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CONCEPT APPARATUS Technology (from the Greek - production method) - a set of organizational measures, operations and techniques aimed at manufacturing a product with nominal quality and optimal costs, and due to the current level of development of science, technology and society as a whole. Pedagogical technology is a set of means and methods for reproducing theoretically substantiated learning and upbringing processes that make it possible to successfully achieve the educational goals set (“Pedagogical Encyclopedia”).
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CRITERIA OF MANUFACTURABILITY OF THE PEDAGOGICAL PROCESS: Consistency - a set of elements that are in relationships and connections with each other and form a certain integrity and unity. Scientific (conceptual) is a reliance on a certain scientific concept, including a philosophical, psychological, didactic and socio-pedagogical justification for achieving goals. This is a system of views on the pedagogical process, ideas, principles on the basis of which activities are organized. Structuring - the presence of a certain internal organization of the system (goals, content), backbone links of elements (concept, methods), stable interactions (algorithm) that ensure the stability and reliability of the system.
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MODERN PEDAGOGICAL TECHNOLOGIES Health-saving technologies Integrated learning technologies Project activities Teaching and research activities Collaboration technologies Student-centered technologies learning objectives and situations Information and communication (ICT) Differentiated learning technologies Developing learning Inventive problem solving technology (TRIZ) Debate technology Business games Problem-based learning Students' portfolios Computer technologies Interactive technologies Different-level learning technologies
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PERSON-ORIENTED PEDAGOGICAL TECHNOLOGIES Technology of pedagogical workshops Technology of teaching as educational research Technology of collective mental activity Technology heuristic learning Project method Probabilistic education (A. Lobok) Developmental education (L.V. Zankov, V.V. Davydov, D.B. Elkonin) "School of dialogue of cultures" (V.S. Bibler) Humanitarian-personal technology (Sh.A. .Amonashvili) Teaching literature as an art and as a human-forming subject (E.N. Ilyin) Design Pedagogy
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SUBJECT-ORIENTED LEARNING TECHNOLOGIES Goal-setting technology Full assimilation technology (M.V. Klarin) Technology pedagogical process(S.D. Shevchenko) Technology of concentrated learning Modular learning
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INTERACTIVE TECHNOLOGIES Technology "Development critical thinking through reading and writing” Technology of discussions Technology “Debate” Training technologies Interactive technologies are a type of information exchange between students and the environment.
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TECHNOLOGIES FOR ASSESSING STUDENTS' ACHIEVEMENTS Portfolio technology Ungraded learning Rating technologies
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TECHNOLOGY OF PEDAGOGICAL WORKSHOPS A workshop is an original way of organizing the activities of students in small group(7-15 students) with the participation of a master teacher who initiates the search, creative nature of the students' activities. The composition of the groups varies from workshop to workshop. This is a living experience of accepting any partner, developing tolerance and mutual assistance.
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MAIN STAGES Induction (behavior) is a stage that is aimed at creating an emotional mood and motivating students for creative activity. Deconstruction - destruction, chaos. At this stage, a problem is posed and the known is separated from the unknown, an information request is created. Reconstruction - recreating from chaos your project of solving a problem. A hypothesis is discussed and put forward, ways to solve it are created creative work: drawings, stories, riddles, work is underway to complete the tasks given by the teacher.
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Socialization is the correlation by students of their activities with the activities of other students and the presentation of intermediate and final results of work to everyone in order to evaluate and correct their activities. Advertising is hanging, a visual representation of the results of the work of the master and students. A gap is a sharp increase in knowledge. This is the culmination of the creative process, a new selection by the student of the subject and awareness of the incompleteness of his knowledge, an incentive to a new deepening into the problem. The result of this stage is insight (enlightenment). Reflection is a student's awareness of himself in his own activity, it is a reflection of the achievements of his own thought, his own worldview.
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PROJECT METHOD - a way of organizing the cognitive and labor activity of students, which involves determining the needs of people, designing a product of labor in accordance with these needs, manufacturing a product or providing a service, assessing quality, determining real demand in the goods market.
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ESSENCE OF TECHNOLOGY To stimulate students' interest in certain problems, solving these problems, the ability to practically apply the acquired knowledge. Enables effective design of the educational process.
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STAGES OF PROJECT IMPLEMENTATION: I stage. Motivational - the mood of students for interesting work, a clear and specific explanation by the teacher of the tasks of the project and its final result. II stage. Project planning: - creation of working groups; - preparation of methodological, didactic and material and technical means; - scheduling the work of the groups. III stage. Implementation of the project (research activity). - Search for information; - processing of received information; - presentation of material developed in groups; - evaluation of the process and current results of the project-lesson; - correction of the project (addition, change, introduction of new proposals, etc.) - design of the presentation on the project. - analysis of the project implementation. IV stage. Project protection.
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TECHNOLOGY OF EDUCATIONAL DISCUSSIONS Purpose: development of critical thinking of schoolchildren, the formation of their communicative and debatable The use of discussion is recommended when students have a significant degree of maturity and independence in acquiring knowledge and formulating problems, in the selection of arguments, in substantive preparation for discussion topics. Educational discussion is effective for consolidating information, creative understanding of the studied material and the formation of value orientations.
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DISCUSSION FORMS « Round table”- a conversation in which a small group participates “on an equal footing”, during which an exchange of views takes place. "Meeting of the expert group" - the intended problem is discussed, then the positions are stated to the whole class, while everyone makes a presentation. "Forum" - discussion, the group enters into an exchange of views with the audience. "Symposium" is a more formalized discussion. Participants make presentations representing their points of view, after which they answer questions from the audience. "Debate" - a clearly formalized discussion, built on the basis of pre-fixed speeches of the participants - representatives of two rival teams - and rebuttals.
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"TECHNIQUE OF AQUARIUM" Statement of the problem (comes from the teacher). The teacher divides the class into subgroups (usually arranged in a circle). The representative of the position of the group is selected. The group discusses the problem, a common point of view is determined. Representatives express and defend their own position (no one else has the right to speak, but it is allowed to pass notes indicating to their representative). You can take time out for consultations. Critical review by the whole class.
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COMPUTER TECHNOLOGIES In practice, information technologies of education are all technologies that use special technical information tools (computers, audio, cinema, video). Computer (new information) learning technologies are the processes of preparing and transmitting information to the student, the means of implementation of which is the computer.
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COMPUTER TECHNOLOGIES Computer technology can be implemented in the following three versions: I - as a "penetrating" technology (the use of computer training on certain topics, sections of individual didactic tasks). II - as the main, defining, most significant of the parts used in this technology. III - as a monotechnology (when all training, all management of the educational process, including all types of diagnostics, monitoring, are based on the use of a computer).
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Presentation on the topic: MODERN LEARNING TECHNOLOGIES
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Technology - from the Greek words technë (art, craft, science) and logos (concept, teaching). In the dictionary of foreign words: "technology is a body of knowledge about the methods and means of carrying out production processes." Technology - from the Greek words technë (art, craft, science) and logos (concept, teaching). In the dictionary of foreign words: "technology is a body of knowledge about the methods and means of carrying out production processes." Modern technologies in education are considered as a means by which a new educational paradigm can be implemented.
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The first scientific pedagogical technology was created by Jan Amos Comenius (1592-1670). The first scientific pedagogical technology was created by Jan Amos Comenius (1592-1670). “For a didactic machine,” he wrote, “it is necessary to find: 1) firmly established goals; 2) means precisely adapted to achieve these goals; 3) firm rules on how to use these means, so that it is impossible not to achieve the goal. The described module "goal - means - rules for their use - result" is the core of any technology.
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“Pedagogical technology is system method creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, which aims to optimize the forms of education” (UNESCO). “Pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, which aims to optimize the forms of education” (UNESCO).
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“Pedagogical technology is a model of joint pedagogical activity on the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for students and teachers” (V. Monakhov). “Pedagogical technology is a model of joint pedagogical activity thought out in all details to design, organize and conduct the educational process with the unconditional provision of comfortable conditions for students and teachers” (V. Monakhov).
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a) conceptual framework; a) conceptual framework; b) the content of the training; - learning objectives - general and specific; - content of educational material; c) procedural part - technological process; - organization of the educational process; - methods and forms learning activities schoolchildren; - methods and forms of teacher's work; - activities of the teacher in managing the process of assimilation of the material - diagnostics of the educational process.
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Conceptuality. Each pedagogical technology should be based on a certain scientific concept, including the philosophical, psychological, didactic and socio-pedagogical justification for achieving educational goals. Conceptuality. Each pedagogical technology should be based on a certain scientific concept, including the philosophical, psychological, didactic and socio-pedagogical justification for achieving educational goals. Consistency. Pedagogical technology must have all the features of the system: the logic of the process, the interconnection of all its parts, integrity.
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Manageability implies the possibility of diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to correct the results. Efficiency. Modern pedagogical technologies exist in competitive conditions and must be effective in terms of results and optimal in terms of costs, guaranteeing the achievement of a certain standard of learning.
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Reproducibility implies the possibility of using (repetition, reproduction) of pedagogical technology in other similar educational institutions, other subjects. Reproducibility implies the possibility of application (repetition, reproduction) of pedagogical technology in other educational institutions of the same type, by other subjects.
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Students of approximately the same age and level of training make up a class that maintains a largely constant composition for the entire period schooling; - students of approximately the same age and level of training make up a class that retains a basically constant composition for the entire period of schooling; - the class works the same way annual plan and program according to schedule. As a result, children must come to school at the same time of the year and at predetermined hours of the day; - the main unit of the lesson is the lesson;
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The lesson is usually devoted to one subject, topic, due to which the students of the class are working on the same material; - the lesson, as a rule, is devoted to one subject, topic, due to which the students of the class work on the same material; - the work of students in the lesson is supervised by the teacher: he evaluates the results of studies in his subject, the level of learning of each student individually, and at the end of the school year makes a decision to transfer students to the next class; - educational books (textbooks) are used mainly for homework. Academic year, lesson schedule, vacations, breaks between lessons are attributes of the class-lesson system.
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Pedagogy, in which education is seen not as an impact on the child, but as a dialogue between the teacher and the student. Pedagogy, in which education is seen not as an impact on the child, but as a dialogue between the teacher and the student. Technologies of cooperation realize democracy, equality, partnership in the subject-subject relations of the teacher and the child. The teacher and students jointly develop goals, content, give assessments, being in a state of cooperation, co-creation. The founders of the pedagogy of cooperation are considered to be innovative teachers, such as Shalva Aleksandrovich Amonashvili, Viktor Fedorovich Shatalov, Sofya Nikolaevna Lysenkova and other domestic leaders in education of the 80s of the last century.
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Purpose: Purpose: Ensuring the personal-active nature of the assimilation of knowledge, skills, abilities Essence: Independent cognitive activity aimed at searching, processing, assimilation of educational information Mechanism: Game methods of involving students in creative activities
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Goal: Goal: Development cognitive activity, creative independence of students. Essence: Consistent and purposeful promotion of cognitive tasks for students, solving which students actively acquire knowledge. Mechanism: Search methods; setting cognitive tasks.
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It is based on adaptive program control with partial use of all other types. It is based on adaptive program control with partial use of all other types. When drawing up programs, goals are clearly formulated, logical elaboration of the content is carried out, basic concepts, ideas and leading logical connections are highlighted. All material is subdivided into small segments that are complete in meaning, they are worked out according to pre-compiled rational algorithms that form generalized approaches and strategies for activity, step-by-step control, timely correction, and correction of errors, if any, are carried out.
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theory of heuristic learning, a pedagogical variety of heuristics - the science of discovering something new. theory of heuristic learning, a pedagogical variety of heuristics - the science of discovering something new. In heuristic learning, the student initially constructs knowledge in the studied area of reality. To do this, he is offered a real meaningful object, but not ready-made knowledge about it. The product of activity received by the student (hypothesis, essay, etc.) is then, with the help of the teacher, compared with cultural and historical analogues - known achievements in the relevant field. As a result, the student rethinks, completes or dramatizes his result.
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Computer technologies in the lesson can be considered: Computer technologies in the lesson can be considered: Not as a goal, but as another research tool; as a source additional information by subject; As a way of self-organization of labor and self-education; As an opportunity for a person-centered approach; As a way to expand the zone of individual human activity.
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Purpose: Purpose: Development of research skills (ability to identify problems, collect information, observe, conduct an experiment, analyze, build hypotheses, communicate). Essence: Create conditions under which students: independently and willingly acquire the missing knowledge from different sources; learn to use the acquired knowledge to solve cognitive and practical problems. Mechanism: Research methods, involving students in various activities.
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German Lernen durch Lehren is a teaching method developed and first put into practice by Eichstätt University Professor Dr. Jean-Paul Martin. Its essence is to teach students and schoolchildren to learn and transfer their knowledge to their classmates. German Lernen durch Lehren is a teaching method developed and first put into practice by Eichstätt University Professor Dr. Jean-Paul Martin. Its essence is to teach students and schoolchildren to learn and transfer their knowledge to their classmates. The teacher is in this case only a director who directs the activities of students.
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Goal: Goal: Create as close to natural as possible psychological features human perception of the structure of the educational process. Essence: Deep study of subjects by combining classes into blocks. Mechanism: Teaching methods that take into account the dynamics of students' performance.
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Purpose: Purpose: Providing flexibility, adapting it to the individual needs of the individual, the level of his basic training. Essence: Independent work of students with individual curriculum. Mechanism: Problem-based approach, individual pace of learning.
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Purpose: Purpose: To ensure the development of critical thinking through the interactive involvement of students in the educational process Essence: The ability to raise new questions, develop a variety of arguments, make independent thoughtful decisions Mechanism: Interactive teaching methods; involvement of students in various activities; observance of three stages of technology implementation: challenge (actualization of subjective experience); comprehension; reflection.
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Purpose: Purpose: Creation of conditions for the manifestation of cognitive activity of students. Essence: Creation of pedagogical situations of communication in the classroom, allowing each student to show initiative, independence, selectivity in ways of working; providing opportunities for natural self-expression of the student. Mechanism: The use of various forms and methods of organizing educational activities, allowing to reveal the subjective experience of students.
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Technology of early and intensive teaching of literacy (N.A. Zaitsev) Technology of early and intensive teaching of literacy (N.A. Zaitsev) Technology of improving general educational skills in primary school(V.N. Zaitsev) Technology of teaching mathematics based on problem solving (R.G. Khazankin) Pedagogical technology based on a system of effective lessons (A.A. Okunev) System of phased teaching of physics (N.N. Paltyshev) Combined process organization system teaching chemistry (N.P. Guzik)
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Learning intensification technology based on schematic and symbolic models of educational material (V.F.Shatalov) Learning intensification technology based on schematic and symbolic models of educational material (V.F.Shatalov) The material is introduced in large doses. Block layout of the material. Registration of educational material in the form of reference outlines
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Humane-personal technology of Sh.A. Amonashvili Humane-personal technology of Sh.A. Amonashvili - humanism: the art of love for children, children's happiness, freedom of choice, joy of knowledge; - individual approach: study of personality, development of abilities, deepening in oneself, pedagogy of success; - skill of communication: the law of reciprocity, publicity, his majesty - a question, an atmosphere of romance; - reserves of family pedagogy: parental Saturdays, gerontology, the cult of parents; - educational activity: methods of materialization of the processes of reading and writing, literary creativity children.
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Level differentiation of education based on mandatory results (V.V. Firsov) Level differentiation of education based on mandatory results (V.V. Firsov) Differentiation of education (differentiated approach to education) is: 1) creating a variety of learning conditions for different schools, classes , groups in order to take into account the characteristics of their contingent; 2) a set of methodological, psychological, pedagogical and organizational and managerial measures that provide training in homogeneous groups.
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Technology of individualization of education (Inge Unt, A.S. Granitskaya, V.D. Shadrikov) Technology of individualization of education (Inge Unt, A.S. Granitskaya, V.D. Shadrikov) Individualization of education is: the organization of the educational process, in which the choice methods, techniques, pace of learning is determined by the individual characteristics of students; various educational-methodical, psychological-pedagogical and organizational-management measures providing an individual approach.
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"Dialogue of cultures" (V.S.Bibler, S.Yu.Kurganov) "Dialogue of cultures" (V.S.Bibler, S.Yu.Kurganov) Formation of dialogical consciousness and thinking, its liberation from flat rationalism, monophyly of culture. Renewal of the subject content, conjugation in it of various cultures, forms of activity, semantic spectra that are not reducible to each other. Enlargement of didactic units - UDE (PM Erdniev) Enlarged didactic unit - UDE - is a local system of concepts united on the basis of their semantic logical connections and forming a holistically digestible unit of information.
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Implementation of the theory of the stage-by-stage formation of mental actions (M.B. Volovich) Implementation of the theory of the stage-by-stage formation of mental actions (M.B. Volovich) Provide children with such brief schematic notes - summaries of the material and methods of working with it, which allow, without memorizing anything beforehand , immediately after the teacher's explanations, start independent work with new tasks. As a result, the student has the opportunity to make sure that the material is clear to him, or he has questions that the teacher answers directly during the explanation.
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Waldorf Pedagogy (R. Steiner) Waldorf Pedagogy (R. Steiner) Harmonious combination of intellectual, aesthetic and practical aspects of education. Wide additional education (museums, theater, etc.). Intersubject communications. Required subjects arts: painting, eurythmy (the art of expressive movements) and the image of forms (complex patterns, graphics), music (playing the flute). A large role is assigned to labor education.
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Technology of free labor (S. Frenet) Technology of free labor (S. Frenet) Education is a natural process, it takes place naturally, in accordance with development; taking into account the characteristics of the age and diversity of abilities of children. Relations between children and value orientations in their minds are the priority of the educational process. Socially useful work at all stages of education. Great attention to school self-government. Purposefully encouraged emotional and intellectual activity of children. New material means of training and education are used (typography, handwritten teaching aids).
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As a basis for choosing innovative technologies and development directions, the following should be taken into account: The following should be taken into account as grounds for choosing innovative technologies and development directions: the needs of the country, region, city - social order for the school; government documents about the development of the school - the state order; successes and achievements modern science about a human; advanced pedagogical experience; own professional experience, intuition, creativity of managers and teachers; analysis of the results and the process of functioning of the school.
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Modern technologies of teaching GAOU DPO "SarIPKiPRO", Department of Pedagogy, Malysheva A.V.
CHARACTERISTICS OF THE TRADITIONAL AND INNOVATIVE PARADIGM OF EDUCATION The main mission is the training of the younger generation Knowledge - from the past - the "school of memory" Education - the transfer of knowledge, skills, skills The student is the object of pedagogical influence baking self-determination, self-realization of the personality Knowledge - from the future - "school of thinking" Education - the creation of a person's image of the world The student is the subject of cognitive activity The subject-subject dialogical relations of the teacher and the student Active creative activity of the student
Technology traditional learning Learning based on an ordered, logically correct communication of ready-made knowledge and their reproductive reproduction
Technology of traditional education Weak motivation Strict regulation Focus on the average student Lack of reflection
Modern teaching technologies: main characteristics Changing the paradigm of education: from knowledge to competence. Changing the content of education and forms, techniques and methods, technologies. Changing the pedagogical position "teacher - student". Formation of internal motives of the student's activity. Personal goal-setting and personal content of the material. Reflection of results educational activities.
Technology is art, skill, skill, a set of processing methods, changes in state (V.M. Shepel) Pedagogical technology is a meaningful technique for implementing the educational process (V.P. Bespalko) Pedagogical technology is a model of joint pedagogical activity thought out in all children on the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for students and teachers (V.M. Monakhov) Pedagogical technology is a meaningful generalization that absorbs the meaning of all the definitions of previous authors (G.K. Selevko) Pedagogical technology: definitions
PEDAGOGICAL TECHNOLOGY is a complex integrative system that includes a Conceptual component Target component Content component Operational-effective component Management component Effective component
Modern pedagogical technologies based on the competence and activity approach. technology of problem-based, project and research learning developing technologies (L.V. Zankov, D.B. Elkonin-V.V. Davydov) collective methods of learning technology of developing critical thinking technology of heuristic learning pedagogical TRIZ workshops gaming technology case method (method of situation analysis) training technologies social design
Problem-based learning is such an organization training sessions, which involves the creation of problem situations under the guidance of a teacher and active independent activity of students to resolve them, as a result of which there is a creative mastery of professional knowledge, skills and abilities and the development of mental abilities (G. K. Selevko, 1998).
Four main conditions for the success of problem-based learning are identified: providing sufficient motivation that can arouse interest in the content of the problem (knowledge is the “children” of surprise and curiosity); ensuring the feasibility of working with the problems that arise at each stage (the rational ratio of the known and the unknown); the significance of the information obtained in solving the problem for the student (the connection of learning with the life of the child, play, work); the need for dialogic friendly communication between the teacher and students, when they treat all thoughts, hypotheses expressed by students with attention and encouragement (knowledge should be acquired with “appetite”);
The full cycle of mental actions from the emergence of a problem situation to the solution of a problem has several stages (technological scheme): the emergence of a problem situation; understanding the essence of the difficulty and posing the problem; finding a way to solve by guessing or making assumptions and justifying the hypothesis; proof of the hypothesis; verifying the correctness of problem solving.
The main methods of problematization of work " exciting questions» support for remarks, statements use of paradoxical situations use of vivid information, impressive examples, convincing data clash of alternatives demonstration of one’s own delusions presentation of false judgments by the teacher, followed by their refutation by the children consideration of the situation from different points of view
What competencies are being developed? educational and cognitive competence The ability to see and formulate problems The ability to operate with hypotheses The ability to find ways (ways) to solve a problem The ability to choose the most optimal way to solve a problem Fundamentals of scientific thinking: creative, analytical, critical, etc. Ability to implement various ways (methods) of solving a problem
Advantages of problem-based learning: High independence of students; Formation cognitive interest or personal motivation of the student; Development of mental abilities of students.
Disadvantages of problem-based learning: To a lesser extent than other approaches to learning, it is applicable in the formation of practical skills and abilities; It takes more time to master the same amount of knowledge than other approaches.
Literature 1) Maksimova V.N. Problematic approach to teaching at school. - M., 2006 2) Makhmutov M.I. Organization of problem learning.-M., 2005. 3) Matyushkin A.M. Problem situations in thinking and learning - M., 2006. 4) Skatkin M.N. Problems of modern didactics.-M., 2005.
The content of problem-based learning in physical education lessons (examples) General physical training. Teacher actions - characteristics of general exercises physical training(OFP): name, description, purpose, dosage, sequence of implementation, rules for compiling and changing complexes, determining the pedagogical effect of classes. Student's actions - study of literature on the problem; independent selection of material, substantiation and demonstration at the lesson of physical culture individual exercises OFP, a complex of morning exercises. It is obligatory to keep a diary of self-training and self-control.
The content of problem-based learning in physical education lessons (examples) Athletics. The actions of the teacher - the presentation of walking as the main vital human motor act, the characteristics of posture, male and female walking, gait. Analysis of walking options depending on the nature of the support. Student's actions independent study book walking theories and teaching aids. Walking in place in front of a mirror; video recording of the gait and its analysis; independent development various options walk. Development of a beautiful rhythmic walk with correct posture.
The content of problem-based learning in physical education lessons (examples) Shaping. Teacher actions - theoretical and practical information about healthy way life, rational nutrition, the principles of compiling individual programs, the basics of individual testing. Student actions: independent acquisition of additional knowledge through the study of special literature, via the Internet. On the basis of individual testing, the identification of relevant problems and their solution by creating an individual complex, taking into account personal needs.
Practical work 1 Development of problem questions/tasks for solving substantive didactic tasks.
Project technology: main characteristics Project technology is always focused on the independent activity of students - individual, pair, group, which students perform within a certain period of time. The result of the project should be a product, if this is a theoretical problem, then its specific solution, if practical - subject, ready to use (in the classroom, at school, in real life).
Typology of projects
Project activity: basic concepts A PROJECT is a set of actions specially organized by a teacher and independently performed by students to solve a problem that is significant for a student, culminating in the creation of a product. PROJECT METHOD - a technology for modeling and organizing educational situations in which a student poses and solves his own problems, and a technology for supporting the student's independent activities. PROJECT ACTIVITY is a natural environment for the formation and assessment of competencies.
Problem - a contradiction between the proper (desired) and real situation The result of the project - a change in the real situation Technology - a strictly specified sequence of steps that leads to the same result under the same conditions Product - an object created by hands or according to a person’s intention and torn away from the creator Concepts that describe project activities
Stages of project implementation Exploratory Analytical Practical Presentation Control
Stages of work on the project SEARCH Modeling of the ideal (desired) situation. Analysis of the real situation. Definition and analysis of the problem. Analysis of available information. Determining the need for information. Collection and study of information.
Stages of work on the project ANALYTICAL Setting the goal of the project. Definition of project objectives Risk analysis. Drawing up a project implementation plan. Resource analysis. Product planning. Analysis of available information. Determining the need for information. Collection and study of information.
Stages of work on the project PRACTICAL Fulfillment work plan. current control.
Stages of work on the project PRESENTATION Preliminary evaluation of the product. Planning presentations and preparation of presentation materials. Product presentation.
Stages of work on the project CONTROL Analysis of the results of the project. Product rating. Progress evaluation.
Practical work 1 Determining the activities of the teacher and the student at each stage project activities
Search stage problem identification Analytical stage goal-setting and planning Practical stage implementation, current control, adjustment Presentation stage product presentation Control stage evaluation of the product / result Project activity: classification Educational project
Search stage problem identification Analytical stage goal-setting and planning Practical stage implementation, current control, adjustment Presentation stage product presentation Control stage product / result evaluation Project activity: classification Social project
Search stage problem identification Analytical stage goal-setting and planning Practical stage implementation, current control, adjustment Presentation stage product presentation Control stage product / result evaluation Project activity: classification Personal project
At its core, design is the planning and implementation of changing reality. The project creates something that does not yet exist, it always requires a different quality or shows the way to get it.
What competencies are being developed? Information competence: Search, systematization, analysis and processing of the necessary information Presentation of activity products Communicative competence Planning of educational cooperation Distribution of roles and functions of group members Coordination of actions with partners Leadership and management of the joint efforts of the group Social and labor competence Value-semantic competence Personal competence
What competencies are being developed? Research competence analysis of a problem situation, identification of a problem field, observation of practical situations, fixation and analysis of results, promotion and testing of hypotheses, generalization of the results obtained, conclusions.
Distinctive features of the project technology Implements all three educational goals (teaching, developing, educating) Aimed at the formation and development of information, communication, social and labor, value-semantic, personal and other competencies Implemented in various types of educational activities (classroom, extracurricular, educational ) Applicable within any subject area (general educational and special disciplines) It is possible for any student to complete the project The presence of a personally and socially significant product of activity Combination various kinds cognitive activity...
Practical work 2 Description of the activities of the teacher and the student at each stage of the project.
Project availability product activity result expected; practice-oriented knowledge; is situational; forecasting is deterministic; usually performed by a group; driving force– solution of the problem PURPOSE - RESULT Research result is not known in advance; scientific (fundamental) knowledge; is prolonged; probabilistic forecasting; as a rule, it is performed individually; driving force - the search for truth PURPOSE - PROCESS
Exploratory learning technology A special form of learning organization associated with students solving a creative research problem with an unknown solution in advance and assuming the presence of the main stages characteristic of research.
Practice 3 Identify Topics research work in the subject area " Physical Culture».
BASIC REQUIREMENTS FOR GAME PEDAGOGICAL TECHNOLOGIES The game must meet the learning objectives; Imitation-role-playing game should affect the practical pedagogical (psychological) situation; A certain psychological preparation of the game participants is necessary, which would correspond to the content of the game; Ability to use creative elements in the game; The teacher (psychologist) should act not only as a leader, but also as a proofreader and consultant during the game.
Technological scheme of the educational game Stage of preparation: development of the scenario, content of the briefing, preparation material support. Entering the game: setting a problem, goals, briefing, regulations, forming groups, creating a game atmosphere. Stage of implementation: group work on the task, presentation of the groups, protection of the results, discussion, work of experts. Summing up: assessment and self-assessment, conclusions and generalizations, recommendations both by the participants themselves and by experts (psychologist, teacher).
Classification of pedagogical games Pedagogical games Physical Intellectual Labor Social Psychological by field of activity by the nature of the pedagogical process Educational; training; Controlling; Generalizing Cognitive Educational Developing Reproductive Creative Communicative Diagnostic Vocational Guidance Psychotechnical Based on Game Method Subject-Based Role-playing Business Imitation Dramatizations By Subject Area Mathematical Chemical Biological Physical Ecological Musical Theatrical Literary Labor Technical Industrial Sports Sports Military Applied Tourist Folk Social Science Management Economic Commercial Software gaming environment Without items With items Desktop Street, indoor On the ground Computer TV TCO Technical, With vehicles
Classification of pedagogical games An event game is an active form of a training session, during which a certain situation is modeled. Imitation game - during the lesson, the activities of an organization are imitated. Training games - aimed at practicing specific actions with given external rules
Collective learning technology: the main characteristics of pair and group work, active interaction of students with each other, the transformation of individual positions takes place, value attitudes, semantic orientations change, the needs for self-realization and self-expression are satisfied (I know, I can), mutual learning, mutual control, mutual management, multichannel Feedback: teacher - student, student - student, teacher - a team of students, student - a team of students, independent work.
Health-saving technology: definition The concept of "health-saving technology" refers to the qualitative characteristics of any educational technology, showing how the task of maintaining the health of the teacher and students is being solved. The main task of implementing health-saving technologies is such an organization of the educational space at all levels, in which high-quality education, development, and education of students is not accompanied by damage to their health.
Physical culture and health technologies (PHT) Aimed at the physical development of those involved: hardening, training of strength, endurance, speed, flexibility and other qualities that distinguish a healthy, trained person from a physically infirm person. They are implemented at physical education lessons and in the work of sports sections.
A person retains in memory 10% of what he reads 26% of what he hears 30% of what he sees 50% of what he sees and hears 70% of what he discusses 80% of what is based on personal experience 90% of what he says and does 95% of what he teaches
Literature Klarin M.V. Pedagogical technology in educational process. M.: Tanio, 1989 Bespalko V.P. Components of pedagogical technology. M.: Pedagogy, 1989. Pedagogical technologies./ Ed. V.S. Kukushina. M.: IKTs "MarT": - Rostov n / D, 2006. Kolechenko A.K. Encyclopedia of pedagogical technologies. St. Petersburg: KARO, 2005.
Test Justify the relevance of activity learning technologies. List the main characteristics of activity learning technologies. Give examples of the most relevant pedagogical technologies in the subject area "Physical Education" and give them a description.
slide 2
Acquaintance with educational technologies
- concept
- Examples of individual technologies
slide 3
A bad teacher teaches the truth, a good teacher teaches to find it
A.Disterweg
slide 4
Traditional Pedagogy
- Teacher teaches - student learns
- The teacher knows everything - the student knows nothing
- The teacher thinks - the student reproduces knowledge
- Teacher speaks, student listens
- The teacher controls - the student obeys
- The teacher is active - the student is passive
- The teacher determines the content of the training - the student adapts to it
- The teacher is authoritarian - the student is not free
- Teacher-subject of learning - student-object of learning
slide 5
National educational initiative "Our new school"
The result of education is not only knowledge in specific disciplines, but also the ability to apply them in Everyday life to use in further training. The student must have a holistic socially-oriented view of the world in its unity and diversity of nature, peoples, cultures, religions. This is possible only as a result of the unification of the efforts of teachers of different subjects.
slide 6
State of development and approval of standards
1.FGOS primary general education approved by order of October 6, 2009 No. 373 (registered by the Ministry of Justice of Russia on December 22, 2009 No. 15785)
2. GEF of basic general education approved by order of the Ministry of Education and Science Russian Federation dated December 17, 2010 No. 1897 and registered by the Ministry of Justice of the Russian Federation on February 01, 2011 No. 19644.
3. GEF of secondary (complete) general education - introduced to the Standards Council in November 2010. On completion
Slide 7
The sequence of introduction of GEF
- Introduction of the Federal State Educational Standard as soon as it is ready
- Mandatory introduction of GEF
Slide 8
- Exemplary basic educational program of basic general education to the results of education, structure (content), conditions for its implementation.
- Standard as a set of requirements for the program of the GEF school of basic general education Art. 7 of the Law "On Education".
Slide 9
Standard as a set of three systems of requirements for OOP
- OOP structure requirements
- Requirements for the results of mastering OOP
- Expected achievements of education
- Requirements for the implementation conditions of the OOP
- Providing organizational and pedagogical conditions activities of the educational system of the educational institution
- Resources: personnel, material base, information, finance
Art. 7 of the Federal Law of the Russian Federation "On Education" (achievement of personal, meta-subject, subject results, through the development of "ability to learn" throughout the entire learning process)
Slide 10
Transition to new educational standards
- From standards containing a detailed list of topics in each subject that are mandatory for each student to study, to new standards - requirements for what should be school programs what results children should demonstrate, what conditions should be created at school to achieve these results
- Two parts: compulsory and one that is formed by the school. The older the stage, the greater the choice
- The new standard provides for extracurricular work
- The result of education is not only knowledge, but also the ability to apply them in everyday life.
- The school must create personnel, material and technical and other conditions that ensure the development of educational infrastructure in accordance with the requirements of the time
- Financial support will be built on the principles of per capita financing. At the same time, the funds will go to the municipalities and to each school according to the standard, regardless of the form of ownership.
slide 11
New quality of education
- Knowledge (subject)
- Personal growth(personal)
- Application of knowledge in life (meta-subject)
slide 12
About the system-activity approach
- At the heart of the development of modern standards school education lies the idea of education as an institution of socialization of the individual, arising from the main provisions of the cultural-historical concept mental development school of L. S. Vygotsky ...
- … where the system-activity approach is an ideal form that sets the standard for the socially desirable characteristics of the individual, designing attitudes, determining the main tasks and directions for the development of the education system. (from the materials "Standards of the second generation")
slide 13
The basis of the Standard is a system-activity approach that provides:
- formation of readiness for self-development and continuing education;
- designing and constructing the social environment for the development of students in the education system;
- active educational and cognitive activity of students;
- construction of the educational process, taking into account the individual age, psychological and physiological characteristics of students.
Slide 14
Changing the role of participants in the pedagogical process
In the traditional system of the educational process
- Teacher
- Organizes student activities in an innovative educational environment
- Student
- Get ready information
Carries out:
- search
- choice
- analysis
- systematization and presentation of information
- Broadcasts information
- New quality of education
- New educational result
- "Competences to update competencies" and motivation for learning at different stages of development of the personality of students
slide 15
In life, we constantly have to solve problems! Does the school teach this?
The structure of a traditional lesson:
1. The teacher checks the children's rooms.
2. The teacher announces a new topic.
3. The teacher explains the new topic.
4. The teacher organizes the consolidation of knowledge by students.
Solving problems in life:
1. Life puts us in a difficult situation. We formulate a goal: “What do we want to achieve?”
2. We consider possible solutions, determine whether there is enough knowledge and skills.
3. We try to solve the problem (acquiring new knowledge if necessary)
4. Having received the result, we compare it with the goal. We conclude whether we have achieved our goal or not.
slide 16
New didactic model of education
When developing the Standard, the process of forming a new didactic model of education, which is objectively taking place in the information society, was fully taken into account, based on the competence-based educational paradigm, which implies the active role of all participants in the educational process in the formation of a motivated competent person capable of:
- quickly navigate in a dynamically developing and updated information space;
- receive, use and create a variety of information;
- make informed decisions and decide life problems on the basis of acquired knowledge, skills and abilities.
Slide 17
Innovative educational space of the lesson
- Modern educational technologies
- Multi-level content of education
- Competency-activity approach in education
- Cooperation
Slide 18
GEF: what is evaluated as a result of education?
STUDENT ACTIVITIES:
- the ability to solve learning problems based on the formed subject and universal methods of action (skills, not knowledge!)
- the ability to learn - the ability to self-organize in solving educational problems
- progress in personal development (emotional, cognitive, self-regulation)
New regulation on certification of teachers: 1st and highest category only with the introduction of new EDUCATIONAL TECHNOLOGIES
Slide 19
- The new standard focuses the attention of teachers on the need to use modern educational technologies that can ensure the development of students. It is no coincidence that it is the use of advanced technologies that becomes the most important criterion for the success of a teacher. Thanks to modern technologies, the activities of students are deployed in the classroom.
Slide 20
Educational technologies
The documents of the Federal State Educational Standard formulate requirements for the teacher, including:
- be able to choose and use modern educational technologies
- use evaluation technologies
- modern technologies design educational environment
slide 23
The criteria that make up the essence of pedagogical technology:
- unambiguous and strict definition learning objectives (why and for what);
- content selection and structure (what);
- optimal organization of the educational process (how);
- methods, techniques and teaching aids (with the help of what);
- taking into account the necessary real level of teacher qualification (who);
- objective methods for assessing learning outcomes (is it so).
slide 24
Educational Technology:
- easily fits into the educational process;
- allows you to achieve the goals set by the program and the standard of education for a particular academic subject;
- ensures the implementation of the main directions of the pedagogical strategy: humanization, humanitarization of education and a student-centered approach;
- ensures the intellectual development of children, their independence;
Slide 25
- provides goodwill towards the teacher and towards each other;
- a distinctive feature of most technologies is a special attention to the individuality of a person, his personality;
- a clear focus on the development of creative activity.
slide 26
Three levels of pedagogical technologies:
- There are three levels of pedagogical technologies: general pedagogical, particular methodological, locally modular.
- General pedagogical technology characterizes a holistic educational process in this educational institution, region. In this case, pedagogical technology reflects a complex pedagogical system: it includes a set of goals, content, means and methods of management, an algorithm for the activity of subjects and objects of the process.
- At the particular methodological (subject) level, pedagogical technology covers certain areas, aspects of the pedagogical system, corresponding, for example, to particular methods, i.e. a set of methods and means for the implementation of a certain content of education and upbringing within the framework of one subject, class, teacher.
- The local-modular level of technology refers to separate parts of the educational process: technologies for certain types of activities, technology for the formation of concepts, technology for mastering new knowledge, technology for repeating and controlling material, technology independent work and etc.
Slide 27
Technologies:
Developmental education;
-problem learning;
- multi-level training;
-collective learning system (CSE);
- technology for solving inventive problems (TRIZ);
-research teaching methods;
- project teaching methods;
-technology "debate";
- technology of modular and block-modular education;
- lecture-seminar - credit system of education;
-technology for the development of "critical thinking";
- technology of using gaming methods in teaching: role-playing, business and other types of educational games;
-learning in cooperation (team, group work);
-information and communication technologies;
- health-saving technologies;
- the system of innovative assessment "portfolio";
- distance learning technology
- workshop technology
- group training
Slide 28
Slide 29
The following educational technologies have become widespread:
- modular technology;
- project-based learning technology;
- technology of intra-class differentiation;
- problem learning technology;
- didactic game technology.
slide 30
PROJECT TECHNOLOGY
Slide 31
about the project
- Project - purposeful change management, fixed in time
- Design and creativity
- Design and management
- Design and development
slide 32
Structure of project activities
Result Oriented!
1. Description (fixation) of the result
2. Fixing the deadline for achieving the result
3. Preliminary planning of actions to achieve the result
4. Programming (timing of individual actions)
5. Implementation of actions with their simultaneous monitoring and correction
6. Obtaining a product of project activities
Slide 33
- Method projects- way organization of cognitive and labor activity of students, which involves determining the needs of people, designing a product of labor in accordance with these needs, manufacturing a product or providing a service, assessing quality, determining real demand in the goods market.
slide 34
Basic principles of instructional design
- Reliance on the interest of children, as well as previously learned material;
- Perhaps greater independence of students;
- Creative orientation;
- Practical feasibility of the project;
- Communication with the needs of society.
Slide 35
Basic requirements for educational projects
- Organizational and pedagogical;
- Psychological and physiological;
- Technological and economic.
slide 36
Main components of the project
Slide 39
Project implementation
- The activities of students in the implementation of the chosen idea:
- Research;
- Manufacture of the final product.
Slide 40
Stages of project activity
Completion of the topic:
- From the information found, each child highlights the most important and, with the help of their parents, enters the selected information on a sheet of a single format (A4)
- In practice, this sheet is made by the parents themselves, because the task is not the child’s self-expression, but the opportunity for other children to get acquainted with the results of the student’s search for new information.
- Design: large clear type, thick paper, illustrations are desirable and simple circuits
- Result: collected from individual sheets and a file cabinet or album stored in the public domain with a table of contents created by the teacher or parents
Slide 41
Presentation of results:
- Held at active participation parents at school outside school hours
- Events are held, crafts and expositions are presented, defended (represented) research projects
- All events, presentations and defenses are photographed
- Result: completed projects, completed several pages of the class life history album
Slide 42
Project activities at school
Project activity develops all universal learning activities!
slide 43
Technology of design and research activities
Slide 44
The activities of the teacher to achieve the goals of the school of project culture:
Develop educational programs, which include educational routes (for parallel classes, for a class, for groups, for individual students);
- develop software, methodological and didactic support of the educational process;
- form educational, information-communicative, reflective competence;
- design independent work of schoolchildren with educational literature, additional sources of information, including Internet resources;
- carry out diagnostics of the readiness of older students for further education;
- create conditions for the development of subjective activity of schoolchildren in educational and extracurricular activities.
Slide 45
- The project activity of students is a joint educational, cognitive, creative or game activity of students, which has common goal, agreed methods, methods of activity aimed at achieving the social result of activity.
- The research activity of students is the activity of students associated with the solution of problems by students with a previously unknown solution and assuming the presence of the main stages characteristic of research in scientific field, normalized based on the traditions accepted in science.
Slide 46
- Design and research activity - the activity of designing one's own research, involving the identification of goals and objectives, the identification of the principles for selecting methods, planning the course of the study, determining the expected results of the study, determining the necessary resources.
Slide 47
The difference between research activities and design and constructive
The main result of research activity is an intellectual product that establishes this or that truth as a result of the research procedure and is presented in a standard form. The result of project activities are products that have practical significance, social significance.
Slide 48
The essence of technology
- Stimulate students' interest in certain problems, solving these problems, the ability to practically apply the acquired knowledge.
- Enables effective design of the educational process.
Slide 49
Functions of design and research technology
- conversion function;
- Function of thinking;
- Evaluation function
Functions of design and research technology
Slide 50
Principles of organization of design and research technology
- individualization;
- problematic;
- availability;
- amateur performances;
- cooperation.
Slide 51
Stages of design technology
- Informational (introductory lesson, communication about the goals and objectives of the project, the formation of motivation for the implementation of the project).
- Planned.
- Search.
- Generalizing. (structuring information, systematizing data, built logical system, conclusions).
- The stage of presentation and protection. (Protection, presentation, result).
- Analytical. (Reflection)
Slide 52
Positive sides
The use of design and research technologies in the classroom is very promising, as it allows solving a number of important educational tasks:
- nominate project topics,
- develop an independent approach to solving the problem,
- acquire knowledge and skills in the process of planning and performing work.
- The experience gained in the process of project activities is based on the interests of students.
- Contributes to the formation of interdisciplinary and suprasubject communications.
- The real contribution of students to changing the social situation in the educational community.
Slide 53
Disadvantages of the design methodology
- uneven load at different stages of activity;
- increasing the emotional burden on teachers and students.
Slide 54
TECHNOLOGY OF PROBLEM-DIALOGUE TRAINING
Slide 55
Domestic research:
problem-based learning: I.A. Ilnitskaya, V.T. Kudryavtsev, M.I. Makhmutov.
psychology of creativity: A.V. Brushlinsky, A.M. Matyushkin, A.T. Shumilin.
Slide 56
Technology of problem-dialogical learning
- Lesson explaining new material
- Lesson "discovery" of knowledge
Slide 57
Traditional lesson
1. Checking d / s students by the teacher
2. Announcement of the topic by the teacher
3. Explanation of the topic by the teacher
4. Consolidation of knowledge by students
Problem-dialogical lesson.
1. Creation of a problem situation by the teacher and formulation of the problem by students
2. Actualization by students of their knowledge
3. Finding a solution to the problem by students
4.Decision expression,
5. Application of knowledge by students
Problem-dialogical technology (since 1999) Purpose - to teach independent problem solving. Means - the discovery of knowledge with children
- Textbooks.
- Submission of material.
- Regulatory UUD.
- Learn to identify and formulate a learning problem together with the teacher.
- To make plan.
- Working according to the plan, compare your actions with the goal.
- Determine the degree of success of your work.
(From the UUD formation program).
Slide 58
An example of a problem situation through the contradiction of two opinions
Lena: It's hot in the south.
Misha: What about the South Pole?
- Compare two statements - what is the contradiction?
- What is the question?
LEARNING PROBLEM: Where on Earth is it warm and where is it cold?
SOLUTION: It all depends on whether direct or oblique rays of the sun fall on the surface of the Earth.
Slide 59
What educational outcomes does problematic dialogue provide?
- Regulatory - ability to solve problems
- Communicative - to conduct a dialogue
- Cognitive - extract information, draw logical conclusions, etc.
- Personal - if the problem of a moral assessment of the situation, civil choice was raised
Slide 60
PROBLEM DIALOGUE:
1. Gives solid knowledge.
2. Stimulates intellectual development.
3. Brings up an active personality.
4. Health-saving technology.
Slide 61
SCHOOLCHILD OF A NEW TYPE -
internally free, loving and able to relate creatively to reality, to other people, able not only to solve the old one, but also to put new problem capable of making informed choices and independent decisions.
Slide 62
TECHNOLOGY for the development of critical thinking
Slide 63
1. Technology for the development of critical thinking
- Critical thinking is the ability to analyze information from the standpoint of logic and a person-centered approach in order to apply the results to both standard and non-standard situations, questions and problems. Critical thinking is the ability to raise new questions, develop a variety of arguments, and make independent, thoughtful decisions.
The purpose of the technology is to ensure the development of critical thinking through the interactive inclusion of students in the educational process.
Initial scientific ideas: Critical thinking:
- Promotes mutual respect of partners, understanding and productive interaction between people;
- Encourages understanding of different "views of the world";
- Allows students to use their knowledge to make sense of situations with high level uncertainty, create a basis for new types of human activity.
Slide 64
1. Technology for the development of critical thinking. Criteria for evaluating the result
Critical thinking does not mean negativity or criticism, but a reasonable consideration of a variety of approaches in order to make informed judgments and decisions. Orientation towards critical thinking assumes that nothing is taken for granted. Each student, regardless of authority, develops his own opinion in the context of the curriculum.
Criteria for evaluating the result in terms of technology for the development of critical thinking of students. The main criterion for evaluating the result is the criticality of thinking, which can be revealed through the following indicators:
- Evaluation (Where is the error?)
- Diagnosis (What is the reason?)
- Self-control (What are the disadvantages?)
- Criticism (Do you agree? Refute. Give counterarguments?)
- Forecast (Build a forecast).
- Results: Schoolchildren's critical thinking about their subjective experience.
Slide 65
A. V. Khutorskoy
Methodology of student-centered learning
- How to train everyone differently?
Slide 66
Student-centered learning systems:
1. System of Socrates.
2. Free school of L. Tolstoy.
Slide 71
An educational product is the result of a student's educational activity, which has external (idea, text, craft, composition) and internal (personal qualities) manifestations.
Slide 72
The main elements of the individual educational activity of the student:
- The meaning of the activity (why am I doing this);
- Setting a personal goal (anticipating the result);
- Activity plan;
- Implementation of the plan;
- Reflection (awareness of one's own activity);
- Grade;
- Adjustment or redefinition of goals.
Slide 73
Learner-Centered education - development and self-development of the student's personality based on his individual features as a subject of cognition and objective activity.
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Modern pedagogical technologies and their role in the educational process
- methodical day
- April 15, 2009
- MOU "Secondary School No. 13"
- With no desire for scientific work the teacher falls into the power of three demons: mechanicalness, routine, banality. He stiffens, turns to stone, sinks.
- Adolf Diesterweg
- Acquaintance with innovative technologies
- Improving the quality of training sessions based on the introduction of new technologies;
- Identification, generalization and dissemination of the experience of creatively working teachers.
- Open lessons:
- 1.Balandina I.S. -7b class.
- 2. Kudryavtseva Yu.V. - 6a class.
- 3. Molodetskaya D.A. - 8b class.
- Open Classroom hour– 8th grade
- Teachers' Council - summing up
- Learning Technology (pedagogical technology) is a new (since the 50s) direction in pedagogical science, which is engaged in the design of optimal learning systems, the design of educational processes.
- educational technology is a process system of joint activities of students and teachers in designing, organizing, orienting and correcting the educational process in order to achieve a specific result while providing comfortable conditions for participants.
- Pedagogical
- technology
- M.V. Clarin
- "The system set and the order of functioning of all personal, instrumental and methodological means used to achieve pedagogical goals"
- G.Yu. Ksenozov
- "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.P. Bespalko
- "A set of means and methods for reproducing the processes of education and upbringing, which make it possible to successfully achieve the educational goals"
- V.M. monks
- “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.V. Guzeev
- "This is 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
- "A systematic method of creating, applying and defining the entire process of teaching and learning, which sets as its task the optimization of forms of education"
- General pedagogical technology characterizes a holistic educational process in a given educational institution, region. In this case, pedagogical technology reflects a complex pedagogical system: it includes a set of goals, content, means and methods of management, an algorithm for the activity of subjects and objects of the process.
- On particular methodological (subject) level, pedagogical technology covers certain areas, aspects of the pedagogical system, corresponding, for example, to private methods, that is, a set of methods and means for implementing a certain content of education and upbringing within the same subject, class, teacher (methods of teaching subjects, methods of compensatory learning , methods of work of the leader, teacher, educator).
- Locally modular the level of technology refers to individual parts of the educational process: the technology of certain types of activities, the technology of forming concepts, the education of individual personal qualities, the technology of the lesson, individual events, the technology of assimilation of new knowledge, the technology of repetition and control of the material, the technology of independent work, etc.
- Traditional technologies
- Technology of level differentiation
- Problem learning technology
- Projective Learning Technology
- Modular learning technology
- Gaming technology
- Information Technology
- Health saving technologies
- Test technologies
- Technology of developing education ("School 2100")
- Traditional methods of information - oral and written speech, telephone and radio communications are giving way to computer teaching aids, the use of telecommunications networks on a global scale.
- A special role is assigned to the spiritual upbringing of the individual, the formation of the moral image of a HUMAN.
- Further integration of educational factors is planned: schools, families, micro- and macro-society.
- The role of science in the creation of pedagogical technologies that are adequate to the level of social knowledge is increasing. In psychological and pedagogical terms, the main trends in improving educational technologies are characterized by the transition:
- from learning as a function of memorization to learning as a process mental development that allows you to use what you have learned;
- from a purely associative, static model of knowledge to dynamically structured systems of mental actions;
- from focusing on the average student to differentiated and individualized training programs;
- from external motivation of teaching to internal moral-volitional regulation.
- year 2009
- Technology of level differentiation
- 1. The level of motivation for learning increases.
- 2. Each child learns at the level of his abilities and abilities
- 3. Strong students are affirmed in their abilities, weak students get the opportunity to experience educational success
- Gaming technologies
- Formation of students' interest in educational activities, satisfaction of the individual's need for self-expression, self-affirmation. Broadening of horizons, development of cognitive activity, formation of certain skills and abilities, development of general educational skills and abilities
- Scientific and research technologies
- Project technology:
- Formation of skills in project activities (knowledge of the algorithm for drafting projects). Work according to this technique makes it possible to develop individual Creative skills students, more consciously approach professional and social self-determination
- creation by the subject of a model of future activity, including an idea of the stages, stages of purposeful change of the object from the initial state to the desired one.
- Modeling. Development of goals (general idea) for creating systems, processes or situations and the main ways to achieve them.
- Design. Further development of the model and bringing it to the level of practical use.
- Design. Detailing the created project for application in specific conditions by real participants in relations and activities.
- definition of the topic, purpose, objectives and relevance of the project;
- scientific and methodological substantiation of the project;
- expected results of the project;
- project implementation mechanisms; performers, interactions between them;
- program for the execution of work on the project (description of the stages, methods used and solutions, planned deadlines);
- in the work of teachers cause difficulties such pedagogical technologies: level differentiation, student-centered learning, modular learning, project technology, group technology, research, information Technology
- Difficulties can be identified low awareness teachers about the existence of these technologies and their essence. In addition, such difficulties can be caused low technical support to carry out certain technologies.
- Formation of students' skills to work with information,
- Development of communication skills,
- Formation of skills to make optimal decisions.
- Change and unlimited enrichment of the content of education.
- Use of integrated courses, Internet access
- EDUCATIONAL TECHNOLOGIES
- - TECHNOLOGY OF COLLECTIVE CREATIVE ACTIVITIES OF I.P. IVANOV - TECHNOLOGY OF PEDAGOGICAL SUPPORT - TECHNOLOGY OF EDUCATION IN THE PROCESS OF LEARNING - TECHNOLOGY OF ORGANIZATION OF SELF-EDUCATION - HEALTH-SAVING TECHNOLOGIES - PROJECT TECHNOLOGY - technology of personality-oriented education
- Collective creative work
- Collective creative work
- Educational technology based on the conduct and preparation of any event according to the principles:
- Collectivity (all decisions are made and implemented jointly)
- Active personal participation (everyone has to try himself in every business)
- creativity
- The main educational task is the development of personal qualities.
- Structure of KTD
- Collective goal setting
- Collective planning
- Collective preparation
- Carrying out the case
- Collective analysis following the results (reflection)
- correction
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- Goal definition. Resource mobilization.
- Presentation by the council of the main idea of the case. Collective discussion.
- Development of a plan indicating specific performers and deadlines.
- Monitoring the implementation of the plan (head of the case council).
- Conducting the case.
- Analysis of KTD (collection, questioning, wall newspapers, rulers, etc.). Making changes to alternating creative tasks. Planning a new KTD.
- a method that allows, with a minimum expenditure of time, to find a set of solutions put forward spontaneously by the participants for the problem posed.
- Designed by A. Osborne in 1953
- Rules for holding:
- There is a ban on criticism of ideas;
- Ideas are evaluated after the assault,
- First of all, original ideas, expressed impromptu, are welcome;
- Preference is given to combined and improved ideas;
- The ideas expressed do not have authors, since the idea could previously “mentally belong” to any of the participants
- Sports KTD
- Cognitive KTD
- Public KTD
- Aesthetically entertaining KTD
- The mechanism of analysis of KTD (emphasis on reflection by the pupil of his own activities)
- Subsequence:
- The first to analyze and evaluate the case is the participant of the CTD.
- Then there are the members of the group.
- The teachers complete the analysis.
- Sample analysis questions:
- What good has happened?
- How did it move me personally?
- What did you get creative Group? What are the main results?
- What should I change?
- Wishes to everyone.
- What to do next?
- The main conditions for the educational effectiveness of KTD
- The unity of life-practical and educational orientation.
- The creative nature of every business: finding the best solutions to a vital task at all stages of the organization.
- The unity of the individual stages of the organization of each case: the stages of preliminary work, collective planning, preparation, conduct, summing up and the immediate aftereffect.
- Based on the materials presented at the teachers' council, it can be argued that the effectiveness of pedagogical work is inextricably linked with the work to create a new educational environment, the main principles of which are the subject - the subjective relationship of the teacher and students in the educational process. In order to successfully continue the work of the teachers' council makes a decision:
- 1. Plan and conduct a seminar on the topic "Health-saving technologies"
- 2. Organize a system within the school of excellence open lessons on the topic "Introduction of innovative technologies in the educational process"
- 3. To study the resource opportunities for introducing innovative technologies into the practice of work in order to improve pedagogical activity
- 4. In educational activities:
- Shift the emphasis in the methods and technologies of educational activities towards the formation of optimal ways for independent activities of schoolchildren. To form their practical skills of self-education
- Increase time for independent work (design, research and experimental activities)
- Strengthen the differentiation and individualization of the educational process
- Thank you for your cooperation!
