Medianar “Modern educational technologies and pedagogical innovations as a tool for managing the quality of education. Report modern educational technologies and pedagogical innovations as a tool for managing the quality of education

Modern educational technologies and pedagogical innovations as a tool for managing the quality of education

Improving the quality of education is one of the main tasks of modernizing Russian education. The most important criterion of pedagogical excellence in modern pedagogy is considered to be the effectiveness of the teacher’s work, which is manifested in one hundred percent academic performance of schoolchildren and the same interest in the subject. That is, a teacher is a master who knows how to teach all children without exception. The professionalism of a teacher is most clearly manifested in the good results of those students who are generally considered unwilling, unable, or unable to learn.

The basis for managing the quality of education is the transition from teaching methods to the introduction of educational technologies into the educational process.

How to distinguish between the concepts of “methodology” and “educational technology”?

Methodology is a pedagogical science that studies the patterns of teaching a specific academic subject. Teaching methods are ways of working for teachers and students, with the help of which mastery of knowledge, skills and abilities is achieved, the worldview of students is formed, and abilities are developed. The concept of “methodology” expresses the mechanism for using a complex of methods, techniques, means and conditions of training and education.

If the methods prescribe the teacher’s activities in the lesson (what to present and in what sequence, what tools to use, what problems to solve, how to organize the synthesis of the material, etc.), then in educational technologies, as a rule, the activities of the students themselves are described.

If the methods are of a soft, recommendatory nature (the teacher has the right to follow the advice to a greater or lesser extent methodological manuals for a teacher), then technologies prescribe a certain sequence of activities for students and control actions of the teacher, deviation from which destroys the integrity of the educational process, which may hinder the achievement of the planned result.

There are many definitions of educational technology, in which, as noted by G.K. Selevko, to one degree or another, the following criteria for manufacturability are emphasized. Such criteria include conceptuality, consistency, controllability, efficiency and reproducibility.

Conceptuality criterion is that each of the technologies is based on one or more theories (philosophical, pedagogical or psychological). For example, programmed learning is based on behaviorist theory; developmental education - on theories of educational activity and meaningful generalization; integral technology - on the idea of enlarging didactic units, etc.

Systematicity characterized by the logic of construction, the interrelation of elements, the completeness and structure of the material and activities.

Controllability- this is an opportunity effective management educational and cognitive activity of students through diagnostic goal setting; designing the learning process; “built-in” control, which allows you to adjust the results and the process of selecting teaching tools and methods.

Efficiency involves achieving the planned result with optimal expenditure of funds and time on training.

Reproducibility assumes the possibility of replication, transfer and borrowing of technology by other teachers.

The practical implementation of the methodology is the teacher’s lesson plan, which prescribes, in particular, a certain sequence of stages, actions of the teacher, and sometimes of the students.

The technology will contain:

Diagnostic goal setting: planning learning outcomes through the actions of students, which they master over a certain period educational process. These actions are written with verbs: learn, define, name, give examples, compare, apply, etc.; goals can also be determined using a system of multi-level tasks;

The presence of a certain technological chain of pedagogical and educational activities that lead to the planned result;

The presence of one or more pedagogical or psychological theories at the basis of each technology;

The ability to reproduce the technology by any teacher, since the technology is built on objective scientific foundations that do not depend on the personality of the teacher;

Availability diagnostic procedures, which contain indicators, tools for measuring results; These procedures represent the input, current, final control, which is necessary for correcting the knowledge, skills of students and the educational process itself.

Characteristics of modern educational technologies,

ensuring the quality of education

Currently, many technologies are described in the literature. To better understand the essence of technologies, it is important to organize them and find reasons for their systematization. As such grounds, various authors propose: target settings, content of training, nature of interaction between teacher and students, method of managing the cognitive activity of students, scale of application.

The main modern technologies aimed at providing quality education are characterized by the transition:

From learning as a function of memorization to learning as a process of mental development that allows you to use what you have learned;

From a purely associative, static model of knowledge to dynamically structured systems of mental actions;

From focusing on the average student to differentiated and individualized learning programs;

From external motivation for learning to internal moral-volitional regulation.

IN Russian education Today the principle of variability has been proclaimed, which makes it possible to choose and design the pedagogical process according to any model, including author’s ones. At the same time, it is important to organize a kind of dialogue between different pedagogical systems and teaching technologies, testing new forms in practice.

The effectiveness of a particular technology largely depends on who specifically implements certain approaches in teaching practice. A modern teacher as a technologist of the educational process needs to freely navigate a wide range of innovative technologies, do not waste time discovering what is already known. Today it is impossible to be a pedagogically competent specialist without studying the entire extensive arsenal of educational technologies.

The most popular and widely used are: technology of personality-oriented training and education, technologies of pre-profile training and specialized training, project activities, adaptive learning system, developmental education, integration, discussion forms of education, gaming technologies, technology of grade-free learning, information and computer technologies, technology of group activities, gaming technologies, problem-based learning, technology of educational research, technologies of various types of independent work of students.

The development of cognitive activity, increasing the educational motivation of schoolchildren and ensuring the quality of education are also facilitated by non-standard forms of organizing educational lessons (lesson-game, lesson-competition, lesson-excursion, lesson-travel, multimedia lesson, lesson-conference, business game, lesson-quiz, lesson-lecture, knightly tournament, teleconference, lesson-performance, lesson-debate, lesson-KVN, debate).

One of the modern technologies aimed at improving the quality of education is interactive learning.

The advantages of interactive forms of learning are obvious because:

Students master new material not as passive listeners, but as active participants learning process;

The share of class workload is reduced and the amount of independent work increases;

Students acquire skills in mastering modern technical means and technologies for searching, retrieving and processing information;

The ability to independently find information and determine the level of its reliability is developed.

Interactive technologies provide the opportunity for constant, rather than occasional (scheduled) contacts between teachers and students. They make education more personal. It is important to understand that the use of network resources should not exclude direct communication between teachers and students and students among themselves.

The use of interactive forms is effective where it is really needed. Any technology must have certain specifics depending on the age of the students and the content of the material being studied.

IN primary school technology requirements may be as follows:

The use of a variety of technologies for grade-free education - a grade-free assessment system throughout primary school, teaching children self- and peer-assessment, freedom of choice for schools to choose an assessment system;

Expansion of activity-based forms of learning, which involve the priority development of creative and search activity in all spheres of school life, including in teaching;

Construction of the educational process using technologies for organizing educational cooperation - a significant expansion of the types of joint work of students, their communicative experience in joint activities, a gradual transition from oral to written types of communication, including using the capabilities of information technology;

The use of gaming technologies to help solve basic educational problems in the classroom.

In basic school, the requirements must change. The basis of the interests and needs of adolescents is a focus on testing their capabilities in different areas: intellectual, social, interpersonal, personal. In this regard, the technological aspect of the basic school should be to increase the variety of types and forms of organizing student activities. Hence, the main requirements for the conditions for organizing the educational process at this stage of school education may be:

Increasing project, individual and group activities for schoolchildren;

Usage different forms modular or concentrated training;

Strengthening the role of students’ independent work with various sources of information and databases;

Introduction of social practice and social design;

Differentiation of the learning environment: workshop, laboratory, library, lecture hall;

Transition to a cumulative assessment system, for example, the use of “portfolio” technology.

In high school, the main idea should be associated with a significant expansion of the possibilities of choice for each student educational programs from those offered to him, or with the creation of his own individual educational program. When choosing educational technologies for high school, it is advisable to be guided by two circumstances:

Priority should be given to those technologies that will differentiate and individualize the educational process within one class without the use of selective means;

Technologies for the development of independent cognitive activity play an extremely important role at this stage of education.

When formulating requirements for the selection of educational technologies for each of the three levels, it is necessary to take into account that all technologies used in school education must have a certain continuity and there are no technologies that work effectively only at one level of education. The system of educational technologies must be built taking into account the main goals of each level of education.

Ppedagogical innovations affecting the quality of education

Innovation in education is the process of improving pedagogical technologies, a set of methods, techniques and teaching aids, one of the essential components of the educational activities of any educational institution.

Pedagogical innovations are innovations in the field of pedagogy, a targeted progressive change that introduces stable elements (innovations) into the educational environment that improve the characteristics of both its individual components and the educational system itself as a whole.

Pedagogical innovations can be carried out both at the expense of the educational system’s own resources (intensive development path) and by attracting additional capacities (investments) - new tools, equipment, technologies, capital investments, etc. (extensive development path).

Considering the system of basic concepts of pedagogical innovation, R.N. Yusufbekova identifies three blocks in the structure of innovation processes in a modern school.

The first block is the block of creating something new in pedagogy. Here we consider such categories as what is new in pedagogy, the classification of pedagogical innovations, the conditions for creating something new, the criteria of novelty, the measure of the readiness of the new for its development and use, traditions and innovation, the stages of creating something new in pedagogy, and the creators of the new.

The second block is the block of perception, mastery and evaluation of new things: the teaching community, assessment and types of processes of learning new things, conservatives and innovators in pedagogy, innovative environment, the readiness of the teaching community to perceive and evaluate new things.

The third block is the block of using and applying new things. This block studies the patterns and types of introduction, use and application of new things.

Innovations aimed at ensuring the quality of education must be associated with changes:

– in the style of pedagogical activity and the organization of the educational and cognitive process;

– into the system of monitoring and assessing the level of education;

– into the financing system;

– in educational and methodological support;

– into the system of educational work;

- V syllabus and training programs;

– in the activities of the teacher and student.

In this regard, all innovations in the field of education can be classified as follows:

1. Intra-subject innovations: innovations implemented within the subject, which is due to the specifics of its teaching.

2. General methodological innovations: introduction into pedagogical practice of non-traditional pedagogical technologies, universal in nature, since their use is possible in any subject area.

3. Administrative innovations: decisions made by managers at various levels that contribute to the effective functioning of all subjects of educational activity.

4. Ideological innovations: the fundamental basis of all other innovations are caused by the renewal of consciousness, the trends of the times.

Pedagogical innovations can be pedagogical ideas, processes, means, methods, forms, technologies, content programs, etc.

Pedagogical innovations can be classified as follows:

1) by type of activity:

– pedagogical, providing the pedagogical process;

– managerial, ensuring innovative management of educational institutions;

2) by validity period:

– short-term;

– long-term;

3) by the nature of the changes:

– radical, based on fundamentally new ideas and approaches;

– combined, based on a new combination of known elements;

– modified, based on the improvement and addition of existing samples and forms;

4) by scale of change:

– local, that is, changes in individual sections or components independent of each other;

– modular – interconnected groups of several local innovations;

– systemic – complete reconstruction of the system as a whole.

Pedagogical innovations are carried out according to a certain algorithm. The following stages of development and implementation of pedagogical innovations can be distinguished:

Identifying the need for innovation - developing criteria and indicators of the state of the pedagogical system that is subject to reform.

Determining the need for reform - a comprehensive check and assessment of the quality of the pedagogical system, preparation of special tools.

Search for examples of advanced pedagogical solutions that can be used to model innovations.

Analysis of scientific developments containing creative solutions to current pedagogical problems.

Designing an innovative model of the pedagogical system as a whole or its individual parts.

Setting tasks, assigning responsibility, searching for solutions, establishing forms of control.

Calculation of practical significance and effectiveness.

Building an algorithm for introducing innovations into practice - searching for areas to update or replace, modeling innovations, developing an experimental program, monitoring its results, implementing the necessary adjustments, final control.

Rethinking and updating the professional vocabulary, that is, introducing new concepts into the professional vocabulary.

Protection of pedagogical innovation from copying the creative method of an innovating teacher without its creative processing.

The creation of highly effective innovative teaching technologies allows, on the one hand, students to increase the efficiency of mastering educational material and, on the other hand, teachers to pay more attention to the issues of individual and personal growth of students, manage the quality of education, and ensure their creative development.

Innovative educational technology increases teacher productivity. Monitoring the learning performance of each student and the feedback system make it possible to train students in accordance with their individual capabilities and character. For example, if one student masters the material the first time, then another, sitting at the computer, can work through the material two or three times or more. Shifting the main function of teaching to teaching aids frees up the teacher’s time, as a result of which he can pay more attention to the issues of individual and personal development of students. For innovative technology, the goal is defined very precisely, so the use objective methods control makes it possible to reduce the role of the subjective factor when conducting control; the creation of innovative teaching technologies makes it possible to reduce the dependence of the learning outcome on the level of qualifications of the teacher. Technologization creates the prerequisites for solving the problem of continuity of educational programs of school and vocational education.

Bibliography

Gorb V.G. Pedagogical monitoring of the educational process as a factor in increasing its level and results. Standards and Monitoring, 2000, No. 5

Kaynova E.B. Criteria for the quality of education: main characteristics and methods of measurement. - M., 2005

Leonov K.P. Modern educational technologies as a factor in improving the quality of education.M 2007.

Korochentsev V.V. and others. Monitoring the quality of education as the most important tool for education management. Innovations in Education, 2005, No. 5

Mayorov A.N. Monitoring in education. - St. Petersburg, 1998

Selevko G.K. Modern educational technologies: Tutorial. – M.: Public Education, 1998. – 256 p.

Subetto A.I. Quality of education in Russia: state, trends, prospects. - M., 2001

“Competence” is a set of interrelated personality qualities (knowledge, abilities, skills, methods of activity), which allows you to set and achieve goals. “Competence” is an integral quality of a person, manifested in the general ability and readiness for activities based on knowledge and experience.

The second question for discussion: Will the teacher become interested in teaching, and the student interested in learning, if modern educational technologies and methods are used in the educational process? Select at least 3 arguments that, in your opinion, prove the effectiveness of technology that can increase interest in the learning process.

Requirements for a competency-based approach to teachers: search for new forms, methods, and technologies of teaching; navigate a wide range of modern technologies, ideas, trends; do not waste time discovering what is already known. Mastery of a system of technological knowledge is the most important component and indicator of the pedagogical skill of a modern teacher.

“The problem is on the palm” Two conditions for the success of the game: First, the presence of an object symbolizing the problem. The professionalism of a teacher lies not in the selection of a subject, but in the ability to present it to children. A candle is fire, light, human thought, reason. A flower is not a plant that produces oxygen, but the Beauty of the world. Secondly, there can be no “right” or “wrong” answers here. The main thing is the movement of thought.

Teachers' Seminar primary classes Municipal educational institution Zakharovskaya secondary school

Report on the topic: “Modern technologies as a tool for managing the quality of education.”

Glazkova A.P. primary school teacher Zakharovskaya secondary school

1 slide

2 slide

“Education is the greatest of earthly blessings,

if it is of the highest quality.

Otherwise it is completely useless."

Kipling

Ways to improve the effectiveness of learning are being sought in all countries of the world. In Russia, problems of learning effectiveness are being actively developed based on the use of the latest achievements of psychology, computer science and the theory of cognitive activity management.

3 slide The quality of education is understood as a set of essential properties and characteristics of educational results that can meet the needs of schoolchildren, society and customers of education.

What does it consist of?

4 slide From the high level of professionalism of teachers

From creating comfort in teaching schoolchildren

Strength of students' knowledge

Compliance with sanitary and hygienic standards

From the material and technical support of the school.

5 slide The main goal of education in primary school is to teach each child to master, transform and use huge amounts of information in practical activities in a short period of time.

Recognizing the lesson as the main form of education, we are constantly looking for ways to further improve it.

Components of quality education:

quality of schoolchildren's training in educational areas;

the quality of development of schoolchildren’s general educational skills (ability to work with a textbook, text, draw up a plan, ability to analyze, draw conclusions, etc.);

the quality of education of schoolchildren (monitored using special methods);

quality of personality development of schoolchildren (emotionality, will, cognitive interest, motivation, etc.);

quality social adaptation(the ability to find your “niche” in society).

6 slide Confucius said: “Three paths lead to knowledge: the path of reflection is the noblest; the path of defeat is the easiest path; and the path of experience is the most difficult path.” We need to follow all three roads at once. This is a strict requirement of our profession.

The specificity of our pedagogical activity lies in the fact that it is an integral part of the learning process, which consists of teaching and learning.

Understanding what components make up educational activities, in order to improve the quality of education, the teacher must manage:

goal setting of students;

motivation of their activities;

developing students' skills;

creating feedback “teacher-student”;

creating problematic situations;

comfortable well-being of all participants in the educational process.

For a professionally working teacher, it is obvious that all this should be in his field of vision, under his managerial influence.

Methodological work in primary school:

following traditions and introducing innovations;

increasing teacher competence;

development and implementation of the latest information technologies;

identifying the causes of typical difficulties for schoolchildren and their correction;

identifying the level of development of the student knowledge quality system;

accumulation and recording of individual achievements of schoolchildren by drawing up a portfolio;

organization project activities allowing to develop the creative abilities of students.

Target areas:

improving the organization of the educational process and increasing learning outcomes;

creating conditions to increase motivation for learning, self-development, and independence in decision-making;

ensuring the educational process at a modern level;

creating conditions to meet the educational needs of the child;

improving the system of educational work as a means of improving the quality of education;

security physical development students, the use of health-saving technologies;

improving the material and technical base of the school.

Tasks:

generalization and implementation of the achievements of advanced pedagogical experience into practice;

formation of attitudes towards the development of modern pedagogical technologies, approaches that ensure the preparation of a qualitatively new junior school student;

creation of a unified system of lesson and extracurricular activities teachers and students, aimed at the diversified development of the educational process;

organization of interaction between primary school teachers, psychologist, speech therapist and parents for the purpose of study and development individual abilities students.

The teacher's task is to create favorable conditions in the classroom for collective work and skillfully manage this process.

7 slide Technologies and methods used in elementary school:

technology of personality-oriented education;

technology of level differentiation;

game learning technology;

technology of system-activity approach (problem-based learning);

project activities;

health-saving technologies;

information and communication technologies.

1) An important means of increasing the effectiveness of a lesson is the variety of activities in the lesson. K. D. Ushinsky noted that the child demands activity incessantly and gets tired not of the activity, but of its monotony and one-sidedness. Younger schoolchildren learn better if the lesson alternates between varied and short-term types of work. However, it should be taken into account that the variety of activities of students in itself does not ensure their activity, if it is not determined by the purpose of the lesson and is not its expression.

8 slide 2 ) In educational activities with primary schoolchildren, game elements are necessary. Play, being the main activity of a preschooler, continues to occupy an important place in the life of younger schoolchildren; it is considered as an important component of the main activity of younger schoolchildren - learning. Game elements activate students' learning activities, promote the development of independence and initiative, camaraderie and mutual assistance in work. Play is an important means of increasing students' interest in learning.

Didactic or educational games are widespread in primary education. They have cognitive content and are aimed at the mental development of students.

Also the game is one of essential means mental and moral education of children; This is a means of relieving unpleasant or forbidden experiences for the student’s personality.

Games are divided into creative games and games with rules. Creative games, in turn, include: theatrical, role-playing and construction games. Games with rules are didactic, active, musical and fun games.

What is the significance of the game? In the process of playing, children develop the habit of concentrating, thinking independently, developing attention, and the desire for knowledge. Being carried away, children do not notice that they are learning: they learn, remember new things, orient themselves in unusual situations, replenish the stock of ideas, concepts, and develop imagination. Even the most passive of children join the game with great desire and make every effort not to let their playmates down.

Of all the existing variety of different types of games, it is didactic games that are most closely connected with the educational process.

Slide 9 3) Already in elementary school, most students take a passive role in the educational process and begin to lose interest in learning. Therefore, it is important to develop the abilities and support the student’s aspirations, not to teach him, but to help him learn and develop. The ability for self-development should be the result of cognitive activity. The most constructive solution to the problem is to create such learning conditions in which the student can take an active personal position and fully express himself and his individuality. The collective form of cognitive activity deserves attention.

What is she like? This is a form in which the team trains each of its members, and at the same time, each member of the team takes an active part in training all its other members. – work in pairs and groups.

The use of modern educational technologies is a necessary condition for achieving a new quality of education. State educational standards Almost all academic subjects require students to master a number of research, design, information and communication skills, which means the presence of appropriate types of learning activities in the classroom. Organizing such activities, monitoring and evaluating their results can only be done with the help of adequate educational technologies, which a modern teacher must master.

The basis of the Standard is a system-activity approach,
which provides:

formation of readiness for self-development and continuous education;

designing and constructing a social environment for the development of students in the education system;

active educational and cognitive activity of students;

building the educational process taking into account individual age, psychological and physiological characteristics students.

The new standard focuses teachers’ attention on the need to use modern educational technologies that can ensure the development of schoolchildren. It is no coincidence that the use of advanced technologies becomes the most important criterion for a teacher’s success. Thanks to modern technologies, student activity unfolds in lessons.

The Federal State Educational Standards documents formulate requirements for teachers, including:

be able to choose and use modern

educational technologies

use assessment technologies

modern technologies for designing an educational environment

10 slide Technology -

This is a detailed way of carrying out a particular activity within the framework of the chosen method.

Pedagogical technology -

This is a structure of a teacher’s activity in which the actions included in it are presented in a certain sequence and imply the achievement of a predicted result.

Criteria that make up the essence of pedagogical technology:

unambiguous and strict definition of learning goals (why and for what);

selection and structure of content (what);

optimal organization of the educational process (how);

methods, techniques and means of teaching (with the help of what);

taking into account the required real level of teacher qualifications (who);

objective methods for assessing learning outcomes (is this true).

Educational technology:

fits easily into the educational process;

allows you to achieve the goals set by the program and education standard in a specific academic subject;

ensures the implementation of the main directions of the pedagogical strategy: humanization, humanitarization of education and a student-oriented approach;

ensures the intellectual development of children and their independence;

ensures goodwill towards the teacher and each other;

A distinctive feature of most technologies is special attention to the individuality of a person, his personality;

clear orientation towards the development of creative activity.

Technologies

Developmental education;

Problem-based learning;

Multi-level training;

Collective learning system (CSR);

Technology for solving inventive problems (TRIZ);

Research methods of teaching;

Project-based teaching methods;

Debate technology;

Technology of modular and block-modular training;

Lecture-seminar-credit training system;

Technology for the development of “critical thinking”;

Technology of using gaming methods in teaching: role-playing, business and other types of educational games;

Collaborative learning (team, group work);

Information and communication technologies;

Health-saving technologies;

Innovation assessment system “portfolio”;

Distance learning technology

workshop technology

group training

The following educational technologies have become widespread:

11 slide

communication technologies

gaming technology

research technologies

(project method, experiment, modeling)

What is technology and how does it differ from programs and methods?

A program is, first of all, a document that defines the tasks of education and the content of education for a preschool child.

And technology is the toolkit with which these problems are solved.

That is, the program answers the questions “what to do?” and “why do it?”

And technology answers the question “how to do it?”

The authors of some programs are now trying to prescribe not only the goals, objectives and content of education, but also to answer the question “how to achieve this?” - develop technology for implementing their program. But the teacher himself is able to look for the answer to the question “how to implement program tasks?”, i.e. may well become a developer of its own technology.

Dear Colleagues! The concept of the Federal State Educational Standard of General Education highlights a cultural-historical system-activity approach to the education of students. Therefore, the most effective technologies will be those that are aimed at the cognitive, communicative, social and personal development of the student. It should also be borne in mind that the choice of teaching and upbringing technology depends on many factors (the age of students, their resource capabilities, the preparedness and readiness of the teacher and the availability various conditions etc.). We recommend giving priority to productive, creative, research, and design technologies (without denying the use of others).

Regardless of the implemented educational system, in order to achieve a new quality of education, new standards are recommended to be used in the educational process

activity method technology - build the learning process on the basis of educational situations;

portfolio technology;

educational dialogue as a specific type of technology;

technology of problem-based (heuristic) learning;

level differentiation technologies;

communication technologies

gaming technology

research technologies (project method, experiment, modeling)

technologies of additional education in the following areas: sports and recreational, artistic and aesthetic, scientific and educational, military-patriotic, project activities;

technologies for identifying and supporting gifted children, etc.

Research and project?

Quite often, teachers ask the question “How does research activity differ from project activity?” This is a rather serious question.

The main difference between design and research activities- this is the goal:

the goal of project activity is the implementation of the project plan,

and the purpose of research activity is to understand the essence of a phenomenon, the truth, the discovery of new patterns, etc.

Both types of activities, depending on the goal, can be subsystems of each other. That is, in the case of a project implementation, research will be one of the means, and, in the case of research, design can be one of the means.

Secondly, research involves putting forward hypotheses and theories, their experimental and theoretical testing. Projects can be without research (creative, social, informational). And from this it follows that there may not always be a hypothesis in a project; there is no research in a project, there is no hypothesis.

Thirdly, project and research activities differ in their stages.

The main stages of project activities are:

Determining the thematic field and theme of the project, searching and analyzing the problem, setting the project goal, choosing the project name;

Discussion possible options research, comparison of proposed strategies, selection of methods, collection and study of information, determination of the form of the product and product requirements, drawing up a work plan, distribution of responsibilities;

Carrying out planned technological operations, introducing necessary changes;

Preparation and defense of presentation;

Analysis of the results of the project, assessment of the quality of the project.

Stages scientific research:

Formulating the problem, justifying the relevance of the chosen topic.

Setting the goal and specific objectives of the study.

Definition of the object and subject of research.

Choosing a research method (methodology).

Description of the research process.

Discussion of the research results.

Formulation of conclusions and evaluation of the results obtained.

Fourthly, a project is an idea, a plan, creativity according to a plan. Research is the process of developing new knowledge, true creativity.

Activity-type educational technologies

(MK "Planet of Knowledge")

problem-dialogical technology;

mini-research technology;

technology for organizing project activities;

technology for assessing educational achievements (academic success);

Classification of technologies

I. Modern traditional education.

II. Pedagogical technologies based on personal orientation of the pedagogical process:

Pedagogy of cooperation;

Humane-personal technology Sh.A. Amonashvili (Amonashvili Shalva Aleksandrovich - academician of the Russian Academy of Education, famous Soviet and Georgian teacher);

System E.N. Ilyin: teaching literature as a subject that shapes a person (Evgeniy Nikolaevich Ilyin - literature teacher, St. Petersburg),

III. Pedagogical technologies based on the activation and intensification of student activities:

Gaming technologies;

Problem-based learning;

Technology of communicative teaching of foreign language culture (Passov Efim Izrailovich - professor of the Lipetsk Pedagogical Institute);

School of Intensive Training G.A. Kitaigorodskaya (Talina Aleksandrovna Kitaigorodskaya - professor at M.V. Lomonosov Moscow State University);

Training technology based on reference signals V.F. Shatalov (Shatalov Viktor Fedorovich - professor of Donetsk Open University).

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

Technology of advanced advanced learning with commented management S.N. Lysenkova (Sofya Nikolaevna Lysenkova - primary school teacher, Moscow);

Differentiated learning;

Level differentiation of training based on mandatory results V.V. Firsova (Victor Vasilievich Firsov - head of the Education for All center, Moscow);

Culture-educating technology of differentiated education based on children’s interests I.N. Zakatova (Zakatova Irina Nikolaevna - director of the cultural complex, Yaroslavl);

Technology of individualization of learning (Inge Unt - Professor of the Research Institute of Pedagogy of Estonia, Antonina Sergeevna Granitskaya - Professor of the Institute foreign languages them. Maurice Thorez, Shadrikov Vladimir Dmitrievich - Doctor of Psychology, leader of the experiment on the use of individual-oriented educational progress).

Programmed learning technology (B. Skinner - American psychologist, V.P. Bespalko);

Group and collective training (Dyachenko Vitaly Kuzmich - professor, Krasnoyarsk);

Computer (new information) teaching technologies.

V. Pedagogical technologies based on didactic improvement and reconstruction of material:

Implementation of the theory of the gradual formation of mental actions (M.B. Volovich);

"Ecology and dialectics" (Tarasov Lev Vasilievich - professor);

“Dialogue of Cultures” (Bibler Vladimir Solomonovich - Russian Humanitarian University, Moscow, Kurganov Sergey Yurievich - teacher, Kurgan);

Enlarged didactic units (Erdniev, Pyurvya Muchkaevich - academician of the Russian Academy of Education).

VI. Developmental learning technologies:

Developmental education system L.V. Zankova (Zankov Leonid Vladimirovich (1901-1977) - teacher and psychologist, academician of the Academy of Pedagogical Sciences of the USSR);

Developmental education D.B. Elkonina-V.V. Davydov (Daniil Borisovich Elkonin (1918-1959) - the most prominent Soviet psychologist, Vasily Vasilievich Davydov - academician);

Technology of self-development training (Selevko German Konstantinovich - scientific director of the author's school, Rybinsk).

VII. Subject pedagogical technologies:

Technology of early and intensive literacy training (Nikolai Aleksandrovich Zaitsev - innovative teacher, academician of the Academy of Creative Pedagogy);

Technology of teaching mathematics based on problem solving (Khazankin Roman Grigorievich - teacher, Beloretsk);

Pedagogical technology based on a system of effective lessons (Anatoly Arsenievich Okunev - mathematics teacher, St. Petersburg);

System of step-by-step teaching in physics (Nikolai Nikolaevich Paltyshev - physics teacher, Odessa);

Methodology of leveling and developmental teaching in computer science (Elena Vladimirovna Andreeva - computer science teacher, Moscow, Irina Nikolaevna Falina - computer science teacher, Moscow

We examined at a theoretical level modern pedagogical technologies, the use of which ensures high efficiency of the educational process. I would like to conclude with the words of V.P. Bespalko “Any activity can be either technology or art. Art is based on intuition, technology is based on science. Everything begins with art, ends with technology, and then everything starts all over again.”

4) Educational project“The use of modern equipment and technologies in building an educational environment based on the activity method.”

5) Project “Memory Development” in Russian language lessons.

6) Subject decades in primary school.

7) The use of ICT allows you to immerse yourself in another world and see it with your own eyes. According to research, 1/4 of the material heard, 1/3 of what is seen, 1/2 of what is seen and heard, 3/4 of the material remains in a person’s memory if the student is involved in active actions during the learning process. The computer allows you to create conditions for enhancing the learning process: improving the content, methods and organizational forms. With the active use of ICT already in primary school, the general goals of education are more successfully achieved, competencies in the field of communication are more easily formed: the ability to collect facts, compare them, organize, express one’s thoughts on paper and orally, reason logically, listen and understand oral and written speech, discover something new, making choices and decisions.Information and communication technologies

With schools equipped with interactive equipment, I began to study and actively implement information and communication technologies into my work. Thanks to visibility and interactivity, the class is involved in work, perception is sharpened, concentration of attention increases, understanding and memorization of the material improves.

I use information technologies at any stage of the lesson, be it updating, introducing new knowledge or monitoring, as well as during extracurricular activities. I actively use ready-made training courses. computer programs, so I create my own presentations. One of the main areas of application of ICT in my practice is the use of materials from electronic textbooks in the subjects “Russian Language”, “Mathematics”, “ The world", "Technology", audio application "Literary Reading" I use at the stage of primary perception of a literary work and at the stage of teaching expressive reading (after analyzing the work)

At the stage of primary consolidation of knowledge I use

interactive game

New, bicycle, rolling, steering wheel, wheel, passed, you, round, they, fast, she, trip, overtake, me.

Distribute words by parts of speech (noun, adjective, verb, pronoun)

A game “Help the Elk brothers get down to earth!”

Exercise. Distribute the words into groups, based on the pronouns that can replace them.

He she it they.

Lake, students, dress, guys, trees, coat, skates, fox, lamp, boy, book, scarf, student, cloud.

The use of ICT in various lessons allows us to move from an explanatory and illustrated method of teaching to an activity-based one, in which the child becomes an active subject of learning activities. This promotes conscious learning by students.

10 slide

Problem-based learning

Application t problem-based learning technologies , teaches children to pose questions (problems) and look for answers to them - the most important factor in increasing the quality of education, a means of preparing for creativity and work.

I use it at the stages of communicating the topics and goals of the lesson and students’ independent work. I create a problematic situation in the lesson - surprise, difficulty.

Russian language. 2nd grade. Topic: "Pronoun" Formulation of the problem.

Children receive a task.

Exercise. Read the words and distribute them into groups.

Blue, scooter, spinning, anchor, dog, studying, you, red, they, strong, drummer, walking, me.

Have you written down all the words? (No)

Why couldn’t they write down all the words? (Since some words she, you, they, me cannot be attributed to any of the known parts of speech)

What question do we have to answer? ? (What part of speech are these words?)

What are the assumptions? (situation of difficulty, making assumptions)

How to determine what part of speech these words are? (Can be read in the textbook) Open the textbook on p. 101 and read the rule first to yourself and then out loud.

The use of computer technologies in teaching makes it possible to differentiate educational activities in the classroom, activates the cognitive interest of students, develops their creative abilities, stimulates mental activity, and encourages research activities. I guide my students to use a computer when preparing for lessons and reports.

Health-saving technologies I use them both in class activities and in extracurricular activities. In my opinion, developing a responsible attitude towards one’s health is a necessary condition for the success of a modern person.

During my lessons I conduct physical education sessions, motor-speech exercises, recreational games during breaks, relaxation exercises, breathing exercises, I created mini-projects “Daily and Health Routine”, “Dental Care”, “Preserving Vision”, “On the Harm of Smoking” .

Educational material for all primary school subjects in any program provides an opportunity for the teacher to develop students’ skills in the classroom healthy image life, give children knowledge about the human body, teach them to take care of and strengthen their own health.

I choose physical education minute depending on the dominant activity in the lesson. If the predominant type of activity is writing, then I useexercises to relieve general or local fatigue, exercises for the hands; if reading - gymnastics for the eyes; listening, speaking - hearing exercises, breathing exercises.

Literary reading lessons They also give me ample opportunities to instill in schoolchildren a sense of responsibility for their health and teach them to lead a healthy lifestyle.

Reading works on the topics “I love Russian nature” (“Autumn”, “Winter”, “Spring”, “Summer”), I taught children to perceive nature as a hospital, as a source of vigor, joy and happiness.

So in math lessons I instill in my students healthy lifestyle skills through solving word problems. Their content allows us to talk about the healing properties of vegetables and fruits, nuts and berries. I tell the children that by consuming these foods, we provide our body with the necessary vitamins and thereby increase its ability to independently fight certain diseases. Word problems also provide an opportunity to communicate positive influences to children physical exercise on the health of every person.

In Russian language lessons I use proverbs and sayings about health to write down.

For example: Take care of your dress again, and your health from a young age.

If you are sick, get treatment, but if you are healthy, take care.

Health is more valuable than money: I will be healthy and get money.

Russian language. 2nd grade. "Pronoun"

Gymnastics for the eyes . I used the “Take care of your eyesight” ophthalmic simulator during the lesson and conducted an active musical physical exercise.

Psychological climate at the lesson.

Each lesson begins with the psychological mood of the class. After a friendly greeting and approving remarks, I offer the children a “Mood Sheet.” From the emoticons depicted on it, they must choose one that matches their mood at the moment.

  

At the end of the lesson, I suggest choosing an emoticon again. As a rule, at the end of the lesson everyone is in a good mood. It’s like a kind of ritual that allows schoolchildren after a break to better adapt to interacting with me, my requirements, and tune in to the lesson.

I use it in my work level differentiation technology

I use different ways differentiation of tasks: by level of creativity, by level of difficulty; by volume of educational material; according to the degree of independence. I often assign differentiated homework assignments.

Individual differentiated work by cards.

Card No. 1

Underline the pronouns.

Son, when did you manage to clean everything up? A sparrow was sitting on a branch, cleaning its feathers.

We live in the same house. They help me study. You tried very hard in class. I'm in second grade.

Card No. 2

Insert pronouns.

I’m drawing a Christmas tree, and ____ what will you draw? Tomorrow ____ let's go to the river. Who are you waiting for? Why do ____ fly away? Tomorrow _____ I'll go to the forest.

Card No. 3

1. Insert pronouns .

I’m drawing a Christmas tree, and ______ what will you draw? Tomorrow _____ we'll go to the river. Who are you waiting for?

Why do ______ fly away? Tomorrow _____ I'll go to the forest. _____ tried very hard in class. ____ I'm in second grade.

Choose any one sentence and distribute it with secondary members.

I sing. They are singing. We sing.

______________________________________________________________________

Homework.

Exercise 1.

Write out 10 words from the dictionary and replace them with pronouns. Task 2.

Write down the text, replacing repeated nouns with pronouns.

The largest nest is the eagle's. The nest is made of thick branches. Most beautiful house at the warbler. The warbler made a nest on a birch branch. Task 3.

Make up and write a few sentences about today's lesson using pronouns.

Implementation efficiency indicator:

The level of learning motivation increases.

Each child is taught at the level of his abilities and abilities.

The desire of strong students to advance faster and deeper in education is realized.

The strong are confirmed in their abilities, the weak get the opportunity to experience success.

Technology of using games and game forms for organizing educational activities

The use of game forms allows you to increase interest in the subject. During the game, students develop the habit of focusing, thinking independently, developing attention, and the desire for knowledge.

Games promote psychological relaxation in the classroom. Being carried away, students do not notice that they are learning: learning, remembering new things, navigating unusual situations, developing skills and imagination. Even the most passive of students join the game with great desire.

The inclusion of didactic games and game moments in the lesson makes the learning process interesting and entertaining, creates a cheerful working mood in students, and prevents them from overcoming difficulties in mastering educational material.

I use the following types of gaming activities:

I use short games to learn a specific rule, practice a skill, etc. (I use it at the stage of introduction, explanation, reinforcement, control)

“Complete the word”, “Relay race”, “Find a pair” (choose synonyms for words), “Auction” (choose as many words as possible according to the scheme), etc.

Game shells (presentation of the lesson in the form of a complete game:lesson-game, lesson-KVN, lesson-travel, lesson-fairy tale )

For example: “Journey to the country of Glagolia”

Role-playing games (role-playing, imitation professional activity etc.)

Role-playing game develops a very important and necessary process for learning – imagination.

For example: Russian language. 2nd grade. Topic: "Pronoun"

Children play roles fairy-tale heroes(frogs and mice) from the fairy tale “Teremok”

There is a tower in a field.

He not low, not high.

A frog-frog galloped up to the mansion and asked:

-Terem-teremok! Who lives in the mansion?

- I , little mouse! AYou Who?

-AI frog - frog.

Come live with me!

BecomeThey live together.

Say for what purpose the author uses the highlighted words. Do they name a specific person or thing?

What does the word indicate?He ? (mansion)

Who calls himself a wordI ?(mouse, frog)

Instead of what nouns is the word used?They ? (mouse, frog)

Copy only the dialogue, inserting the missing words. Underline the highlighted words.

What part of speech are the words: I, you, we, you, he, she, it, they?

- What is a pronoun?

Game "Find out the pronoun"

(clap your hands if you hear the pronouns)

IfI I'll pick a flower

IfYou pick a flower

If all: andI , AndYou -

IfWe let's pick flowers

They will be empty

And trees and bushes...

And there will be no beauty.

If onlyI AndYou -

IfWe Let's pick flowers.

T. Sobakin

Project-based learning technology I use it in my work as a complement to other types of direct or indirect training. In practice I use subject and interdisciplinary projects.

The world around us: “Hometown”, “Cities of Russia”, “Red Book”, "Professions", "My Genealogy". Russian language: “Both jokingly and seriously”, “Rhyme”, “We are writing a letter to Santa Claus.” Literary reading: “My favorite children's magazine”, newspaper “Victory Day - May 9”

Mathematics: “Mathematics around us”, “Patterns and ornaments on dishes”, “Origami” Technology: “Hut decoration”, “Aquarium”

As part of the implementation of the “School – Blooming Garden” program, projects were completed

“Green yard”, “Flowers for the flower bed. Growing decorative palm (castor bean)",

"Feeder" and others.

The project is valuable because during its implementation, schoolchildren learn to independently acquire knowledge and gain experience in cognitive and educational activities.

Technology Portfolio is an important motivating factor for learning. He aims the child to demonstrate creative growth and success. Portfolio includes top scores student work. It includes educational achievements in subjects, a collection of works that demonstrate the child’s hobbies (drawings, sketches of experiments and observations, essays about his travels, excursions, visits to exhibitions, performances, photos, etc.).
My students' portfolio consists of sections:“Me and my family”, “My name”, “Family tree”, “My studies”, “My life”, “Treasury of achievements”, “My self-esteem”.

Chapter"Me and family" is intended to provide information about the student - the author of the portfolio and his family.

« My name" - the child puts information aboutwhat does the name mean.

" Family tree" - fill out information about family members.

In chapter" My studies" the guys post their best essays, dictations, test papers, successfully completed tests, projects, creative works (poems, drawings, photographs of three-dimensional crafts)
" My life" in it, students place information, photographs, drawings about their participation in extracurricular activities.
“Treasury of Achievements” place certificates of participation in competitions, certificates and diplomas.

"Self-esteem" evaluates his achievements and capabilities.

Thus, we can say that the use of modern educational technologies in the classroom enables the child to work creatively, promotes the development of curiosity, increases activity, brings joy, creates a desire to learn in the child, and therefore improves the quality of knowledge in the subject.

Effectiveness of using modern technologies:

- increasing motivation to learn;

- 100% training in all subjects;

- positive dynamics in the quality of knowledge (based on the results of diagnostic work);

- increasing the effectiveness of participation in school, district, city and All-Russian Olympiads and competitions.

Thus, to improve the quality of education it is necessary:

use modern innovative methods, new forms of organizing and conducting training sessions in lessons and outside of school hours;

continue methodological improvement of teachers to improve their professionalism;

make more active and wider use of modern pedagogical technologies, the capabilities of information and communication technologies, and the Internet in lessons

Improving the quality of education should be carried out not through additional workload on students, but through improving the forms and methods of teaching, selecting the content of education, and through the introduction of educational technologies focused not so much on the transfer of ready-made knowledge, but on the formation of a complex of personal qualities of students.

A junior schoolchild not only prepares for adult life, not only acquires knowledge, but also participates in various activities. The use of modern pedagogical technologies makes it possible to solve educational problems and develop a child’s readiness for independent knowledge of the world around him.

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Komogorova Svetlana Nikolaevna

Seminar-workshop “Modern technologies as a tool for managing the quality of education” (January 2014)

"The child in the pedagogical process

must accompany

Feeling of free choice"

(Sh.A.Amonashvili)

The teacher must master student-oriented, developmental educational technologies that take into account different levels of readiness for learning at school.

Among the variety of modern educational technologies, I have identified for myself those that, in my opinion, can be used in working with elementary school students.

For example: technologies for personality-oriented, developmental, problem-based learning, as well as gaming, project, portfolio, health-saving and information and communication technologies.

Modern approaches to the lesson:

personality-oriented,

active,

Competent

Three postulates form the basis of the new lesson technology:

“A lesson is the discovery of truth, the search for truth and the comprehension of truth in the joint activity of children and the teacher.”
“A lesson is part of a child’s life, and living this life should be done at the level of high universal human culture.” A teacher must have the courage to live in the classroom, and not frighten children, and be open to all manifestations of life
“A lesson is the work of the soul, and the harder this work is, the more respectful the child’s attitude towards himself, as well as the teacher’s towards his own personality.”

Objectives of the modern lesson:

Teacher's goals:

goals focused on the development of the child’s personality and the formation of a child’s educational attainment; subject goals

Student activity goals

Types of UUD:

Personal

Cognitive

Regulatory

Communication

Problem-based learning technologies

How to make an ordinary lesson unusual, how to make uninteresting material interesting, how to speak with modern children in a modern language? We ask ourselves these and many other questions when we come to class today.

Problematic dialogue is not a system of leading questions and choral responses from students. Questions for dialogue need to be carefully thought out in advance and possible answers from students must be predicted.

When working using problem-dialogical learning, the following develops:
1. mental abilities of students(difficulties that arise force students to think and look for a way out of a problematic situation);
2. independence(independent vision of the problem, formulation of a problematic issue, problem situation, independence in choosing a solution plan);
Z. creative thinking(independent application of knowledge, methods of action, search for non-standard solutions).

Information educational technologies

A lesson using information technology becomes more interesting for students, resulting in more effective learning; The level of clarity in the lesson improves. Computer technologies in the classroom are my main assistants. The computer helps me make lessons more intense and makes it easier for children to learn the material.

The use of computer technology is superior to traditional learning for a number of reasons:

The lesson creates a positive emotional mood: beautiful graphics, fairy tale elements, “magic” in educational programs involve children in an atmosphere of creativity. As a result, learning motivation increases.
The game goal comes to the fore in comparison with the educational one, therefore, it is possible to organize such training that provides solid knowledge and is not tiresome for students. A child saves a space station from meteorites, but in fact the problem of improving mental calculation skills is being solved. The child is looking for a way out of the dragon’s cave, and meanwhile his memory, attention, etc. are developing.
There is an intensification of training. Students, each at their own pace, solve, for example, in 20 minutes, about 30 language puzzles or 30-40 examples of mental calculation, and instantly receive an assessment of the correctness of their solution.
At the same time, the child develops a need to use the computer as a tool that helps him learn.. He masters the keyboard, knows how to enter the required information, correct an error, i.e. acquires user skills.
However the computer does not replace the teacher, but only complements! I am convinced that the reasonable use of computers in elementary school lessons promotes students’ intellectual development, fosters curiosity, a scientific outlook, and a desire for self-development and creative growth.

Project technologies

I also use methods of project activity, since this method stimulates students’ independence, their desire for self-expression,

forms an active attitude towards the surrounding world, empathy and involvement in it, develops communicative qualities.

The project is the “five Ps”:
Problem
Design (planning)
Search for information
Product
Presentation

When completing each new project (conceived by the child himself, a group, a class, independently or with the participation of a teacher), we solve several interesting, useful and related real life tasks.

Gaming technologies

Play is the strongest means of socializing a child; it makes it possible to simulate different life situations and look for a way out. Play is important as a sphere of self-realization as an individual; it is a communicative activity.

The game helps create an emotional mood in students, evokes a positive attitude towards the activity being performed, improves overall performance, and makes it possible to repeat the same material many times without monotony and boredom.

Health-saving technologies

I believe that our task today is to teach children various techniques and methods for maintaining and strengthening their health. I try to structure my lessons by setting this goal for myself and my students: how to

protect and improve health?

To do this, I use health-saving technologies.

1. I include elements of student-centered learning:

Entering the working day.

Starting from the 1st grade, to speed up the child’s entry into the school day, I teach children to smile more often. Our rule: “If you want to make friends, smile!”

When congratulating you on your birthday, everyone names only the positive qualities of the birthday person.

Creating a situation of choice and success.

Creating a favorable emotional and psychological microclimate in the classroom and extracurricular activities also plays an important role.

Using reflection techniques.

What impressed you the most?

What worked best?

Which tasks did you find most interesting?

What caused the difficulties?

What do you want to think about?

What advice would you give yourself?

Who wanted to give a compliment?

Will the knowledge from today's lesson be useful to you in the future?

2. I use physical education sessions.

Love, love, love

We love everyone around us!

Glad, glad, glad

That there is a friend next to us!!!

"AMO" technology

ACTIVE LEARNING METHODS– methods that stimulate the cognitive activity of students. They are built mainly on dialogue, which involves a free exchange of views on ways to resolve a particular problem. A.m.o. are characterized high level student activity.

Innovation assessment system "Portfolio"

Currently, educational“Portfolio” technology.Using the Portfolio technology allows you to track the student’s individual progress, helps him realize his strengths and weak sides, allows us to judge not only educational, but also creative and communicative achievements.

Circles “Harmony”, “Theatre”

Conclusion

The priority of education should not be the acquisition by students of a certain amount of knowledge, skills and abilities, but the ability of schoolchildren to learn independently, obtain knowledge and be able to process it, select what is needed, remember it firmly, and connect it with others.

The widespread introduction of innovative technologies creates conditions for improving the quality of education, cognitive activity and educational motivation of schoolchildren.

Consequently, the teacher’s task is to try to structure the study of educational material in the classroom so that most of it is mastered by students on their own. “Nothing that is important to know can be taught - all a teacher can do is point out the paths,” believed the English writerRichard Aldington .

Preparing a lesson using one technology or another is not always easy for a teacher. This often requires large quantity time, preparing a large amount of material. But, as a rule, a lesson conducted using technology justifies itself, since it allows students to be included in the lesson process as much as possible, motivates them to independent work and, perhaps most importantly, it allows you to achieve high-quality assimilation of educational material. Which, in turn, will lead each teacher to the realization of the main goal - improving the quality of student education, and accordingly, will contribute to the implementation of the objectives of the new generation standards.

Our children behave smartly, one teacher has silence in class, the assignment is completed, and the other can afford a lot. So everything depends on us, dear colleagues, on choosing a correctly constructed line of training. One student wrote correctly"We don’t need to be loved, we need to be understood.”