The teacher is an integral part of the process of his professional development. For those who work in the traditional system, it is enough to master the technique, which is a set of teaching skills. This alone will make it possible to carry it out in full and achieve certain successes. However, for the implementation of innovative activities of a teacher, one of his vocational training turns out not to be enough. At the same time, the readiness of the teacher himself to become on the path of improvement is also important.
Concept definition
What do we mean by innovative activity of a teacher? This is something new, if compared with the previous one, aimed at improving the quality of education. In general, the term "innovation" in its modern sense means the manifestation of new elements or forms. The synonym for this word is "innovation".
The modern teacher is considered somewhat deeper, while having a broader semantic designation. Under it is understood purposeful work teacher, based on understanding their own professional experience by studying and comparing educational educational process to change it and get a better education at the same time.
We can say that the innovative activity of a teacher is a phenomenon that reflects the creative potential of a teacher. If we consider this term from the point of view of its application to the general educational process, then we can talk about its relative youth. And this explains the existence different approaches to clarify this concept.
On the one hand, pedagogical innovations are understood as various innovations aimed at changing the technology of education and training in order to increase their effectiveness. But sometimes this concept has a different meaning. Innovations include not only the creation and dissemination of innovations, but also changes and transformations in the style of thinking and in the way of activity that are associated with these innovations. In any case, it is something progressive, useful, advanced, modern and positive.
At present, processes of standardization of all levels of education without exception are taking place in Russia. This led to the creation of the FGOS. The purpose of this work is a certain unification and availability for widespread practical use of scientifically supported experimental work in education and training. The innovative activity of the teacher in the context of the implementation of the Federal State Educational Standard is designed to make positive changes in the current education system. This is necessary for Russia to enter the international market that offers such services, and bring curricula schools and preschool educational institutions in accordance with those that are considered generally accepted throughout the world.
Signs of innovation activity
The process of introducing various innovations into the educational process largely depends on the potential of the teacher himself. How to determine the teacher's readiness for innovative activity? The potential of the individual in this case is associated with such parameters as:
The presence of a creative ability to generate and produce new ideas and ideas, as well as design and model them in practice;
Readiness for something different from existing ideas, a new one, the basis of which is panorama and flexibility of thinking, as well as tolerance of character;
Education and development in cultural and aesthetic terms;
The desire to improve their activities, as well as the presence of internal methods and means that will ensure it.
The readiness of a teacher for innovative activity is also understood as the presence of a great working capacity, the ability to restrain strong stimuli, a high emotional status and a desire to approach their work creatively. But in addition to personal teacher must have some special qualities. These include knowledge of new technologies, the ability to develop projects, mastering the latest teaching methods, as well as the ability to analyze and identify the causes of existing shortcomings.
Specificity of innovation
The participation of teachers in innovative activities has its own characteristics. It presupposes the presence of the necessary degree of freedom in the respective subjects. Indeed, due to its specificity, the innovative activity of a teacher in a preschool educational institution and in schools is most often carried out as if by touch. The fact is that such solutions are beyond the available experience. It is also worth noting that today the innovative activity of a teacher in the implementation of the Federal State Educational Standard is regulated and controlled only partially. In this regard, one has to trust the innovator, the researcher, assuming that everything that he does in the process of searching for new solutions and truth will not harm the interests of society.
This approach leads to the realization that the freedom of creativity should go along with the high personal responsibility of the teacher involved in innovative activities.
Importance of innovation
Is it so necessary to organize the innovative activity of a teacher? The importance of this direction is due to the fact that in modern conditions the development of education, culture and society is impossible without:
Socio-economic changes, suggesting the need to update the entire education system, as well as technologies and methods for organizing the cognitive process in educational institutions of various types;
Strengthening content humanization curricula, which is expressed in a continuous change in the volume and composition of disciplines, the introduction of new subjects, involving a constant search for improved learning technologies and organizational forms;
Changes in the attitude of the teacher himself to the application and development of innovations;
Occurrences educational institutions into the system of market relations, which will form their real degree of competitiveness.
What, ultimately, caused the need to develop the innovative activity of the teacher? The main reason for this direction is the fierce competition that every team offering services in the field of education faces almost everywhere.
Today, all educational institutions must independently improve their level of work, monitor and be able to predict the situation in the relevant market, and be a little ahead of everyone, using the latest scientific and technological achievements.
Signs of innovation
What can we say about the participation of teachers in innovative activities? This question is both complex and simple. On the one hand, it is easy to identify the latest approaches and techniques that the teacher uses. After all, they have differences from those that were used before their introduction. On the other hand, it is very difficult to describe and justify innovative activity. After all, innovation is not just fixing a certain fact. Each of the forms of innovative activity of a teacher is a whole system.
Its description must contain the purpose and content, the timing of implementation, existing problems and their solution. That is, everything that innovation is aimed at. Methods for analyzing the results obtained should also be explained. It is necessary to give an indication of the forms of innovative activity of the teacher.
Classification of innovation
According to their purpose, all the latest implementations in the training system are conditionally divided into:
- Are common. These are global concepts available in modern education. They find their manifestation in the optimization of the UVP, the development of humanistic provisions, practical and information technologies, as well as in the organization and management of pedagogical processes.
- Private. They take place in those cases when the innovative experimental activity of teachers is in the form of copyright innovations developed in accordance with modern trends educational process, and is implemented in a separate OS.
By belonging to the educational process, innovative activity is associated with:
- With the introduction of an integrated approach into the education system. After all, the traditional system of obtaining knowledge is guided by the already achieved level of technology and science and is not able to meet the requirements of a society that is in its dynamic development.
- With the organization of everything educational process and the introduction of the latest pedagogical technologies, which are the main factor in the development of innovative methods and means of obtaining knowledge.
- With specialization and profiling general education. Such directions involve the formation of the necessary conditions for the innovative activity of a teacher with its transition to a system of flexible and open continuous individualized learning of a person throughout his life.
- With the professionalization of existing management activities. This is one of the conditions for the effectiveness and success of innovative directions in educational institutions.
Based on the concept of renewal and the content of educational processes, the innovative activity of a teacher is divided into method-oriented, as well as problem-oriented. Let's consider them in more detail.
Methodologically oriented activity
When it is applied, it is supposed to implement one or another technology of education. It could be:
Use of the latest information technologies;
Application of the principle of integration to the content of education.
In addition, based on the experience of the teacher's innovative activity in the framework of method-oriented work, he can use training:
Developing;
differentiated;
Design;
problematic;
Programmed;
Modular.
As part of the application of such technologies, a prerequisite is the preparedness and competence of a teacher who is able to use approaches such as:
- Person-oriented. It can be achieved by implementing a strategy of support and respect, understanding, assistance and cooperation of the preschool administration in the field of choosing the means and methods of the teacher's work.
- Essential. It is reflected in the interaction of teachers with students to develop their abilities in order to form essential systemic knowledge and establish interdisciplinary connections.
- Operational and activity. This approach is based on the positions of the GEF. Students form the ability to act during the educational process, assimilating knowledge through their practical application.
- Professionally oriented. This is a competency-based approach. It allows students to develop professional attitudes.
- Acmeological. This approach is closely related to the essential one. It is used in the organization of innovative education with the development of new, as well as updating existing methods and teaching aids. This approach allows students to develop creative thinking and contributes to their self-development, self-improvement, self-education and self-control.
- Creative development. This approach is intended to form productive thinking. It develops in students a creative attitude to their activities, as well as the abilities and qualities creative personality, skills and abilities of a scientific and creative nature.
- Contextual. This approach allows you to bring the content of the subjects of the training program into line with the one developed in the country. state standard education.
Problem-oriented activity
Such innovative processes provide for the solution of a certain type of tasks that are associated with the formation of a high degree of competitiveness in a person.
At the same time, the activity of the teacher is aimed at developing in students:
Awareness of one's personal and social significance;
The ability to set goals for self-complication of problems and tasks, as well as self-actualization, which is a prerequisite creative development competitive personality;
An adequate sense of freedom and justified risk, which contributes to the formation of responsibility in the decisions made;
The maximum concentration of one's abilities in order to realize them at the most opportune moment, which is called "delayed victory".
One of the most actual problems that the modern education system is trying to solve is the education of a socially competitive person. Such a concept includes professional stability, social mobility of the individual and its ability to carry out the process of advanced training. At the same time, students should be taught receptivity to innovation. This will allow them to easily change the field of activity in the future, and be always ready to move into new area labor, which is more prestigious.
It is possible to form a competitive personality at this stage of the development of society only through the introduction and inclusion of methodological and problem-oriented innovations in the learning process.
Additional classification
Also, the following types of innovations are distinguished in the education system:
- In terms of scale - federal and regional, national-regional and at the level of educational institutions.
- By - isolated (local, private, single, that is, not related to each other), modular (a chain of private innovations interconnected), systemic.
- By origin - improved (modified), combined (attached to a previously known component), fundamentally new.
Problems of introducing innovations
Often, the conduct of innovative activities causes difficulty for teachers. This is what affects the need for scientific and methodological support of their work. The formal nature of the ongoing pioneering work, which can often be observed in the OU, is caused by:
Low level basic training teachers;
Formation of the activity environment in the classical, traditional mode;
Low degree of readiness for innovative activity;
Lack of motivation due to overload;
The inability to determine for themselves the most priority, which causes dispersion of activity and does not give a tangible result.
At the same time, imagine the operation of a modern OS without innovative methods impossible. But in order to achieve the intended goals, teachers need certain types of support. For some, psychological support is important, for others - individual consultation of a methodologist or a practicing teacher. One of the prerequisites for innovative work is the availability of a sufficient amount of special educational and methodological literature, as well as the latest material and technical base.
The innovative activity of teachers in the modern education system should become a personal category, a kind of creative process and result. creative activity. It also implies the presence of some degree of freedom in the actions of the relevant subjects.
The main value of the innovative activity carried out by the teacher lies in the fact that it allows you to form a personality capable of self-expression and the use of their abilities simultaneously with creativity. Those difficulties that arise in the process of such work, according to many practitioners, can be resolved on their own.
The main result will be:
Creation that will provide study, sustainable development and further implementation of best practices;
Occupation of the leadership position of educational institutions in the field of educational services;
Creation of a positive image of the staff of the educational institution.
Professional activity modern teacher in the mirror of the Federal State Educational Standard of General Education Chernobay Elena Vladimirovna, Doctor of Pedagogical Sciences, Director of Scientific and research institute metropolitan education GBOU VPO MGPU
Lack of understanding of the essence of the requirements of the Federal State Educational Standard, insufficient competence of teachers in the field of technology and organization of the educational process in accordance with the requirements of the Federal State Educational Standard, and on the other hand, resistance to change; the problem of implementing new requirements by means of the old content; lesson is still the main educational format; the role and possibilities of extracurricular activities for work on the GEF are not obvious; the inability of the teacher to build a lesson as a system of consistent solutions learning objectives through problem and learning situations. Federal monitoring data on the implementation of the Federal State Educational Standards IEO (extract) Everything must change sometime, otherwise society will become static ... From M. Fullan's book "A New Understanding of Reforms in Education"
Teacher before and after.... The knowledge paradigm is based on the idea of mastering the sum of knowledge. The motto for teachers of this paradigm is: “Knowledge is power!” It is not the knowledge itself that becomes necessary, but the knowledge of how and where to apply it. But even more important is knowing how to extract, interpret, or create new information. And these are the results of the activity. The motto for teachers: "Strength is in knowledge and activity!"
Modern children grew up in a changed socio-cultural environment, which is characterized by fundamentally new features: an increase in the speed of changes in life; rapid assimilation of social experience by new generations; rapid development of integration and globalization processes modern world; shift of value orientations; deepening social and cultural contradictions that threaten a person, his life, health; extensive, but unsystematic awareness of almost any issue, etc.
Transformation of various components learning activities of schoolchildren Decline in the importance of knowledge aspects and personal patterns Acquisition of solid knowledge Good family man Defender of his country Personally significant models A person who is able to ensure his well-being A person who achieves his own in life, etc.
The educational process in modern conditions is aimed at: - Do you want to be happy, rich and successful? - Naturally. - Did they teach you this at school? -No. "Then why did you go there?" -So it is necessary, everyone goes there ... 1 creation of experience in working with information, its application in non-standard and unusual life situations providing self-development and self-actualization of students 2 formation of methods of activity applicable both within the framework of the educational process and in solving problems in real life situations.
What is he, a modern teacher? This is a person: able to create conditions for development creativity to develop in students the desire for a creative perception of knowledge, to teach them to think independently, to formulate questions for themselves in the process of studying the material, to better realize their needs, to increase motivation to study subjects, to encourage their individual inclinations and talents, and much more!
Changing the teacher's readiness for professional activity- this is, first of all, the ability to: Choose a goal that is ahead of time ... mastering new pedagogical technologies focused on achieving the planned educational results; designing the educational process in modern information educational environment; using the didactic potential of ICT tools.
Modern views professional activities of the teacher, analysis of the planned learning outcomes, goals and objectives of the educational process, building meaningful lines of study of the subject, development of a pedagogical scenario, planning and selection of learning situations, methods, organizational forms, development of learning tasks, as well as the selection of learning tools for the implementation of the planned educational activities, etc.
Modern teacher roles Researcher, consultant, organizer, project manager, navigator of effective work with knowledge, "collective teacher". The main task of the teacher is to create and organize the conditions that initiate the learning activities of schoolchildren, leading to educational results that meet the new demands of society. We sow reasonable, good, eternal... And where is the harvest?
Teacher through the eyes of teachers Institution RAO IPO12 Teacher Evaluator Oracle Leader Enlightener Doctor Idol Thinker Rhetor Beloved person Friend Comrade Psychotherapist Comforter Educator Guardian Nanny Mentor Adviser Organizer Leader Expert Instructor Informant Trainer Trainer Critic Judge Executor Preacher Artist Clown Jester Scientist Researcher Observer
The modern formula for the preparation of a lesson in the conditions of work according to the Federal State Educational Standards of the OO Definition and analysis of the planned educational results. Formulation of the purpose of the lesson Selection of types of educational activities. Designing learning situations Selection of teaching aids
Level differentiation of planned educational outcomes Educational outcomes can be formulated from the simplest to the more complex. For example, in the subject "geography": "Countries. Peoples. Territories of residence» А1. I can find my country of origin and/or residence on a map, important geographical points of the country, neighboring countries (name their features).
Level differentiation of planned educational results A2. I can name mountains, rivers, cities, landscapes in my country and in neighboring countries. IN 1. I can find geographical points on the map, describe the territory of the settlement of peoples and compare living conditions. AT 2. I can explain geographical features and their influence on the features of my country.
Level differentiation of planned educational results С1. I can find data on all the essential economic and geographical prerequisites for the development of regions, and present it in an understandable form. C2. I can predict cultural and economic development different regions, link facts from the field of cultural, historical development, economic geography.
Learning activity should be presented as a system of learning tasks Classification of learning tasks proposed by I.M. Feigenberg For example, tasks: with insufficient initial data, with uncertainty in the formulation of the question, with redundant or unnecessary initial data for solving, with conflicting information in a condition requiring the use of objects in an unusual function for them. School should not be separated from life
Requirements for the design of learning situations, not one separate learning situation should be constructed, but a set of situations; when designing educational situations, one should strive to ensure that it ensures the achievement of not only the immediate planned educational results, but also remote ones; orientation in the construction of the educational situation on "aspect problems" (I.Ya. Lerner), cross-cutting for all or part of the phenomena studied by a particular educational subject.
Learning situations Constructed by the students themselves Knowledge is the main role for the teacher Learning Teaching Collaboration Transmission of knowledge from the teacher Transferred ready-made Presentation of the knowledge system Active work on tasks related to real life Cooperation between teachers and students Participation of students in the selection of the content of the components of the methodological system of education
When selecting learning media, it is important for the teacher to keep in mind the type of ICT media used; the real expediency of using certain ICT tools at a particular stage of the lesson; methodological purpose of the teaching aids used; readiness to use software; expediency of using educational Internet sites; the time required when using ICT tools and hygienic restrictions while students work with them. School should not be separated from life
Pedagogical risks in the work on the Federal State Educational Standard of General Education Preservation of stereotypes of professional activity; the use of traditional inefficient learning technologies; destruction of the value system declared in the GEF; overload of students, violation of the health of subjects of education
In this regard, the requirements for the lesson in accordance with the Federal State Educational Standard of general education The priority of planned educational results The use of types of educational activities aimed at achieving the planned educational results The activity-based nature of learning (through learning situations / problematic tasks) Individualization in the selection of tasks Emphasis on independence in learning The content of the lesson is only as a tool in achieving the planned educational results educational outcomes
Contact Information NIISO website: Email: Tel/fax: 8(499)
In modern pedagogical science in Lately Considerable attention is paid to the creative search activity of the teacher, aimed at the introduction of new pedagogical technologies, a student-oriented approach to teaching and education, and the humanization and democratization of the educational process. It is quite clear that a modern teacher must possess the skills of creative search, which are closely related to pedagogical research. The problem of the formation of the teacher's creative personality is also reflected in the scientific and pedagogical literature. A number of works have appeared that reveal the importance of research work in improving the educational process secondary school. In our opinion, the studies of V.V. Borisova, Yu.M. Galatyuk, L.S. Levchenko, Yu.L. Lvova, in which it is noted that research is an important component of the activity modern teacher. However, in our opinion, the problem of the influence of pedagogical research on the development of a teacher as a person and a specialist still requires separate consideration. In view of this, the main task of the article is to clarify the place and role of pedagogical research in the structure of the professional activity of a modern teacher.
First of all, it should be noted that, by its nature, pedagogical activity is complex and multifaceted. This is determined by many objective and subjective factors, their unique combination, a peculiar mechanism for setting and solving educational and upbringing tasks, a variety of means and conditions for their solution.
It is known that the main goal of the teacher's activity is the formation of personality. Forming a personality, the teacher must, first of all, translate an educational or other task into the language of a task that is understandable to students, achieve the fulfillment of these tasks using certain means and methods. He must guide this activity of schoolchildren, analyze it, provide it with the desired direction and evaluate it, at the same time, he must analyze his own activity - the nature of student activity depends on the content and methods of setting tasks, and this determines the process and content of personality formation. This is the general scheme of the teacher's work.
V.A. Sukhomlinsky noted in many of his works that pedagogical activity is impossible without an element of research, because in its logic and philosophical basis it has a creative character. According to the well-known teacher, every human individuality with which the teacher deals is, to a certain extent, a peculiar, unique world of thoughts, feelings, interests.
Considering that the pedagogical process is controlled by objective laws, without taking into account and using which the teacher cannot succeed, it is very important for the teacher to know the basic laws of the process of education and upbringing, to constantly improve his pedagogical thinking. The theory provides a general orientation for actions, offers certain models for solving pedagogical problems. But every time general provisions or principles should be used taking into account specific circumstances, the characteristics of the pedagogical situation.
In his work, the teacher has to achieve a lot, relying on his own experience, combine knowledge with intuition, analyze the results of tests, correcting the mistakes made. Even what is in guidelines the content and methods of organizing the activities of students are presented, does not mean that the teacher has received a ready-made algorithm of pedagogical influence, which guarantees a 100% positive effect.
The teacher must make scientific achievements his own. This means that he must “rediscover” everything for himself again and again. problem learning and differentiated and personally oriented approaches and much more. The pedagogical process is active and dynamic, constantly enriched with new achievements. public life, both spiritual and material, therefore it is impossible to comprehend all the secrets of pedagogy once and for all - they must be constantly “rediscovered”.
The pedagogical process, both in theory and in its actual practical implementation, is the result of the teacher's activity. But, besides the teacher himself, the authors of textbooks and manuals, other fellow teachers, and students also participate in it. The basis of educational work is, before achieving pedagogical science. However, science indicates for the teacher only a general direction towards the goal. The teacher's job is to use the sciences in specific, unique pedagogical situations, creatively combining known pedagogical means, modifying these means in relation to specific situations.
Many examples can be given from teaching practice when a master teacher achieves noticeable positive results in the education and upbringing of children, and teachers work side by side with much more modest results. It would seem why useful experience not to study and not to use all? And the fact is that the use of experience, when it is not about its mechanical application, which, in the end, did not give the opposite results, is also a creative process. Experience can only be used if the one who studies it is prepared for it. If the teacher has developed pedagogical thinking, which allows to assess main idea and the logic of the best practices of outstanding teachers, we can say that he is ready to adopt this experience and implement it in accordance with specific conditions. Without a deep understanding of the essence of their humanistic concepts and principles of pedagogical logic, the dissemination of this experience will not give the desired results. So, again, we need an appropriate scientific training teachers and creative approach to their work.
To master the methods and techniques of analyzing best practices, which means learning to monitor the activities of teachers and students, to be able to highlight the main thing, generalize, and analyze it is useful for every teacher. In other words, you need to know the technology of pedagogical research.
There was a time when school, and therefore the practice of teaching and education, was opposed to science, in fact scientific research. It was believed that science conducts a continuous search, fights against any routine, that only creative principles are inherent in it, and the school, instead, accepts only the established and proven, that is, that which is not subject to doubt, therefore, is a conservative institution. But practice proves that this contradiction is to a certain extent artificial and that it is the research component that brings together scientific research and the educational process, it is he who stimulates a creative approach in practical activities, and this contributes to scientific creativity.
Therefore, in educational practice, special attention is paid to research components which are gradually becoming a very important component pedagogical activity every teacher. Of course, in this sense, we must say that the teacher conducts pedagogical research, which is a conscious, purposeful search for ways to improve. pedagogical process using a certain scientific apparatus, theoretical and empirical methods. There is no doubt that such a study is aimed at obtaining new knowledge, primarily for the teacher with the aim of his successful pedagogical activity, in contrast to scientific and pedagogical research, which is aimed at obtaining new knowledge in science.
Although it is worth noting that a creative teacher very often acquires in the process of research not only new knowledge for himself, but this same knowledge becomes discoveries for science. Such a teacher, as a rule, works at a high scientific and pedagogical level, and his pedagogical activity can really be called scientific. Among such creative teachers-practitioners, one can note A.S. Makarenko, V.A. Sukhomlinsky, A.A. Zakharenko, S.P. Logachevsky and others, who became not only famous teachers, but also scientists.
Practice proves that the teacher very often has to generalize both his own experience (when it is necessary to tell or write about it), and the experience of his colleagues or even the whole teaching team. creative teacher always strives to introduce something new, to test it in practice in order to obtain reliable data on the results of its implementation. In this case, it is directly included in the actual research activity. It is quite natural that a teacher who starts a scientific search has many questions: what does it mean to be a researcher? Or is everyone capable of it? What personal qualities should be inherent in the researcher and what knowledge and skills does he need?
Russian scientist V.I. Zagvyazinsky notes that being a teacher-researcher means being able to find something new in pedagogical phenomena, to identify unknown connections and patterns in them. And this requires, first of all, a general culture and high professional training, a certain experience in educational work and special knowledge and skills inherent in research work. In particular, one must be able to observe and analyze phenomena; generalize the results of observations, highlighting the most important; to foresee the development of phenomena in the future by certain signs; combine accurate calculation with imagination and intuition and much more. The complexity of pedagogical phenomena with the incompleteness of their logical analysis and insufficient awareness of them makes the problem of scientific research especially relevant.
Recently, pedagogical education has taken a significant place. It can also have a purely scientific and theoretical direction to improve this practice.
Activation of attention to pedagogical diagnostics in our time is not accidental. In the context of the introduction of fundamentally new pedagogical technologies and the functioning of schools that are different both in form of ownership and in the principles of building the educational process, knowledge of methods pedagogical diagnostics becomes the norm for every teacher. Competitions of various educational systems requires research work related to the analysis of the state of all objects of the pedagogical process. The point is that whoever knows better about the underlying causes and consequences of pedagogical influence will emerge victorious in these competitions, and, consequently, his pupils will achieve significant results in their self-realization.
Julia Sapozhnikova
Professional activity of a modern teacher in the context of the Federal State Educational Standard. professional standard
SUBJECT: « Professional activity of a modern teacher in the context of GEF DO. professional standard».
Introduction GEF Preschool education is due to the fact that the need has come standardization content preschool education to ensure that every child has an equal starting opportunity for successful learning At school. However standardization preschool education does not provide for the presentation of strict requirements for children preschool age, does not consider them in rigid « standard» framework. The specificity of preschool age is such that the achievements of preschool children are determined not by the sum of specific knowledge, skills and abilities, but by a combination of personal qualities, including those that ensure the child's psychological readiness for school. It should be noted that the most significant difference between preschool education and general education is that there is no rigid subject matter in kindergarten. The development of the child is carried out in the game, not in the educational activities. Standard preschool education is different from standard primary education also by the fact that there are no strict requirements for the results of mastering the program for preschool education.
In terms of implementation GEF DOs pay special attention to staffing and training teachers preschool education. Last changes in preschool education relate to almost all functions of educational processes and relevant educational institutions. And first of all professional activity of a teacher. For the first time in Russian education designed to improve the quality of education. I believe quality is the result activities of the entire teaching staff. It is also important that each participant in the educational process must be able to interact with other members of the team in order to become like-minded people.
Professional standard of a teacher reflects the structure professional activity: education, upbringing and development of the child and helps teacher in solving new the problems it faces. Professional standard of a teacher designed primarily to liberate teacher give a new impetus to its development. Expanding freedom teacher professional standard increases responsibility teacher for the results of your work.
Evgeny Alexandrovich Yamburg, honored teacher, said that professional growth teacher is an unrelenting desire teacher to self-improvement, which is based on the natural need for creativity in working with children. readiness teacher to the implementation of the educational process within the framework of the new educational standard includes: motivational - psychological readiness, theoretical readiness, effective readiness.
I would like to point out that today contemporary teacher needs a special vocational training. The preschool teacher must be proficient in the latest technologies in the field of teaching and raising children, and also have pedagogical intuition and highly developed intellect.
Thus, in the context of the implementation of the new GEF DO, within professional standard of a teacher integral part pedagogical activity is a continuous increase in professional qualifications, continuous self-education.
important place in contemporary educational process kindergarten devoted to educational situations as the main form of organization of the educational process. The educational situation allows teacher creative approach to the game, cognitive research children's activities, and the child independently act, reflect, speak out, look for a solution to a problem situation and thereby expand the knowledge of the social and objective world. In order to improve the level professional competence of pedagogical employees and improving the experience of practical activities advise educational situation "How to Be Happy" within the content educational field "Social and communicative development".
(Seen clip about happy people) children called what feelings they experienced when watching the clip?. Goal setting for children: feel, explain your feelings and experiences, as well as the feelings of other people. A game "Say one word". The children tried to name the experiences of happiness with only one word. And the game "Define a happy person"(in which children were offered different pictures and from them it was necessary to choose a happy person). The corner was supplemented with photographs "Our life" Conducted psychotraining "Door"(Standing in a circle, the children opened an imaginary door and took a step forward, thinking about something positive, closed the imaginary door, leaving everything negative behind it). Then the children join hands, raise them up and in chorus pronounce: "We are happy!". At the end, the children shared a piece of happiness with the guests, knitted colored ribbons on the hands of the guests and gave them proverbs about happiness.
This kind activities adult and child helps to expand, to enable children to more fully comprehend the tasks assigned to him. It was shown how the centers work in a group, how the material of the centers is used in a joint activities of adults and children. On the same topic in the group are decorated "Tree of Happiness". The children selected the necessary pictures and placed them on the tree, explaining their choice, For example: “I chose a heart because it means love, and every person needs love to be happy. "Corner of Emotions","Mood Corner".
Thus, when organizing regime moments, it is necessary to strive to ensure that the content of this activities was exploratory.
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a) characterization of the concepts "organizational activity of the teacher", "subjects of the educational process";
b) features of the teacher's work with different age groups of students;
c) problems, difficulties, mistakes in the work of a teacher with schoolchildren, their parents, colleagues; ways to overcome these problems;
d) the possibilities of different pedagogical technologies in solving the problems of the development of the student's personality.
A) Organizational activities of the teacher is a system of interrelated actions aimed at bringing together various groups, participants in processes to achieve common goals.
1. setting the goals of the activity for the pupils, explaining the tasks of the activity
2. creation of conditions for the adoption of the tasks of the activity by the team or individual pupils.
3. application of selected methods, means, methods of activity.
4. ensuring the interaction of participants in the activity.
5. creating conditions for the effective implementation of actions.
6. the use of various techniques that stimulate the activity of schoolchildren.
7. setting feedback.
8. timely adjustment of activities.
Stages:
1. setting the task.
2. selection of assistants, familiarizing them with the tasks.
3. determination of material resources, temporal and spatial conditions, planning.
4. distribution of responsibilities among the participants.
5. coordination of activities, work with assistants.
6. control, analysis.
7.Adjustment activities.
8. completion work.
Subjects of the educational process– teachers, students, their families, social and professional groups, administrative and civil society institutions.
B)**Changes in the social situation elementary school student associated with his admission to school. The leading activity is educational and cognitive activity. During this age period, the intellectual-cognitive sphere receives the predominant development. The object of cognitive activity is the beginning of the sciences. Play still plays a big role in a child's development.
It is necessary to help the child master a new role for him - the role of the student. It is important for the younger student to experience the joy caused by academic achievements. Therefore, the optimistic attitude of the teacher to the educational successes and failures of children, the cooperation of the teacher with students in the learning process, trust and ethics in relation to the child are of decisive importance.
The main new formations of this age period: the transition from visual, empirical thinking to theoretical thinking; arbitrariness cognitive processes, inner plan actions, as well as self-control and reflection.
The moral behavior of the younger schoolchild is more conscious than that of the preschooler, in whom it was more impulsive. Leading pedagogical idea working with younger students: the formation of initial beliefs based on universal values; creating a situation of success in educational activities.
**Adolescence- the period of transition from childhood to adulthood, the period of puberty, the intensive development of all body systems, especially the nervous and cardiovascular systems. The fast pace of the physical, mental development at this age, they lead to the formation of such needs that cannot be satisfied due to the insufficient social maturity of adolescent schoolchildren. This can cause a teenage crisis. The central neoformation of the consciousness of adolescents is the “sense of adulthood”. There is an expansion of the circle of communication and activities of adolescents. characteristic feature self-awareness of adolescents is also the need (ability) to know oneself as a person, which causes a desire for self-affirmation and self-education.
The leading activity of adolescents is communication. Adolescents satisfy their need for communication and social recognition in various kinds of teenage companies, informal groups.
The object of cognitive activity is the foundations of sciences, as well as the system of relations in different situations. Children at this age tend to overestimate their knowledge, abilities, experience. On this issue, they often argue with adults. If adults and peers give a low assessment of their skills, then this hurts the self-esteem of adolescents and is acutely experienced by them.
The "I-image" is replenished with ideas about one's ability to maintain relationships with the opposite sex. Successes and failures in this area also affect a teenager's self-esteem and many other areas of his activity. Adolescent problem is preoccupation with their appearance, general attractiveness. It is important that a teenager has a positive image of his physical self.
Leading pedagogical idea in work with adolescents - creating a situation of success in the most significant activities that provide an opportunity for positive self-affirmation; education of value orientations; prevention of deviations in behavior and moral development.
** Leading activity in early adolescence is an educational and professional activity. Accordingly, the object of cognitive activity of high school students is the foundations of science and professional activity. Both the intellectual-cognitive and the need-motivational sphere receive predominant development. It is the attitude of the high school student to future profession begins to influence their attitude to learning activities in one way or another.
The internal condition for professional self-determination is the intensive formation of a worldview as a generalized view of the world. It also includes a deep awareness of oneself as a person, the experience of one's "I" as an individual integrity, dissimilarity to other people. Evaluation activity of high school students becomes more independent. Social activity is also growing. The problem of the meaning of life can become important for a high school student. These thoughts about oneself and one's life purpose are usually accompanied by serious emotional experiences.
For boys and girls, trusting communication is important: they strive to find friends of both sexes, they are open to communication with adults. If the need for trusting communication is not satisfied, then the high school student may feel lonely. This period of early youth is characterized by the emergence of the need for love. Youthful love requires special tact and attention from adults.
The main neoplasm of the first period of youth is self-determination in all areas human life, including the formation of professional interests and worldview in general. These processes are accompanied by active self-knowledge. The development of a personality at this age is largely determined by its own efforts in this direction, that is, self-education. Leading pedagogical idea in work with high school students - the creation of conditions for the realization of the possibilities of the individual in accordance with her real claims; assistance in socially significant determination for the future.
C) Peculiarities of pedagogical conflicts:
- teacher's responsibility for pedagogically correct resolution problem situations: after all, the school is a model of society, where students learn the norms of relations between people;
- participants in conflicts have different social status (teacher - student), which determines their behavior in the conflict;
- difference in life experience participants gives rise to varying degrees of responsibility for errors in conflict resolution;
- a different understanding of events and their causes (the conflict “through the eyes of the teacher” and “the eyes of the student” is seen differently), so it is not always easy for the teacher to understand the depth of the child’s experiences, and for the student to cope with emotions, to subordinate them to reason;
- the presence of other students makes them participants from witnesses, and the conflict acquires an educational meaning for them as well; the teacher always has to remember this;
- the professional position of the teacher in the conflict obliges him to take the initiative in resolving it and to be able to put the interests of the student as an emerging personality in the first place;
- controlling their emotions, be objective, give students the opportunity to substantiate their claims, “let off steam”;
- do not attribute to the student your understanding of his position, switch to “I-statements” (not “you are deceiving me”, but “I feel deceived”);
- do not insult the student (there are words that, having sounded, cause such damage to the relationship that all subsequent “compensating” actions cannot correct them);
- try not to expel the student from the class;
- if possible, do not contact the administration;
- do not respond to aggression with aggression, do not affect his personality, evaluate only his specific actions;
- give yourself and the child the right to make a mistake, not forgetting that “only the one who does nothing does not make mistakes”;
- regardless of the results of resolving the contradiction, try not to destroy the relationship with the child (express regret about the conflict, express your disposition towards the student);
- do not be afraid of conflicts with students, but take the initiative to resolve them constructively.
Conflict resolution it is advisable to carry out according to the following algorithm:
- analysis of data on the situation, identification of the main and accompanying contradictions, setting an educational goal, highlighting the hierarchy of tasks, determining actions;
- determination of means and ways to resolve the situation, taking into account possible consequences based on the analysis of interactions between the educator - the student, the family - the student, the student - the class team;
- planning the course of pedagogical influence, taking into account the possible response actions of students, parents, and other participants in the situation;
- analysis of results;
- adjustment of the results of pedagogical influence;
- self-esteem class teacher, mobilization by him of his spiritual and mental forces.
Conflict Resolution Procedure as follows:
- perceive the situation as it really is;
- do not make hasty conclusions;
- when discussing, opinions should be analyzed opposite sides, avoid mutual accusations;
- learn to put yourself in the place of the other side;
- do not let the conflict grow;
- problems should be solved by those who created them;
- be respectful of the people with whom you communicate;
- always look for a compromise;
- common activity and constant communication between those who communicate can overcome the conflict.
D) Ped. technology- this is, firstly, a consistent interconnected system of actions of the teacher, aimed at solving prof. tasks, secondly, the systematic and consistent implementation in practice of a pre-planned ped. process. This is one of the ways to influence the processes of development, education and upbringing of the child.
The subject of pedagogical technology are specific interactions between teachers and students in any field of activity. As a result of these interactions, a stable positive result is achieved in the assimilation of knowledge, skills and abilities.
TO tasks Pedagogical technology and technical processes include the following:
1) development and consolidation of knowledge, skills and abilities in any field of activity;
2) formation, development and consolidation of socially valuable forms and habits of behavior;
3) awakening students' interest in mental studies, developing abilities for intellectual work and mental activity, understanding the facts and laws of science;
4) training in actions with technological tools;
5) development of independent planning, systematization of their educational and self-educational activities;
6) fostering the habit of strict adherence to the requirements of technological discipline in the organization training sessions and socially useful work.
Pedagogical technologies may differ for various reasons.:
By the source of occurrence (based on pedagogical experience or scientific concept),
on goals and objectives (formation of knowledge, education of personal qualities, development of individuality),
· according to the possibilities of pedagogical means (what means of influence give the best results).
