order for it to bring results, one lesson or conversation with children is not enough. Work should be systematic.
And another important requirement: children are not satisfied with only theoretical knowledge, they must apply it in practice.
At the first stage, I tried to interest the children, clarify and systematize their knowledge about the rules of life safety. Find out the level of formation of knowledge and skills about the rules of safe behavior. At the same time, I carried out work with parents, in order to assess the relevance of the problem of life safety of their children and the feasibility of holding specially organized events for life safety. In the form of questionnaires, individual conversations and consultations.
At the second stage, I tried to translate these rules into the life of children, showed their possible manifestations in various life situations, trained preschoolers in the ability to apply these rules in extreme situations.
At the third stage, based on the acquired knowledge and skills, there was a conscious application of practical actions in various situations. Based on the age characteristics of preschoolers, I was developed the main directions for the formation of the foundations of the life safety of children.
So in the section: "Safety of one's own life" introduced children to household items that are sources of potential danger to them. Using thematic conversations, looking at illustrations, making layouts, reading fiction, watching cartoons, presentations. She paid great attention to familiarizing children with fire safety rules, conducted training sessions on evacuating children from the kindergarten building, visiting the Fire Department in order to familiarize themselves with the profession of a firefighter, examine special fire equipment, a fire engine. Created in the group "Safety Island", equipped with various visual aids for children. Thanks to the didactic game "Items - Sources", "The Fourth Extra" children have formed ideas about objects that children are strictly forbidden to use. Conducted conversations: "Fire friend or foe?", "Sharp, prickly!", “Remember, kids, pills are not sweets!”, "Electrical appliances in everyday life". Especially interesting and instructive for children are watching the video "Lessons from Cautious Aunt Owl", tried to give children an idea about strangers, what dangers await them when in contact with strangers, work out skills of correct behavior in extreme situations. On NOD "Alone at home" – "Dangerous!" studied with children how to behave properly at home when they are alone. Thanks to the staged situation, preschoolers formed the idea that you should not open the door to anyone else. We fixed the numbers of rescue services 01, 02, 03. Each child acted as a child left at home. A staging "The Adventures of Kolobok" helped children understand that the pleasant appearance of a stranger can be deceiving and does not always mean good intentions. Together with the children, they looked at illustrations and learned to understand a situation that carries a danger, to respond correctly in such situations. cases: draw the attention of passers-by and adults to yourself, be able to call for help, be able to say "No" at the suggestion of an unfamiliar adult.
During work together with the children I have compiled "Five NO":
1. Don't go out alone.
2. Do not engage in conversation with strangers on the street and in public places.
3. Never agree to go with strangers and strangers, no matter how they persuade you, and no matter what they offer you.
4. Don't trust a stranger if he says he knows your parents or offers to buy or give something.
5. Don't get into a car with a stranger.
And if we can provide theoretical knowledge in kindergarten, then their practical application falls on the shoulders of parents, holding an event "Safety of children of middle preschool age" I tried to form the willingness of parents to cooperate with me on the development of safe behavior skills in children.
One of the directions in my work section: "We take care of our health",
In my preschool group, children are assigned to different health groups. One of the main tasks of middle preschool age is to pay attention to the formation of practical skills and habits of observing the rules of hygiene.
The children of the block received an elementary idea of the structure and functions of the internal organs. Have you figured out in a playful way what is happening in their body? For eyes to see and ears to hear, "Sister Habits" children understood the meaning of basic hygiene procedures. Preschoolers learn to experiment and exercises: listened to work of the heart, defined and explained sensations, their causes, developed observation skills, a culture of behavior. Reading thin. works by K. Chukovsky "Moydodyr". A special role in this section is given to the formation of ideas about the value of a healthy lifestyle, as well as the emotional well-being of the child. AT work in this section, together with children, they revealed the importance of movement for health, the benefits of outdoor games and sports. Thus, in children using GCD with ICT: "Plants That Heal", conversations “I love vitamins - I want to be healthy”, through didactic games "Guess the sport from the show",
theatrical, plot - role-playing games "Polyclinic"(At the doctor's appointment, certain knowledge, skills, abilities were formed.
Expanding section: "Safety on the roads and streets" traffic rules acquired in childhood are the most durable, learned at this age, subsequently become the norm of behavior, and their observance is a human need.
It is impossible to bring up a disciplined pedestrian if such important qualities as attention, composure, responsibility and caution are not instilled from childhood. Indeed, often the absence of these qualities becomes the cause of traffic accidents. To explain to children the theory of traffic rules for pedestrians does not mean to teach them how to cross the road correctly, practical consolidation of knowledge is necessary. The most effective form is a game-lesson, walks, excursions, outdoor games, didactic games. Observations are important to take into account the age of the children and the surrounding conditions. Observation of children showed that children use their knowledge in everyday life, in games and communication with each other. Knowledge and skills on the rules of the road are reflected in the drawings of children. An interesting form of consolidating knowledge about the rules of the road are conversations, games: "Show me what I'll call", "Red, Yellow, Green", "Find the mistake".
Examination of posters about the rules of the road. Reading and conversation based on the book by V. Nosov "Automobile".
By playing and practicing at the same time, children firmly learn the rules of the road. Immediately upon entering the territory of the kindergarten is equipped "Avtoplatka", children should be able to cross the street along a footpath, past active traffic lights or special signs. Playing with the simulation of situations with "Road signs and crossroads". After the rules for pedestrians have been learned, children
started using them in games on their own.
The activities were very interesting section: "Safe outdoor recreation" we went to the fabulous "Journey into nature", a journey in which they learned a responsible and thrifty attitude towards nature, invented and made prohibition signs. All these rules, we learned in poetic form, contributed to their quick memorization. During these classes, they consolidated the knowledge of children about edible and inedible mushrooms and berries, poisonous plants, clarified what can be eaten and what cannot be a didactic game "Edible - inedible berries". During the games "Winter fun" consolidated children's knowledge about behavior in the winter on the street. Remembered the safety rules during the winter games.
Reading by T. A. Shorygin "Cautious Tales", "Visiting the woodsman".
At each lesson, they brought up a respectful, friendly and caring attitude towards each other. Conducting conversation: "Cats and dogs are our friends", learned to understand the state and behavior of animals, to know that each animal has its own character. Children have formed an idea of what can and cannot be done when in contact with animals. We learned poems by A. Dmitriev with children "Homeless Cat" and G. Novitskaya "Cur" who awakened interest in the life of animals, as well as kind and caring feelings for them. And together with their parents at home, the children drew on topic: "Nature".
Chapter: « Working with parents» work on the formation of the basics of safety in preschoolers, I carry out in close contact with the parents of the pupils. Parents at parent meetings, conversations got acquainted with the system work pre-school institution on the formation of safe behavior in children on the roads and streets, receive advice on the problem of life safety of children. Through individual conversations, consultations, meetings with children and parents, I try to convince the fathers and mothers of our pupils that an adult is always an example for a child. done Work gave a positive result. With the help of parents, attributes were made for organizing role-playing games: badges, wand, hats. On the site there is a small parking lot, markings, a pedestrian crossing - a traffic police post. Here, with the help of game vehicles (pedal cars, bicycles, during games, leisure activities, children learn what some road signs mean, and get acquainted with the rules of movement and safe behavior in the environment.
Efficiency experience.
The result of my I think the work is good. The main goal has been achieved - the initial knowledge of children has been formed, there is knowledge about the rules of the road and a culture of behavior on the road and in transport, ideas about dangerous and harmful factors, emergency situations have been developed, life-saving behavior skills have been formed.
Children have become more attentive on the roads of the city, in transport, in everyday life, in nature. Learned how to behave properly with strangers. They began to pay more attention to hygiene procedures. Parents noted that their educational level on this topic had increased, they began to think more about a healthy and safe lifestyle for their families, about the need to observe it not only in kindergarten, but also at home. Conducted Work with children and parents is only part of the interesting work and practical activities. In the future, I plan to continue studying this problem, I will pay more attention to the culture of behavior on the street and in the life of the parents themselves in the presence of children. Preventive Work child injury prevention will always come first. The childhood of our children should be trauma-free.
The most important result in working with children has become something that they realized that the main thing for a person is his life and health, so they need to be protected!
Imagine that on a clear summer morning you have come to the forest. Sweet juicy raspberries ripen in the raspberry forest, round blueberries have appeared on the tussocks of moss in the spruce forest. Here and there, among the grass, russula and butterflies hide under the leaves, boletus grows under birch trees, and boletus grows near aspens.
There are many familiar mushrooms and berries in the forest, but even more of those that you know nothing about.
Is it possible to collect unfamiliar berries and mushrooms? Why?
Of course not! Indeed, in addition to edible ones, there are also very dangerous, poisonous berries and mushrooms. Therefore, if there are no adults near you, never rush to pick and put an unfamiliar berry in your mouth, even if it looks beautiful and appetizing.
Poisonous are the bright red berries of the lily of the valley, and the black juicy berries of the crow's eye, and the red, cherry-like berries of the wolf's bast. There are poisonous herbs and flowers in the forest and meadows: the well-known yellow buttercup, as well as hellebore grass.
In swamps and in alder thickets, a very dangerous plant is found, which is called a swampy milestone. The whole plant is poisonous, but especially the thick, fleshy, carrot-like rhizome.
Sometimes in a dense forest, next to the raspberries, an odorous grass grows, which is called Datura. A person who inhales the smell of dope can lose consciousness and faint. Therefore, if you feel dizzy in the forest raspberries on a hot summer afternoon, leave this place immediately.
But on the slopes of ravines and on the banks of rivers, where there is a lot of moisture, belladonna grass grows. She has beautiful flowers similar to large pinkish-red bells. But you can not collect them in bouquets. After all, belladonna is a very poisonous plant!
Now let's talk about dangerous mushrooms.
What poisonous mushrooms do you know?
Well, of course, fly agarics. Their hats are painted in bright red or grayish-brown color.
One of the most poisonous mushrooms is the pale grebe. It is often confused with russula or champignon. The color of the cap is greenish or yellowish, and the leg of the pale grebe is thickened below.
A very poisonous mushroom is a false mushroom. It, like a real honey agaric, grows on rotten trunks and stumps. It is distinguished from real honey agaric by an unpleasant smell and brown-green mucus on the stem and cap of the mushroom.
But the satanic mushroom looks like a white one, but if you cut it with a knife, then the place of the cut turns pink or turns blue after a few minutes.
Each mushroom picker must follow a few very simple but important rules so that “quiet hunting”, which is what mushroom picking is called, brings joy to a person, not trouble.
Listen to a fairy tale.
Wood Mouse Tips
In the summer, Nastya visited her grandmother in the village.Once she took a basket and went into the forest to pick mushrooms and berries. As soon as Nastenka came out onto the road, she sees a large green bush standing on the side of the road, strewn with small bright red berries gathered in clusters.
— Ah! What pretty berries! Now I'll try, are they sweet? thought the girl and stretched out her hand to pick a berry.
O What advice would you give a girl?
— Do not tear, girl, these berries. They are beautiful, but poisonous. And the shrub on which they grow is called elderberry, - Nastya heard someone's thin voice.
— Oh, who is it? Nastenka was surprised.
It seemed to her that the voice was coming from somewhere below, and she squatted down. Under the elder bush, low grass grew on the ground, there were twigs, twigs, leaves, but no one was visible.
Suddenly one leaf stirred, and from under it appeared the pretty muzzle of a forest mouse with black intelligent eyes and tiny pink ears.
- Forest mouse! Yes, what a beauty! Red-haired, with a dark stripe along the back! - Nastya was delighted.
She held out her open hand to the mouse, and it deftly climbed onto it.
—
Was that you talking to me, mouse? the girl asked.
- Of course it's me! Who else! I saw that you want to pick a poisonous berry, so I decided to warn you.
Thanks, mouse! thanked Nastya. But I didn't know that mice could talk.
—
I live in the hut of an old forester, he taught me your language, - the mouse squeaked. - I see, Nastenka, you are not very versed in wild berries - which are edible and which are not.
- It's you, mouse, correctly noticed. After all, I live in the city, and I only come to visit my grandmother for the holidays, ”Nastya explained.
“Well, if you want, I’ll go with you to the forest, show you different berries and mushrooms, and tell you about them.
- Of course I want! the girl rejoiced.
- Well, let's go then. I'll run ahead, and you follow me.
The mouse quickly ran along the path, and Nastya followed her. Soon they were in a dense forest, and the girl noticed a low stem with large orange-red berries under the spruce.
- What kind of berries? - Nastya asked the mouse.
- These are lily of the valley seeds.
- Lily of the valley? the girl was surprised. - And I thought that the lily of the valley had white fragrant bells ...
- Lily of the valley has white flowers in late spring and early summer, and then, when they fade, green berries appear in their place, by the end of summer they turn red. The lily of the valley has roots, stems, leaves, and berries - very poisonous!
Nastya looked around and noticed a bush with large juicy scarlet berries that looked like cherries.
Are these berries edible or poisonous? she asked the mouse.
- Very poisonous! They are called wolf berries or wolf bast. You can't collect them! the mouse warned the girl.
- Oh, look, mouse, what an amazing berry! It looks like an eye with big eyelashes.
And that's what they call it - the raven eye. A black juicy berry lies on a green rosette of leaves. Remember, Nastenka, this is a dangerous berry, you can get poisoned by it. Never tear it!
- Okay, I will not. And tell me, please, what kind of berries can I pick?
- There are a lot of such berries. These are raspberries and stone fruits, blueberries and blueberries, viburnum and strawberries. Come on, I'll show you some of them.The mouse led the girl to the clearing. Nastya bent down to pluck the bone, and suddenly noticed a huge dark brown mushroom, the edges of the cap of which were bent upwards, and rainwater glistened in the cap itself.Suddenly, a red-haired squirrel jumped to the ground from the lower branch of a dense green spruce, ran up to the mushroom, deftly sat down on the edge of the hat and began to drink water from it, as if from a saucer.
Nastya and the mouse watched the squirrel with interest. She got drunk and rode off into the thicket of the forest.
- Great! - exclaimed Nastya. - And tell me, from which mushroom did the squirrel drink water?
- This mushroom is called a black mushroom - nigella. Actually, black mushrooms are edible mushrooms, you can pickle and salt them, but this mushroom is already old, overripe. You don't need to tear it. Now we will collect other mushrooms.
The mouse showed Nastya russula, boletus and boletus. The girl carefully collected the mushrooms and put them in a basket.
What edible mushrooms do you know? How do they look?
“But I know this mushroom. He is very poisonous! - said Nastenka, pointing to a large bright red fly agaric, whose hat was as if spattered with white lime.
The fly agaric did not hide under a young Christmas tree.
- My grandmother told me that other mushrooms lurk under the leaves, burrow into the moss, cover themselves with branches, and the fly agaric does not like to hide.
Nastya took a twig and wanted to knock the hat off the fly agaric, but the mouse stopped her.
- You correctly said that fly agarics are dangerous for people, but the forest giants-moose are treated with them. So it's better, Nastenka, don't touch the fly agaric. Let it grow for itself, decorate the forest kingdom and help the moose.
For a long time Nastya and the mouse wandered through the forest. The girl learned a lot of useful and interesting things.
Then the mouse accompanied Nastya to the house and returned to the hut of the kind old man-forester.
QUESTIONS
Where did Nastya stay in the summer?
Where did Nastya go?
Who did the girl meet on the way to the forest?
What did the wood mouse tell her?
Why is it impossible to collect and eat elderberry, lily of the valley, crow's eye berries? How do they look?
What edible berries do you know? Tell me what they look like.
What poisonous mushrooms do you know? Tell me what they look like.
Why can't you pick unfamiliar berries and mushrooms?
Do not pick unfamiliar mushrooms.
Do not pick mushrooms that grow along roadsides.
Do not eat old, stale, spoiled mushrooms.
Do not store unprocessed mushrooms for more than a day.
Poisonous mushrooms include:
death cap,
fly agaric,
false honey agaric,
satanic mushroom.
REGULATIONS
Beware of Poisonous Mushrooms and Berries!
Do not pick unfamiliar berries. Do not taste even one berry. Be sure to show the berries to adults. Poisonous plants include: wolf's bast, crow's eye, lily of the valley, elderberry, belladonna, nightshade, hellebore, poisonous ranunculus.
Workshop for teachers "Modern technologies as a tool for managing the quality of education"
Target: understanding the need and possibility of using modern technologies as an indicator of the pedagogical competence of a modern teacher.
Tasks:
– to systematize theoretical knowledge about socio-pedagogical concepts in education "competence-based approach", "competence": meanings and content of concepts;
- to analyze and determine the impact of the use of modern technologies in the context of a competency-based approach on the quality of children's education;
– exchange existing experience in designing ways to transition to a competency-based approach in the educational practice of institutions of additional education
Equipment:
– computer, media projector, media screen, music center;
– presentation “Modern technologies as a tool for managing the quality of education” ( );
- cards for the game "Consequences" ( );
– leaflets “Conditions for the formation of key competencies” ( );
- business cards, ball, pens, blank sheets of paper, felt-tip pens.
Seminar plan
1. Greeting. Goals and objectives of the seminar. Presentation of the plan of work of the seminar.
Introductory part
Theoretical part
Practical part
1. Business game
2. The game "Problem on the palm"
3. Game “Consequences”
Reflection
Summary of the seminar
1. Greeting. Goals and objectives of the seminar. Presentation of the plan of work of the seminar.
2. Exercise “Presentation”
Each participant draws up a business card in any form, where he indicates his name. The name must be written legibly and large enough. The business card is attached so that it can be read.
3-4 minutes are given for all participants to make their own business cards and prepare for a mutual introduction, for which they pair up, and each tells his partner about himself.
The task is to prepare to introduce your partner to the whole group. The main task of the presentation is to emphasize the individuality of your partner, to tell about him in such a way that all other participants immediately remember him. Then the participants sit in a large circle and take turns introducing their partner, starting the presentation with the words: “For ... the most important thing ...”.
II. Introductory part
1. Epigraph of the seminar.
Who does not want to use new means,
must wait for new troubles
Francis Bacon
Francis Bacon - one of the greatest scholars of the 17th century, a contemporary of Galileo and a predecessor of Newton, the author of the treatise "Experience and Instructions Moral and Political"
Teacher and student grow together:
learning is half learning.
Li Ji
III. Theoretical part
The program of modernization of the content of education affects all aspects of the educational process. Its task is to achieve a new quality - a quality that meets the requirements for a person in today's rapidly changing socio-economic conditions.
Traditionally, the entire domestic education system was oriented towards knowledge as the goal of learning (KL). The transformations of Russian society in general and education in particular have led to a change in the requirements for students. The “knowledgeable graduate” has ceased to meet the demands of society. There was a demand for a “skillful, creative graduate” with value orientations. A competency-based approach to learning is intended to help solve this problem.
Consider the concepts of "competence" and "competence", which are almost synonymous.
“Competence" - a set of interrelated qualities of a person (knowledge, abilities, skills, methods of activity), which allows you to set and achieve goals.
“Competence" - an integral quality of the personality, manifested in the general ability and readiness for activities based on knowledge and experience.
A student is considered competent according to the results of activity if he is able to apply what he has learned in practice, that is, to transfer competence to certain situations in real life.
What methods and technologies should a modern teacher master in order to develop key competencies in students? What professional and pedagogical competencies should the teacher himself possess in order to ensure his own professional advancement and development? Under what conditions will competencies move to the level of professional competence? Let's try to understand this issue.
IV. Practical part
1. business game
Participants are divided into three groups “learners”, “teachers”, “experts”
The first question to discuss is when is a student not interested in learning? When is a teacher not interested in teaching?
Within 5 minutes, participants brainstorm a list of reasons and provide a group of “experts” who prepare a briefing note for the audience.
From the answers, experts identify 2-3 most relevant problems for this audience and voice them.
Let's assume that the following problems are highlighted:
1. Insufficient level of teacher's knowledge of modern educational technologies hinder the formation of key subject competencies.
2. The development of students' ability to independently solve problems in various fields of activity is impossible without a practice-oriented orientation of education.
3. The contradiction between the frontal forms of organization of learning and "passive" teaching methods, on the one hand, and the need to ensure the activity-based nature of learning, on the other hand.
The second question for discussion: will the teacher become interested in teaching, and the student will be interested in learning, if modern educational technologies and methods are used in the educational process?
Within 5 minutes, participants select at least 3 arguments that, in the opinion of group members, prove the effectiveness of technology that can increase interest in the learning process.
From the answers, experts single out 2-3 most effective technologies, in the opinion of this audience, and voice them.
Let's assume that the following technologies are selected:
– student-centered technologies provide for the priority of subject-subject learning, diagnostics of personal growth, situational design, game modeling, the inclusion of learning tasks in the context of life problems that involve the development of the individual in a real, socio-cultural and educational space;
– health-saving technologies , a distinctive feature of which is the priority of health, i.e. competent health care is a prerequisite for the educational process;
– Information Technology allow to individualize and differentiate the learning process, to stimulate cognitive activity and independence of students;
– gaming technology allow you to manage emotional stress in the learning process, contribute to mastering the skills necessary for cognitive, labor, artistic, sports activities, for communication. In the process of playing, children quietly master what was difficult before;
– problem-developing learning technologies contribute to the development of creative abilities of students; the formation of critical thinking and positive emotions.
– design technologies , the essence of which is that the student in the process of working on the educational project comprehends real processes, objects, lives in specific situations. Project technologies are based on the method of projects, which is aimed at developing the cognitive skills of students, critical thinking, the formation of the ability to independently construct their knowledge, the ability to navigate in the information space.
The competence-based approach imposes its own requirements on teachers: the search for new forms, methods, teaching technologies. The teacher needs to navigate a wide range of modern technologies, ideas, trends, not waste time discovering what is already known. The system of technological knowledge is the most important component and indicator of the pedagogical skill of a modern teacher.
Among teachers, the opinion was firmly established that pedagogical skill is purely individual, therefore it cannot be passed from hand to hand. However, based on the ratio of technology and skill, it is clear that pedagogical technology, which can be mastered, like any other, is not only mediated, but also determined by the personal parameters of the teacher. The same technology can be carried out by different teachers, where their professionalism and pedagogical skills will be manifested.
2. Workshop
The teachers of the Center use modern technologies, active teaching methods, new forms of classes and events in their practice.
We consider N.E. Shchurkova's application of gaming technologies to be the most successful. We have certain experience and results in this direction.
Game "Problem on the palm"
Game progress:
Each participant is invited to look at the problem as if from the outside, as if he were holding it on his palm.
The facilitator holds a beautiful tennis ball in his palm and addresses the seminar participants: “I am looking at this ball. It is round and small, like our Earth in the universe. The earth is the home in which my life unfolds. What would I do with my life if I had complete control over it?”(musical accompaniment: music of the universe)
Participants alternately hold an object symbolizing the problem on their palms and express their personal attitude towards it.
Commentary at the end of the game: the success of the game is possible under two conditions.
First, the presence of an object that symbolizes the problem. It can be a candle, a flower, a nut, a cone ... - almost any object, but most importantly, one that meets the requirements of aesthetic taste. The professionalism of a teacher lies not in the selection of a subject, but in the ability to present it to children. Presenting an object is not material, objective, but in its socio-cultural meaning. Candle - fire, light, human thought, mind. A flower is not a plant that produces oxygen, but the Beauty of the world.
Secondly, there can be no “right” or “wrong” answers here. The main thing is the movement of thought. Our problems cannot exist only within us, if existence is understood as life in the human world.
Game "Consequences" ( )
– Man, unlike animals, tends to anticipate events, to foresee the future through logical operations, analysis of events, deeds, words, actions. The ability to anticipate the consequences is influenced by our experience.
Game progress:
The participant reports the action
(actions are written on the cards: “I brought and handed flowers to a good person”, “I rudely mocked a colleague”, “I like to lie, embellish, blurt out, brag”, “I started smoking”, “I found someone’s wallet and appropriated money for myself”, “I read a lot”, “I started doing exercises in the morning”, “I told an ugly woman that she was ugly”, “I forget why I come to work”, “I always bring any business to the end”).
The participant appears in turn the Consequences of what happened, saying: “I
your consequence is the first, I tell you…”.
Consequence-1 tells what will follow "now" after the participant committed; Consequence-2 warns that it expects the subject "in a week";
Consequence-3 paints a picture “in a month”;
Consequence-4 foresees the inevitable "in adulthood";
Consequence-5 reports the outcome that the participant will achieve at the end of life.
After listening to the predictions of the future, the participant makes a decision: either he refuses to do what he has done in the future, or he is affirmed in the significance for his life of what he does.
Since the content of what the participant does is written on the card that he chooses from the basket, when he refuses to act for the future, the player tears the card, and when he approves his act, he leaves the card with him as a sign of the “assigned” act.
Question for seminar participants at the end of the game : What did you think during the game?
V. Reflection
1. Recall what the king of one planet said in Antoine de Saint-Exupery's fairy tale “The Little Prince”: “If I order my general to turn into a sea gull, and if the general does not follow the order, it will not be his fault, but mine.” What can these words mean for us?(Answers of teachers).
In essence, these words contain one of the most important rules for successful teaching: set realistic goals for yourself and for those you teach. It should be emphasized that any pedagogical innovations must be used competently, and the teacher must always be guided by the principle: “The main thing is not to harm!”
2. Question to the seminar participants:
– What is the condition for the formation or development of competencies.
So,key competencies are formed , if ( ):
learning is active;
there is an orientation of the educational process towards the development of independence and responsibility of the student for the results of his activity (for this it is necessary to increase the share of independence of works of a creative, search, research and experimental nature);
conditions are created for gaining experience and achieving the goal;
such teaching technologies are used, which are based on the independence and responsibility of the teacher for the results of their students (project methodology, abstract approach, reflection, research, problem methods, differentiated learning, developmental learning);
there is an increase in the practical orientation of education (through business, simulation games, creative meetings, discussions, round tables);
The teacher skillfully manages the learning and activities of students. Diesterweg also said that “A bad teacher presents the truth, a good one teaches to find it”, and for this he himself must have pedagogical competence).
VI. Summary of the seminar
1. We strive to find forms that will help the team successfully master the strategy of competency-based learning. And the proposed line of action can help us with this: try it yourself - offer to students - share with colleagues - find like-minded people - join forces. After all, only together can we achieve the best success.
2. The game "Applause in a circle"
Target: relieve stress and fatigue, thank all participants for their work.
All participants sit in a circle. The host begins to clap his hands and looks at one of the participants. They both start clapping. The participant looked at by the facilitator looks at the other participant, including him in the game. Thus, all participants begin to clap.
Bibliography:
1. Pedagogical technologies: a textbook for students of pedagogical specialties / edited by V.S. Kukunina. - M .: ICC "Mart": - Rostov n / D, 2006.
2. Shchurkova N.E. Classroom leadership: gaming techniques. - M .: Pedagogical Society of Russia, 2002, - 224 p.
Modern educational technologies and pedagogical innovations as a tool for managing the quality of education
Improving the quality of education is one of the main tasks of modernizing Russian education. The most important criterion of pedagogical skill in modern pedagogy is the effectiveness of the teacher's work, which is manifested in the one hundred percent success of schoolchildren and their same interest in the subject. That is, the teacher ― this is a master who knows how to teach all children without exception. The professionalism of the teacher is most clearly manifested in the good results of those students who are considered to be unwilling, unable, unable to learn.
The basis of education quality management is the transition from teaching methods to the introduction of educational technologies into the educational process.
How to distinguish between the concepts of "methodology" and "educational technology"?
Methodology is a pedagogical science that explores the patterns of teaching a particular academic subject. Teaching methods are the methods of work of the teacher and students, with the help of which the mastery of knowledge, skills and abilities is achieved, the worldview of students is formed, and abilities are developed. The concept of "methodology" expresses the mechanism for using a set of methods, techniques, means and conditions for training and education.
If the methods prescribe the activities of the teacher in the lesson (what and in what sequence to state, what means to use, what tasks to solve, how to organize the generalization of the material, etc.), then in educational technologies, as a rule, the activities of the students themselves are described.
If the methods are of a soft, advisory nature (the teacher has the right to more or less follow the advice of the teaching aids for the teacher), then the technologies prescribe a certain sequence of students' activities and the teacher's control actions, deviation from which destroys the integrity of the educational process, which may prevent the achievement of the planned result.
There are many definitions of learning technology, in which, as G.K. Selevko, the following criteria of manufacturability are emphasized to one degree or another. These criteria include conceptuality, consistency, manageability, efficiency and reproducibility.
Criterion of conceptuality lies in the fact that each of the technologies is based on one or more theories (philosophical, pedagogical or psychological). For example, programmed learning is based on behavioral theory; developmental education - based on the theories of learning activity and meaningful generalization; integral technology - on the idea of enlargement of didactic units, etc.
Consistency characterized by the logic of construction, the relationship of elements, the completeness and structure of the material and activities.
Controllability— this is the possibility of effective management of educational and cognitive activity of students through diagnostic goal setting; designing the learning process; "built-in" control, which allows you to adjust the results and the very process of selecting means and teaching methods.
Efficiency involves achieving the planned result with the optimal cost of funds and time for training.
Reproducibility implies the possibility of replication, transfer and borrowing of technology by other teachers.
The practical implementation of the methodology is the teacher's lesson plan, which prescribes, in particular, a certain sequence of stages, actions of the teacher, and sometimes students.
The technology will include:
Diagnostic goal-setting: planning learning outcomes through the actions of students that they master during a certain segment of the educational process. These actions are written with verbs: recognize, define, name, give examples, compare, apply, etc.; goals can also be defined using a system of multi-level tasks;
The presence of a certain technological chain of pedagogical and educational activities that lead to the planned result;
The presence in the basis of each technology of one or more pedagogical or psychological theories;
The ability to reproduce the technology by any teacher, since the technology is based on objective scientific grounds that do not depend on the personality of the teacher;
Availability of diagnostic procedures that contain indicators, tools for measuring results; these procedures represent the input, current, final control, which is necessary for the correction of knowledge, skills of students and the educational process itself.
Characteristics of modern educational technologies,
ensuring the quality of education
Many technologies are currently described in the literature. In order to better understand the essence of technologies, it is important to put them in order, to find grounds for their systematization. As such grounds, various authors propose: target settings, the content of education, the nature of the interaction between the teacher and students, the method of managing the cognitive activity of students, the scope of application.
The main modern technologies aimed at providing quality education are characterized by the transition:
From learning as a function of memorization to learning as a process of mental development that allows you to use what you have learned;
From a purely associative, static model of knowledge to dynamically structured systems of mental actions;
From focusing on the average student to differentiated and individualized training programs;
From external motivation of teaching to internal moral-volitional regulation.
In Russian education, the principle of variability has been proclaimed today, which makes it possible to choose and design the pedagogical process according to any model, including author's. At the same time, it is important to organize a kind of dialogue between various pedagogical systems and teaching technologies, and to test new forms in practice.
The effectiveness of a particular technology largely depends on who specifically embodies certain approaches in pedagogical practice. A modern teacher, as a technologist of the educational process, needs to freely navigate a wide range of innovative technologies, not waste time discovering what is already known. Today it is impossible to be a pedagogically competent specialist without studying the entire vast arsenal of educational technologies.
The most popular and widely used are: the technology of student-centered education and upbringing, technologies of pre-profile training and specialized training, project activities, adaptive learning system, developmental learning, integration, discussion forms of learning, gaming technologies, technology of ungraded learning, information and computer technologies, technology of group activity, game technologies, problem-based learning, technology of educational research, technologies of various types of independent work of students.
The development of cognitive activity, increasing the learning motivation of schoolchildren and ensuring the quality of education are also facilitated by non-standard forms of organizing a lesson (lesson-game, lesson-competition, lesson-excursion, lesson-travel, multimedia lesson, lesson-conference, business game, lesson-quiz, lesson-lecture, jousting tournament, teleconference, lesson-performance, lesson-dispute, lesson-KVN, debates).
One of the modern technologies aimed at improving the quality of education is interactive learning.
The advantages of interactive forms of learning are obvious, because:
Students master new material not as passive listeners, but as active participants in the learning process;
The share of class load is reduced and the amount of independent work is increased;
Students acquire the skill of mastering modern technical means and technologies for searching, extracting and processing information;
The ability to independently find information and determine the level of its reliability is developed.
Interactive technologies provide an opportunity for constant, rather than episodic (scheduled) contacts between the teacher and students. They make education more personal. At the same time, it is important to understand that the use of network resources should not exclude direct communication between the teacher and students and between students.
The use of interactive forms is effective where it is really needed. Any technology should have certain specifics depending on the age of the students and the content of the material being studied.
In elementary school, technology requirements may be as follows:
The use of a variety of technologies for non-grading education - a non-grading system of assessment throughout the entire primary school, teaching children self- and mutual assessment, the freedom of choice by schools of the assessment system;
Expansion of activity-based forms of education, involving the priority development of creative and search activity in all areas of school life, including teaching;
Building an educational process using technologies for organizing educational cooperation - a significant expansion of the types of joint work of students, their communicative experience in joint activities, a gradual transition from oral to written types of communication, including using the capabilities of information technology;
The use of gaming technologies that contribute to the solution of the main educational tasks in the lesson.
In the primary school, the requirements must change. The basis of the interests and needs of adolescents is the orientation to the test of their capabilities in different areas: intellectual, social, interpersonal, personal. In this regard, the technological aspect of the basic school should be to increase the diversity of types and forms of organization of students' activities. Hence, the main requirements for the conditions for organizing the educational process at this stage of school education can be:
Increase in project, individual and group activities of schoolchildren;
Use of different forms of modular or concentrated training;
Strengthening the role of independent work of students with various sources of information and databases;
Introduction of social practice and social design;
Differentiation of the learning environment: workshop, laboratory, library, lecture hall;
Transition to a cumulative assessment system, for example, the use of the "portfolio" technology.
In high school, the main idea should be associated with a significant expansion of the possibility for each student to choose educational programs from those offered to him, or with the creation of his own individual educational program. When choosing educational technologies for high school, it is advisable to be guided by two circumstances:
Priority should be given to those technologies that will allow to differentiate and individualize the educational process within the same class without the use of selective means;
An extremely important role at this stage of education is acquired by technologies for the development of independent cognitive activity.
When formulating the requirements for the selection of educational technologies for each of the three levels, it must be taken into account that all technologies used in school education must have a certain continuity and there are no technologies that work effectively only at one level of education. The system of educational technologies must be built taking into account the main goals of each stage of education.
Ppedagogical innovations affecting the quality of education
Innovation in education is a process of improving pedagogical technologies, a set of methods, techniques and means of teaching, one of the essential components of the educational activities of any educational institution.
Pedagogical innovations are innovations in the field of pedagogy, a purposeful progressive change that introduces stable elements (innovations) into the educational environment that improve the characteristics of both its individual components and the educational system itself as a whole.
Pedagogical innovations can be carried out both at the expense of the educational system's own resources (intensive development path), and by attracting additional capacities (investments) - new tools, equipment, technologies, capital investments, etc. (extensive development path).
Considering the system of basic concepts of pedagogical innovation, R.N. Yusufbekova identifies three blocks in the structure of innovation processes in the modern school.
The first block is the block of creating something new in pedagogy. Here we consider such categories as new in pedagogy, classification of pedagogical innovations, conditions for creating a new one, criteria for novelty, a measure of the readiness of a new one for its development and use, traditions and innovation, stages of creating a new one in pedagogy, creators of a new one.
The second block is the block of perception, development and evaluation of the new: the pedagogical community, evaluation and varieties of the processes of mastering the new, conservatives and innovators in pedagogy, innovative environment, readiness of the pedagogical community to perceive and evaluate the new.
The third block is the block of using and applying the new. In this block, patterns and varieties of introduction, use and application of the new are studied.
Innovations aimed at ensuring the quality of education should be associated with changes:
- in the styles of pedagogical activity and the organization of the educational and cognitive process;
- in the system of control and evaluation of the level of education;
- in the system of financing;
- in educational and methodological support;
- in the system of educational work;
– in the curriculum and curricula;
- in the activities of the teacher and the student.
In this regard, all innovations in the field of education can be classified as follows:
1. Intra-subject innovations: innovations implemented within the subject, due to the specifics of its teaching.
2. General methodological innovations: introduction into pedagogical practice of non-traditional pedagogical technologies, universal in nature, since their use is possible in any subject area.
3. Administrative innovations: decisions made by leaders of various levels that contribute to the effective functioning of all subjects of educational activity.
4. Ideological innovations: the fundamental principle of all other innovations, are caused by the renewal of consciousness, the trends of the times.
Pedagogical innovations can be pedagogical ideas, processes, means, methods, forms, technologies, content programs, etc.
Pedagogical innovations can be classified as follows:
1) by type of activity:
- pedagogical, providing the pedagogical process;
- managerial, providing innovative management of educational institutions;
2) by validity period:
- short-term;
- long-term;
3) by the nature of the changes:
- radical, based on fundamentally new ideas and approaches;
- combined, based on a new combination of known elements;
- modified, based on the improvement and addition of existing samples and forms;
4) scale of change:
- local, that is, independent of each other changes in individual sections or components;
- modular - interconnected groups of several local innovations;
- systemic - complete reconstruction of the system as a whole.
Pedagogical innovations are carried out according to a certain algorithm. It is possible to distinguish such stages of development and implementation of pedagogical innovations:
- Identification of the need for innovations - development of criteria and indicators of the state of the pedagogical system to be reformed.
- Determination of the need for reform - a comprehensive check and assessment of the quality of the pedagogical system, the preparation of special tools.
- Search for samples of pedagogical decisions of a proactive nature that can be used to model innovations.
- Analysis of scientific developments containing creative solutions to actual pedagogical problems.
- Designing an innovative model of the pedagogical system as a whole or its individual parts.
- Setting tasks, fixing those responsible, finding solutions, establishing forms of control.
- Calculation of practical significance and efficiency.
- Building an algorithm for introducing innovations into practice - searching for areas for renewal or replacement, modeling innovations, developing an experiment program, monitoring its results, introducing the necessary adjustments, final control.
- Rethinking and updating the professional vocabulary, that is, the introduction of new concepts into the professional vocabulary.
- Protection of pedagogical innovation from copying the creative method of an innovative teacher without its creative processing.
The creation of highly effective innovative learning technologies allows, on the one hand, students to increase the efficiency of mastering educational material and, on the other hand, teachers to pay more attention to the issues of individual and personal growth of students, manage the quality of education, and ensure their creative development.
Innovative educational technology increases teacher productivity. Monitoring the effectiveness of each student's learning and a feedback system allow students to be trained in accordance with their individual capabilities and character warehouse. For example, if one student learns the material the first time, then another, sitting at the computer, can work through the material two or three times or more. Shifting the main function of teaching to teaching means frees up the teacher's time, as a result of which he can pay more attention to the issues of individual and personal development of students. For innovative technology, the goal is determined very accurately, so the use of objective methods of control makes it possible to reduce the role of the subjective factor in the control, the creation of innovative teaching technologies makes it possible to reduce the dependence of the learning result on the level of the teacher's qualifications. Technologization creates the prerequisites for solving the problem of the continuity of educational programs of school and vocational education.
Bibliography
- Gorb V.G. Pedagogical monitoring of the educational process as a factor in improving its level and results. Standards and Monitoring, 2000, No. 5
- Kainova E.B. Criteria for the quality of education: main characteristics and methods of measurement. - M., 2005
- Leonov K.P. Modern educational technologies as a factor in improving the quality of education. M 2007
- Korochentsev V.V. and others. Monitoring the quality of education as the most important tool for education management. Innovations in Education, 2005, No. 5
- Mayorov A.N. Monitoring in education. - St. Petersburg, 1998
- Selevko G.K. Modern educational technologies: Textbook. - M.: National education, 1998. - 256 p.
- Subetto A.I. The quality of education in Russia: state, trends, prospects. - M., 2001
pedagogical innovations as a management tool
quality of education Improving the quality of education is one of
the main tasks of modernizing the Russian
education.
The most important criterion of pedagogical excellence in
modern pedagogy considers the effectiveness
teacher's work, manifested in one hundred percent
schoolchildren's progress and their same interest in
subject.
A teacher is a master who knows how to teach everyone
children without exception. The professionalism of the teacher is most pronounced
manifested in the positive results of those
students who are considered to be
willing, incapable, incapable
to study. The quality management of education is based on
transition from teaching methodology to implementation in
educational process of educational technologies. Methodology is a pedagogical science that explores
regularities of teaching a certain educational
subject.
Teaching methods - the way the teacher works and
students who help them master
knowledge, skills and abilities, is formed
worldview of students, develop abilities. Methodology
activity is prescribed
teachers in the classroom (what and in what
sequence to state
what tools to use
what tasks to solve
organize a generalization
material, etc.);
has a soft
advisory character
(the teacher has the right to a greater or
follow less
advice of methodological aids
for the teacher)
educational
technology
activity is described
students;
prescribes a certain
subsequence
activities of trainees and
control actions
teacher, retreat from
which destroys
integrity of educational
process that can
hinder the achievement
planned result There are many definitions of technology
education, in which to some extent
the following criteria are emphasized
manufacturability.
Selevko G.K.
(Professor, Candidate
pedagogical sciences)
These criteria include:
conceptuality;
consistency;
controllability;
efficiency;
reproducibility. Manufacturability criteria
Conceptuality
Consistency
Each technology is based on
one or more theories
(philosophical, pedagogical
or psychological).
technology is characterized
construction logic,
interconnection of elements
completeness and
structured
material and activities. Manufacturability criteria
Controllability
the possibility of effective
management of educational and cognitive activities
students through diagnostic
goal setting;
process design
learning; "built-in"
control.
Efficiency
achievement of the planned
results with optimal
spending money and time
for education.
Reproducibility
possibility
reproduction, transmission and
technology borrowing
other educators. Practical implementation of the methodology
is the teacher's lesson plan, where
prescribed, in particular, a certain
sequence of stages, actions of the teacher,
and sometimes students. Technology content
1
diagnostic targeting:
planning learning outcomes through
the actions of the students they
master over a period of time
segment of the educational process
3
at the heart of every
technologies one or
several
pedagogical or
psychological
theories
4
2
certain technological
a chain of pedagogical and educational
actions:
leads to the intended result
possibility
reproduction technology
by any teacher: technology
built on objective
scientific grounds that
independent of the personality of the teacher
5
Availability
diagnostic procedures:
indicators, tools
measuring results
(input, current, final
control) Currently, there are many described in the literature
technologies. To better understand the essence of technology,
it is important to put them in order, to find grounds for their
systematization. As such grounds, various
the authors propose: target settings, content
learning, the nature of the interaction between the teacher and students,
way of managing cognitive activity
trainees, scope of application. Characteristics of modern educational
technologies that ensure the quality of education
learning as a function
memorization
associative, static
knowledge model
focus on
average student
extrinsic motivation
teachings
learning as a process of mental development,
which allows you to use what you have learned
dynamically structured
mental action systems
differentiated and individualized training programs
internal moral-volitional
regulation The principle of variability makes it possible to choose and design
pedagogical process according to any model, including author's. Wherein
it is important to organize a kind of dialogue between different pedagogical systems and
learning technologies, testing new forms in practice. The effectiveness of a given technology largely depends on
who specifically embodies certain approaches in the pedagogical
practice. To the modern teacher as a technologist of the educational process
must be able to freely navigate a wide range of
innovative technologies, do not waste time discovering already
famous.
Today it is impossible to be pedagogical
competent specialist without
exploring the entire vast arsenal
educational technologies.
educational technologies:
student-centered technology
training and education;
pre-profile training technologies and
specialized training;
project activity;
adaptive learning system;
developmental education;
integration;
discussion forms of education; Popular and widely used
educational technologies:
gaming technologies;
unmarked learning technology;
information and computer
technology;
group activity technology;
problem learning;
technology of educational research;
technologies of various kinds
independent work of students. The development of cognitive activity,
increasing the educational motivation of schoolchildren
and ensuring the quality of education
non-standard forms also contribute
organization of the training session:
game lesson,
quiz lesson,
competition lesson,
lesson-lecture,
excursion lesson,
Knight Tournament,
travel lesson,
teleconference,
multimedia lesson,
performance lesson,
conference lesson,
debate lesson,
business game,
lesson-KVN,
debate. One of the modern technologies aimed at
to improve the quality of education is
interactive learning. Advantages of interactive forms of education:
- students learn new material not as
passive listeners, but as active participants
learning process;
- the share of class load is reduced and the volume is increased
independent work;
– students acquire the skills of mastering modern
technical means and technologies for searching, extracting and
information processing;
- develops the ability to independently find information
and determine the level of its reliability. Requirements
to educational
technologies
in primary school
use of various
markless technologies
training - unmarked
grading system for
throughout the initial
schools, teaching children self- and
mutual appreciation, freedom
school choice system
assessments;
expansion of activity
forms of education,
assuming priority
development of creative and
search activity in all
areas of school life, including
number, and in teaching; Requirements
to educational
technologies
in primary school
building an educational
process using
organization technologies
educational cooperation -
significant expansion of species
collaborative work of students
communication experience in
joint activities,
gradual transition from oral
to writing
communications, including
use of opportunities
information technologies;
use of gaming
technologies that promote
solving basic educational
tasks in the lesson. Requirements
to educational
technologies
in basic school
increase in design,
individual and group
types of activities of schoolchildren;
use of different forms
modular or
concentrated learning;
strengthening the role of independent
work of students with different
sources of information and
databases; Requirements
to educational
technologies
in basic school
introduction of social practices and
social design;
educational differentiation
environments: workshop, laboratory,
library, lecture hall;
transition to storage
scoring system, for example,
use of technology
"portfolio". Requirements
to educational
technologies
in high school
priority should be given
the technologies that
allow differentiation and
to individualize the educational
process inside one class
without the use of selective
funds;
extremely important role
acquire technologies
development of independent
cognitive activity. Formulating eligibility requirements
educational technologies for each of the three
steps, it must be taken into account that all
technologies used in school
education, must have a certain
continuity and no technology,
working effectively on only one
levels of education. system
educational technology is necessary
build according to the main goals of each
levels of education. Innovation in education is a process
improvement of pedagogical technologies,
a set of methods, techniques and teaching aids,
one of the essential components of educational
activities of any educational institution.
Pedagogical innovations are innovations in
areas of pedagogy, purposeful progressive
change that brings to the educational environment
stable elements (innovations) that improve
characteristics of both its individual components and
the educational system as a whole. Pedagogical innovations
intensive way
development
carried out at the expense
own resources
educational system
extensive way
development
carried out at the expense
attraction of additional
capacity - new funds,
equipment, technologies,
capital investments, etc. Structure of innovation processes
(R.N. Yusufbekova)
1
creation of a new
in pedagogy
new in pedagogy;
classification
pedagogical innovations;
conditions for creating a new one;
novelty criteria;
measure of the readiness of the new
its development and
use;
tradition and innovation;
stages of creating a new
pedagogy;
creators of the new.
2
perception,
development and evaluation
new
pedagogical
community;
assessment and varieties
development processes
new;
conservatives and innovators
in pedagogy;
innovative environment;
readiness
pedagogical
communities to accept
and evaluation of the new.
use and
3 application
new
patterns;
varieties
implementation;
use and
application. Innovations aimed at
ensuring the quality of education,
must be associated with the introduction
changes:
in purpose, content, methods and
technologies, forms of organization
and control system;
in the styles of pedagogical activity
and organization of the educational process;
into the system of control and evaluation of the level
education;
in the financing system;
in educational and methodological support;
in the system of educational work;
into the curriculum and teaching
programs;
in the activities of the teacher and
student. Innovations in education
1
Intra-subject innovations implemented within the subject, which
innovation
due to the nature of his teaching.
2
General methodological implementation in pedagogical practice
non-traditional pedagogical technologies,
innovation
universal in nature
3
Administrative decisions made by managers at various levels,
innovation
that contribute to the efficient functioning
all subjects of educational activity
4
Ideological
innovation
fundamental principle of all other innovations, caused by
renewal of consciousness, trends of the times Pedagogical innovations
there may be pedagogical ideas,
processes, means, methods, forms,
technologies, content
programs, etc.
by type of activity
pedagogical,
providing
pedagogical process;
managerial,
providing
innovation management
educational
institutions;
by validity period
short-term;
long-term Classification of pedagogical innovations
by the nature of the changes
radical, based on
fundamentally new ideas and
approaches;
combined based on
new combination of well-known
elements;
modified based on
improvement and addition
existing samples and forms;
scale of change
local (independent of each other)
other change individual
sections or components);
modular (interconnected
groups of several local
innovation);
systemic (complete reconstruction
system as a whole).
innovations
1. Identification of the need for innovation - development
criteria and indicators of the state of the pedagogical system,
to be reformed.
2. Determination of the need for reform - comprehensive
checking and assessing the quality of the pedagogical system, training
special toolkit.
3. Search for samples of pedagogical solutions of advanced
character that can be used to model
innovations.
4. Analysis of scientific developments containing a creative solution
actual pedagogical problems.
5. Designing an innovative model of pedagogical
system as a whole or its individual parts. Stages of development and implementation of pedagogical
innovations
6. Setting goals, assigning those responsible, finding funds
decisions, establishing forms of control.
7. Calculation of practical significance and efficiency.
8. Building an algorithm for introducing innovations into practice -
search for sites for renewal or replacement, modeling
innovations, development of the experiment program, its monitoring
results, implementation of the necessary adjustments, final control.
9. Rethinking and updating the professional vocabulary,
that is, the introduction of new concepts into professional vocabulary.
10. Protection of pedagogical innovation from copying
creative method of an innovative teacher without his creative
processing. Creation of highly effective innovative
learning technologies allows, on the one hand,
students to improve the efficiency of mastering
teaching material and, on the other hand, teachers
pay more attention to issues
individual and personal growth of students,
manage the quality of education, provide them
creative development. Innovative educational
technology boosts productivity
teacher's work.
Monitoring the effectiveness of training
each student and a feedback system
connections enable students to learn
according to their individual
capabilities and personality.
Transposition of the main function
training on learning aids
frees up the teacher's time
What can he pay more attention to?
issues of individual and personal
student development.
