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Introduction

The purpose of the course work is to identify the features of innovative education technologies.

Objectives of the course work:

Determining the features of innovative learning technologies based on a theoretical analysis of philosophical and psychological-pedagogical literature;

Identification of the main reasons for the use of innovative technologies;

Defining the features of student-centered learning technology;

Identification of the criteria for the effectiveness of the lesson in the system of student-centered learning.

The object of the research is innovative learning technologies.

The subject of the research is the student-oriented learning technology.

The research hypothesis is that the use of innovative learning technologies in the general pedagogical process will increase its effectiveness, as well as the level of development of the students' personality.

The methodological basis of the study was the provisions of activity (Yu.V. Gromyko, N.N. Leontiev, G.P. Shchedrovitsky and others), systemic (O.S. Anisimov, A.P. Belyaeva, N.V. Kuzmina, V. .V. Yudin and others), personality-oriented (M.V. Klarin, I.S. Yakimanskaya and others) approach, about the patterns of child development (L.S. Vygotsky).

Research methods are the study and analysis of the current state of the problem in theory and practice according to literary sources.

The concept of "change" becomes in many ways synonymous with the word "innovation". During this period, strategic approaches to modern innovations in teaching and learning begin to take shape. In 1962, the work of Everett Rogers "The Diffusion of Innovations" was published, which was repeatedly reprinted and analyzed by scientists around the world. And today, his model of diffusion of innovations is used as the basis for conducting research at various levels.

In the 1990s, many works devoted to the problem of innovative education appeared. The causes of this problem are described in sufficient detail by V. E. Shukshunov and his co-authors. One of them is that “the system of “supportive education” that has developed in the past no longer contributes to the requirements of the emerging post-industrial civilization”

Novelty is always concrete-historical in nature. Born at a specific time, progressively solving the problems of a certain stage, an innovation can quickly become the property of many, the norm, generally accepted mass practice, or outlive, become obsolete, and become a brake on development at a later time. Therefore, the teacher needs to constantly monitor innovations in education and carry out innovative activities. The main functions of the teacher's innovative activity include progressive (so-called defect-free) changes in the pedagogical process and its components: a change in goals (for example, the new goal is the development of a student's individuality), a change in the content of education (new education standards), new teaching aids (computer learning ), new ideas of education (Yu.P. Azarov, D. Bayard, B. Spock), new methods and techniques of education (V.F. Shatalov), development (V.V. Davydov, L.V. Zankov), education junior schoolchildren (Sh.A. Amonashvili), etc.

The introduction of modern technologies depends on the readiness of the subjects of the educational process (primarily teachers) for innovation, the formation of innovative pedagogical thinking, and the restructuring of the mentality of the participants in the training.

In all pedagogical guidelines, the importance of two principles is emphasized: taking into account the age characteristics of pupils and the implementation of education based on an individual approach. Psychological and pedagogical studies of the last decades have shown that it is not so much the educator's knowledge of the age and individual characteristics that is of paramount importance, but the consideration of the personal characteristics and capabilities of the pupils. The personal approach underlying the construction of the content of education is understood as a reliance on personal qualities. The latter express characteristics that are very important for upbringing - the orientation of the personality, its value orientations, life plans, established attitudes, the dominant motives of activity and behavior. Neither age taken separately, nor individual personality traits (character, temperament, will, etc.), considered in isolation from the named leading qualities, provide sufficient grounds for a high-quality personality-oriented educational result. Value orientations, life plans, personality orientation, of course, are associated with age and individual characteristics. But only the priority of the main personal characteristics leads to the correct accounting of these qualities.

innovative learning personal

1. The concept of innovative learning technologies

1.1 General concept of innovative education technologies

The word "innovation" comes from the Latin inovatis (in - in, novus - new) and in translation means "update, novelty, change". Pedagogical innovation is a change aimed at improving the development, education and learning of students.

Innovation is change within a system. Therefore, in the pedagogical interpretation, innovation is the introduction of something new, change, improvement and improvement of the existing pedagogical system.

Pedagogical innovative technology is the integrity of scientifically based and rationally selected content and organizational forms that create conditions for motivating, stimulating and enhancing the educational and cognitive activity of students. In pedagogical technology, each element and stage of the educational process is conditioned, aimed at an objectively diagnosable result.

At the present stage of development of society, the need for the introduction of innovative technologies into the educational process, based on new achievements in economics, pedagogy and psychology, is sharply increasing.

In domestic pedagogy and psychology, the position has been established that the development of the individual in the learning process depends on both external and internal conditions. The external ones are:

§ pedagogical skills of the teacher;

§ rational construction of training programs;

§ a set of optimal teaching methods.

However, external conditions are always refracted through the individual characteristics of the individual, her relationships with other people, which constitute the internal conditions of learning. The latter are psychological factors that are determined by the personality of the student himself: the level of mental development, attitudes towards learning, features of self-organization, and other individual characteristics.

The formation of a system of one's own views and tastes, the definition of standards and assessments, attitudes towards people, etc., largely depend on psychological factors. Consequently, one and the same technology cannot be a recipe for all cases of pedagogical activity. These factors make it necessary to look for new educational technologies.

The concept of innovative technology includes a number of criteria and principles, the implementation of which ensures the effectiveness of learning outcomes.

1.2 The essence and content of the concept of innovative technology

Pedagogical technology is a complex, integrated process that includes people, ideas, means and ways of organizing activities for problem analysis and planning, providing, evaluating and managing problem solving, covering all aspects of learning. Such an understanding of modern pedagogical technology determines the direction of theoretical and practical searches for educational technologies.

1.2.1 Principles for the development of innovative technologies

The results of ongoing research in the field of pedagogical technologies show that their prospects are associated with the development of three models of pedagogical technologies: semantic, structural and parametric. At the same time, under the model of pedagogical technology, we mean purposefully developed and, in general, reproducible components of the student learning process, which lead to an increase in the efficiency of the functioning of an integral pedagogical system. Modeling involves the definition of the goal of education (why and for what?), the selection and construction of the content of education (what?), the organization of the educational process (how?), methods and methods (using what?), the interaction of teachers and students (who?).

When creating a semantic model of student learning technology, the subject of research is limited to the framework of pedagogical reality: what is the content of education, forms of organization of the educational process, results and their evaluation system. However, under certain conditions of equipping the pedagogical process, depending on the level of pedagogical skills of teachers, the readiness of students to perceive and process educational information, the essence of the main technological acts changes. In this regard, in semantic modeling, changes and admissible possibilities of replicating author's technologies in specific conditions of the pedagogical process are investigated.

The concretization of the semantic model depends entirely on the purpose for which it is being developed. On this basis, several areas of detailing the general semantic model of pedagogical technology can be distinguished:

The model can serve to form a fundamentally new technology of education, which involves the formation of innovative, scientific and pedagogical thinking;

The model can act as a means of determining the norms, principles of innovative activity in pedagogy;

The model can be used in methodical work on servicing innovators - specialists in the design, programming and organization of innovative learning technologies;

The model can serve as a means of teaching innovative pedagogical activity.

The creation of a structural model of innovative learning technologies includes the identification of the most important characteristics, the totality of which allows us to evaluate the place and role of a particular technology among other possible ones, to compare the advantages and disadvantages of its options.

Methods for highlighting the structure of innovative teaching technology are: a description of a separate pedagogical innovation, taken as a unique phenomenon, a comparative analysis of the data obtained and statistical generalization. Based on such a step-by-step analysis, it is possible to single out the structure of the model of innovative technology as the following sequence of steps:

1) awareness of the problem, identification of a contradiction based on fixing the discrepancy between what is and what should be;

2) decision-making process (setting goals, creating a theoretical model, searching for alternatives and choosing solutions, building a normative model);

3) creation and first development of the project (experiment, finalization of the normative model to the project, verification of the project at the level of pedagogical technology, preparation of the project for use);

4) development (development of forms for using the project, basic methods for replicating the project);

5) use (distribution of innovation among users, long-term use, modification of innovations).

The stage of designing innovative technology involves taking into account the stress in the pedagogical system. The search for parameters that arise in the pedagogical environment of situational structures as a reaction to innovation is the primary task of scientific activity in the field of creating innovative learning technologies.

During the examination, specialists noted a high level of prospects for the development of structural learning technologies.

Therefore, the creation of innovative technology is a very complex and responsible process. How carefully it is worked out and comprehended depends on how effective the technology will be in the process of use, and how effective the entire pedagogical system will be. Currently, there are three models of pedagogical technologies: semantic, structural and parametric. After the pedagogical technology has passed all these stages, it receives the right to be introduced into the pedagogical process. But since a large number of pedagogical technologies are being developed, it is necessary to classify them for a better orientation of the teacher in them.

1.2.2 Classification of innovative technologies

The classification of innovative technologies can be based on certain criteria on the basis of which it will be carried out. The first criterion can be considered the method of the emergence of an innovative process, the second - the breadth and depth of innovative activities, and the third - the basis on which innovations appear.

Depending on the method of implementation of innovations, they can be divided into:

a) systematic, planned, preconceived;

b) spontaneous, spontaneous, random.

Depending on the breadth and depth of innovative activities, we can talk about:

a) mass, large, global, strategic, systematic, radical, fundamental, essential, deep, etc.;

b) partial, small, small, etc.

Depending on the basis on which innovations appear and arise, there are:

a) pedagogical technologies based on the humanization and democratization of pedagogical relations. These are technologies with a procedural orientation, the priority of personal relations with an individual approach, non-rigid democratic management and a bright humanistic orientation of the content.

These include personality-oriented technology, cooperation pedagogy, humane-personal technology (Sh.A. Amonashvili), the system of teaching literature as a subject that forms a person (E.N. Ilyina), etc.;

b) pedagogical technologies based on the activation and intensification of students' activities. Examples: game technologies, problem-based learning, learning technology using abstracts of reference signals V.F. Shatalova, communicative learning E.I. Passova and others;

c) pedagogical technologies based on the effectiveness of the organization and management of the learning process. Examples: programmed learning, differentiated learning technologies (V.V. Firsov, N.P. Guzik), learning individualization technologies (A.S. Granitskaya, Inge Unt, V.D. Shadrikov), promising anticipatory learning using support schemes in commented management (S.N. Lysenkova), group and collective methods of learning (I.D. Pervin, V.K. Dyachenko), computer (information) technologies, etc.;

d) pedagogical technologies based on methodological improvement and didactic reconstruction of educational material: enlargement of didactic units (UDE) P.M. Erdniev, technology "Dialogue of cultures" V.S. Bibler and S.Yu. Kurganov, the system "Ecology and Dialectics" L.V. Tarasova, the technology for implementing the theory of the stage-by-stage formation of mental actions by M.B. Volovich and others;

e) natural, used methods of folk pedagogy, based on the natural processes of child development: training according to L.N. Tolstoy, literacy education according to A. Kushnir, M. Montessori technology, etc.;

f) alternative methods: Waldorf pedagogy by R. Steiner, technology of free labor by S. Frenet, technology of probabilistic education by A.M. Lobka and others.

To reproduce this or that pedagogical technology, it is very important to have its most complete description.

The structure of the description of pedagogical technology may include:

identification of this pedagogical technology in accordance with the accepted systematization (classification system);

the name of the technology, reflecting the main qualities, the fundamental idea, the essence of the applied training system, and finally, the main direction of the modernization of the educational process;

3) the conceptual part (a brief description of the guiding ideas, hypotheses, principles of technology that contribute to the understanding, interpretation of its construction and operation):

target settings;

main ideas and principles (the main development factor used, the scientific concept of assimilation);

the position of the child in the educational process;

4) listing the content of education:

orientation to personal structures;

volume and nature of the content of education;

didactic structure of the curriculum, material, programs, form of presentation;

5) procedural description:

Features, application of methods and means of training;

Motivational characteristic;

Organizational forms of the educational process;

Management of the educational process (diagnostics, planning, regulations, projection);

6) software and methodological support:

curricula and programs;

educational and methodical grants;

didactic materials;

visual and technical teaching aids;

diagnostic toolkit.

The description structure is also necessary in order to analyze its differences from traditional or already existing technologies.

1.3 Conditions for the transition to new learning technologies

Traditional pedagogical science developed in an authoritarian society based on a certain system of social values. In new circumstances, the old pedagogical theory is not always suitable.

In order to move to more advanced teaching technologies, it will take time, psychological restructuring of both teachers, students, and parents. The requirement to adapt (adapt, make more convenient) the process of education and upbringing has its roots in the 14th century, when Ya.A. Kamensky proclaimed the principle of conformity to nature as one of the basic principles of education.

The conceptual basis of the new (innovative) pedagogy is the assertion that a person is a self-developing system, because everything that a person acquires from the outside, he passes through his consciousness and his soul. The need to move to a qualitatively new level of organization of the pedagogical process is also determined by the fact that at present, 70-80% of all information the student receives not from the teacher and not at school, but on the street, from parents and observations of the surrounding life (including mass media).

The value orientations of the teacher should also change. When starting work in a new system of education, the teacher must imagine that he is not just children who need to be educated, but bright, unique individuals whom he is obliged to deeply respect, appreciate, who still have little knowledge, little social experience, but they have an extraordinary advantage. before him - youth and thirst for knowledge. The main task of the teacher is to help the student gain and master the experience of the older generation, to enrich and develop them. Difficulties or more serious problems in the educational process cannot be grounds for belittling the student's personality, showing disrespect for it. Pedagogical assistance, support and assistance to each student is the main function of a professional teacher.

The student's involvement in the educational process with an adaptive learning system is considered as the resulting goal. Accordingly, an adapted educational process should be built in such a way that it is convenient for students of different age groups, taking into account the typological and individual characteristics of schoolchildren.

The principle of humanistic pedagogy: there must be two subjects of the same process that act together, in parallel and in common, which are partners, form an alliance of the more experienced with the less experienced, but with the advantage of youth and receptivity. And none of them should stand above the other: they should cooperate in the learning process.

1.3.1 Main ways of reforming the traditional education system

The implementation of a student-centered approach to learning involves three main areas of reforming the traditional system: content, organizational and procedural.

1. New in the content of education.

Within the framework of the first direction of reform - the substantive one - the education system should structurally consist of several interrelated components, providing for:

the introduction of two standards of education: the standard of compulsory (general education) training, which each student must achieve, and the standard of additional (advanced) training, which an interested capable student can choose for himself; to assess learning outcomes, it is advisable to use thematic tests designed for a particular standard;

creating conditions for the early identification of potentially gifted children and the development of their abilities;

development of the natural inclinations of all students in the subjects of aesthetics, fine arts, music, rhythm, singing, communication;

care for the social and moral development of students, accelerating their adaptation in society by creating special training programs and "playing" various life situations in extracurricular activities.

Particular attention should be paid to the realization of the opportunities of potentially gifted and talented students. The search for appropriate forms of development for such students is the most important scientific and practical task of education.

2. Organizational changes in the educational process.

One of the most important tasks is to solve the issue of the optimal duration of a training session, a school day, a school week.

For example, it is obvious that it is impossible to educate all children aged 6 to 17 in a single regime without compromising their health. When solving this problem, the principle of avoiding overload should be laid down, providing for a reduction in the time for compulsory educational work, primarily due to the strict selection of the content and volume of material, as well as the introduction of integrative courses, and in high school - due to the choice of disciplines by students in accordance with the profile their intended professional activities.

Particular attention of the heads of educational authorities is focused on the search for adaptive options for teaching elementary school children. This is connected with the emergence of completely new types of educational institutions for children aged 6-11, such as a school - a complex, in the structure of which a kindergarten and an elementary school are combined. The main goal of such educational institutions is not only to ensure a smooth and natural transition of the child to school, but also to make the most of the preschool period for the development of children, to ensure continuity between preschool institutions and the school.

In many giant schools, the issue of territorial separation of primary classes from the general structure of the school and their placement in separate rooms with special equipment, rooms for games and recreation for children is being resolved, which makes it possible to provide children of primary school age with the most convenient mode of work throughout the working day.

In elementary school children, the adaptation process is built along the line "kindergarten - school", in teenage classes it should be built with maximum regard for the age characteristics of students from 11 to 14 years old, and in the senior classes, at the final stage of education, the student must adapt to learning in professional secondary and higher educational institutions.

3. Procedural transformations in educational activities.

Currently, all the innovations introduced at the school relate mainly to changes in the content of academic disciplines, private forms and teaching methods that do not go beyond the usual technologies.

Changes in the procedural block of the pedagogical system, ensuring its reorientation from external indicators to personality development, should provide for a significant transformation of the educational process through the use of more advanced teaching technologies, providing for other conditions for organizing the educational process, ensuring the most complete satisfaction of the cognitive needs of schoolchildren, comprehensive consideration of their interests aptitudes, abilities.

The implementation of new conceptual foundations will require solving a number of problems inherited by the educational system, among which the main ones are:

* reorientation of teachers from educational and disciplinary to personal model of interaction with students;

* preparation of teachers for the consistent exclusion of coercion in teaching, the inclusion of internal activators of activity.

The task is to change learning so that the majority of students learn at the level of increasing cognitive interests and only in relation to a minority of them, measures of motivation would be required.

At the psychological level, the exclusion of strict external requirements is achieved by ensuring freedom in the choice of means, forms and methods of teaching both on the part of the teacher and on the part of children, as well as by creating an atmosphere of trust, cooperation, mutual assistance by changing the evaluation activities of the teacher and students, and also supervising the activities of educational institutions of higher organizations.

The solution of the main tasks associated with procedural internal changes in the educational process involves the following:

active inclusion of the student himself in the search educational and cognitive activity, organized on the basis of internal motivation;

organization of joint activities, partnerships between teachers and students, the inclusion of students in pedagogically appropriate educational relations in the process of educational activities;

ensuring dialogic communication not only between the teacher and students, but also between students in the process of obtaining new knowledge.

All these transformations are embedded in the technologies of developing education. Subject to the appropriate preparation of the teacher, a quick transition to this mode of work is possible only with children in the first grades who have no experience of interaction in the educational process. Teachers working with all other age groups of schoolchildren will need a certain period for the adaptation of children, extensive explanatory work with parents.

Annex A. Comparative table of pedagogical systems that use and do not use innovative technologies.

1.3.2 Top reasons for using innovative technologies

Among the main incentives for the emergence and practical use of new psychological and pedagogical technologies, the following can be distinguished:

the need for a deeper consideration and use of the psychophysiological characteristics of trainees;

awareness of the urgent need to replace the ineffective verbal method of transferring knowledge with a system-activity approach;

the possibility of designing the educational process, organizational forms of interaction between the teacher and the student, providing guaranteed learning outcomes;

the need to reduce the negative consequences of the work of an unqualified teacher.

The idea of ​​pedagogical technology as the practical implementation of a pre-designed educational process implies, firstly, its use by specialists with high theoretical training and rich practical experience, and secondly, the free choice of technologies in accordance with the goals, capabilities and conditions of interrelated activities. teacher and student.

At the same time, there are a number of obstacles on the way to the implementation of innovative copyright projects:

The conservatism of the pedagogical system, largely due to the fact that teachers lack an effective information service that ensures the adaptation of scientific achievements to the conditions of a mass school;

The developing systems of primary education do not always ensure its matching with the subsequent stages of the child's school life.

In recent years, a new field of knowledge, pedagogical innovation, has become increasingly important. This is a field of science that studies new technologies, school development processes, and new educational practices.

Pedagogical innovative technology is the integrity of scientifically based and rationally selected content and organizational forms that create conditions for motivating, stimulating and enhancing the educational and cognitive activity of students.

The diagnostics of the effectiveness of innovative technologies includes the evaluation of the following group of objects: a) the readiness of subjects of education (teachers and students) for innovations, which is checked by a set of psychological tests; b) adaptability of innovative education technologies, tested and passed valeological examination; c) humanistic orientation to ensure the right of the individual to education and all-round development; d) the novelty of the content of education as an object of a holistic pedagogical process, its block-modular compliance with state standards of education; e) variability and non-standard nature of the procedural side, methods and forms of the educational and cognitive process, organization of an effective dialogue of cultures in a multicultural and multiethnic educational environment; f) availability of modern technical means as attributes of innovative technologies; g) monitoring the results of the educational process using a set of diagnostic tools; h) efficiency (individual and social), measured, in particular, by reducing the time of training, mastering the program and the formation of skills, abilities and qualities that cannot be developed by other methods of training.

The use of innovative technologies in the formation of concepts among students allows us to take into account not only the characteristics of the material, but also the individual characteristics of students. The concept goes from the perception of objects to the idea of ​​them, and then to their complex designation in concepts.

Cognitive processes unfolding in the course of learning activities are almost always accompanied by emotional experiences. Therefore, when learning, it is necessary to create only positive emotions. This is explained by the fact that emotional states and feelings have a regulatory influence on the processes of perception, memory, thinking, imagination, personal manifestations (interest, needs, motives). Positive emotions reinforce and emotionally color the most successful and effective actions.

One of the most difficult tasks solved by innovative technologies is the formation of a self-regulation system in students, which is necessary for the implementation of educational activities. Its significance lies in bringing the student's capabilities into line with the requirements of educational activity, that is, the student must be aware of his tasks as a subject of educational activity. It consists of such components as awareness of the purpose of the activity, models of significant conditions, action programs, evaluation of results and correction. The student, first of all, must realize and accept the purpose of the educational activity, that is, understand what the teacher requires of him. Further, in accordance with the understood goal, the student thinks through the sequence of actions and evaluates the conditions for achieving this goal. The result of these actions is a subjective model on the basis of which the student draws up a program of actions, means and methods for its implementation. In the process of performing educational activities, the student must be able to adapt to each other<модель условий>and<программу действий>. To evaluate the results of their activities, students must have data on how successful they are.

Thus, the use of innovative technologies contributes to the development of memory, thinking, imagination, scientific concepts, self-regulation among students, increases interest in the learning process, that is, the problems of modern education are solved.

2 Student-centered learning technology

2.1 The essence of student-centered technology

At present, the model of student-centered education is becoming more and more relevant. It belongs to the model of innovative, developing type.

A personality-oriented approach involves looking at the student as a person - the harmony of body, soul and spirit. The leader is not just learning, i.e., the transfer of knowledge, skills, but education, i.e., the formation of the individual as a whole based on the integration of learning, upbringing, and development processes. The main result is the development of universal cultural and historical abilities of the individual, and above all, mental, communicative and creative.

The construction of personality-oriented technology is based on the following starting points:

1) the priority of individuality, self-worth, originality of the child, as an active carrier of subjective experience, which develops long before the influence of specially organized teaching at school (the student does not become, but initially is the subject of cognition);

2) education is the unity of two interrelated components: teaching and learning;

3) the design of the educational process should provide for the possibility of reproducing the teaching as an individual activity to transform the socially significant standards of assimilation set in training;

4) when designing and implementing the educational process, special work is needed to identify the experience of each student, his socialization, control over the emerging methods of educational work, cooperation between the student and the teacher, aimed at exchanging the various content of experience; special organization of collectively distributed activities between all participants in the educational process;

5) in the educational process there is a “meeting” of the socio-historical experience given by the training and the subjective experience of the student, realized by him in the teaching;

6) the interaction of two types of experience should go through their constant coordination, the use of everything that has been accumulated by the student as a subject of knowledge in his own life;

7) the development of the student as a person goes not only through mastering normative activities, but also through constant enrichment, the transformation of subjective experience as an important source of one's own development;

8) the main result of the study should be the formation of cognitive abilities based on the acquisition of relevant knowledge and skills.

Thus, student-centered technology makes it possible to organize an effective educational process in which subject-subject relations are carried out and which is aimed at the comprehensive development of the personality of each student.

2.2 Principles and patterns of student-centered learning technology

The main principle of developing a student-centered learning system is the recognition of the student's individuality, the creation of the necessary and sufficient conditions for his development.

Student-centered technology involves maximum reliance on the subjective experience of each student, its analysis, comparison, selection of the optimal (from the standpoint of scientific knowledge) content of this experience; translation into a system of concepts, i.e., a kind of “cultivation” of subjective experience. The reasoning of students is considered not only from the position of "right-wrong", but also from the point of view of originality, originality, individual approach, i.e. a different view of the problem under discussion.

Designing work on the use of the student's subjective experience in the educational process involves the development of didactic material that provides:

1) identification of the individual selectivity of the student to the type, type, form of material;

2) providing the student with the freedom to choose this material when acquiring knowledge;

3) identification of various ways of working out educational material, their constant use in solving various cognitive tasks.

Student-centered technology should provide an analysis and evaluation of the procedural side of the student's work, along with the result.

In the technology of student-centered learning, the following principles operate that contribute to its effective implementation:

1) the principle of algorithmization;

2) the principle of structuring;

3) the principle of activation;

4) the principle of creativity;

5) the principle of activity orientation.

The principle of algorithmization. The principle of algorithmization is:

Formation of content based on categorical settings in the context of a multi-level modular complex;

Definition of the main components of the content;

Construction of meaningful components according to the logic of subject-object relations;

Implementation of the content, taking into account the dynamics of the student's development.

In the principle of algorithmization, the main didactic factors organizing the entire content of the educational process are the principles of scientific, systematic and consistent. The two basic rules of Ya. A. Kamensky - from simple to complex, from close to far - work effectively in student-centered learning.

The principle of structuring. Determines the invariant structure, procedural conditions for the development of the student in the learning process. This principle works based on the content settings defined by the principle of programming in order to create an atmosphere of live communication as an activity.

The activation principle is such a pedagogical unit that defines the technology of student-centered learning as a process that contributes to the development of personality creativity.

The principle of creativity. This is such a pedagogical unit that defines the technology under consideration as a mechanism that creates conditions for the creative activity of the subject of student-centered learning. Two categories - "creativity" and "activity" - are presented as fundamental for consideration in the context of the principle of creative activity, from the standpoint of the content of technology, subject-object relations, the dynamics of self-development of the creative activity of its subject.

The principle of the activity orientation of the technology of student-centered learning. This is such a pedagogical unit that defines technology as a process applied to practice.

Practice from the standpoint of student-centered learning is considered as a stage of self-promotion in creative activity. Moreover, the practical stage of self-movement completes the formation of a qualitative certainty of the relationship. The subject of learning strives for the practical implementation of his life plans. It is impossible to complete the movement of a certain quality of the subject without raising it to the level of practical implementation.

Patterns of student-centered learning technology:

1. The pattern of goal-setting dynamics, which is understood as a mechanism for anticipatory reflection of a qualitatively defined process of educating the spirituality of the team and the individual.

2. Regularity of the epistemological movement.

The essence of the regularity lies in the algorithm for mastering culture, which is a movement from contemplation mediated by understanding ascending then to action, which is an idea of ​​the necessary attitude to the world of culture (image - analysis - action).

3. The regularity of the correspondence of the methods of technology to the stages of self-movement of the spiritual consciousness of the subject of training.

The essence of the regularity lies in the fact that any stage of the self-movement of the subject corresponds to its own method of technology, which contributes to the actualization of a certain spiritual state.

4. The regularity of the dynamics of funds in accordance with the modular triad (image - analysis - action).

The essence of the pattern lies in the fact that teaching aids act in an obligatory trinity (word, action, creativity), dominating at each stage of the module by one of the means.

5. The regularity of the movement of the educational process towards creative action.

The essence of the pattern lies in the fact that any procedural act of the modular technology of a multi-level complex will not be completed if it has not reached an effective situation - a dialogue in which experience is born. Experience is the substratum of action. Thus, the technology assumes a chain of patterns that embody the mechanism for implementing the principles of technology.

2.3 Methods and forms of effective implementation of student-centered learning

When using the technology of student-centered learning, it is important to correctly select teaching methods and adequate forms of their implementation. The method in this case is an invariant structure, with the help of which the interpenetration of the goals and means of technology is carried out.

Based on this definition, four main methods can be distinguished, which must be understood as universal technological constructs that perform their tasks at all levels of student-centered learning technology: the method of creating an image, the method of personification (method of the symbolic center), the search method, the event method.

As a result, we present a system of technology methods in the context of four factors:

1. Organization of content and means with the help of invariant structures of methods.

2. The movement of subject-object relations (teacher-student).

3. Internal self-movement of the subject of personality-oriented technology.

4. Internal self-movement of the main manifestations of the subject of technology.

The technology of student-centered learning assumes six personally significant multi-level complexes, i.e. its main forms.

1. Personally significant complex of motivation.

2. Personally significant complex of creating the image of the relationship "profession personality".

3. Personally significant complex of personalized modeling.

4. Personally significant complex of semantic modeling.

5. Personally significant complex of practical modeling.

6. Personally significant complex of real relationships (practice).

2.4 Internal classification of student-centered learning technology

The following classification of student-centered learning technology is distinguished:

Full assimilation of knowledge

Multi-level education

Collective "mutual learning"

Modular learning

These pedagogical technologies make it possible to adapt the educational process to the individual characteristics of students, different levels of complexity of the content of education.

2.4.1 Technology of full assimilation of knowledge

As a working hypothesis, the authors of the technology accepted the assumption that the student's abilities are determined not under average, but optimally selected conditions for a given child, which requires an adaptive learning system that allows all students to fully assimilate the program material.

J. Carroll drew attention to the fact that in the traditional educational process, the conditions for learning are always fixed (study time is the same for everyone, the way information is presented, etc.). The only thing that remains unfixed is the learning outcome. Carroll proposed to make the result of learning a constant parameter, and the learning conditions - variables that are adjusted to the achievement of a given result by each student.

This approach was supported and developed by B. Bloom, who proposed the ability of the student to determine the pace of learning not under average, but under conditions optimally selected for this student. B. Bloom studied the abilities of students in a situation where time for studying the material is not limited. He identified the following categories of trainees:

Incapacitated, who are not able to achieve a predetermined level of knowledge and skills, even with a large expenditure of study time;

Talented (about 5%), who are often able to do what everyone else cannot handle;

Students who make up the majority (about 90%), whose ability to master knowledge and skills depends on the cost of study time.

These data formed the basis for the assumption that with the correct organization of training, especially when the rigid time frame is removed, about 95% of students will be able to fully master the entire content of the training course. If the learning conditions are the same for everyone, then the majority achieves only "average" results.

Implementing this approach, J. Block and L. Anderson developed a teaching methodology based on the complete assimilation of knowledge. The starting point of the methodology is the general setting that the teacher working on this system should imbue: all students are able to fully assimilate the necessary educational material with the rational organization of the educational process.

Next, the teacher has to determine what the full assimilation consists of and what results should be achieved by everyone. The exact definition of the criterion for complete assimilation for the entire course is the most important moment in the work on this system.

This standard is set in a unified form with the help of a hierarchy of pedagogical goals developed for the mental (cognitive), sensory (affective) and psychomotor spheres. Categories of goals are formulated through specific actions and operations that the student must perform in order to confirm the achievement of the standard. Categories of goals of cognitive activity:

Knowledge: the student memorizes and reproduces a specific educational unit (term, fact, concept, principle, procedure) - “remembered, reproduced, learned”;

Understanding: the student transforms educational material from one form of expression to another (interprets, explains, summarizes, predicts the further development of phenomena, events) - "explained, illustrated, interpreted, translated from one language to another";

Application: the student demonstrates the application of the studied material in specific conditions and in a new situation (according to the model in a similar or changed situation);

Analysis: the student isolates parts of the whole, reveals the relationship between them, realizes the principles of building the whole - “singled out the parts from the whole”;

Synthesis: the student shows the ability to combine elements to obtain a whole that has novelty (writes a creative essay, proposes an experiment plan, problem solving) - "formed a new whole";

Evaluation: the student evaluates the value of the educational material for this specific purpose - "determined the value and significance of the object of study."

The presented taxonomy of B. Bloom's goals has become widespread abroad. It is used in textbooks and teaching aids as a scale for measuring learning outcomes.

To implement this technology, a significant reorganization of the traditional class-lesson system is required, which sets the same study time, content, working conditions for all students, but has ambiguous results. Such a system was adapted to the conditions of the class-lesson system, having received the name "Technology of multi-level education".

2.4.2 Multi-level learning technology

The theoretical substantiation of this technology is based on the pedagogical paradigm, according to which the differences between the majority of students in terms of learning ability are reduced primarily to the time required for the student to master the educational material.

If each student is given time corresponding to his personal abilities and capabilities, then it is possible to ensure guaranteed assimilation of the basic core of the school curriculum (J. Carroll, B. Bloom, Z.I. Kalmykova, etc.).

A school with level differentiation functions by dividing student flows into mobile and relatively homogeneous groups, each of which masters program material in various educational areas at the following levels: 1 - minimum (state standard), 2 - basic, 3 - variable (creative).

The following were chosen as the main principles of pedagogical technology:

1) universal talent - there are no mediocre people, but there are those who are not busy with their own business;

2) mutual superiority - if someone does something worse than others, then something must turn out better; it is something to look for;

3) the inevitability of change - no judgment about a person can be considered final.

In the future, this technology was called "the technology of learning the basis without laggards." The choice of the child's individual characteristics that are significant in learning to track the effectiveness of the technology is based on the category of "personality structure", which reflects in a generalized form all aspects of the personality.

In the system of multi-level education, the personality structure proposed by K.K. Platonov. This structure includes the following subsystems:

1) individual typological features, manifested in temperament, character, abilities, etc.;

psychological characteristics: thinking, imagination, memory, attention, will, feelings, emotions, etc.;

experience, including knowledge, skills, habits;

the orientation of the personality, expressing its needs, motives, interests, emotional and value experience.

Based on the chosen concept, a system of psychological and pedagogical diagnostics of personality development in training was formed, taking into account the following elements:

upbringing;

cognitive interest;

general educational skills and abilities;

fund of effective knowledge (by levels);

thinking;

anxiety;

temperament.

The organizational model of the school includes three options for differentiating learning:

1) recruiting classes of a homogeneous composition from the initial stage of schooling based on the diagnosis of the dynamic characteristics of the individual and the level of mastery of general educational skills;

intra-class differentiation in the middle level, carried out by selecting groups for separate education at different levels (basic and optional) in mathematics and the Russian language (enrollment in groups is carried out on a voluntary basis according to the levels of cognitive interest of students); in the presence of sustainable interest, homogeneous groups become classes with in-depth study of individual subjects;

specialized education in elementary school and senior classes, organized on the basis of psychodidactic diagnostics, expert assessment, recommendations from teachers and parents, self-determination of schoolchildren.

This approach attracts pedagogical teams in which the idea of ​​introducing a new learning technology with a guaranteed result of mastering basic knowledge by all students and at the same time with opportunities for each student to realize their inclinations and abilities at an advanced level has matured.

2.4.3 Technology of collective mutual learning

Popular student-centered learning technologies include the technology of collective mutual learning A.G. Rivin and his students. Methods A.G. Rivin have various names: “organized dialogue”, “associative dialogue”, “collective mutual learning”, “collective way of learning (CSE)”, “work of students in pairs of shifts”.

"Working in pairs of shifts" according to certain rules allows you to fruitfully develop students' independence and communication skills.

The following are the main benefits of CSR:

As a result of regularly repeated exercises, the skills of logical thinking and understanding are improved;

In the process of speech, mental activity skills develop, memory work is activated, previous experience and knowledge are mobilized and updated;

everyone feels relaxed, works at an individual pace;

increased responsibility not only for their own success, but also for the results of collective work;

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Sh.A. Amonashvili, an innovator of experimental teaching of primary school students, should be mentioned among the outstanding representatives of new technologies. Sh.A. Amonashvili developed and implemented in his experimental school the pedagogy of cooperation, personal approach, original methods of teaching language and mathematics. A peculiar result of his pedagogical activity is the “School of Life” technology set forth in his “Treatise on the Primary Stage of Education, Built on the Principles of Humane-Personal Pedagogy”.

Academician I.P. Ivanov is the author of the methodology of communal education, the methodology of collective creative deeds, which develops the ideas of A.S. Makarenko in modern conditions. The main methodological feature of collective labor affairs in the experience of an innovative teacher is the subjective position of the individual.

The teacher of literature at school No. 84 in St. Petersburg, E.N. Ilyin, created an original concept of teaching literature as an art and a moral and ethical course that helps each student become a Human Being. The teacher is guided by the goal of helping a teenager to believe in himself, to awaken in him the best qualities of a personality, to bring him to the heights of humanism and citizenship. Literature lessons E.N. Ilyin is a human-forming process; a lesson in communication, not just a job; it is an art, not just a learning activity; life, not hours in the schedule.

People's teacher of the USSR V.F. Shatalov developed and put into practice the technology of intensification of learning, showing the huge, yet undiscovered reserves of the traditional classroom method of teaching. Methodical system of V.F. Shatalova allows to involve each student in active learning activities, to cultivate cognitive independence, to strengthen in each student self-esteem, self-confidence in their own strengths and abilities.

Innovative teacher I.P. Volkov developed and implemented the technology of creative developmental education, in accordance with which the creative abilities of the individual are consistently formed on the basis of the child's free choice of extracurricular activities.

K.O. Bitibaeva (Ust-Kamenogorsk) implements the pedagogy of cooperation in practice. A student in her lesson is always a person. The pedagogy of cooperation for her is the pedagogy of humanity.

Among modern educational technologies, developmental learning technologies should be indicated (D.B. Elkonin, V.V. Davydov, L.V. Zankov, G.S. Altshuller, etc.). Developmental learning is understood as a new, active-activity type of learning, replacing the explanatory-illustrative type. Developing education takes into account and uses the laws of development, adapts to the level and characteristics of the individual; advances, stimulates, directs and accelerates the development of the child as a full-fledged subject of activity.

The innovative teacher Zaitsev is the author of the technology of early and intensive literacy training, based on fundamentally new approaches to teaching literacy and providing high performance. The essence of technology N.A. Zaitsev is that he builds the educational process on the basis of the natural development of the child, through attitude and activity, comprehensively activating the cognitive power of the child's brain.

The author of the program "Continuity", V.N. Zaitsev substantiated the technology of improving general educational skills in elementary school. This technology is based on diagnostics and self-diagnostics, continuity, constant maintenance of the achieved level of skills development.

Modern educational technologies include computer (new information) learning technologies.

Information technologies that use computer forms of education, the current level of development of telecommunications, distance technologies form the basis for the development of the learning process in the next century.

The system of distance education allows the most complete use of the scientific and educational potential of universities for the widest audience of students, the accumulated experience in the implementation and use of information technologies in education. Distance education (DL) is one of the forms of the system of continuous education, which will give equal opportunities to different categories of students.

Since 1989 personalized schools have been widely developed in our republic. They are opened on the basis of the "Regulations on the Republican Nominal School", approved by the Ministry of Public Education of the Kazakh SSR. School of the People's Teacher of the USSR, teacher of the Kazakh language and literature Aitkaliyev Kusain Aitkalievich; Valentin Ludwigovich Buchin School of Arts, Elena Afanasyevna Ochkur School of Biology Teacher, Elena Yakovlevna Mor's Primary School Teacher School; School of the honored teacher of the Kazakh SSR, teacher of the Russian language and literature Fokin Yuri Pavlovich. The goal of the Republican Named Schools is to create the best mode for self-expression of the individual, to stimulate the search for original and effective "technologies" of education.

There are three types of free schools working according to the methods of M. Montessori, R. Steiner and S. Frenet.

The school of Maria Montessori (1870-1952) is based on the development of the intellect through subtle finger movements, small plasticity of the hands, and intense sensory sensations. Since 1993, a private free school of the Elko Corporation has been operating in Almaty. This school is based on the state program. From the first grade, Kazakh, German and English languages, aesthetics are taught. Culture of speech, free movement. Additionally, such subjects as layout, modeling, choir, ballroom dancing, flower science, performing arts, and swimming are being taught. The main goal of the school is to develop the creative characteristics of the child. The school does not have an evaluation system, the level of education and upbringing is assessed individually.

The methodological methods of the school of S. Frenet (1896-1966) are used in many schools of the innovative type in our republic, especially in elementary school. S. Frenet's technique is based on the child's own experience. The function of the teacher is to help discover and develop in oneself what is organically inherent. The practical embodiment of this concept is "free texts" and "school printing".

The ideas of Rudolf Steiner (1861-1925) are spreading in Kazakhstan under the name of the "Waldorf school", based on a deep penetration into the spiritual world of man. For example, the private school "Senim", which is located in Almaty, uses the ideas of Rudolf Steiner. This is a continuous learning school. It has the following areas: legal, economic, chemical and biological. Students study Kazakh and foreign languages ​​in depth. Elements of the Waldor pedagogy are used in other schools in Almaty.

Innovative technologies were able to prove their ability to solve both traditional and new tasks at the modern level, to be the guarantor of the cultural and moral development of the student.

Federal Agency for Education FGOU VPO

"Amur Humanitarian-Pedagogical State University"

Department of Pedagogy and Innovative Educational Technologies

Course work

By discipline: "Pedagogical technologies"

Topic: "Innovative pedagogical technologies

Completed by: 3rd year student of FTiD

Groups PO-33

Eremin Alexey Konstantinovich

Checked by: Ph.D., Associate Professor of the Department of PiIOT

Ponkratenko Galina Fedorovna

Komsomolsk-on-Amur

Introduction

1.1 Pedagogical innovation

1.1.3 Innovative educational institutions

1.2 Modern innovative technologies in pedagogy

1.2.1 Interactive learning technologies

1.2.2 Project based learning technologies

1.2.3 Computer technology

2. Chapter: Practical approaches to the problem of innovative pedagogical technologies

2.1 Innovative trends in vocational education

2.1.1 World experience in vocational education innovation

2.1.2 Innovations in vocational education in Russia

2.2 Innovative pedagogical technologies at the legislative level

2.3 Innovative pedagogical activity in the capital

Conclusion

Bibliographic list

Introduction

Development is an integral part of any human activity. Accumulating experience, improving methods, methods of action, expanding their mental capabilities, a person thereby constantly develops.

The same process is applicable to any human activity, including pedagogical. At different stages of its development, society presented more and more new standards, requirements for the labor force. This necessitated the development of the education system.

One of the means of such development is innovative technologies, i.e. these are fundamentally new ways, methods of interaction between teachers and students, ensuring the effective achievement of the result of pedagogical activity.

The problem of innovative technologies has been and continues to be dealt with by a large number of talented scientists and teachers. Among them, V.I. Andreev, I.P. Podlasy, professor, doctor of pedagogical sciences K.K. Kolin, Doctor of Pedagogical Sciences V.V. Shapkin, V.D. Simonenko, V.A. Slastyonin and others. All of them have made an invaluable contribution to the development of innovation processes in Russia.

The object of study of this course work is the process of development of education as an integral pedagogical system, and the subject of study is innovative pedagogical technologies, as an integral part of the object of study.

The purpose of the course work is to identify the types, difficulties, methods of introducing innovative technologies, as well as their specificity in the Russian Federation.

1. Chapter: Theoretical approaches to the problem of innovative pedagogical technologies

1.1 Pedagogical innovation

1.1.1 Essence, classification and directions of pedagogical innovations

The scientific innovations that drive progress cover all areas of human knowledge. There are socio-economic, organizational and managerial, technical and technological innovations. One of the varieties of social innovations are pedagogical innovations.

Pedagogical innovation is an innovation 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 funds, equipment, technologies, capital investments, etc. (extensive development path).

The combination of intensive and extensive ways of development of pedagogical systems allows the implementation of the so-called "integrated innovations", which are built at the junction of diverse, multi-level pedagogical subsystems and their components. Integrated innovations do not usually appear as far-fetched, purely "external" activities, but are conscious transformations that come from deep needs and knowledge of the system. By reinforcing the "bottlenecks" with the latest technologies, it is possible to increase the overall efficiency of the pedagogical system.

The main directions and objects of innovative transformations in pedagogy are:

Development of concepts and strategies for the development of education and educational institutions;

Updating the content of education; change and development of new technologies of training and education;

Improving the management of educational institutions and the education system as a whole;

Improving the training of teaching staff and improving their qualifications;

Designing new models of the educational process;

Ensuring the psychological, environmental safety of students, the development of health-saving teaching technologies;

Ensuring the success of education and upbringing, monitoring the educational process and the development of students;

Development of textbooks and teaching aids of a new generation, etc.

Innovation can take place at various levels. The highest level includes innovations that affect the entire pedagogical system.

Progressive innovations arise on a scientific basis and help move practice forward. A fundamentally new and important direction has emerged in pedagogical science - the theory of innovations and innovative processes. Reforms in education are a system of innovations aimed at fundamentally transforming and improving the functioning, development and self-development of educational institutions and their management system.

1.1.2 Technologies and conditions for the implementation of innovative processes

Pedagogical innovations are carried out according to a certain algorithm. P.I. Pidkasty identifies ten stages in the development and implementation of pedagogical innovations:

1. Development of a criterion apparatus and meters of the state of the pedagogical system to be reformed. At this stage, you need to identify the need for innovation.

2. A comprehensive check and assessment of the quality of the pedagogical system to determine the need for its reform using special tools.

All components of the pedagogical system should be subject to examination. As a result, it should be precisely established what needs to be reformed as obsolete, inefficient, irrational.

3. Search for samples of pedagogical solutions that are proactive and can be used to model innovations. Based on the analysis of the bank of advanced pedagogical technologies, it is necessary to find material from which new pedagogical constructions can be created.

4. A comprehensive analysis of scientific developments containing a creative solution to current pedagogical problems (information from the Internet may be useful).

5. Designing an innovative model of the pedagogical system as a whole or its individual parts. An innovation project is created with specific specified properties that differ from traditional options.

6. Performing reform integration. At this stage, it is necessary to personalize tasks, determine those responsible, means of solving problems, and establish forms of control.

7. Elaboration of the practical implementation of the well-known law of labor change. Before introducing an innovation into practice, it is necessary to accurately calculate its practical significance and effectiveness.

8. Building an algorithm for introducing innovations into practice. In pedagogy, similar generalized algorithms have been developed. They include such actions as analysis of practice to search for areas to be updated or replaced, modeling innovation based on the analysis of experience and scientific data, developing an experiment program, monitoring its results, introducing the necessary adjustments, and final control.

9. Introduction to the professional vocabulary of new concepts or rethinking of the old professional vocabulary. When developing terminology for its implementation in practice, they are guided by the principles of dialectical logic, reflection theory, etc.

10. Protection of pedagogical innovation from pseudo-innovators. At the same time, it is necessary to adhere to the principle of expediency and justification of innovations. History shows that sometimes great efforts, material resources, social and intellectual forces are expended on unnecessary and even harmful transformations. The damage from this can be irreparable, so false pedagogical innovation should not be allowed. As pseudo-innovations that only imitate innovative activity, the following examples can be given: formal change of signboards of educational institutions; presenting the renovated old as fundamentally new; turning into an absolute and copying the creative method of any innovative teacher without its creative processing, etc.

However, there are real barriers to innovation processes. IN AND. Andreev identifies the following of them:

The conservatism of a certain part of the teachers (the conservatism of the administration of educational institutions and educational bodies is especially dangerous);

Blindly following the tradition of the type: "We are doing well anyway";

Lack of the necessary teaching staff and financial resources to support and stimulate pedagogical innovations, especially for experimental teachers;

Traditional (reproductive) technology

The trainee is given the role of performing functions of a reproductive nature. The actions of the teacher are associated with explanation, demonstration of actions, assessment of their performance by students and correction.

Developmental learning technology

Authors: L.S. Vygotsky, L.V. Zankov, D.B. Elkonin, V.V. Davydov et al. The development of the child, in particular the development of the intellect, follows learning and development. The development of schoolchildren can be accelerated due to the effectiveness of training. The principle of learning at a high level of difficulty, at a rapid pace, the leading role is given to theoretical knowledge. Stimulation of reflection of students in various situations of educational activity.

Technology of phased formation of mental actions

Authors: Galperin P.Ya., Elkonin D.B., Talyzina N.F. Knowledge, skills and abilities cannot be acquired and retained outside of human activity. For error-free performance of actions, a person must know what will happen in this case, what aspects of what is happening need to be paid attention to. Six stages of assimilation: actualization of motivation, awareness of the scheme of the orienting basis of activity, performance of actions in an external materialized form, external speech stage, stage of internal speech, transition of actions to the internal plan (internalization of actions)

Technology of collective interaction

Authors: Rivin A.G., Arkhipova V.V., Dyachenko V.K., Sokolov A.S. Organized dialogue, associative dialogue, a collective way of teaching, the work of students in pairs of shifts. During the lesson, everyone works out their part of the information, exchanges it with a partner, who, in turn, is looking for a new partner for mutual learning.

Full absorption technology

Authors: Americans J. Carroll and B. Bloom. In Russia, M.V. Klarin. Technology sets a fixed level of mastery of knowledge, skills and abilities for students, but makes time, methods, forms, working conditions variables for each student. The goals of cognitive activity include: knowledge, understanding, application, generalization, evaluation. All material is divided into training units. Corrective didactic material is developed for each educational unit, which gives the student the opportunity to choose the methods of perception, comprehension and memorization that are suitable for him. The standard of its complete assimilation is determined throughout the topic. The mark for the assimilation of the topic is set after the final check according to the standard.

Multi-level learning technology

The technology of multi-level education provides for level differentiation due to the division of flows into mobile and relatively homogeneous groups, each of which masters program material in various educational areas at the basic and variable levels (the basic level is determined by the state standard, the variable level is creative, but not lower than base level). Three variants of differentiated learning are used: Differentiated learning involves the voluntary choice by each student of the level of assimilation of educational material (not lower than the state standard), the organization of independent work of students at various levels, ahead of learning according to an individual plan.

Adaptive Learning Technology

Adaptive learning technology is a kind of multi-level learning technology, it involves a flexible system for organizing training sessions, taking into account the individual characteristics of the trainees. The central place in this technology is given to the student, his activities, the qualities of his personality. Particular attention is paid to the formation of their learning skills. Priority when using adaptive learning technology is given to independent work. This technology makes it possible to purposefully vary the duration and sequence of training stages.

Programmed learning technology

The origins of programmed learning were American psychologists and didacticists N. Crowder, B. Skinner, S. Pressy. In domestic science, the technology of programmed learning was developed by P. Ya. Galperin, L.N. Landa, A.M. Matyushkin, N.F. Talyzin. The characteristic features of programmed learning technology are the technology of independent individual learning according to a pre-designed training program using special tools. It provides each student with the opportunity to exercise learning in accordance with his individual characteristics (learning pace, level of learning, etc.). The main means of implementing the technology of programmed learning is training programs. It prescribes a sequence of actions to master a certain unit of knowledge. Educational programs can be in the form of a programmed textbook or other types of printed manuals, or computer-assisted programs.

Technology of computer training.

Computer learning technologies make it possible to solve almost all didactic tasks. Computers give out certain information, check whether students have learned it and to what extent, form the appropriate theoretical knowledge and practical skills, open access to electronic libraries, to the main domestic and international databases. Some computer programs can adapt the pace of learning to the individual characteristics of students, analyze each answer and, on this basis, establish the next portions of educational material, etc.

Problem learning technology

In problem-based learning, the teacher does not communicate knowledge in a finished form, but sets a task for the student, interests him, arouses in him the desire to find a way to solve it. 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.

Modular learning technology.

In domestic didactics, the basics of modular education were most fully studied and developed by P. Yucevicienė and T.I. Shmakova. A module is a target functional unit that combines educational content and technology for mastering it. The composition of the module: a target action plan, an information bank, a methodological guide for achieving didactic goals. Modules are divided into three types: cognitive, used in the study of the basics of science; operational, which are necessary for the formation and development of methods of activity, and mixed, containing the first two components. With modular training, the maximum amount of time is devoted to independent learning, special attention is paid to self-control and self-assessment.

Concentrated Learning Technology

The technology of concentrated learning is based on the well-known method of "immersion in the subject" in pedagogical practice. This technology was developed and used by P. Blonsky, V.F. Shatalov, M.P. Shchetinin, A. Tubelsky. The essence of concentrated learning is that lessons are combined into blocks; during the day, week, the number of subjects studied in parallel is reduced. To prevent forgetting the material learned in the lesson, work should be done to consolidate it on the day of perception, i.e. it is necessary for some time to more thoroughly "immerse" in the subject.

Technology of project training.

The technology of project-based learning is one of the options for the practical implementation of the idea of ​​productive learning. Productive learning is characterized by the fact that the educational process results in individual experience of productive activity. This technology is based on Dewey's ideas about the organization of educational activities to solve practical problems taken from everyday activities. The goal of productive learning is not the assimilation of the sum of knowledge and not the passage of educational programs, but the real use, development and enrichment of the students' own experience and their ideas about the world. Each child gets the opportunity for real activities in which he can not only show his individuality, but also enrich it. pedagogical technology education innovative

Guaranteed Learning Technology

Author: Monakhov V.M. The technology of guaranteed learning is a model of joint pedagogical activity of a teacher and students in programming and implementation of the educational process. The teacher in this technology designs a technological map, which presents: goal setting, diagnostics, extracurricular independent work (homework), the logical structure of the project, correction. Diagnostics involves establishing the fact of achieving a specific micro-goal. Some of the tasks meet the requirements of the state standard, which the student must achieve.

Distance learning technology.

Distance learning technology is the receipt of educational services without attending a training session, using modern telecommunication systems such as e-mail, television and the Internet. Having received educational materials, the student can master knowledge at home, at the workplace or in a special computer class. Consultations in distance learning are one of the forms of guiding the work of students and assisting them in self-study of the discipline.

Thus, pedagogical technologies have been improved over a long period. At the moment, pedagogical technologies are used in a complex way.

The common goal of all technologies is, firstly, to achieve guaranteed results in training (or education); secondly, their repeatability and reproducibility. At the same time, with the least expenditure of time, money, physical and intellectual forces. But technology also has its own specific purposes.

Thus, the purpose of adaptive technology is to teach methods of independent work, self-control, methods of research; development and improvement of skills to work independently, acquire knowledge, and on this basis - the formation of the student's intellect.

The purpose of integral technology is to stimulate educational interest, develop mental abilities, and enrich high school students with integrated knowledge.

The purpose of the technology of complete assimilation of knowledge is to teach all children to achieve sufficiently high results in the assimilation and application of knowledge and skills.

The purpose of problem-based learning technology is to stimulate the intellectual activity of students; development of the process of thinking, individual characteristics of the mind; the formation of internal motives for learning, ways of mental activity of students, their creative abilities; independent search for solutions to problems. Also - the formation of creative, non-standard thinking, freed from the usual stereotypes and clichés.

Consideration of technologies from the position of their target orientation gives grounds to derive the initial provisions of their application. Thus, the use of technology in the educational process involves:

• - awareness of the possibilities of different technologies that can realize the goals;
• - taking into account the individual and age characteristics of children, the level of training and the degree of learning;
• - a number of technologies can be successfully used only for a limited period of time, for the implementation of short-term goals, because the further use of these technologies will not contribute to the achievement of the learning strategy, it will be unproductive;
• - phased introduction of technologies into the educational process and adaptation of students to work in a technological mode;
• - the availability of complete technological tools and conditions, the preparedness of the teacher for such work.

The use of pedagogical technologies in the educational process is a promising business. But it faces a number of difficulties and problems. We have almost no technologies developed at the fourth level. In the existing methodological developments, the technological aspects are summarized, at a high level of abstraction (“do this, do this, and this way”), but how specifically ...? And each teacher (teacher) begins to create in his own way, as he understands. But it is not always possible for a teacher to create a theoretically and practically justified technology, to test it in a school environment.

In pedagogical theory and practice, it is important to consider both the classification features of technologies and their technological capabilities to improve the quality of the educational process. And this, in turn, will help to more specifically identify the scope of their application.

Pedagogical technologies can be conditionally divided into two large groups: machineless and machine-based (using teaching machines, computers, video equipment). Both machineless and machine technologies have their advantages and disadvantages, which must be taken into account in the educational process. The weaknesses of machine technologies include the fact that they cause a lack of communication, limit the ability to formulate one's thoughts and develop creative thinking, limit the conditions for the development of social properties and qualities of students.

Noteworthy is such an aspect as the manufacturability of the content of education, that is, the ability to subject educational information to technological coding and not lose its learning capabilities. There is educational information that cannot be translated into a technological language without distortion and deformation, to preserve its educational and scientific integrity. In this case, the information presented to the students loses its original significance. So, for example, artistic, literary information cannot be translated into a technological language. It is almost impossible to convey the essence of “ideas in motion, development, theories and conceptual approaches, diverse assessments, pluralistic opinions, contradictions. The absolutization of coding and the limitation of the process of teaching literature, art, social science, history, ethics and psychology of family life by purely technological approaches leads to thoughtless memorization, to formalism in knowledge and lack of ideas in education.

In principle, technologization is opposed to creativity, because technology is algorithmization, programming. And this is incompatible with creativity.

At the same time, much in the educational process lends itself well to technologization. It justifies itself, for example, in terms of the formation of skills and abilities, when learning languages, solving problems using formulas, mastering labor and physical exercises, etc. The exit of students to the level of skills brought to perfection is a necessary condition for the development of creative abilities. Based on the foregoing, the following pros and cons of technologies can be identified.

FOR: the possibility of diagnosing the purpose and results of the educational process;

• - achievement of a guaranteed result in training;
• - repeatability and reproducibility of results;
• - the orientation of technologies to achieve specific goals in training or education;
• - formation of skills brought to perfection;
• - saving time, money, effort to achieve the goals;
• - with reasonable application, they can be considered as a basis for the development of creative thinking and abilities.

• - the complexity of the transition to the technological mode of training;
• - the impossibility of translating all information into the technological language of education;
• - increase the lack of communication;
• - do not work for the development of creative thinking and creative abilities (especially machine technologies); the exception is the technology of problem-based, heuristic learning;
• - work on the basis of simulated algorithms and programs. Assessing the advantages and disadvantages of pedagogical technologies, one must remember that there are no technologies that can replace live human communication in all the beauty of its manifestations and possibilities in the educational process. Our reasoning, apparently, will contribute to the formation of more complete judgments about the choice and use of technology in the pedagogical process.

In the psychological theory of learning, interactive learning is learning based on the psychology of human relationships. Interactive learning technologies are considered as ways of mastering knowledge, developing skills and abilities in the process of relationships and interactions between the teacher and the student as subjects of educational activity. Their essence lies in the fact that they are based not only on the processes of perception, memory, attention, but, above all, on creative, productive thinking, behavior, and communication. At the same time, the learning process is organized in such a way that students learn to communicate, interact with each other and other people, learn to think critically, solve complex problems based on the analysis of production situations, situational professional tasks and relevant information.

In interactive learning technologies, the roles of the educator (instead of the role of an informer - the role of a manager) and trainees (instead of the object of influence - the subject of interaction), as well as the role of information (information is not a goal, but a means for mastering actions and operations) change significantly.

All interactive learning technologies are divided into non-imitation and simulation. The classification is based on the sign of reconstruction (imitation) of the context of professional activity, its model representation in education.

Non-imitation technologies do not involve building models of the phenomenon or activity being studied. Simulation technologies are based on simulation or simulation-game modeling, i.e., reproduction under learning conditions with one or another measure of the adequacy of the processes occurring in a real system.

Let's consider some forms and methods of interactive learning technologies.

A problem lecture involves the formulation of a problem, a problem situation and their subsequent resolution. In a problematic lecture, the contradictions of real life are modeled through their expression in theoretical concepts. The main goal of such a lecture is the acquisition of knowledge by students with their direct and effective participation. Among the problems modeled can be scientific, social, professional, related to the specific content of the educational material. The statement of the problem encourages students to active mental activity, to an attempt to independently answer the question posed, arouses interest in the material presented, and activates the attention of students.

The seminar-dispute involves a collective discussion of a problem in order to establish ways for its reliable solution. The seminar-dispute is held in the form of dialogical communication of its participants. It involves high mental activity, instills the ability to debate, discuss the problem, defend one's views and beliefs, concisely and clearly express thoughts. The functions of the actors in the seminar-debate may be different.

Educational discussion -- one of the methods of problem-based learning. It is used in the analysis of problem situations when it is necessary to give a simple and unambiguous answer to a question, while alternative answers are assumed. In order to involve all those present in the discussion, it is advisable to use the method of cooperative learning (learning cooperation). This methodology is based on mutual learning when students work together in small groups. The basic idea of ​​learning collaboration is simple: students combine their intellectual efforts and energy in order to complete a common task or achieve a common goal (for example, to find solutions to a problem).

The technology of work of the educational group in educational cooperation can be as follows:

• - formulation of the problem;
• - formation of small groups (microgroups of 5-7 people), distribution of roles in them, explanations of the teacher about the expected participation in the discussion;
• - discussion of the problem in microgroups;
• - presentation of the results of the discussion in front of the entire study group;
• - continuation of the discussion and summing up.

Technology - from the Greek words technë (art, craft, science) and logos (concept, teaching). In the dictionary of foreign words: "technology - a set of knowledge about the methods and means of carrying out production processes (metals, chemical ...)".

The problem of technologization of the pedagogical process is becoming relevant in connection with the need to increase its efficiency.

Pedagogical technology involves "strictly scientific design and accurate reproduction of pedagogical processes that guarantee success" [V. P. Bespalko]. The features that determine the specifics of pedagogical technology are the guarantee of success, that is, the achievement of the goal, scientific design, and the accuracy of reproduction of the designed pedagogical process.

Technology can be represented as a more or less rigidly programmed process of interaction between the teacher and students, which guarantees the achievement of the set goal. Technology is understood as an algorithm in learning, as a specific program of the learning process, the application of which leads to the achievement of the goal - the formation of certain personality traits, cognitive skills, ways of thinking, certain relationships, etc.

It should be noted that pedagogical technology is not didactics and not a private technique, like a didactic-methodical system, it is specific and applicable to any subject. Pedagogical technologies can differ for various reasons, for goals and objectives, for structures.

The essential features of pedagogical technologies are:

Diagnostic goal-setting, effectiveness - that is, guaranteed achievement of goals and ensuring the effectiveness of the learning and upbringing process;

Profitability - search for a reserve of study time, optimization of pedagogical work, achievement of the maximum possible results in shorter periods of time;

Algorithmizability, projectability, integrity - the ability to apply the described technology by different teachers with different groups of students under certain conditions;

Adjustability - the ability to implement operational communication, consistently oriented towards clearly defined goals;

Visualization is the use of a variety of audiovisual and electronic computers, as well as the development and use of original didactic tools.

The core of any technology is a methodology, but traditional methods are poorly based on the diagnosis of students' real learning abilities, they do not take into account the degree of influence of various factors on the learning outcome. They do not consider the use of various learning tools, do not take into account the need to optimize the processes of interaction of all components and participants in learning. Pedagogical technologies, on the contrary, include diagnostics, specifically addressed methods and means of intensifying learning. The methodology is focused on the teacher, the technology focuses on the interaction between the teacher and the student, it predicts the result, optimizes the work. Both the methodology and diagnostics are practice-oriented and algorithmized.

The criteria for choosing a learning technology, according to M. I. Makhmutov, are: target orientation, taking into account the specifics of the content, individualization and differentiation of learning, the readiness of the teacher to implement the technology, economy, material and technical security. The selected criteria are of a general didactic nature and are applicable when choosing in any type of educational institution, however, the learning technologies themselves acquire some specifics depending on the type of educational institution in which they are implemented.

It is possible to single out the features of pedagogical technologies in a secondary vocational school.

The first feature is related to the specific specifics of vocational education and consists in the orientation of technology towards mastering a certain profession, which means making specific didactic decisions related to obtaining a profession.

Another feature of a less general order is due to the inclusion of students in three main types of educational activities: theoretical, laboratory-practical and production-practical, the role and place of which are determined by the specifics of the goal of training a specialist at the appropriate level of education. This involves the justification and design of learning technologies for these types of learning activities.

The third feature is closely related to the second and consists in taking into account the specifics of theoretical training, laboratory and practical work, production and practical activities. Thus, the features of a particular technology of theoretical training may be due to various types of activities, the need to apply knowledge in practice. In practical training, the technology is aimed at the formation of skills for the performance of labor activities associated with exercises in the chosen profession.

Pedagogical science and practice have accumulated a significant fund of various pedagogical technologies: modular, contextual, problem-based, computer-assisted, concentrated learning, etc. All of them are characterized by specific goals, focus, a dominant combination of forms, methods and means of training and education, an assessment and control system. The effectiveness of these technologies is determined by the content of the studied material, the level of preparedness of students and teachers, and other factors.

Pedagogical technologies	Achieved results
Problem learning	Creation of problem situations in educational activity and organization of active independent activity of students to resolve them, as a result of which there is a creative mastery of knowledge, skills, abilities, mental abilities develop.
Multilevel training	The teacher has the opportunity to help the weak, to pay attention to the strong, the desire of strong students to move faster and deeper in education is realized. Strong students are affirmed in their abilities, weak students get the opportunity to experience educational success, and the level of learning motivation increases.
Project based teaching methods	Work according to this method makes it possible to develop the individual creative abilities of students, to approach professional and social self-determination more consciously.
Research Methods in Teaching	It gives students the opportunity to independently replenish their knowledge, delve deeply into the problem under study and suggest ways to solve it, which is important in the formation of a worldview. This is important for determining the individual development trajectory of each student.
Lecture-seminar-test system	This system is used mainly in high school, because. it helps students prepare for higher education. It makes it possible to concentrate the material into blocks and present it as a whole, and to carry out control on the preliminary preparation of students.
The technology of using gaming methods in teaching: role-playing, business, and other types of educational games	Broadening one's horizons, developing cognitive activity, forming certain skills and abilities necessary in practical activities, developing general educational skills and abilities.
Collaborative learning (team, group work)	Cooperation is interpreted as the idea of ​​joint developmental activities of adults and children. The essence of the individual approach is to go not from the subject, but from the child to the subject, to go from the opportunities that the child has, to apply psychological and pedagogical diagnostics of the personality.
Information and Communication Technologies	Changing and unlimited enrichment of the content of education, the use of integrated courses, access to the INTERNET.
Health saving technologies	The use of these technologies makes it possible to distribute various types of tasks evenly during the lesson, to alternate mental activity with physical minutes, to determine the time for the presentation of complex educational material, to allocate time for independent work, to apply TCO normatively, which gives positive results in learning.
Portfolio innovation assessment system	Formation of a personalized account of the achievements of the student as a tool for pedagogical support of social self-determination, determining the trajectory of the individual development of the individual.

The use of a wide range of pedagogical technologies enables the teaching staff to use the study time productively and achieve high learning outcomes for students.

Modern innovative technologies in pedagogy

Under the conditions of educational reforms, innovation activities aimed at introducing various pedagogical innovations have acquired particular importance in vocational education. They covered all aspects of the didactic process: the forms of its organization, the content and technologies of education, educational and cognitive activities.

Innovative learning technologies include Keywords: interactive learning technologies, project-based learning technology and computer technology.

Interactive learning technologies

In the psychological theory of learning, interactive learning is learning based on the psychology of human relationships. Interactive learning technologies are considered as ways of mastering knowledge, developing skills and abilities in the process of relationships and interactions between the teacher and the student as subjects of educational activity. Their essence lies in the fact that they are based not only on the processes of perception, memory, attention, but, above all, on creative, productive thinking, behavior, and communication. At the same time, the learning process is organized in such a way that students learn to communicate, interact with each other and other people, learn to think critically, solve complex problems based on the analysis of production situations, situational professional tasks and relevant information.

Project-based learning technologies

Game design can turn into real design if it results in a solution to a specific practical problem, and the process itself is transferred to the conditions of an existing enterprise or to training and production workshops. For example, work commissioned by enterprises, work in student design bureaus, the manufacture of goods and services related to the field of professional activity of students. The technology of project-based learning is considered as a flexible model for organizing the educational process in a professional school, focused on the creative self-realization of the student's personality through the development of his intellectual and physical capabilities, volitional qualities and creative abilities in the process of creating new goods and services.

The technology of project-based learning contributes to the creation of pedagogical conditions for the development of the creative abilities and personality traits of the student, which he needs for creative activity, regardless of the future specific profession.

Computer techologies

Computer learning technologies are the processes of collecting, processing, storing and transmitting information to a student through a computer.

At the present stage, many professional educational institutions develop and use both separate software products for educational purposes and automated learning systems (ATS) in various academic disciplines. AES includes a set of educational and methodological materials (demonstration, theoretical, practical, control), computer programs that manage the learning process.

The increased performance of personal computers has made it possible to use multimedia technologies quite widely. Modern vocational training is already difficult to imagine without these technologies, which allow expanding the scope of computers in the educational process.

The use of computer technologies in the system of vocational education contributes to the implementation of the following pedagogical goals:

Development of the student's personality, preparation for independent productive professional activity;

Implementation of the social order, due to the needs of modern society;

Intensification of the educational process in a professional school.

Innovative learning technologies that reflect the essence of the future profession, form the professional qualities of a specialist, are a kind of testing ground where students can work out their professional skills in conditions close to real.