Innovations in pedagogical technologies. Innovative educational technologies in the context of the implementation of fgos. Problem learning technology

The word innovation means "innovation", "innovation", "renewal". It is applicable to any field: to science, medicine, education. In countries Western Europe the concept of "pedagogical innovation" has been studied since the late 50s, in Russia the public began to show interest in them in the early 90s.

Modern education does not meet the needs of the information society. Schools do not develop basic competencies, they do not teach students to learn and make discoveries. The system is still focused on "transferring" knowledge, rather than teaching them how to search.

This creates a need for education reformation, transition to a new system, active introduction of pedagogical innovations.

Pedagogical innovation: essence and goals

Pedagogical innovation is the process of developing, implementing, testing and evaluating innovations in education that help achieve goals effectively.

Innovations and goals are closely related: the educational process changes over time, the labor market makes new demands on future employees, and training is transformed, adjusted to new goals, which require new pedagogical methods, techniques and methods.

The main criterion for innovation is its novelty and relevance.

Innovations in education help to achieve the following goals:

• Humanization, democratization of the educational process;
• Intensification of cognitive activity of students;
• Improving the efficiency of the organization of educational and educational work;
• Modifications of educational material in terms of methodology and didactics.

New approaches that are actively introduced into the pedagogical process help to achieve the goals set. They are the basis for the development of new methods and techniques of work in educational institutions.

Innovative approaches in modern education

A learning approach is a basic principle, a set of requirements and goals, which is the basis for new technologies.

The requirement of modern education is not to give students as much knowledge as possible, but to teach them to learn on their own, not only to know, but also to be able to operate with the information received.

Pedagogical innovation is based on two key approaches:

• A student-centered approach implies the orientation of the educational process to the personality of each pupil/student. Modern pedagogy must take into account the unique experience and character of each student, develop his individuality and talents. The implementation of this approach includes reliance on the principles of choice (students can choose the areas they want to pursue), trust (lack of authoritarian pressure from teachers), creativity and success, subjectivity, individuality;
• The competence-based approach is new for the Russian school. He focuses on the result of learning, while the result is not a body of knowledge, but a set of skills, the student's ability to solve problems, conflicts, and act in different situations.

It doesn't matter how much the student knows. More importantly, his ability to respond to change, be flexible, manage emotions and be able to choose the right information. This innovation requires a radical revision of the education system, reforming the principles of assessment and organization of education.

Based on these approaches, teachers and methodologists develop innovative pedagogical technologies - a set of techniques, methods and methods for transferring knowledge and assessment, which are being introduced into educational institutions.

New pedagogical technologies in the education system

Modern pedagogy offers such innovative pedagogical technologies.

Project work

Project work is a type of activity that helps to develop the creative abilities of students, to form in them the skills of working in a team. The purpose of the projects is to update and use in practice, to expand and deepen the acquired knowledge. Work on the project can take place individually, in pairs or in microgroups, it involves the solution of a problem, the search for optimal solutions.

Schools actively use the integration of disciplines in projects, for example, they offer students to explore the interdisciplinary connections of language and literature, mathematics and chemistry, history and biology.

This innovation forms and develops complex thinking, the ability to analyze, establish connections and create new ideas, to see a holistic picture of the world.

gaming technology

Playrooms perform several functions: entertaining, therapeutic, diagnostic, social. During the game, students are engaged in free developmental activities, enjoying and effecting not only the result, but also the process.

In the educational process, the game is used as an element of a wider technology, part of the lesson or extracurricular activities. The pedagogical game has a clearly defined goal, which is presented in the form game task, all participants in the game are subject to pre-prepared and announced rules.

Distance learning

Distance learning is an innovation that is being actively implemented in European countries and the USA. Courses are created on specially designed sites, which include lecture cycles, assignments, a schedule of face-to-face consultations with teaching. Students organize their own time and discipline themselves for self-study.

There are several sites where schools and universities offer various courses in the public domain (“Universarium”, “Lectorium”, from foreign ones - “Coursera”). Schools and universities are developing their own information resources that help students and teachers interact and share experiences outside the walls of educational institutions.

Interactive technologies

Interactive technologies are methods that help teachers and students switch places. Interacting in groups, working on information, students discover new opportunities for self-learning. This is a whole complex of methods and techniques of work aimed at creating activities in the process of which students interact with each other, work on solving a common problem.

Interactive technologies are implemented through seminars, debates, problematic lectures, discussions in schools, where students can present their thoughts, learn to argue their opinion.

Portfolio

Portfolio helps to evaluate the dynamics of learning outcomes. It can be used to visualize educational achievements and discoveries. This innovation is implemented through such ways of accumulating information: electronic portfolios, “achievement folders”, “growth diaries”. They record all developments, projects, collect materials that confirm participation in projects, discussions, and the results of creative activity.

These technologies are used in a complex way, taking into account the main approaches. When choosing a technology, method and method of work, teachers take into account the personal characteristics of students, their inclinations and needs.

Innovative educational technologies

in the context of the implementation of the Federal State Educational Standard

(Slide 2.) “Tell me and I will forget.

Show me and I can remember.

Let me do it myself

And it will be mine forever."

ancient wisdom

To implement the cognitive and creative activity of the student in the educational process, modern educational technologies are used, which make it possible to improve the quality of education, use study time more efficiently and reduce the share of students' reproductive activity by reducing the time allotted for homework. The school presents a wide range of educational pedagogical technologies that are used in the educational process.

In the scientific and pedagogical literature, there are various interpretations of the concept of "pedagogical (educational) technology", but first you need to figure out what TECHNOLOGY is in general:(Slide 3.)

"Technology" - (from Greek. techne – art, skill, skill and Greeklogos - the study) - a set of organizational measures, operations and techniques aimed at the manufacture, maintenance, repair and / or operation of a product with nominal quality and optimal costs.

"Teaching Technology" - a systematic method of planning, applying and evaluating the entire process of learning and learning by taking into account human and technical resources and the interaction between them to achieve a more effective form of education.

There are 4 positions of scientific understanding and use of the term "pedagogical technology"(Slide 4.)

Pedagogical technologies as a MEANS, i.e. as the production and use of methodological tools, equipment, educational equipment and TCO for the educational process. This point of view is defended by I. Bukhvalov, V. Palamarchuk, B. T. Likhachev, S. A. Smirnov, N. B. Krylova, R. de Kieffer, M. Mayer;

Pedagogical technologies as a METHOD, i.e. it is a communication process (method, model, technique for performing educational tasks) based on a certain algorithm, program, system of interaction between participants in the pedagogical process. This point of view is represented by: V.P. Bespalko, M.A. Chokhanov, V.A. Slastenin, V.M. Mognakhov, A.M. Kushnir, B. Skinner, S. Gibson, T. Sakamoto and others;

Pedagogical technologies as a SCIENTIFIC DIRECTION. Representatives of this position: P.I. Pidkasisty, V.V. Guzeev, M. Eraut, R. Kaufman, S. Wedemeyer. They consider ped. technology as a vast field of knowledge based on the data of social, managerial and natural sciences;

Pedagogical technologies as a MULTIDIMENSIONAL CONCEPT. This position is a multidimensional approach and suggests considering ped. technology as a multidimensional process. This is the opinion of V.I. Bogolyubov, M.V. Klarin, V.V. Davydov, G.K. SelevkO, E.V. Korotaeva, V.E. R. Thomas.

(Slide 5.) At different times, the definition of "Pedagogical technology" has undergone changes. M.V. Klarin gave the concept of how"the systemic totality and order of functioning of all personal, instrumental, methodological means used to achieve pedagogical goals."

V.V. Guzeev presented pedagogical technologies as"an ordered set of actions, operations and procedures that instrumentally ensure the achievement of the predicted result in the changing conditions of the educational process."

UNESCO speaks about ped. technology how about"a systematic method of applying and defining the entire process of teaching and learning, which sets as its task the optimization of forms of education."

G.Yu Ksenozov means by ped. technology"such a construction of the teacher's activity, in which all the actions included in it are presented in a certain integrity and sequence, and the implementation involves the achievement of the desired result and has a probabilistic predictable character."

V.M. Monakhov believes that this“a model of pedagogical activity thought out in all details, including the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for students and teachers.”

V.P. Bespalko claims that this"a set of means and methods for reproducing the processes of education and upbringing, which make it possible to successfully achieve the educational goals set."

(Ride 6.) But we, having studied the materials of this topic, share the point of view of German Konstantinovich Selevko that"Pedagogical (educational technology) is a system of functioning of all components of the pedagogical process, built on a scientific basis, programmed in time and space and leading to the intended results."

Innovative pedagogical technologies are interconnected, interdependent and constitute a certain didactic system aimed at educating such values ​​as openness, honesty, goodwill, empathy, mutual assistance and providing the educational needs of each student in accordance with his individual characteristics.

(Slide 7.) Modern innovative educational technologies include:

- technology of design and research activities;

- distance learning technology;

- technology of developing education;

- problem-based learning;

- system of innovative assessment "portfolio";

- multi-level training;

- moderation technology;

- technology of professionally oriented education (Case method);

- technology of mind-maps;

- information and communication technologies ( IT -technology);

- technology for solving inventive problems (TRIZ);

- training in cooperation;

- technology of using game methods in teaching;

- technology for the development of critical thinking;

- AMO technology (active learning methods);

- health-saving technologies

Let's talk about some of the above pedagogical technologies in more detail.

(Slide 8.) Distance learning technology – this isinteraction between a teacher and students at a distance, reflecting all the components inherent in the educational process (goals, content, methods, organizational forms, teaching aids) and implemented by specific means of Internet technologies or other means that provide for interactivity.

Distance learning is an independent form of learning, information technology in distance learning is the leading tool.

Characteristic features of this technology:

- flexibility;

Modularity;

The new role of the teacher;

Specialized quality control of education;

Use of specialized technologies and teaching aids.

(Slide 9.) is one of the widely recognized technologies.

Developmental learning technologyinvolves the interaction of a teacher and students on the basis of collective-distributive activities, the search for various ways to solve educational problems through the organization of an educational dialogue in research and search activity students.

Developmental learning technology:

Takes into account and uses patterns of development,

Adapts to the level and characteristics of the individual;

Leads, stimulates, directs and accelerates the development of the hereditary data of the individual;

Regards the child as a full-fledged subject of activity;

Aimed at the development of the whole holistic set of personality traits.

The technology of developmental education is based on the concepts of developmental education of domestic scientists (L.V. Zankov, V.V. Davydov, D.B. Elkonin, Z.I. Kalmykova, E.N. Kabanova, G.A. Tsukerman, I.S. Yakimanskaya, G.K. Selevko and others) which are based on various aspects of the child's development and certain motivational components.

(Slide 10.) Problem learning - creation in learning activities problem situations and the organization of active independent activity of students to resolve them, as a result of which there is a creative mastery of knowledge, skills, abilities, and mental abilities develop.

The purpose of problem-based learning: to teach students to follow the path of independent discoveries and discoveries.

Problem-Based Learning Objectives are:

Create conditions for students to acquire the means of cognition and research;

Increase cognitive activity in the process of mastering knowledge.

Apply a differentiated and integrated approach in the educational and educational process.

(Slide 11.) Innovation assessment system "PORTFOLIO" - a technology that allows solving the problem of an objective assessment of performance.

An important goal of a portfolio - present a report on the student's education process, see the "picture" of significant educational results, in general, ensure tracking of the student's individual progress in a broad educational context, demonstrate his ability to practically apply the acquired knowledge and skills. The portfolio is not only a modern effective form of assessment, but also helps to solve important pedagogical tasks:

Maintain a high learning motivation schoolchildren;

Encourage their activity and independence, expand opportunities for learning and self-learning;

· Develop the skills of reflective and evaluative (self-assessment) activities of students;

· To form the ability to learn - to set goals, plan and organize their own learning activities;

· Promote the individualization (personalization) of education of students;

· Lay additional prerequisites for successful socialization.

Portfolio types:

Portfolio of achievements;

Portfolio thematic;

Presentation portfolio;

The portfolio is comprehensive.

New Portfolio Forms:

Electronic portfolio;

Passport of competencies and qualifications;

European Language Portfolio (single European model adopted by the Council of Europe).

(Slide 12.) Multi-level training - technology that allows the teacher 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.

The basis of this technology is:

Psychological and pedagogical diagnostics of a student;

Network planning;

Multi-level didactic material.

(Slide 13.) Technology of professionally oriented education (Case method)

One of the new forms of effective learning technologies is problem-based learning using case studies. Implementation of case studies into practice Russian education is currently a very important issue.

Case method or the method of specific situations is a method of active problem-situational analysis based on learning by solving specific task-situations.

Features of the case method:

The presence of a model of a socio-economic system, the state of which is considered at a certain discrete point in time.

Collective development of decisions.

Multi-alternative solutions; the fundamental absence of a single solution.

A single goal in making decisions.

Availability of a system of group evaluation of activities.

The presence of controlled emotional stress of trainees.

Situational methodology in last years becomes one of effective methods teaching social sciences not only in higher educational institutions and seminars to improve the skills of workers in various fields, but also in general educational institutions. The use of a situational methodology allows school students to demonstrate and improve the skills of educational work, to put into practice theoretical material, in addition, this method allows you to see the ambiguity of solving problems in real life. The situational method of teaching is often called the case method.

(Slide 14.) Technology for solving inventive problems (TRIZ) – Pedagogy aims to form strong thinking and nurture a creative personality, prepared to solve complex problems in various fields of activity. This is facilitated by the use of technology for solving inventive problems.

TRIZ is a field of knowledge that studies the mechanisms of development of technical systems in order to create practical methods for solving inventive problems.

Its difference from the known means of problem-based learning lies in the use of world experience accumulated in the field of creating methods for solving inventive problems. Of course, this experience has been revised and agreed with the goals of pedagogy. The method of solving inventive problems primarily refers to techniques and algorithms developed within the framework of TRIZ, as well as such foreign methods as brainstorming, trial and error, synectics, morphological analysis, and control questions.

– Of greatest interest, in the educational process, aregaming technologies. (Slide 15.)

The game is the freest, natural form of human immersion in real (or imaginary) reality for the purpose of studying it, manifesting one's own "I", creativity, activity, independence, self-realization.

Game technologies are associated with a game form of interaction between a teacher and students through the implementation of a certain plot (games, fairy tales, performances, business communication). The implementation of game techniques and situations in the lesson form of classes takes place in the following main areas:(Slide 16)

 didactic purpose is put before students in the form of a game task;

 educational activity is subject to the rules of the game;

 educational material is used as its means, an element of competition is introduced into educational activity, which translates the didactic task into a game one;

 successful completion of the didactic task is associated with the game result.

At the same time, educational tasks are included in the content of the game. In the educational process, teaching, training, controlling, generalizing, cognitive, educational, developing, reproductive, productive, creative, communicative, diagnostic, career guidance, psychotechnical games are used. This contributes to the expansion of horizons, the development of cognitive activity, the formation of certain skills and abilities necessary in practical activities, the development of general educational skills and abilities.

(Slide 17.) 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 conducting independent work, normatively apply TCO, which gives positive results in training.Health-saving educational technologies can be considered both as a qualitative characteristic of any educational technology, its “safety certificate for health”, and as a set of those principles, techniques, methods of pedagogical work that complement traditional technologies of education, upbringing, development with health-saving tasks.

The main goal of health-saving technology is the formation of a culture of healthy and safe lifestyle. This technology is implemented through the creation of a health-saving infrastructure, the implementation of modular educational programs, effective organization of physical culture and health-improving work, rational organization of educational and extracurricular life of students, educational work with parents.

(Slide 18.) I would like to conclude my speech with the words of A.M. Gorky:

“A lot can be seen, read, something can be imagined, but in order to do it, you need to be able to, and the ability is given only by studying technology”

Federal Agency for Education FGOU VPO

"Amur Humanitarian and 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

1.2.3 Computer technology

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

2.2 Innovative pedagogical technologies at the legislative level

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 this research term paper is the process of development of education as an integral pedagogical system, and the subject of the 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 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 environment itself. educational system generally.

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;

Better preparation teaching staff and improve their skills;

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. AT pedagogical science a fundamentally new and important direction arose - 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 false 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;

Unfavorable socio-psychological conditions of a particular educational institution, etc.

When organizing innovation activities, it should be remembered that:

In pedagogy, according to K.D. Ushinsky, it is not experience (technology) that is transmitted, but a thought derived from experience;

"alien" experience the teacher must "pass through himself" (through his psyche, established views, methods of activity, etc.) and develop his own method, which is most appropriate for the level of his personal and professional development;

Innovative ideas must be clear, convincing and adequate to the real educational needs of a person and society, they must be transformed into specific goals, tasks and technologies;

Innovation should take over the minds and means of all (or most) members of the teaching staff;

Innovative activity should be morally and financially stimulated, legal support of innovative activity is necessary;

In pedagogical activity, not only the results are important, but also the ways, means, methods of achieving them.

Despite the obvious need for innovation in pedagogy, there are nevertheless a number of reasons preventing their introduction into the educational process, which undoubtedly hinders the development of pedagogy to a certain extent.

1.1.3 Innovative educational institutions

According to I.P. Podlasy, an educational institution is innovative if the educational process is based on the principle of environmental conservation, the pedagogical system evolves in a humanistic direction, the organization of the educational process does not lead to overload of students and teachers, improved results of the educational process are achieved through the use of undisclosed and previously unused system capabilities, the productivity of the educational process is not only a direct consequence of the introduction of expensive tools and media systems.

These criteria make it possible to realistically determine the degree of innovation of any educational institution, regardless of its name. Features of an innovative educational institution can be identified in comparison with traditional institutions (Table 1).

This incomplete comparison shows that the fundamental principles of the activity of an innovative educational institution are humanization, democratization, individualization and differentiation.

Table 1 Comparative characteristics traditional and innovative educational institutions

Compared parameters of the pedagogical process	Educational institutions
	Traditional	innovative
	Transfer of knowledge, skills and accompanying education, development of social experience	Promoting self-realization and self-affirmation of personality
Orientation	To the needs of society and production	On the needs and possibilities of the individual
Principles	Ideologically transformed	Scientific, objective
	Scattered objects with weakly expressed interdisciplinary connections	Humanized and personality-oriented cultural values
Leading methods and forms	Information and reproductive	Creative, active, individually differentiated
The relationship between teachers and learners	subject-object	Subject-subjective
The role of the teacher	Source and control of knowledge	assistant consultant
Main results	Level of training and socialization	The level of personal and professional development, self-actualization and self-realization

1.2 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: interactive learning technologies, technology project learning and computer technology.

1.2.1 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.

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. Functions actors at the seminar-dispute may be different.

Educational discussion is 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.

"Brainstorming" aims to collect as many ideas as possible, free students from the inertia of thinking, activate creative thinking, overcome the usual train of thought when solving the problem. "Brainstorming" allows you to significantly increase the efficiency of generating new ideas in the study group.

The basic principles and rules of this method are the absolute prohibition of criticism of the ideas proposed by the participants, as well as the encouragement of all kinds of remarks and even jokes.

The didactic game is an important pedagogical tool for activating the learning process in a vocational school. During the didactic game, the student must perform actions similar to those that may take place in his professional activity. As a result, the accumulation, actualization and transformation of knowledge into skills and abilities, the accumulation of personal experience and its development take place. The didactic game technology consists of three stages.

Involvement in didactic game, game development of professional activity on its model contributes to the systemic, holistic development of the profession.

An internship with the performance of an official role is an active method of learning, in which the "model" is the sphere of professional activity, reality itself, and imitation mainly affects the performance of the role (position). The main condition of the internship is the performance under the supervision of a training master (teacher) of certain actions in real production conditions.

Simulation training involves the development of certain professional skills and abilities to work with various technical means and devices. The situation, the atmosphere of professional activity is imitated, and the technical means itself (simulators, devices, etc.) acts as a "model".

Game design is a practical exercise during which engineering, design, technological, social and other types of projects are developed in a game environment that recreates reality as much as possible. This method is characterized by a high degree of combination of individual and joint work of trainees. Creation of a common project for the group requires, on the one hand, from each knowledge of the technology of the design process, and on the other hand, the ability to enter into communication and maintain interpersonal relationships in order to resolve professional issues.

1.2.2 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 creativity in the process of creating new goods and services. The result of the project activity is educational creative projects, the implementation of which is carried out in three stages.

The educational creative project consists of an explanatory note and the product (service) itself.

The explanatory note should reflect:

Selection and substantiation of the project topic, historical background on the project problem, generation and development of ideas, construction of basic reflection schemes;

Description of the stages of object construction;

The choice of material for the object, design analysis;

Technological sequence of product manufacturing, graphic materials;

Selection of tools, equipment and organization of the workplace;

Occupational health and safety in the performance of work;

Economic and environmental justification of the project and its advertising;

Use of literature;

Application (sketches, diagrams, technological documentation).

The designed product is subject to such requirements as manufacturability, economy, environmental friendliness, safety, ergonomics, aesthetics, etc.

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.

1.2.3 Computer technology

Computer learning technologies are the processes of collecting, processing, storing and transmitting information to a student through a computer. To date, the most widespread are such technological areas in which the computer is:

A means for providing educational material to students in order to transfer knowledge;

Means of information support of educational processes as an additional source of information;

A tool for determining the level of knowledge and monitoring the assimilation of educational material;

A universal simulator for acquiring skills in the practical application of knowledge;

A tool for conducting educational experiments and business games on the subject of study;

One of the most important elements in the future professional activity of the student.

On the present stage in many vocational schools are developed and used as separate software products educational purpose, 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.

With the advent of the operating Windows systems new opportunities have opened up in the field of vocational training. First of all, it is the availability of interactive communication in the so-called interactive programs. In addition, the widespread use of graphics (drawings, diagrams, diagrams, drawings, maps, photographs) has become feasible. The use of graphic illustrations in educational computer systems allows you to transfer information to the student at a new level and improve its understanding.

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

New opportunities in the system of vocational education are opened by hypertext technology. Hypertext (from the English hypertext - "supertext"), or a hypertext system, is a collection of various information that can be located not only in different files, but also on different computers. The main feature of hypertext is the ability to follow the so-called hyperlinks, which are presented either in the form of specially formed text or a specific graphic image. There can be several hyperlinks on the computer screen at the same time, and each of them defines its own "travel" route.

A modern hypertext learning system is distinguished by a convenient learning environment in which it is easy to find the information you need, return to the material already covered, etc.

Automated learning systems built on the basis of hypertext technology provide better learning not only due to the visibility of the information presented. The use of dynamic, i.e. changing, hypertext makes it possible to diagnose the student, and then automatically select one of the possible levels of study of the same topic. Hypertext learning systems present information in such a way that the student himself, following graphic or textual links, can use various schemes for working with the material.

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

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

international experience convinces that the quality of training has been, is and will be a priority in the field of vocational education. Based on the analysis of the Soviet vocational school and modern Russia, it should be noted that this issue has always been given great attention both by educational authorities at all levels, and by vocational education institutions themselves. Unfortunately, the result was not always what we would like to have.

In the Soviet period, the technology of "finishing" the quality of knowledge, skills and abilities of future workers and specialists worked directly at state enterprises. In the new market conditions, this technology no longer works, the owners of small and large enterprises do not need unskilled personnel and are not going to be patrons of their education. This is one of the main contradictions of the present time.

This state of affairs is pushing the heads of educational institutions to search for new technologies to improve the efficiency of personnel training. There are many interesting and, most importantly, practice-oriented developments at the Institute for the Development of Vocational Education of the Ministry of Education of the Russian Federation, the authors of which are professors I.P. Smirnov, A.T. Glazunov, Academician E.V. Tkachenko and others. The paradox is that in the Russian regions they know about it by hearsay and they brush aside any new, including approved, developments, like annoying flies, while complaining about the lack of necessary recommendations. The reasons are obvious: unwillingness to plunge into this problem; lack of specialists in innovative pedagogical technologies; lack of necessary conditions conducive to their implementation.

The long-term cooperation of the Professional Lyceum No. 12 of Stary Oskol of the Belgorod Region with vocational schools in Germany, and in particular the city of Salzgitter, confirms the importance and relevance of constant and close attention to the quality of vocational training.

The differences between the Russian and German vocational education systems are as follows:

Professional education in Germany is based, as you know, on a dual system, which implies not only the interest of the vocational school and the enterprise - the customer of personnel, but also the responsibility for compliance with the standard of education, the availability of highly qualified teaching staff, the highest professional level masters of industrial training working at enterprises, the availability of a modern educational and material and technical base and, finally, independent commissions that take exams both at the certification stage and at the final qualification exams;

Democratization of the educational process in German vocational schools, penetrating all its participants: from the student to the leadership. Awareness by students of the need to acquire knowledge for the purpose of their further application in practice, as well as the fact that the success of their professional activities, and hence well-being, a place in society, depends on the level of their qualifications;

Quality for the Germans is first of all a moral category that forms a sense of pride in oneself, one's work, one's country.

Along with the above, it should be noted a new direction in the vocational school in Germany. This is not just a slogan or an appeal, but a whole system of measures that provides for high efficiency in the use of budgetary funds and material resources in achieving the final result. In such conditions, any proposed project or innovation is subject to a thorough examination by the council of the vocational school, employers and organizations participating in its financing. With a positive conclusion, the project receives approval, a grant for its implementation and financial incentives for its developers.

In fairness, it should be recognized that there are quite a few creative teams in domestic vocational education institutions. An example is the professional lyceums of Tatarstan, Belgorod, Orenburg, Chelyabinsk regions, Krasnodar and Khabarovsk territories. However, the overall quality of personnel training in the vocational education system remains at a rather low level. The main and well-known reasons for this are: low wages of vocational school workers, hence their low qualifications, lack of motivation to use new pedagogical technologies; the negative impact on the quality of vocational training of the abolition of the institute of basic enterprises, which were the guarantors of vocational schools. The same problem gives rise to the uncertainty of graduates in the future. I note that the experience of countries with developed economies shows that the well-being of owners directly depends on the well-being of young people who are in demand on the labor market.

Due to the existing objective reasons (the collapse of the USSR, low wages for educational workers, outdated equipment), the introduction of innovations into the educational system of the Russian Federation is difficult. While the Western education system is subject to change much more. However, in our country there are institutions in which the pedagogical process takes place using innovative technologies. In many ways, this is the merit of enthusiastic teachers.

2.1.2 Innovations in vocational education in Russia

The changing role of education in society has determined most of the innovation processes. From passive, routinized, taking place in traditional social institutions, education becomes active. The educational potential of both social institutions and personal ones is being updated.

Previously, the unconditional guideline of education in Russia was the formation of knowledge, skills, and abilities that ensure readiness for life, understood as the ability to adapt an individual in society. Now education is increasingly focused on the creation of such technologies and ways of influencing the individual, which provide a balance between social and individual needs and which, by launching the mechanism of self-development, prepare the individual for the realization of his own individuality and changes in society.

Social transformations in our country brought to the fore the problem of modeling in the educational sphere. Russia's exit from the crisis, substantiation of the strategy for the development of education, determination of short-term and long-term programs require innovative actions and broad modern thinking. Modeling occupies a special place here as a high-tech method of scientific analysis and foresight.

Modeling is a specific multifunctional technology, but its main task is to reproduce, based on the similarity with the existing one, another replacing object (model). Its goals, on the one hand, are to reflect the state of the problem at the moment, to identify the most acute contradictions, and on the other hand, to determine the development trend and those factors whose influence can correct undesirable development; revitalization of the activities of state, public and other organizations in search of an optimal solution to problems.

We distinguish two groups of requirements that the model must meet:

Be simple, more convenient; give new information; contribute to the improvement of the object itself;

Contribute to the improvement of the characteristics of the object, rationalization of the ways of its construction, management or knowledge.

Therefore, when drawing up a model development algorithm, on the one hand, strict focus must be observed, linking its parameters with the expected results, and on the other hand, sufficient "freedom" of the model must be ensured so that it is capable of transformation depending on specific conditions and circumstances. could be alternative, have the largest number of options in stock.

Significant changes are taking place in the system of primary vocational education. So on March 25 in Kemerovo an extended meeting of the Academic Council of the Kuzbass Regional Institute for the Development of Vocational Education was held with the participation of directors of primary vocational education institutions of the Kemerovo region. It heard reports from the Director of the IRPO I. P. Smirnov, Academician of the Russian Academy of Sciences V. Tkachenko "On the new principles of organizing NGOs"

The meeting participants noted the relevance of the proposed new principles for the organization of primary vocational education. This is due to the fact that the Concept for the Modernization of Russian Education for the Period up to 2010 formulates the task of advancing the development of primary and secondary vocational education, which is new in its formulation. This implies the formation of an open education system, its interaction with the outside world, primarily with the labor markets and educational services.

Today, a more intensive scientific study of the ways of transition to the state-public model of management of vocational education is required, the redistribution of a number of functions in favor of employers, their inclusion in the formation of the content state standards vocational education, curricula and programs. The system of primary vocational education needs to be freed from social isolation, given an open character and the ability for self-development based on new organization principles focused on the labor market and social partnership.

The discussion of new ways to modernize NGOs in the city of Kemerovo is one of the stages of a public initiative to implement the slogan "outstripping development of NGOs" announced by the Government of the Russian Federation, but "hanging in the air". This initiative was put forward on December 26, 2003 at a joint meeting of the Association "Rosproftech", the Academy of Vocational Education and the Russian Club of Directors.

2.2 Innovative pedagogical technologies at the legislative

During the time that has elapsed since the adoption of the Federal Law "On Approval of the Federal Program for the Development of Education", in Russian system education and its financial support have undergone significant changes. The implementation of numerous medium and long-term large-scale experiments has begun to work out elements of the modernization of education at its various levels. In 2001-2003, the Government of Russia approved a number of federal target programs in the field of education, which are being implemented in parallel with the Federal Program for the Development of Education. The amount of their funding is approaching the amount of funding for this program, and for such a program as the "Development of a unified educational information environment", it noticeably exceeds it.

The current stage of development of Russian education is characterized by an ever-increasing integration into the global educational space. In 2000, Russia, like most countries that are members of the United Nations, signed the Dakar Accords to implement the Education for All program. In 2003, Russia became one of the European countries participating in the Bologna Process. Therefore, in order to develop the Federal Program for the Development of Education for the new period, it was necessary to clarify the purpose, status and structure of the program from the standpoint of their more decrepit regulation.

It should be noted that a number of issues were resolved when Federal Law No. 122 was issued in August 2004, which introduced amendments to the Law "On Education". In particular, provisions on the competitive procedure for the development of the Federal Program for the Development of Education and its legislative approval were excluded, and in terms of status it was equated to other targeted federal programs.

The result of the hard work of the team created by the Ministry of Education and Science of the Russian Federation, with the active participation of the Federal Agency for Education, a large group of scientists and practitioners, was the draft Concept of the Federal Program for the Development of Education and the program itself, integrated with the Federal Target Program "Development of a Unified Educational Information Environment". Thus, the Federal Target Program for the Development of Education is a logical continuation of these combined programs, a document that largely determines the financial fate of Russian education in the coming years.

By the minutes of the meeting of the Government of Russia dated August 11, 2005, the Federal Target Program for the Development of Education was included in the list of federal target programs for 2006. Taking into account the comments received from the Ministry of Economic Development, the Ministry of Finance, and other ministries and departments, the text of the program has been finalized and submitted for consideration by the Government of Russia, and its activities are closely interconnected with the Priority Directions for Reforming the Educational System of the Russian Federation.

Minister of Education and Science A.A. Fursenko in his speeches repeatedly emphasized that we are faced with the task of forming a non-principled new system education, but its fundamentally new opportunities. Therefore, the Priority Directions for the Development of the Educational System of the Russian Federation, approved by the Government, are a specification of the main provisions of the Concept for the Modernization of Russian Education for the period up to 2010, taking into account modern conditions.

The federal targeted program has been developed taking into account the priority areas for the development of the industry, so the implementation of its activities will become the basis for the effective implementation of the state educational policy of Russia at the present stage.

The principal differences between the new program and the program of 1992 are, first of all, in the approaches to its formation and implementation. The most important among them are the focus on achieving measurable results, assessed on the basis of socio-economic indicators, and supporting "growth points" (so-called development programs and projects); the all-Russian and system-wide significance of the problems being solved and the proposed changes; selection of projects in terms of their compliance with modern educational and information technologies and world quality criteria: active involvement of civil society institutions in the formation and implementation of activities. For the first time, an integrated approach to the implementation of projects has been applied, including scientific and methodological support, approbation and dissemination of the results obtained, legal, personnel and logistical support, the introduction of information and communication technologies.

The federal target program for the development of education for 2006-2010 is a set of activities interconnected in terms of resources and timing, covering changes in the structure, content and technologies of education, the management system, organizational and legal forms of subjects educational activities and financial and economic mechanisms. It is noteworthy that in the new program, considerable attention is expected to be paid to projects related to solving urgent problems of the modern school: updating the content and technologies of education, improving the quality of educational services, introducing new models of remuneration teaching staff and regulatory budget financing, the introduction of new state standards based on a competency-based approach, specialized education in high school, models of public administration in educational institutions, the creation of an all-Russian system for assessing the quality of education, and the development of the infrastructure of a single information educational space.

For example, until now, the formation of a unified educational space throughout Russia has been dealt with by federal development and education programs (the content of education, the development of educational methods and technologies) and a unified educational information environment (computerization of educational institutions). As a result of the integration of these programs in the coming years, these areas will be implemented in a unified way: primarily by filling educational Internet resources and providing online access to them for students and teachers.

An increase in the state's contribution should be accompanied by an increase in the efficiency of the use of funds by the education system itself and the elimination of non-targeted spending.

An important strategic feature of the new program will be the actual renunciation of targeted allocation of funds to the constituent entities of the Russian Federation. It is assumed that the regions themselves will have to determine the best, promising educational institutions that can follow the path of innovative development. They will participate in the competition, the winners of which will be provided with a state order for the development of educational infrastructure, the purchase of equipment, internships for students abroad and other purposes. Thus, the winners will be megaprojects that will allow to get a system product at the end. In addition, it is planned to provide educational institutions with the possibility of independent economic activity through autonomization in order to obtain additional sources of income. And educational institutions that do not meet the necessary requirements for the level of education may be deprived of funding altogether.

The federal targeted program also involves the implementation of such an important project for the country's education system as the introduction of normative per capita funding for educational institutions.

The program consists of a system of activities in accordance with the main tasks grouped into four major blocks according to the main areas of activity. The peculiarity of such a block structure is that if there are not enough funds for any event, it will be excluded, and funds will not be reallocated between other events.

As conceived by the developers, which included specialists from the Federal Agency for Education, the main task of the program is the systemic transformation of the Russian school as a whole (both general education and higher education) in order to significantly increase the efficiency of using budget funds and create a unified educational information environment.

In accordance with the Concept of the Federal Target Program for the Development of Education, its strategic goal is to provide conditions for meeting the needs of citizens, society and the labor market in quality education by creating new institutional and public mechanisms for regulating the educational sphere, updating its structure and content, developing the fundamental nature and practical orientation of educational programs, form a system continuing education. To achieve the strategic goal, it is necessary to solve a set of specific tasks in the following specific areas: improving the content and technologies of education; development of a system for ensuring the quality of educational services; improving management efficiency in the education system; improvement of economic mechanisms in the field of education.

The main result of the implementation of the program should be ensuring equalization of access to quality education through the introduction of educational programs for children of senior preschool age, the introduction of profile education in high school, the introduction of a system for assessing the quality of education, and the creation of a system of continuous professional education. Among the expected results, one should especially mention the accelerated development of a number of leading universities, designed to become centers for the integration of science and education, exemplary training of highly professional personnel.

The implementation of the Federal Target Program for the Development of Education is divided into three stages: the first stage (2006-2007) provides for the development of development models in certain areas, their testing, as well as the deployment of large-scale transformations and experiments; the second stage (2008-2009) is designed for the implementation of activities that ensure the creation of conditions for the implementation of effective models developed at the first stage; the third stage (2010) - implementation and dissemination of the results obtained in the previous stages.

To assess the effectiveness of solving the problems of the program, a system of indicators and indicators has been developed that characterize the progress of its implementation and the impact of program activities on the state of the education system. The most significant of them, reflecting strategic priorities, are the development of human capital and the training of professional human resources of the required level of qualification; promoting the strengthening of civil society institutions, improving the quality of life of the population.

In the course of the implementation of the Federal Target Program for the Development of Education, it is planned: to develop and introduce fundamentally new standards of education in more than 60% of educational areas; by 1.3 times in comparison with 2005 to increase the number of vocational education programs that have received international recognition, which will allow Russia to enter the international labor market; by 1.5 times compared to 2005 to increase the proportion of students studying using information technology; raise the rating of Russia in international surveys of the quality of education to the average for OECD countries, etc.

In addition to federal budget funds, funds from the budgets of the constituent entities of the Russian Federation will be attracted to finance the activities of the program, and funds from extrabudgetary sources will be focused on the implementation of joint projects within the framework of federal and regional programs for the development of education.

For the implementation of the Federal Target Program for the Development of Education in 2006-2010, funds were allocated in the amount of 61.952 billion rubles (in prices of the corresponding years), including from the federal budget - 45.335 billion rubles, from the budgets of the constituent entities of the Russian Federation - 12.502 billion rubles, from extrabudgetary sources - 4.116 billion rubles.

The state customer-coordinator of the Federal Target Program for the Development of Education is the Ministry of Education and Science, and the state customers are the Federal Education and Science Agency.

2.3 Innovative pedagogical activity in the capital

In the Message of the President of the Russian Federation V.V. Putin Federal Assembly, the documents of the State Council dated March 24, 2006 clearly stated that the future of our country is determined not by raw materials and natural resources, but by intellectual potential, the level of development of science, high technologies.

To do this, education in Russia must move into a special innovative mode of development, in which it is possible to preserve the best traditions of our national education and at the same time take into account global trends in the development of educational systems, correlate our education with world norms and standards.

The fundamental principles of education are accessibility, transparency, quality, continuity and constant renewal, and competitiveness.

The most important step on this path is the priority national project "Education", which sets strategic goals for the innovative development of education.

The materials of the report at the State Council say: "... pedagogical universities (already a very weak link in the national higher education) are extremely inefficient both professionally and in terms of using budgetary public funds. Meanwhile, this provision suits pedagogical universities quite well in terms of their corporate interests, which preserves their excess number, prevents them from getting rid of non-core types of educational activities and concentrating on the main tasks of training a teacher of the new time, in demand modern society and all levels of Russian education. The reform of higher pedagogical education should become ahead of the reform of the school.

And the capital shows an example in this. It is in the universities of the Moscow Department of Education that a new content of teacher education is being formed, without waiting for the introduction of a new generation of state standards for teacher education:

Significant increase in the share of psychological and pedagogical, philosophical and cultural and ecological and hygienic cycles;

Aiming at practice-oriented learning - the development of innovative forms, methods; technologies of educational, educational, organizational, design, psychological and advisory activities and communications;

The introduction of simultaneous training of each future teacher of a general education school, both in the main subject, and additionally (optionally) one or two;

Inclusion in teacher training elementary school specializations in various areas of musical, artistic, theatrical, technical, applied and folk art;

Preparation of teaching staff for fluency in computers, the use of information and telecommunication technologies, knowledge bases in the educational process;

One-year compulsory teaching practice (internship), which includes writing and defending a qualifying work based on understanding the experience of one's own teaching activities in the context of broad educational practice, as well as passing state exams;

Creation of a system of basic educational institutions at pedagogical universities as innovative and resource-methodological centers for the development of education in accordance with the needs of the regions, as well as for organizing effective forms of teaching practice and internships.

Pedagogical universities of the Department of Education of the city of Moscow operate in an innovative mode. Directly the innovation field of the Moscow City Pedagogical University is provided by the following blocks.

1. Logistics block:

Modern equipment(more than 1200 computers, local fiber optic network, 41 computer classes, 22 multimedia classes), various service departments, modern laboratories for classes;

Educational and laboratory areas (18 educational buildings, training center "Istra");

Fundamental scientific library (650 thousand items, electronic catalogue, Russian and international book exchange, single library card system).

2. Block of scientific and pedagogical staff:

Professional qualification scientific and pedagogical staff, professional knowledge of modern pedagogical information technologies (more than 70% of teachers with academic degrees and titles, internships, advanced training);

Continuity and preparation of the scientific and pedagogical shift (postgraduate studies, doctoral studies in 35 scientific specialties, dissertation councils, the Russian Teachers Support Fund, competitions "Teacher of the Year" in the nomination "Pedagogical debut", "Leader of education");

Moral and material incentives (various bonuses, additional payments from VFU, awards, diplomas, certificates, thanks).

3. Educational block:

The structure and content of specialist training (training in 35 specialties and 48 areas; continuous teaching practice; elective author's courses and programs, elective courses);

Quality control of specialist training (certification and accreditation, University Education Quality Center; University Scientific and Educational District).

4. Research block:

Information and analytical work (participation in government funds, commissions, competitions; monitoring service; Days of Science, conferences, round tables), expertise.

At the interuniversity scientific and practical conference organized by the Department of Education of the city of Moscow on the basis of the Moscow State Pedagogical University last summer, the most important issue for the development of education in the Russian Federation about innovative areas in pedagogical activity was raised:

First Deputy Head of the Department of Education of the City of Moscow, Doctor of Economics, Professor V.I. Lisov noted the validity and importance of higher education in innovative development vocational education system of the capital, its special role in the implementation of the priority national project "Education", in creating the basic prerequisites for a breakthrough in innovative development and strengthening the competitiveness of the educational system. They have a powerful scientific, methodological and educational potential, actively participate in the implementation of a set of measures that ensure the full-scale inclusion of Russian higher education in the Bologna process; in improving the quality and strengthening the practice-oriented nature of vocational education that meets the current and future needs of the region; in the development of university complexes.

Chairman of the Council of Rectors of Moscow and Moscow Region Universities, Rector of the Moscow City Pedagogical University, Doctor of Historical Sciences, Professor V.V. Ryabov introduced the audience to the system and mechanisms of innovative and experimental activities that have developed at the university, emphasizing that only high-quality education at all levels can become a resource for the sustainable development of society, its competitiveness in the world market.

Rector of the Moscow City Psychological and Pedagogical University, Doctor of Psychology, Professor, Academician of the Russian Academy of Education V.V. Rubtsov noted that the increase in education lies not only in the training of specialists, but also in how it affects the social culture of society. The university has become the leading organization in the development of the service of practical psychology of education, which currently employs about 3 thousand psychologists. About 46 centers for psychological, medical and social support of the younger generation have been created, i.e. practice begins to determine the specifics of the work of specialists.

Rector of the Moscow Institute of Open Education, Doctor of Physical and Mathematical Sciences, Professor, Corresponding Member of the Russian Academy of Education A.L. Semenov touched upon the topic of innovative pedagogy and information technology in additional professional education, specifying that the implementation of informatization ideas brings the educational system in line with the needs of the information society, providing it with ample opportunities for development.

Rector of the Moscow Humanitarian Pedagogical Institute, Doctor of Pedagogical Sciences, Professor A.G. Kutuzov expressed the opinion that the standards of teacher education are not aligned with the standards general education, all of them, almost without exception, are focused on the teacher's ability to prepare students only for socialization and nothing more. Therefore, it is necessary to combine efforts to create an interuniversity group that will be able to develop fundamentally new standards and test them on its own base.

Rector of the Moscow State Academy of Business Administration, Doctor of Philosophy, Professor T.I. Kostina touched upon the problem of forming a new system of interaction between educational institutions and all subjects of the labor market, as well as regional governments, aimed at maximizing the coordination and realization of the interests of all participants in this process by organizing a permanent dialogue on a mutually beneficial and equal basis, emphasizing that in the new socio-economic conditions, universities are doomed to be innovative.

Director of the Research Institute for the Development of Vocational Education, Doctor of Philosophy, Professor, Corresponding Member of the Russian Academy of Education I.P. Smirnov briefed the audience on the tasks of modernizing secondary pedagogical education in the capital, proposing to calculate the economic efficiency of using the city budget for it. As the functions of training teachers of preschool and primary education are transferred to pedagogical universities, the mission of secondary pedagogical education can be reduced to training specialists for the sector additional education. The inevitable future reduction in the training of secondary vocational teachers will make it possible to reshape a number of colleges of education to educational institutions of an economic profile with the organization of training in professions that do not require large financial costs (social worker, sign language interpreter, assistant secretary, clerk, logistician, etc.), freeing the city's economic colleges from these functions. On the basis of one of them, it would be possible to implement the concept of a social college specializing in the education of disabled people.

In conclusion, the conference participants summarized that innovation is not a tribute to fashion, but an engine for the modernization of education, a point of growth. graduate School of the capital makes a significant contribution to solving various problems, not only education, but also the whole social sphere of the city.

It is quite obvious that Moscow and the Moscow region have the greatest opportunities for integrating innovations into the pedagogical process. This is due to many factors, such as: proximity to Europe, a significant concentration of financial resources, in addition, the overwhelming majority of the outstanding minds of the Russian Federation live in the capital.

All these factors determine the significance of the Moscow region for our country. Moscow is a kind of "locomotive" of education in the Russian Federation.

Conclusion

Pedagogy, like any other science, is subject to numerous changes and development. This is primarily due to the fact that society has more and more new requirements for specialists. Scientific and technical progress helps pedagogy to find more effective, effective ways transformations common man into a socially important person.

The result of constant development, improvement of pedagogy methods has become innovative technologies, i.e. technologies, thanks to which the integrative process of new ideas in education takes place.

However, the introduction of such technologies is associated with a number of difficulties (financial resources, conservatism of some officials in the educational sphere, insufficient development of technologies). In addition, despite the obvious need for innovation, it should still be implemented with caution. Otherwise, careless innovation activity can lead to a crisis in the educational system.

And yet it is important to understand that pedagogical innovations are an integral part of the development of pedagogy and they are necessary to improve the education system.

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Vocational Education No. 4 2006: Periodical / G.A. Balykhin - Federal Target Program for the Development of Education: Innovative Solutions for the Future - P.14-15.

Vocational Education No. 7 2006: Periodical / V.D. Larina - Model of innovative activity of a vocational education institution - С.5.

Vocational Education No. 9 2006: Periodical / E.Yu. Melnikova - Higher education of the capital - an innovative mode of development - P. 12.

Vocational Education No. 1 2006: Periodical / V.V. Ryabov - Innovative and experimental activities of Moscow State Pedagogical University in the system of Moscow education - P.12-13.

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;

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Innovative pedagogical technologies for the development of preschoolers

Innovative pedagogical technologies for the development of preschoolers

MBDOU « Kindergarten Kalininsk, Saratov Region"

teacher Shunyaeva O.N.

At the present stage development Russia is undergoing changes in educational processes: the content of education becomes more complex, focusing on teachers preschool education for development creative and intellectual abilities of children, correction of emotional-volitional and motor spheres; for changing traditional methods active methods of education and upbringing are coming, aimed at activating cognitive child development. In these changing conditions preschool teacher education, it is necessary to be able to navigate in the variety of integrative approaches to child development, in a wide range of modern technologies.

Innovative technologies is a system of methods, ways, methods of teaching, educational means aimed at achieving a positive result due to dynamic changes in personal development child in modern sociocultural conditions. Pedagogical innovations can either change the processes of education and training, or improve. Innovative technologies combine progressive, creative technology and stereotypical elements of education that have proven their effectiveness in the process pedagogical activity.

The following reasons can be identified innovations in preschool education:

Scientific research;

Sociocultural environment - need preschool educational institutions in new pedagogical systems; creative variability teachers; parents' interest in achieving positive dynamics in child development.

Conceptuality implies reliance on a certain scientific concept, including philosophical, psychological, didactic and social pedagogical rationale for achieving educational goals.

Consistency includes the presence of all signs systems: the logic of the process, the relationship of all its parts, integrity.

Controllability enables diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, variation by means and methods in order to correct the results.

Efficiency sees cost-optimality, a guarantee of achieving a certain standard of learning.

Reproducibility refers to the possibility of using (repeat, play) pedagogical technology in other educational institutions of the same type, by other subjects.

to be today pedagogically a competent specialist is impossible without studying an extensive arsenal of educational technologies.

concept "gaming pedagogical technologies» includes a fairly large group of methods and techniques of organization pedagogical process in the form of various educational games.

Unlike games in general, pedagogical the game has an essential feature - a clearly defined goal of learning and corresponding to it pedagogical result, which can be substantiated, highlighted explicitly and characterized by a cognitive orientation.

game form pedagogical activities is created by game motivation, which acts as a means of inducing, stimulating children to learning activities.

Gaming technology widely used in preschool age, since the game is the leading activity during this period. By the third year of life, the child masters the role-playing game, gets acquainted with human relations, begins to distinguish between the external and internal sides of phenomena, discovers the presence of experiences in himself and begins to orient himself in them.

The child develops imagination and the symbolic function of consciousness, which allow him to transfer the properties of some things to others, orientation in his own feelings arises and the skills of their cultural expression are formed, which allows the child to be included in collective activities and communication.

TRIZ technology.

TRIZ - the theory of inventive problem solving. The founder is G. S. Altshuller. Its main idea technology is, what technical systems emerge and do not develop"whatever" but according to certain laws. TRIZ transforms the production of new technical ideas into exact science, since the solution of inventive problems is based on a system of logical operations.

The goal of TRIZ is not just develop children's imagination, but to teach to think systematically, with an understanding of the ongoing processes.

TRIZ program for preschoolers- these are collective games and activities with detailed guidelines for educators. All classes and games involve the child's independent choice of topic, material and type of activity. They teach children to identify the contradictory properties of objects, phenomena and resolve these contradictions. Conflict resolution is the key to creative thinking.

The main means of working with children is pedagogical search. teacher he should not give ready-made knowledge to children, reveal the truth to them, he should teach them to find it. Developing technologies learning are presented in the main provisions Maria Montessori Pedagogy. The central point in the ideas of Montessori is the maximum possible individualization of educational activities, the use of a clearly thought out and skillfully instrumented program. development of each child.

As components pedagogical process M. Montessori highlighted the need for anthropometric measurements, organization environment, classroom furniture, education of independence, the abolition of competitions between children, the absence of rewards and punishments, proper nutrition of the child, gymnastics, education of feelings, strength development.

Montessori didactic materials and work with them attract great attention. Games, classes, exercises with didactic materials allow develop visual perception of sizes, shapes, colors, sound recognition, determination of space and time, contribute to mathematical development and development of speech.

The deep humanism of the educational and educational system of M. Montessori is due to the need for training, education and child development able to function successfully in society.

Under alternative technologies it is customary to consider those that oppose the traditional system of education by any of its sides, whether it be goals, content, forms, methods, attitudes, positions of participants pedagogical process.

As an example, consider technology of vital(of life) education with a holographic approach. Given innovative direction of study and development of preschoolers presented in the works of A. S. Belkin.

According to the author, this technology should help to reveal the creative potential of not only children, but also adults. essence pedagogical interaction, the author believes, primarily in the spiritual exchange, in the mutual enrichment of teachers and students.

Main directions pedagogical activities include the organization of gaming activities, assistance to the family in organizing full-fledged communication, the formation of reasonable material needs. A. S. Belkin offers the following specific methods of forming the necessary needs: "repayment of needs", "leading offer", "switching to redemptions", "emotional envelopment"

informational technologies in pedagogy learning is called everything technology using special technical information means (computer, audio, video).

The purpose of computer technologies is the formation of skills to work with information, development communication skills, personality training "information society", the formation of research skills, the ability to make optimal decisions.

Alternative technology imply a rejection of both traditional conceptual foundations pedagogical process(socio-philosophical, psychological, generally accepted organizational, content and methodological principles, and replacing them with other, alternative ones.

Technology of educational games B. P. Nikitina is a game activity, it consists of a set educational games, which, for all their diversity, come from a common idea and have characteristic features.

Each game is a set of tasks that a child solves with the help of cubes, bricks, squares made of cardboard or plastic, parts from a mechanical designer, etc. In his books, B.P. Nikitin offers educational games with cubes, patterns, Montessori frames and inserts, unicubus, plans and maps, constructors. subject developing games are at the heart of construction and labor and technical games and are directly related to intelligence. AT developing games manage to combine one of the basic principles of learning - from simple to complex - with a very important principle of creative activity independently according to abilities, when the child can rise to the limit of his abilities.

Educational games can be very diverse in content, like any game, they do not tolerate coercion and create an atmosphere of free and joyful creativity.