Problems of using modern teaching technologies. Actual problems of teaching technology in the context of the implementation of the Federal State Educational Standard material on technology on the topic. Pedagogical technologies provide

USE OF MODERN TECHNOLOGIES IN LEARNING

It is quite obvious that our future is laid by the modern school. Modernization dictates the need to develop the cognitive interests, abilities and capabilities of the child. The lesson should be bright, spectacular, emotional, and most importantly - productive. These factors primarily depend on the teacher and his professionalism. The Education Modernization Strategy emphasizes the need to change teaching methods and technologies at all levels, to increase the weight of those that form practical skills in information analysis, self-study, stimulate independent work of students, form the experience of responsible choice and responsible activity. There was a need for a new model of education, built on the basis of modern technologies, implementing the principles of personal oriented education. Thus, the following requirements for the school of the future can be distinguished:

The school must develop the creative potential of each student, i.e. implement a personal approach in the learning process.

The school must teach the student how to learn. Learn to work with information.

Both teachers and students should master modern technologies.

Consequently, the modern school should be focused on ensuring self-determination and self-realization of the individual. A traditional lesson is necessary, focusing on the educational requirements of modern society and man. This task can only be achieved through developmental education.

In order to consider yourself a real teacher today, it is not enough to have the ability for cultural self-development and creative cooperation with children. It is important to navigate those innovative processes that, at least at the level of theoretical research, will serve as the basis for creating your own concept, your own view of the professional activities of a teacher. A teacher today is not only an excellent teacher, but also a researcher who is able to formulate and solve problems in an original way. teaching practice tasks at the technological level. Relevance The problem lies in mastering the basics of technologization of the educational process. The importance of this process, firstly, for the implementation of a systematic approach in solving pedagogical problems related to the design of the learning process, to the development learning technologies subject, to the creation of the author's pedagogical system and the design of students' activities in the lesson on the assimilation of new concepts. Secondly, learning technologies significantly intensify the process of mastering knowledge, skills, abilities, create conditions for creative activity taught in the lesson.

1. The essence of educational technology

The reform processes that have unfolded in the education system in recent years cannot be effective both without a deep theoretical understanding of its problems, and without a thorough experimental verification of the proposed reforms.

Any theoretical position that is being tried to be introduced into mass practice must first of all have two qualities: to be technological and reproducible. To be technological means it is possible to implement within the framework of today's accepted business models educational institutions. To be reproducible means that it can be used by every teacher. The process of standardization of the Russian educational space began without proper methodological preparation, without understanding the role and functions of pedagogical technology as an innovative concept during the transition educational institutions to work in the conditions of the educational standard.

In "Content Modernization Strategy general education» considers the development of students' independence and ability for self-organization. The implementation of this goal is based on three conceptual approaches: subject-information, activity and value-orientation.

The subject-information approach is the main one in the modern educational space - it is carried out on the basis of private (subject) methods and is in fact the implementation of the concepts of the traditional pedagogy paradigm.

The value-oriented component of the educational process determines the system of universal cultural and historical heritage to be passed on to a new generation, and, in our opinion, does not yet have adequate implementation technologies.

The activity approach is based on the theory of developmental learning and considers the requirement to "teach to learn" to be the main task.

Thus, at the modern level of "innovation" education is considered as an activity, which is determined by the degree of development of the activity structures of the individual and at the same time "works" for the development of activity abilities. It is not so much important to transfer a certain amount of knowledge to the trainee, but to help him master the types of activities, having mastered which, he himself will be able to receive the necessary information in any situation.

With an activity approach, the task of "teaching to learn" cannot be solved within the framework of traditional pedagogy without "exit" to the technological level. In addition, the educational process begins to restructure in the direction of the development of the student's subjectivity, the priority of his self-organization, amateur performance, independence. And as a consequence, the question arises: what is "technology"?

According to a number of researchers (Guzeev, Levites, Chernilevsky, Yudin, and others), many teachers are not aware of the differences between methodology and technology.

We can agree with a number of researchers (Kirikova, Ksenzova) who believe that pedagogical technology is based on the laws of the educational process as a result of scientific knowledge the process of education, and the methodology is based on the empirical experience, skill and art of the teacher.

A.M. Kushnir: “It has long become customary that a technique arises as a result of generalizing experience or inventing a new way of representing knowledge. The technology is designed based on specific conditions and focusing on a given, rather than expected result.

IN AND. Zagvyazinsky, considering the problem of distinguishing between technology and methodology, suggests using the term "learning technology" and identifies four groups of such phenomena:

Search and research technologies,

Criteria-based learning technologies,

Simulation (simulation) learning technologies,

Information Technology.

V. V. Guzeev, who for many years actively dealt with the problems of technologization of the educational process, repeatedly made attempts to create classifications of pedagogical (educational) technologies. So, he identified four classes (generations) of learning technologies in accordance with the minimum unit of the educational process (lesson, learning module, block, etc.):

Private methods (first generation),

Modular-block technologies (second),

Whole block technologies (third),

Integrated technology (fourth generation).

Research in the field of pedagogical technology has led to numerous definitions of this concept by well-known educators and methodologists. From the point of view of V. Bespalko, B. Bloom, V. Zhuravlev, M. Klarin, G. Morevoy, V. Monakhov and others, pedagogical technology (or more narrowly - learning technology) is an integral (procedural) part of the learning system associated with didactic processes, means and organizational forms of education. It is this part of the learning system that answers the traditional question “how to teach” with one significant addition “how to teach effectively”. Below are some definitions of pedagogical technology.

Pedagogical technology is system method creation, application and definition of the entire process of teaching and mastering knowledge, taking into account technological and human resources and their interaction, which sets as its task the optimization of forms of education (UNESCO).

Pedagogical technology - a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching methods, educational means; it is an organizational and methodological toolkit of the pedagogical process. (B.T. Likhachev).

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.M. Monakhov).

Technology is a set of techniques used in any business, skill, art (explanatory dictionary).

Pedagogical technology is a meaningful technique for the implementation of the educational process (V.P. Bespalko).

Pedagogical technology is a description of the process of achieving the planned learning outcomes (I.P. Volkov).

Teaching technology is an integral procedural part of the didactic system (M. Choshanov).

Educational technology is a set of educational structures of educational institutions, organizational measures, methods, techniques, system tools and psychological attitudes aimed at the transfer of known knowledge, the systematic formation of awareness of information and the effective assimilation of knowledge in the process of learning or activity (V.N. Busurin, V. .N. Kozlov).

Pedagogical technology is a scientifically based choice of the nature of the operational impact in the process of interaction with children organized by the teacher, made in order to maximize the development of the individual as a subject of the surrounding reality (T.N. Shamova).

IN Lately in Russia, the term "pedagogical technology" is increasingly found in works devoted to the problems of education (studies by L.N. Lazutina, N.E. Shchurkova, V.Yu. Pityukov. L.D. Ragozina, A.P. Savchenko, etc. ).

Three approaches to the definition of the concept of "educational technology" are considered in the "Glossary of modern education" (terminological dictionary):

A systematic method of planning, applying, evaluating the entire process of learning and mastering knowledge by taking into account human and technical resources and the interaction between them to achieve a more effective form of education;

Solving didactic problems in line with the management of the educational process with precisely defined goals, the achievement of which should be clearly described and defined (the generally accepted definition of the 70s);

Identification of principles and development of methods for optimizing the educational process by analyzing factors that increase educational efficiency, by designing and applying techniques and materials, as well as by means of the methods used.

Thus, in a generalized form, pedagogical technology is a model of joint educational and pedagogical activities thought out in all details to design, organize and conduct the educational process with the unconditional provision of comfortable conditions for students and teachers. Pedagogical technology involves the implementation of the idea of complete controllability of the processes of education and upbringing.

Summarizing the views of modern researchers on the problem of using the term "technology" (M.E. Bershadsky, D.G. Levitas, V.V. Yudin, and others), we can distinguish four main areas of its application:

1. The concept is applied intuitively to any pedagogical processes and phenomena. Any pedagogical activity is declared technology (All pedagogical systems of a humanistic and tolerant direction).

2. Technology as an art, teaching skills, communication with students. The concept includes many specific methods of interaction with students in the most different situations(Methods of innovative teachers (V. Shatalov, Sh. Amonashvili, etc.)

3. Classical technology (algorithmic paradigm). It is used to describe models of the educational process in accordance with the paradigm of the production process. The model is built on a theoretical basis and includes: a student's personality model with a description of the parameters to be controlled and methods for diagnosing them; a system of pedagogical influences on the student, consisting of known operations that implement a certain theoretical concept learning; a system of diagnostically and operationally defined goals of education. (Block-modular technologies, gaming technology, algorithmic group forms of work, concentrated learning technologies,

(multimedia) technologies, design and research technologies,

learning technologies in global information networks (TOGIS).

4. Technology of personality-centered education (stochastic paradigm). It is used to describe stochastic models of the educational process based on the design of the learning environment, which affects the likelihood of its flow in various directions (Technologies of personality-oriented, personality-developing, personality-centered and individual-personal learning).

If we strictly approach the concept of "pedagogical technology" from the standpoint of an activity approach, only pedagogical phenomena of the third group, based on the algorithmic paradigm, can be attributed to learning technologies. In this case, it becomes possible to identify common characteristics the main teaching technologies that distinguish them from other didactic models:

1. Standardization, unification of the learning process and the ensuing possibility of reproducing (and replicating) technology in relation to given conditions.

2. Efficiency - guaranteed achievement of the planned level of assimilation.

3. The focus of technology on the development of the individual in the educational process and the implementation of a situationally conditioned learning model of multi-level learning.

4. Diagnostic goal setting. The activity approach underlying any technology is that the achievement of each didactic goal can be verified, and this must be justified at the design stage.

5. Optimal organization educational material: didactic modules, blocks or cycles are being developed, including the content of the material being studied, the goals and levels of its study, methods of learning and assessment, etc.

6. Organization of the educational process in accordance with learning goals, where the emphasis is on differentiated independent work of students with prepared educational material (a certain desire to abandon the traditional class-lesson system: paired lessons or cycles of lessons, "immersion", project-research activities, etc.).

7. Examination of the quality of education: 1) input control - for information about the level of readiness of students for work and, if necessary, to update what was previously studied; 2) current or intermediate - after each educational stage in order to identify gaps in the assimilation of the material and the necessary correction; 3) final - to assess the level of assimilation of the material.

8. The form of assessing the level of assimilation of knowledge and methods of activity: along with traditional tests (including those of a multi-level nature), testing is carried out and rating scales of assessment are used.

In addition to these factors, researchers identify several more essential features learning technologies: cost-effectiveness, algorithmicity, projectability, integrity, controllability, correctability, visualization, etc.

Consequently, the basis of any pedagogical technology should be a sequence of procedures for transforming the student in accordance with the learning objectives. In this context, pedagogical technology can be defined as a certain algorithmic sequence of pedagogical procedures that is guaranteed to ensure the achievement of the didactic goal.

2.Characteristics of technologies that implement

system-activity approach

The modern school needs not one pedagogical technology, but a whole palette. This is essential for both the student and the teacher. If we proclaim a personality-oriented approach in relation to the child, then exactly the same approach should be applied to the teacher. He should have the right to choose which technology suits him best - due to the age, individual, personal qualities and characteristics of the student. The task set before the teacher of transition to a new system-activity educational paradigm is associated with fundamental changes in the activities of the teacher who implements the new standard. In the context of the implementation of the requirements of the Federal State Educational Standard, LLC, the following technologies become the most relevant:

Information and communication technology

Design Technology

Gaming technologies

Group Technologies

Technology problem learning

Modular technology

Integrated Learning Technology

Information and communication technologies

The use of ICT contributes to the achievement of the main goal of modernizing education - improving the quality of education, ensuring the harmonious development of a person who is oriented in the information space, attached to the information and communication capabilities of modern technologies and possessing an information culture, as well as presenting the existing experience and identifying its effectiveness.

At present, it is necessary to be able to receive information from different sources, use it and create it yourself. The widespread use of ICT opens up new opportunities for the teacher in teaching his subject, and also greatly facilitates his work, increases the effectiveness of teaching, and improves the quality of teaching.

The ICT application system can be divided into the following stages:

Identification of educational material requiring a specific presentation, analysis educational program, analysis of thematic planning, choice of topics, choice of the type of lesson, identification of the features of the material of the lesson of this type;

Selection and creation of information products, selection of ready-made educational media resources, creation of your own product (presentation, training, training or control);

Application of information products, application in the classroom different types, application in extracurricular activities, application in the management of research activities of students.

Analysis of the effectiveness of the use of ICT, the study of the dynamics of results, the study of the rating in the subject.

Design technologies

The project method attracted the attention of Russian teachers as early as the beginning of the 20th century. The ideas of project-based learning arose in Russia almost in parallel with the developments of American teachers. Under the leadership of the Russian teacher S. T. Shatsky, a small group of employees was organized in 1905, trying to actively use project methods in teaching practice.

Later, already under Soviet rule, these ideas began to be quite widely introduced into schools, but not thoughtfully and consistently enough, and by a decree of the Central Committee of the All-Union Communist Party of Bolsheviks / in 1931, the method of projects was condemned and since then, until recently, no more serious projects have been undertaken in Russia. attempts to revive this method in school practice.

The purpose of project-based learning is to create conditions under which students: independently and willingly acquire the missing knowledge from various sources;

learn to use the acquired knowledge to solve cognitive and practical problems;

acquire communication skills by working in different groups; develop research skills (ability to identify problems, collect information, observe, conduct an experiment, analyze, build hypotheses, generalize);

develop systems thinking.

There are different approaches to the classification of projects. E.S. Polat proposed the following typological features of projects that underlie the classification:

1 . By the nature of the activity dominating in the project:

search engine (search project);

research (research project);

creative (creative project);

role-playing (game project);

applied (practice-oriented) (practice-oriented project);

introductory and indicative (tentative project).

2. By subject area:

monoproject, within one area of knowledge;

interdisciplinary project, at the junction of different areas.

3. By the nature of project coordination:

direct (rigid, flexible);

hidden (implicit, simulating a project participant,

typical for telecommunications projects).

4. By the nature of contacts (among participants of the same school, class, city, region, country, different countries of the world).

5. By the number of project participants (individual, pair, group, collective, mass).

6. By project duration ( long-term, short-term, etc.).

Gaming technologies

Considered from the standpoint of educational activity as a complex pedagogical technology, the educational game is a specific way of managing the educational and cognitive activity of a student.

The educational game is a variable, dynamically developing form of organizing the purposeful interaction of all its participants with pedagogical guidance from the teacher. The essence of this form is the relationship between simulation modeling and the role-playing behavior of game participants in the process of solving typical educational tasks by them of a rather high level of problematicity.

The game reveals the student's personal potential: each participant can diagnose their own possibilities individually and in joint activities with other participants. Schoolchildren become the creators of not only the game situation, but also the "creators" of their own personality. They solve the problems of self-management, look for ways and means to optimize communication, identify their shortcomings and take measures to eliminate them. The teacher helps them with this.

The game can also be considered as a technology of group psychotherapy, because the participant in the game is effectively influenced by the atmosphere of the group, group cooperation and support. He learns to overcome psychological barriers in communicating with various people, improve the qualities of their personality: eliminate those that hinder effective communication, such as isolation, intemperance, etc.

Classification of educational games

By area of application :

physical

intellectual

labor

social

psychological

By (characteristic) the nature of the pedagogical process:

educational

training

controlling

generalizing

cognitive

creative

developing

Game technology:

subject

plot

role-playing

business

imitation

dramatization

By subject area:

mathematical, chemical, biological, physical

musical

labor

sports

economically

By gaming environment:

no items

with items

desktop

indoor

street

computer

television

cyclic, with vehicles

What tasks does the use of this form of training solve:

Carries out more free, psychologically liberated control of knowledge.

The painful reaction of students to unsuccessful answers disappears.

The approach to students in teaching becomes more delicate and differentiated.

Most games have four main features:

free developmental activity, undertaken only at the request of the child, for the sake of pleasure from the very process of activity, and not just from its result;

the creative, significantly improvisational, very active nature of this activity (“the field of creativity”);

emotional elation of activity, rivalry, competitiveness, competition, attraction, etc. (sensual nature of the game, "emotional tension");

the presence of direct or indirect rules that reflect the content of the game, the logical and temporal sequence of its development.

L. Vygotsky in the form of a paradox: “A child in play cries like a patient and rejoices like a player.” Role play recreates social relations"on faith" in a new material form accessible to the child. This is its main function and significance for the development of personality S.A. Shmakov. Student games are a cultural phenomenon.

Development technology critical thinking

Critical thinking is a type of thinking that helps to be critical of any statements, not to take anything for granted without evidence, but at the same time be open to new ideas, methods, a necessary condition for freedom of choice, quality of forecast, responsibility for one's own decisions. The constructive basis of the "technology of critical thinking" is the basic model of three stages of the organization of the educational process:

Call from memory.

At the stage of recall from memory, the existing knowledge and ideas about what is being studied are “called”, actualized, personal interest is formed, and the goals of considering a particular topic are determined.

Realization of meaning.

At the stage of comprehension, as a rule, the student comes into contact with new information. It is being systematized. The student gets the opportunity to think about the nature of the object being studied, learns to formulate questions as he correlates old and new information. There is a formation of one's own position. It is very important that already at this stage, using a number of techniques, it is already possible to independently monitor the process of understanding the material.

Reflection.

The stage of reflection is characterized by the fact that students consolidate new knowledge and actively rebuild their own primary ideas in order to include new concepts.

In the course of working within the framework of this model, schoolchildren master various ways of integrating information, learn to develop their own opinion based on understanding various experiences, ideas and ideas, build conclusions and logical chains of evidence, express their thoughts clearly, confidently and correctly in relation to others.

The main methodological techniques for the development of critical thinking: . reception "Basket of ideas", reception "Compilation of syncwines", reception "Cluster",

educational brainstorming, essay, Reception "Reading with stops", technique "Confused logical chains", intellectual warm-up, method of control questions, role-playing project, etc.

Group Technologies

Interest in group forms of work emerged in the 1970s and 1980s. of the twentieth century after a series of publications by E. Cohen, D. Johnson, R. Johnson,

S. Kagan and other researchers, made mainly in the USA. Using the results of fundamental works on the theory of cooperation and competition in small groups, as well as materials from other areas of psychology, having carried out their numerous experiments, researchers and their colleagues formed the foundations of modern pedagogical techniques for group work. Estonian scientist H.I. Liimets defines the rules for organizing group work:

the class is divided into several small groups - from three to six people;

each group gets its own task. Tasks can be the same or differentiated;

within each group, roles are distributed among its members;

the process of completing a task in a group is carried out on the basis of an exchange of opinions, assessments;

The solutions developed in the group are discussed by the whole class.

Such work is characterized by direct cooperation between students who become active subjects of their own learning. This fundamentally changes the meaning and significance of learning activity in their eyes: they learn to approach the problem being solved creatively, interact with each other, listen to the opinion of another member of the group and express their own, defend their point of view and accept criticism of it, as well as the ability to defend group work. in front of the class. These learning activities allow you to develop self-confidence, independence, sociability, the ability to defend your point of view and easily interact with other people in the student's personality.

Problem-Based Learning Technologies

Problem-based learning arose as teachers searched for ways to enhance learning. Research in the field of problem-based learning has been going on for a long time, but nevertheless, problem-based learning is attracting attention and present stage development of didactics.

The influence of problem-based learning on the activation of the mental activity of schoolchildren, on the formation of non-standard approaches to solving problems in them, and, finally, on the development of their creative thinking, is proved. This influence is provided by the creation of educational process special situations of intellectual difficulty - problem situations - and their resolution. The students are given a problem and they, with the direct participation of the teacher or independently, explore ways and means of solving it:

build a hypothesis

outline and discuss ways to test its truth,

argue, conduct experiments, observations,

analyze their results, argue, prove.

Learning problem functions:

Determination of the direction of scientific research (the activity of the student in finding a way to solve the problem).

The motivation for this study (the formation of cognitive abilities, interest, motives for the student's activity in acquiring new knowledge).

The educational problem for the teacher is a means of controlling the cognitive activity of the student, a way of forming his mental abilities.

In the activity of the student, the educational problem serves as a stimulus for the activation of thinking, and the process of solving it is a way of turning knowledge into beliefs.

The main requirements for the educational problem, taking into account which the teacher can create the most effective types of problem situations.

The educational problem should be connected with the material being studied and in a natural way, logically follow from it, as well as from the student's activity in analyzing the facts and phenomena that caused the problem situation.

The educational problem should reflect the inconsistency of information (directly in the formulation of the question, task or in the educational situation).

The main content of the problem should give direction cognitive process search, indicate the direction of ways to solve it. The unknown must be connected by some transitions with the knowledge known to the student.

Problems should be manageable, that is, they should not be too difficult to solve, otherwise they will not arouse interest and students will simply try to get around them. But they should not be too easy: easy problems are quickly solved and do not sufficiently activate the mental activity of students or are not perceived as problems at all.

The verbal formulation of the problem should contain words denoting such concepts known to the student, which contain elements that are related to the unknown in the problem itself.

Problematic questions, tasks and learning tasks, as well as examples given by the teacher when posing problems, should have an impact on the emotional state of the student, interest him in the educational material, encourage him to be active.

Consequently, the educational problem must have such properties that determine its conscious perception by the student, his interest in resolving it. The goal that can be achieved by solving the problem becomes subjectively important and significant for the student.

The teacher's knowledge of the basic requirements for an educational problem is considered one of the most important conditions for the successful formulation of the problem and the organization of students' independent activities.

Modular technologies

A number of foreign authors (V. Goldshmidt, M. Goldshmidt and others) understand the module as the formation of an independently planned unit of educational activity that helps to achieve clearly defined goals. Others (for example, J. Russell) define the essence of the module in a slightly different way: as the construction of autonomous portions of educational material.

A.A. Verbitsky introduces "the concept of "active module" as a unit that defines the transition from professional to educational activities, from real tasks and classroom problems", emphasizing the difference between the active module and the teaching one, which is understood as a fragment of the course content along with methodological materials for it.

A module may include several units, each of which contains a description of the completed operation or reception.

The following advantages and features of modular learning technology should be noted:

The breakdown of the disciplinary course into complete parts (modules and its elements) that have independent significance.

Screening out material that is "superfluous" for this particular type of work.

Maximum individualization of advancement in learning.

A module can be presented as a set of components that may vary depending on the specific discipline. These components are:

clearly formulated learning goal;

list of necessary equipment, materials and tools;

list of related educational elements;

actual educational material in the form of a brief specific text, accompanied by detailed illustrations;

practical exercises to develop the necessary skills related to this educational element;

concrete test, which strictly corresponds to the goals set in this educational element.

The purpose of developing modules is to divide the content of each topic of the course into component components in accordance with professional, pedagogical and didactic tasks, to identify various forms and types of training for all components, to coordinate them in time and integrate them into a single complex.

Introduction of modules in educational process must be done gradually. Modules can be integrated into any training system and thereby enhance its quality and effectiveness. You can combine the traditional system of education with the modular one. The whole system of methods, techniques and forms of organization of students' learning activities, individual work, in pairs, in groups fit well into the modular system of education.

Leaving the traditional lesson through the use of new technologies in the learning process eliminates monotony educational environment and monotony of the educational process, will create conditions for changing the types of activities of students, will allow to implement the principles of health saving. It is recommended to make a choice of technology depending on the subject content, the objectives of the lesson, the level of preparedness of students, the possibility of meeting their educational needs, the age category of students.

Today, there is a fairly large number of pedagogical learning technologies, both traditional and innovative. It cannot be said that one of them is better and the other is worse, or that only this one and no other should be used to achieve positive results. The choice of a particular technology depends on many factors: the contingent of students, their age, level of preparedness, the topic of the lesson, etc. And the best option is to use a mixture of these technologies.

M.A. PERFILOVA, I. G. GERASIMOV

St. Petersburg State Mining Institute ( Technical University)

PROBLEMS OF INTRODUCING MODERN TECHNOLOGIES OF TEACHING FOREIGN LANGUAGES IN THE EDUCATIONAL PROCESS OF UNIVERSITIES

The article deals with the problems of introducing modern technologies for teaching foreign languages in higher education. Particular attention is paid to the psychological aspects of interaction between teachers and students in the classroom. Separately, the problem of creating an appropriate methodological support educational process.

The paper deals with the challenges of introduction of modern ways of foreign language training at higher school. Special attention is paid to the psychological aspects of classroom interaction. Creating teaching materials corresponding to the modern educational aims is also pointed out hereinafter.

The sociocultural concept of modern education is the basis for a new educational paradigm, which is aimed at the process of enriching the rational-logical and emotional-psychic spheres of the student's personality and involves the achievement of a single direction of his mind, will and feelings. These transformations are only possible in case of significant changes in technology. pedagogical interaction and qualitative renewal of all aspects of the educational process. The main tasks are to revise the content of education and change the relationship between teachers and students.

It is possible to overcome the passivity of the position of students in the educational process by applying new pedagogical technologies based on active learning methods. Currently, pedagogical technologies are defined in the literature as a complex integral process, including active learning methods, ideas, means and methods of organizing activities for analysis, planning, evaluation and management of problem solving, covering all aspects of knowledge acquisition. When developing technologies, it is necessary to include in the learning process those types of activities that encourage students to be active.

actions, contribute to development as much as possible, help to choose decisions in various situations, work with information, put forward hypotheses, investigate processes and phenomena, express judgments, take positions in activities and group interaction. Only in this case is the successful achievement of a set of educational goals.

The use of active learning methods allows you to change the standard communication models in the "teacher-student" interaction system. Active learning is based on dialogical communication, both between the teacher and students, and between the students themselves.

In the process of introducing modern learning technologies foreign language(IA), as a rule, three groups of contradictions are found. The introduction of active learning methods, especially in junior courses, is a very urgent problem and depends on the level of the overall organization of the educational process at the university. The conditions of study at a higher educational institution require to a greater extent from a person the ability to independently organize educational activities, the ability to learn. When exercising pedagogical influence, it is necessary to take into account the factor that, as a rule, psychophysiologically formed people come to the university. However, social

Saint Petersburg. 2008

naya maturity (the position of the "learner") remains borrowed from the school. Therefore, the first group of contradictions in the process of introducing active learning methods concerns students who at school were not accustomed to active behavior in foreign language classes: it is easier for them to read and translate. According to the results of surveys and surveys of such students, more than 40%. Here the teacher has to spend a lot of energy to enhance their learning activities.

The second group of contradictions arises in the course of the work of the teacher himself - between the traditionally calm and innovatively more complex, but more productive way of organizing classes. This contradiction has to be overcome by stimulating the teacher's own activity. And this, perhaps, is the main difficulty in the introduction of modern learning technologies. Experience shows that on the way to mastering didactic innovations, the teacher faces difficulties, primarily of a professional and personal nature, associated with stereotypical personal attitudes and reactions in the work environment. Their typical manifestation is a "rollback" to the usual patterns of work of an authoritarian warehouse. The subtleties of mastering modern teaching technologies are determined not only by the methods of work themselves, but by the expectations associated with them in relation to the teacher. We note the most significant, such as flexibility, breadth, tolerance, activity and goodwill, acceptance of the individual.

All of the above are skills, functions, and features of the teacher's activity, but to the greatest extent - the features of his personality. This means that the question of using new learning technologies is not in the spirit of "borrowing methods", "applying techniques", but

a little differently. It is impossible to borrow for work those types of educational work that are associated with unusual experience of activity, and most importantly, are not entirely characteristic or not at all characteristic of personal qualities. Of course, many of the mentioned skills and personal qualities are close and characteristic of teachers. The question is to what extent the corresponding personality traits are developed and manifested in life and professional experience.

The third group of contradictions refers to the creation of scientific and methodological support for the teaching of a foreign language in each particular university. In accordance with modern goals teaching a foreign language in a non-linguistic university and the professional orientation of students, the teacher has to create a new methodical material in the form of visual aids, distributing lesson developments, copyright teaching aids. This requires a lot of effort, time, and, in particular, material costs. Until now, university curricula lack reasonable norms of time for educational and methodological work necessary for the preparation of classes based on the use of active learning methods (game classes, business games, analysis of specific situations, problematic assignments, etc.); their place and role in the educational process are not defined. Therefore, each teacher must take a sensible approach to the choice of the task, the expediency and effectiveness of its use in class. However, the preparation of such classes, and especially business games, is a complex and time-consuming task that requires the hard work of qualified specialists. Perhaps it is necessary to create groups of authors in the departments to develop collections of assignments that correspond to the professional orientation of the university.

ISSN 0135-3500. Notes of the Mining Institute. T.175

The article discusses innovative educational technologies, gives their classification, substantiates the place of innovative educational technologies in the educational process in general and in the teaching of sociology at the university, in particular. Based on the results of a survey of teachers of sociology of universities in Belgorod, the possibility and necessity of introducing modern educational technologies into the practice of teaching sociology, as well as the readiness of teachers of sociology to use them in the educational process, are analyzed. The article analyzes the problem of introducing innovative educational technologies into the practice of teaching sociology in the context of the transition to the Federal State Educational Standard of Higher Professional Education; possible options combinations of traditional and innovative approaches to improve the efficiency of the educational process in the study of sociology and special sociological disciplines, the main problems and difficulties are identified.

innovative educational technologies

traditional educational technologies

educational process

Method of teaching

educational technology

competence

1. Zagvyazinsky V.I. Learning Theory: Modern Interpretation. - M.: Academy, 2001. - 192 p.

2. Manuilov V.F., Fedorov N.V., Blagoveshchenskaya M.M. Modern science-intensive technologies in engineering education// Innovations in the Higher Technical School of Russia: Sat. articles. - M., 2002. - Issue. 2. - S. 11-20.

3. Guidelines on the formation of requirements for the development and results of the development of basic educational programs implemented on the basis of the Federal State Educational Standard of higher vocational education. - Belgorod: IPK NRU "BelSU", 2010. - 83 p.

4. Pedagogy and psychology. URL: http://www.pedagogics-book.ru (date of access: 11/18/2013).

Introduction

The main direction of the strategic development of Russia in modern conditions is a comprehensive modernization, the key prerequisite of which is the presence of social actors with innovative potential and opportunities for its implementation. Creating a solid base for the successful development of modernization processes is impossible without the participation in this process of the education system, in which the leading role belongs to the potential high school.

The current state of the education system is characterized by the growing role of non-traditional learning technologies. The assimilation of knowledge by students with their help is much faster than through conventional technologies. These technologies change the nature of the development, acquisition and dissemination of knowledge, allow deepening and expanding the content of the studied disciplines, quickly updating it, applying more effective methods education, as well as significantly expand access to education for all comers. The introduction of new state educational standards of the third generation (FSES HPE), based on a competency-based approach, involves significant changes in the teaching methods of a number of disciplines, including sociology, based on the increasingly active role of the student as a full participant in the educational process, his greater independence, focus training for a specific practical result.

The concept of "educational technology", despite its widespread use, is rather conditional. According to V.I. Zagvyazinsky, those types of technologies that are used in the educational process “are more precisely called not educational or pedagogical, but teaching, and the term itself, borrowed from the production sphere, of course, is used conditionally in education, and educational technology itself, as a kind of social technology, is not as rigid and predetermined as production technology.

The problem of distinguishing between technology and methodology is still quite debatable. Some scientists consider technology to be a form of methodology implementation, others believe that the concept of technology is broader than methodology. IN AND. Zagvyazinsky believes that technology and methodology should be based on a system of scientific legal provisions (i.e., they have a system), but an ideal technology has a rigidly defined system of prescriptions that are guaranteed to lead to the goal (i.e., instrumentality). The methodology provides for a variety, variability of ways to implement theoretical provisions, and, therefore, does not imply a guaranteed achievement of the goal, i.e. even the ideal technique does not have high instrumentality.

In our opinion, educational technology is a system of joint activities of the subjects of the educational process in its planning, organization, orientation and correction in order to achieve a specific result while providing comfortable conditions for participants and taking into account limitations.

A wide field of existing educational technologies suggests their classification. Although today there is no single, clearly fixed classification of learning technologies, however, the attention of a number of researchers is attracted by two groups of technologies: traditional and innovative educational technologies.

Traditional educational technologies are focused on the communication of knowledge and the description of the methods of action transmitted to students in a finished form and intended for reproducing assimilation. This group of educational technologies includes:

Technology of explanatory and illustrative education;

Technology of problem learning;

Programmed learning technology;

Modular learning technology;

Technology of large-block study;

Lecture-seminar-test system;

Technology game learning and etc.

Innovative educational technologies orient the teacher towards the use of such actions, methods and forms of organization of educational activities, in which the emphasis is on the forced cognitive activity of the student and on the formation of systemic thinking and the ability to generate ideas when solving creative problems. MM. Blagoveshchenskaya, V.F. Manuilov, I.V. Fedorov identifies three types of such technologies: radical (restructuring the learning process or a large part of it); combined (combining a number of known elements or technologies into a new technology or teaching method); modifying (improving the method or technology of teaching without significantly changing them).

The development of such technologies takes place in the following directions: 1) reproductive education (“individually prescribed” education, personalized, as well as “team-individual” education); 2) research learning (the learning process is built as a search for cognitive-applied, practical information); 3) development of models of educational discussion; 4) organizing training based on game models (inclusion of simulation and role modeling in the educational process). The most relevant, as these authors believe, are innovations in the field of higher education aimed at reorienting the goals of forming the personality of a professional (development, first of all, abilities for scientific, technical and innovative activities), as well as updating the content of the educational process (excluding descriptiveness in teaching, focusing on the formation of a logical and figurative thinking, emphasis on practicality in learning through the formation of knowledge, skills and abilities in the chosen profession, focusing on the priority of self-learning).

Thus, innovative educational technologies in higher education mean methods based on the use of modern achievements science and information technologies in education. They are aimed at improving the quality of training by developing students creativity and independence. They allow interactive learning; increase students' interest in the discipline being studied; bring learning closer to practice Everyday life(by developing effective communication skills, adapting to rapidly changing living conditions, increasing psychological stress resistance, teaching conflict resolution skills, etc.); to teach methods of obtaining new sociological knowledge.

This group includes:

Technologies of student-centered learning;

Technology of group project work;

Technology of command-module work;

Information Technology;

Health-saving technologies, etc. .

In order to study the problems of introducing modern educational technologies into the practice of teaching sociology, we conducted a questionnaire survey of teachers of sociology and special sociological disciplines in universities of Belgorod (NRU "BelSU" and the Belgorod University of Cooperation, Economics and Law, N=47). Data processing was carried out using the "Yes-system" package. The survey results showed the following.

The need to introduce new educational technologies into the practice of teaching sociology and special sociological disciplines at the university was currently indicated by 84.61% of respondents (the total number of respondents who answered “absolutely necessary” (38.46%) and “necessary” (46.15%)) . And only 15.38% of respondents chose the answer option “no special need” (Figure 1). In our opinion, these data testify to the awareness of the teaching staff of universities of the need to change the educational process through the introduction innovative technologies in the practice of teaching sociology, as well as the ever-increasing importance of the use of innovative teaching technologies in connection with the modernization of the higher education system in our country.

Figure 1. The need to introduce new educational technologies into the practice of teaching sociology

When processing and analyzing data, we focused on cross-grouping depending on the position of the teacher and the experience of teaching sociology as academic discipline. Thus, upon closer examination, assistants and senior lecturers expressed their absolute agreement with the need to introduce new educational technologies into the practice of teaching sociology and special sociological disciplines at the university - 100% (the total number of respondents who answered “absolutely necessary” (50.00% and 47.00 %, respectively) and “necessary” (50.00% and 53.00%, respectively) in the complete absence of negative answers, but associate professors (14.29%) and professors of departments (25.00%) indicate that “special there is no need for this." When analyzing the data for this question, we also revealed the dependence of the distribution of answers on the experience of teaching sociological disciplines. Thus, it is interesting that teachers teaching sociology at a university for up to 3 years, as well as from 11 to 15 years and over 16 years point to the need to introduce new educational technologies into the practice of teaching this academic discipline.In our opinion, this can be explained by the creativity of young people and their readiness for innovation in the educational process, and those whose work experience is long enough are aware of the role of innovative technologies and wish to bring diversity to learning process through the use of them. Interesting is the fact that those whose experience of teaching "Sociology" at the university is from 3 to 6 years, unequivocally indicate that there is "no special need" for the introduction of new educational technologies in the practice of teaching sociology - 100% of the respondents.

The distribution of answers to the question about the frequency of using educational technologies in the professional activities of the teaching staff are shown in Table. 1.

Table 1

	Almost every class	Selectively, when studying individual topics, sections	I do not use at all	Difficult to answer
Technologies of explanatory and illustrative education
Problem-Based Learning Technologies
Modular learning technologies
Technologies for the development of critical thinking
Technologies of group project work
Information Technology
Health saving technologies
Gaming technologies
Case study technology

So, from Table. Table 1 shows that the leader in the use of "practically in every lesson" is the technology of explanatory and illustrative learning (69.23%), the next in terms of frequency of use are technologies for the development of critical thinking (38.46%), information technologies close the number of leaders (23, 08%). Despite the fact that only 15.38% of the respondents use problem-based learning technologies in each lesson, 84.62% use them selectively when studying certain topics, sections, which, in our opinion, is quite justified. This fact also applies to the use of group project work technologies, game technologies and case study technology. So, when studying certain topics, sections of group project work technology, 76.92% of respondents will use gaming technologies and case study technologies - 61.54% of respondents, respectively. However, it is alarming that 23.08% of respondents do not use game technologies and case study technologies at all, although the use of these technologies fits perfectly into the research field of sociology as a science in general and as an academic discipline in particular.

Particular attention should be paid to the fact that modular learning technologies, as well as health-saving technologies, are not used at all by 69.23% and 61.54% of the respondents, but only occasionally are used when studying certain topics, sections (15.38% each). Although, taking into account the modernization of the entire education system in our country, it is these technologies that should take the leading position in the educational process, and the technologies of explanatory and illustrative education, which are still preferred, should give way. In our opinion, this indicates the unwillingness of teachers to switch to new stage self-development and rebuild their views on the possibility of changing the presentation of material in the study of sociology as an academic discipline.

The distribution of answer options about the need to introduce innovative educational technologies also confirms the above. According to teachers, when studying sociology at a university, it is necessary to introduce: technologies for the development of critical thinking and the technology of "case study" (61.54% respectively), technologies for group project work (53.85%), information technologies (46.15% ), student-centered learning technologies (38.46%), gaming technologies (7.69%) with a complete lack of choice of such technologies as modular learning technologies and health saving technologies (Figure 2).

Figure 2. Educational technologies, the introduction of which is clearly necessary in the practice of teaching sociology in a modern university

Innovative educational technologies, as shown by the results of our study, are used to a greater extent in practical (seminar) classes. This was indicated by 61.4% of the respondents. The answers of teachers who use innovative technologies only at lectures, as well as those who resort to them both at lectures and at practical (seminar) classes, were distributed equally - by 15.38% of the respondents, but, unfortunately, by 7.69% of the respondents indicated that they were not used at all. We also found that 100% of both assistants and senior teachers use innovative educational technologies exclusively in practical (seminar) classes. Regarding the first, this, in our opinion, is quite understandable: assistants practically do not have lecture hours in their teaching load. But senior lecturers who have experience in lecturing are more likely to prefer exclusively traditional practice of presenting material. To a greater extent, innovative educational technologies are used by professors of departments when conducting various forms of classes. So their answer options were distributed equally - 25% each, including the answer option “I don’t use it at all”. Upon closer examination, we managed to find out that “they do not use” innovative technologies at all by professors whose experience in teaching sociology as an academic discipline ranges from 3 to 7 years. Thus, we have identified, on the one hand, the most active environment for the introduction and use of innovative technologies in the educational process, as well as the “passive”, but rather “protest” one, which considers the traditional form of presenting material at the university to be the most acceptable and adaptive.

The factors contributing to the widespread introduction of innovative educational technologies in the process of teaching sociology, at present, according to teachers, are, first of all, the ability to use multimedia tools in the learning process (76.92%), the objective needs of modern society (53.85%) , the transition to new educational standards (third generation Federal State Educational Standards) (46.15%), the desire of teachers to improve themselves (46.15%). Interesting is the fact that none of the respondents indicated that traditional learning technologies have completely outlived themselves. Based on the foregoing, the best way to form educational technologies and systems for assessing the quality of student training in the implementation of the Federal State Educational Standard of Higher Education, in our opinion, is a combination of traditional approaches and tools developed in the history of the national higher school (including the implementation of the State Educational Standard of Higher Professional Education of the 1st and 2nd generations) and innovative approaches based on the experimental methods of leading domestic teachers and modern foreign experience.

Of the factors hindering the widespread introduction of innovative educational technologies in the process of teaching sociology at the present time, the following were noted: low motivation of teachers (92.31%), lack of time (53.85%), lack of knowledge among teachers in this area (46, 15%), R&D priority to the detriment of educational and methodological work (38.46%), commitment traditional forms and teaching methods (30.77%), passive student audience (15.38%).

conclusions

In conclusion, we note that the lack of motivation of teachers themselves in terms of introducing innovative educational technologies, in our opinion, is not only the most destructive factor, but also the most difficult to transform. If the problem of lack of time can be solved by evenly distributing the classroom and extracurricular workload of teachers, the lack of knowledge in the field of application of innovative teaching technologies can be compensated for by improving the qualifications in the field of sociology teaching methods based on the introduction of innovative educational technologies (especially since, according to the results of our study 100% of the respondents spoke about the expediency and desire to take advanced training courses in this area), and even the most passive student audience, with an interesting presentation of material close to the future specialty, can be made, if not active, but learning, then it will not be possible to increase the motivation of teachers only just an administrative decision. Therefore, all the efforts of the administrative and managerial apparatus of the university should be aimed at leveling this factor by not only stimulating the work of teaching staff, but also creating the necessary conditions for self-improvement and self-realization of teachers.

Reviewers:

Babintsev V.P., Doctor of Philosophy, Professor, Head of the Department of Social Technologies, Belgorod State National Research University, Belgorod.

Shapovalova I.S., Doctor of Social Sciences, Professor, Head of the Department of Sociology and Organization of Work with Youth, Belgorod State National Research University, Belgorod.

Bibliographic link

Reutova M.N., Shavyrina I.V. INTRODUCTION OF INNOVATIVE EDUCATIONAL TECHNOLOGIES IN THE PRACTICE OF TEACHING SOCIOLOGY AT UNIVERSITY: PROBLEMS AND PROSPECTS // Modern problems of science and education. - 2014. - No. 3.;
URL: http://science-education.ru/ru/article/view?id=13082 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

And the future has already arrived
Robert Young

“Everything is in our hands, so we can’t let them down”
(Coco Chanel)

“If a student at school has not learned to create anything himself,
then in life he will only imitate, copy "
(L.N. Tolstoy)

Peculiarity federal state educational standards of general education- their activity character, which makes the development of the student's personality the main task. modern education abandons the traditional presentation of learning outcomes in the form of knowledge, skills and abilities; the wording of the Federal State Educational Standard points to real views activities.

The task at hand requires a transition to a new system-activity educational paradigm, which, in turn, is associated with fundamental changes in the activities of the teacher who implements the new standard. Teaching technologies are also changing, the introduction of information and communication technologies (ICT) opens up significant opportunities for expanding the educational framework for each subject in a general education institution, including mathematics.

Under these conditions, the traditional school, which implements the classical model of education, has become unproductive. Before me, as well as before my colleagues, the problem arose - to turn traditional education aimed at accumulating knowledge, skills, skills, into the process of developing the child's personality.

Leaving the traditional lesson through the use of new technologies in the learning process allows eliminating the monotony of the educational environment and the monotony of the educational process, creates conditions for changing the types of activities of students, and makes it possible to implement the principles of health saving. It is recommended to make a choice of technology depending on the subject content, the objectives of the lesson, the level of preparedness of students, the possibility of meeting their educational needs, the age category of students.

Pedagogical technology is often defined as:

. A set of techniques is an area of pedagogical knowledge that reflects the characteristics of the deep processes of pedagogical activity, the features of their interaction, the management of which ensures the necessary efficiency of the educational process;

. A set of forms, methods, techniques and means of transferring social experience, as well as the technical equipment of this process;

. A set of ways to organize the educational and cognitive process or a sequence of certain actions, operations related to the specific activities of the teacher and aimed at achieving the goals (technological chain).

In the context of the implementation of the requirements of the Federal State Educational Standards LLC, the most relevant are technologies:

v Information and communication technology

v Critical thinking development technology

v Design technology

v Developmental learning technology

v Health-saving technologies

v Problem-based learning technology

v Gaming technologies

v Modular technology

v Workshop technology

v Case - technology

v Integrated learning technology

v Pedagogy of cooperation.

v Tier differentiation technologies

v Group technologies.

v Traditional technologies (class-lesson system)

1). Information and communication technology

I plan to achieve my goals through the implementation of the following tasks:

· to use information - communication technologies in the educational process;

to form in students a steady interest and desire for self-education;

Formation and development of communicative competence;

direct efforts to create conditions for the formation of positive motivation for learning;

· to give students the knowledge that determines their free, meaningful choice of life path.

In recent years, the question of the use of new information technologies in high school. It's not only new technical means but also new forms and methods of teaching, a new approach to the learning process. Implementation of ICT in pedagogical process increases the authority of the teacher in the school community, as teaching is conducted at a modern, higher level. In addition, the self-esteem of the teacher himself, who develops his professional competencies, is growing.

Pedagogical excellence is based on the unity of knowledge and skills corresponding to the current level of development of science, technology and their product - information technology.

ICT application system

The ICT application system can be divided into the following stages:

Stage 1: Identification of educational material that requires a specific presentation, analysis of the educational program, analysis of thematic planning, choice of topics, choice of the type of lesson, identification of the features of the material of the lesson of this type;

Stage 2: Selection and creation of information products, selection of ready-made educational media resources, creation of your own product (presentation, training, training or control);

Stage 3: Application of information products, use in lessons of various types, use in extracurricular activities, use in managing the research activities of students.

Stage 4: Analysis of the effectiveness of the use of ICT, study of the dynamics of results, study of the rating in the subject.

2) Technology of critical thinking

What is meant by critical thinking? Critical thinking - the type of thinking that helps to be critical of any statements, not to take anything for granted without evidence, but at the same time be open to new ideas and methods. Critical thinking is a necessary condition for freedom of choice, quality of forecast, responsibility for one's own decisions. Critical thinking, therefore, is essentially a kind of tautology, a synonym for qualitative thinking. It is rather a name than a concept, but it was under this name that, with a number of international projects, those technological methods came into our lives, which we will give below.
The constructive basis of the "technology of critical thinking" is the basic model of three stages of the organization of the educational process:

・At the stage call the existing knowledge and ideas about what is being studied are “called” from memory, actualized, personal interest is formed, the goals of considering a particular topic are determined.

· On the stage understanding (or realization of meaning), as a rule, the student comes into contact with new information. It is being systematized. The student gets the opportunity to think about the nature of the object being studied, learns to formulate questions as he correlates old and new information. There is a formation of one's own position. It is very important that already at this stage, using a number of techniques, it is already possible to independently monitor the process of understanding the material.

stage reflections (reflection) is characterized by the fact that students consolidate new knowledge and actively rebuild their own primary ideas in order to include new concepts in them.

Functions of the three phases of technology for the development of critical thinking

Call

Motivational(incitement to work with new information, awakening interest in the topic)

Informational(call "to the surface" of existing knowledge on the topic)

Communication
(non-conflict exchange of opinions)

Making sense of the content

Informational(obtaining new information on the topic)

Systematization(classification of the received information into categories of knowledge)

Reflection

Communication(exchange of views on new information)

Informational(acquisition of new knowledge)

Motivational(an incentive to further expand the information field)

Estimated(correlation of new information and existing knowledge, development of one's own position,
process evaluation)

Basic Methodological Techniques for the Development of Critical Thinking

1. Reception "Cluster"

2. Table

3. Educational brainstorming

4. Intelligent warm-up

5. Zigzag, zigzag -2

6. Reception "Insert"

8. Reception "Basket of ideas"

9. Reception "Compilation of syncwines"

10. Method of control questions

11. Reception "I know .. / I want to know ... / I found out ..."

12. Circles on the water

13. Role project

14. Yes - no

15. Reception "Reading with stops"

16. Reception "Interrogation"

17. Reception "Confused logical chains"

18. Reception "Cross discussion"

3). Design Technology

The project method is not fundamentally new in world pedagogy. It originated at the beginning of this century in the United States. It was also called the method of problems and it was associated with the ideas of the humanistic direction in philosophy and education, developed by the American philosopher and teacher J. Dewey, as well as his student W. H. Kilpatrick. It was extremely important to show the children their personal interest in the acquired knowledge, which can and should be useful to them in life. This requires a problem taken from real life, familiar and significant for the child, for the solution of which he needs to apply the acquired knowledge, new knowledge that has yet to be acquired.

The teacher can suggest sources of information, or can simply direct the students' thoughts in the right direction for independent search. But as a result, students must solve the problem independently and in joint efforts, applying the necessary knowledge, sometimes from different areas, to get a real and tangible result. All work on the problem, thus, acquires the contours of project activity.

Purpose of technology- stimulate students' interest in certain problems, involving the possession of a certain amount of knowledge and through project activities providing for the solution of these problems, the ability to practically apply the acquired knowledge.

The project method attracted the attention of Russian teachers as early as the beginning of the 20th century. The ideas of project-based learning arose in Russia almost in parallel with the developments of American teachers. Under the guidance of the Russian teacher S. T. Shatsky in 1905, a small group of employees was organized, trying to actively use project methods in teaching practice.

In modern Russian school the project-based learning system began to revive only in the 1980s - 90s, in connection with the reform school education, the democratization of relations between the teacher and students, the search for active forms of cognitive activity of schoolchildren.

Practical application of design technology elements.

The essence of the project methodology is that the student himself must actively participate in obtaining knowledge. Project technology is practical creative tasks that require students to use them to solve problematic tasks, knowledge of the material at a given historical stage. Being a research method, it teaches to analyze a specific historical problem or task created at a certain stage in the development of society. Mastering the culture of design, the student learns to think creatively, to predict possible options for solving the problems facing him. Thus, the design methodology:

1. characterized by high communicativeness;

2. involves students expressing their own opinion, feelings, active involvement in real activities;

3. a special form of organizing the communicative and cognitive activity of schoolchildren in a history lesson;

4. based on the cyclical organization of the educational process.

Therefore, both the elements and the actual technology of the project should be applied at the end of the study of the topic in a certain cycle, as one of the types of a repetitive-generalizing lesson. One of the elements of such a methodology is a project discussion, which is based on the method of preparing and defending a project on a specific topic.

Stages of work on the project

	Student activities	Teacher activity
Organizational preparatory	Choosing a project topic, determining its goals and objectives, developing the implementation of an idea plan, forming microgroups.	Formation of participants' motivation, advising on the choice of topics and genre of the project, assistance in the selection of necessary materials, development of criteria for evaluating the activities of each participant at all stages.
Search	Collection, analysis and systematization of the collected information, recording interviews, discussion of the collected material in microgroups, putting forward and testing a hypothesis, designing a layout and poster presentation, self-control.	Regular consulting on the content of the project, assistance in organizing and processing the material, consultation on the design of the project, tracking the activities of each student, evaluation.
final	Project design, preparation for defense.	Preparation of speakers, assistance in the design of the project.
Reflection	Evaluation of your activities. “What did the work on the project give me?”	Evaluation of each project participant.

4). Problem learning technology

Today under problem learning such organization is understood training sessions, which involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them, as a result of which there is a creative mastery of professional knowledge, skills, abilities and the development of mental abilities.

The technology of problem-based learning involves the organization, under the guidance of a teacher, of independent search activities of students to solve educational problems, during which students form new knowledge, skills and abilities, develop abilities, cognitive activity, curiosity, erudition, creative thinking and other personally significant qualities.

A problematic situation in learning has a teaching value only when the problematic task offered to the student corresponds to his intellectual capabilities, helps to awaken the students' desire to get out of this situation, to remove the contradiction that has arisen.
Problematic tasks can be learning objectives, questions, practical tasks, etc. However, you cannot mix a problem task and a problem situation. A problem task in itself is not a problem situation; it can cause a problem situation only under certain conditions. The same problem situation can be caused by different types of tasks. In general, the technology of problem-based learning consists in the fact that students are confronted with a problem and they, with the direct participation of the teacher or independently, explore ways and means of solving it, i.e.

v build a hypothesis,

v outline and discuss ways to test its truth,

v argue, conduct experiments, observations, analyze their results, argue, prove.

According to the degree of cognitive independence of students, problem-based learning is carried out in three main forms: problem presentation, partially search activity, and independent research activity. The least cognitive independence of students occurs with problem presentation: the teacher himself delivers new material. Having posed a problem, the teacher reveals the way to solve it, demonstrates to the students the course of scientific thinking, makes them follow the dialectical movement of thought towards the truth, makes them, as it were, accomplices in the scientific search. trainee to independent reasoning, active search for an answer to individual parts of the problem.

Problem-based learning technology, like other technologies, has positive and negative sides.

Benefits of problem-based learning technology: promotes not only the acquisition by students necessary system knowledge, skills and abilities, but also to achieve a high level of their mental development, the formation of their ability to independently acquire knowledge through their own creative activity; develops interest in academic work; provides lasting learning outcomes.

Flaws: large expenditures of time to achieve the planned results, poor controllability of the cognitive activity of students.

5). Gaming technologies

The game, along with work and learning, is one of the main types of human activity, an amazing phenomenon of our existence.

A-priory, a game- this is a type of activity in the conditions of situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved.

Classification of educational games

1. By area of application:

—physical

—intellectual

— labor

—social

—psychological

2. By (characteristic) the nature of the pedagogical process:

—training

— training

—controlling

- generalizing

— cognitive

—creative

—developing

3. Game technology:

— subject

—plot

—role-playing

— business

— imitation

-dramatization

4. By subject area:

—mathematical, chemical, biological, physical, environmental

— musical

— labor

— sports

-economically

5. By gaming environment:

- no items

— with items

— desktop

- room

— street

— computer

—television

- cyclic, with vehicles

What tasks does the use of this form of training solve:

- Carries out more free, psychologically liberated control of knowledge.

- The painful reaction of students to unsuccessful answers disappears.

— The approach to students in teaching is becoming more delicate and differentiated.

Learning in the game allows you to teach:

Recognize, compare, characterize, reveal concepts, justify, apply

As a result of the application of game learning methods, the following goals are achieved:

§ cognitive activity is stimulated

§ mental activity is activated

§ information is spontaneously remembered

§ associative memorization is formed

§ increased motivation to study the subject

All this speaks of the effectiveness of learning in the process of the game, which is professional activity, which has the features of both teaching and labor.

6). Case - technology

Case technologies combine both role-playing games, and the method of projects, and situational analysis .

Case technologies are opposed to such types of work as repetition after the teacher, answering the teacher's questions, retelling the text, etc. Cases differ from ordinary educational problems (problems usually have one solution and one correct path leading to this solution, cases have several solutions and many alternative paths leading to it).

In case technology, an analysis of a real situation (some input data) is carried out, the description of which simultaneously reflects not only some practical problem, but also updates a certain set of knowledge that needs to be learned when solving this problem.

Case technologies are not a repetition after the teacher, not a retelling of a paragraph or an article, not an answer to a teacher's question, it is an analysis of a specific situation that makes you raise the layer of knowledge gained and put it into practice.

These technologies help to increase students' interest in the subject being studied, develop in schoolchildren such qualities as social activity, communication skills, the ability to listen and correctly express their thoughts.

When using case technologies in primary school children have

Development of skills of analysis and critical thinking

Combination of theory and practice

Presentation of examples of decisions made

Demonstration of different positions and points of view

Formation of skills for evaluating alternative options in conditions of uncertainty

The teacher is faced with the task of teaching children, both individually and as part of a group:

analyze information,

sort it for solution given task,

identify key issues

generate alternative solutions and evaluate them,

· choose the optimal solution and form action programs, etc.

In addition, children:

・Get communication skills

· Develop presentation skills

Form interactive skills that allow you to effectively interact and make collective decisions

・Get expert knowledge and skills

Learn to learn by independently searching for the necessary knowledge to solve a situational problem

Change motivation for learning

In active situational learning, participants in the analysis are presented with facts (events) associated with a certain situation according to its state at a certain point in time. The task of students is to make a rational decision, acting within the framework of a collective discussion possible solutions, i.e. game interaction.

Case technology methods that activate the learning process include:

· method of situational analysis (Method of analysis of specific situations, situational tasks and exercises; case-stages)

the method of the incident;

The method of situational role-playing games;

the method of parsing business correspondence;

Game design

the method of discussion.

So, case technology is an interactive learning technology based on real or fictional situations, aimed not so much at mastering knowledge as at forming new qualities and skills in students.

7). Technology of creative workshops

One of the alternative and effective ways learning and acquiring new knowledge is workshop technology. It is an alternative to the class-lesson organization of the educational process. It uses the pedagogy of relationships, comprehensive education, learning without rigid programs and textbooks, the method of projects and immersion methods, non-judgmental creative activity of students. The relevance of the technology lies in the fact that it can be used not only in the case of studying new material, but also when repeating and consolidating previously studied material. Based on my experience, I concluded that this form of lesson is aimed both at the comprehensive development of students in the learning process, and at the development of the teacher himself.

Workshop - this is a technology that involves such an organization of the learning process, in which the teacher-master introduces his students to the learning process through the creation of an emotional atmosphere in which the student can prove himself as a creator. In this technology, knowledge is not given, but is built by the student himself in a pair or group based on his personal experience, the teacher-master only provides him with the necessary material in the form of tasks for reflection. This technology allows the individual to build his own knowledge, this is its great similarity with problem-based learning. Conditions are created for the development of creative potential for both the student and the teacher. The communicative qualities of the individual are formed, as well as the subjectivity of the student - the ability to be a subject, an active participant in the activity, independently determine goals, plan, carry out activities and analyze. This technology allows you to teach students to independently formulate the goals of the lesson, find the most effective ways to achieve them, develop intelligence, and contribute to the acquisition of experience in group activities.

The workshop is similar to project-based learning because there is a problem to be solved. The teacher creates conditions, helps to understand the essence of the problem that needs to be worked on. Students formulate this problem and offer options for solving it. Various types of practical tasks can act as problems.

The workshop necessarily combines individual, group and frontal forms of activity, and training goes from one to another.

The main stages of the workshop.

Induction (behavior) is a stage that is aimed at creating an emotional mood and motivating students for creative activity. At this stage, it is supposed to include feelings, the subconscious and the formation of a personal attitude to the subject of discussion. Inductor - everything that encourages the child to action. A word, text, object, sound, drawing, form can act as an inductor - everything that can cause a stream of associations. It may be a task, but unexpected, mysterious.

Deconstruction - destruction, chaos, inability to complete the task with the available means. This is work with material, text, models, sounds, substances. This is the formation of the information field. At this stage, a problem is posed and the known is separated from the unknown, work is carried out with information material, dictionaries, textbooks, a computer and other sources, that is, an information request is created.

Reconstruction - recreating from the chaos of his project of solving the problem. This is the creation by microgroups or individually of their own world, text, drawing, project, solution. 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.

Socialization - this is the correlation by students or microgroups of their activities with the activities of other students or microgroups and the presentation of intermediate and final results of work to everyone in order to evaluate and correct their activities. One task is given for the whole class, work in groups is underway, the answers are reported to the whole class. At this stage, the student learns to speak. This allows the teacher-master to lead the lesson at the same pace for all groups.

Advertising - this is hanging, a visual representation of the results of the work of the master and students. It can be a text, a diagram, a project and familiarization with all of them. At this stage, all students walk, discuss, highlight original interesting ideas, protect their creative work.

Gap - 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 - this is the student's awareness of himself in his own activity, this is the student's analysis of the activity carried out by him, this is a generalization of the feelings that arose in the workshop, this is a reflection of the achievements of his own thought, his own worldview.

8). Modular learning technology

Modular learning emerged as an alternative to traditional learning. The semantic meaning of the term "modular learning" is associated with the international concept "module", one of the meanings of which is a functional unit. In this context, it is understood as the main means of modular learning, a complete block of information.

In its original form, modular learning originated in the late 60s of the XX century and quickly spread to English speaking countries. Its essence was that the student, with a little help from the teacher or completely independently, can work with the individual proposed to him. curriculum, which includes a target action plan, an information bank and a methodological guide to achieve the set didactic goals. The functions of the teacher began to vary from information-controlling to consultative-coordinating. The interaction between the teacher and the student in the educational process began to be carried out on a fundamentally different basis: with the help of modules, the conscious independent achievement of a certain level of preliminary preparedness by the student was ensured. The success of modular training was predetermined by the observance of parity interactions between the teacher and students.

primary goal modern school- to create such a system of education that would provide the educational needs of each student in accordance with his inclinations, interests and abilities.

Modular education is an alternative to traditional education, it integrates everything progressive that has been accumulated in pedagogical theory and practice.

Modular learning, as one of the main goals, pursues the formation, in students, of the skills of independent activity and self-education. The essence of modular training is that the student completely independently (or with a certain dose of help) achieves the specific goals of educational and cognitive activity. Learning is based on the formation of the mechanism of thinking, and not on the exploitation of memory! Consider the sequence of actions for building a training module.

A module is a target functional unit that combines educational content and technology for mastering it into a system of a high level of integrity.

Algorithm for building a training module:

1. Formation of a block-module of the content of the theoretical educational material of the topic.

2. Identification of educational elements of the topic.

3. Identification of connections and relationships between educational elements of the topic.

4. Formation of the logical structure of the educational elements of the topic.

5. Determining the levels of assimilation of the educational elements of the topic.

6. Determining the requirements for the levels of mastering the educational elements of the topic.

7. Determination of the awareness of mastering the educational elements of the topic.

8. Formation of a block of algorithmic prescription of skills and abilities.

The system of actions of the teacher in preparation for the transition to modular education. Develop a modular program consisting of CDTs (complex didactic goals) and a set of modules that ensure the achievement of this goal:

1. Structure the learning content into specific blocks.
A CDC is formed, which has two levels: the level of assimilation of educational content by students and orientation towards its use in practice.

2. IDCs (integrating didactic goals) are distinguished from the CDC and modules are formed. Each module has its own IDC.

3. IDT is divided into NDTs (private didactic goals) on their basis, UEs (educational elements) are allocated.

The principle of feedback is important for managing student learning.

1. Before each module, conduct an entrance control of the ZUN of students.

2. Current and intermediate control at the end of each EC (self-control, mutual control, reconciliation with the sample).

3. Output control after completion of work with the module. Purpose: to identify gaps in the assimilation of the module.

The introduction of modules into the educational process should be carried out gradually. Modules can be integrated into any training system and thereby enhance its quality and effectiveness. You can combine the traditional system of education with the modular one. The whole system of methods, techniques and forms of organization of students' learning activities, individual work, in pairs, in groups fit well into the modular system of education.

The use of modular training has a positive effect on the development of independent activities of students, on self-development, and on improving the quality of knowledge. Students are able to plan their work skillfully, know how to use educational literature. They have a good command of general educational skills: comparison, analysis, generalization, highlighting the main thing, etc. Active cognitive activity of students contributes to the development of such qualities of knowledge as strength, awareness, depth, efficiency, flexibility.

9). Health saving technologies

Providing the student with the opportunity to maintain health during the period of study at school, the formation of the necessary knowledge, skills and healthy lifestyle life and apply the acquired knowledge in everyday life.

Organization of educational activities, taking into account the basic requirements for the lesson with a complex of health-saving technologies:

Compliance with sanitary and hygienic requirements (fresh air, optimal thermal conditions, good lighting, cleanliness), safety regulations;

Rational density of the lesson (the time spent by schoolchildren on academic work) should be at least 60% and not more than 75-80%;

clear organization of educational work;

strict dosage study load;

change of activities;

learning taking into account the leading channels of perception of information by students (audiovisual, kinesthetic, etc.);

place and duration of TCO application;

inclusion in the lesson of technological techniques and methods that promote self-knowledge, self-esteem of students;

building a lesson taking into account the performance of students;

individual approach to students, taking into account personal capabilities;

Formation of external and internal motivation of students' activities;

a favorable psychological climate, situations of success and emotional release;

Stress prevention:

work in pairs, in groups, both in the field and at the blackboard, where the led, “weaker” student feels the support of a friend; encouraging students to use different methods of solving, without fear of making mistakes and getting the wrong answer;

Conducting physical education sessions and dynamic pauses in the classroom;

purposeful reflection throughout the lesson and in its final part.

The use of such technologies helps to preserve and strengthen the health of schoolchildren: preventing overwork of students in the classroom; improvement psychological climate in children's groups; involvement of parents in the work to improve the health of schoolchildren; increased concentration of attention; reduction in the incidence of children, the level of anxiety.

10). Integrated Learning Technology

Integration - this is a deep interpenetration, merging, as far as possible, in one educational material of generalized knowledge in a particular area.

The need for emergence integrated lessons due to a number of reasons.

The world surrounding children is known by them in all its diversity and unity, and often the subjects of the school cycle, aimed at studying individual phenomena, split it into separate fragments.
Integrated lessons develop the potential of the students themselves, encourage active knowledge of the surrounding reality, to comprehend and find cause-and-effect relationships, to develop logic, thinking, and communication skills.
The form of conducting integrated lessons is non-standard, interesting. Usage various kinds work during the lesson maintains the attention of students at a high level, which allows us to talk about the sufficient effectiveness of the lessons. Integrated lessons reveal significant pedagogical possibilities.
Integration in modern society explains the need for integration in education. modern society highly qualified, well-trained specialists are needed.
Integration provides an opportunity for self-realization, self-expression, creativity of the teacher, promotes the disclosure of abilities.

Advantages of integrated lessons.

Contribute to increasing the motivation of learning, the formation cognitive interest students, a holistic scientific picture of the world and consideration of the phenomenon from several sides;
To a greater extent than ordinary lessons contribute to the development of speech, the formation of students' ability to compare, generalize, draw conclusions;
They not only deepen the idea of the subject, but broaden their horizons. But they also contribute to the formation of a diversified, harmoniously and intellectually developed personality.
Integration is a source of finding new connections between facts that confirm or deepen certain conclusions. Student observations.

Patterns of integrated lessons:

the whole lesson is subject to the author's intention,
the lesson is united by the main idea (the core of the lesson),
the lesson is a single whole, the stages of the lesson are fragments of the whole,
the stages and components of the lesson are in a logical and structural relationship,
selected for the lesson didactic material corresponds to the intention, the chain of information is organized as "given" and "new".

Interaction between teachers can be built in different ways. It can be:

1. parity, with equal share participation of each of them,

2. one of the teachers can act as a leader, and the other as an assistant or consultant;

3. The entire lesson can be taught by one teacher in the presence of another as an active observer and guest.

Methods of the integrated lesson.

The process of preparing and conducting an integrated lesson has its own specifics. It consists of several stages.

1. Preparatory

2. Executive

3.reflective.

1.planning,

2. organization of the creative team,

3. construction lesson content,

4.rehearsals.

The purpose of this stage is to arouse students' interest in the topic of the lesson, in its content.. Ways to arouse the interest of students can be different, for example, a description problem situation or interesting event.

In the final part of the lesson, it is necessary to summarize everything said in the lesson, to summarize the reasoning of the students, to formulate clear conclusions.

At this stage, the analysis of the lesson is carried out. It is necessary to take into account all its advantages and disadvantages

eleven). traditional technology

The term "traditional education" implies, first of all, the organization of education that developed in the 17th century on the principles of didactics formulated by Ya.S. Komensky.

Distinctive features of the traditional classroom technology are:

Students of approximately the same age and level of training make up a group that maintains a basically constant composition for the entire period of study;

The group works as one annual plan and the program according to the schedule;

The basic unit of lessons is the lesson;

The lesson is devoted to one subject, topic, due to which the group students work on the same material;

The work of students in the lesson is directed by the teacher: he evaluates the results of study in his subject, the level of learning of each student individually.

The school year, school day, lesson schedule, study holidays, breaks between lessons are attributes of the class-lesson system.

By their nature, the goals of traditional education represent the upbringing of a personality with given properties. In terms of content, the goals are focused mainly on the assimilation of knowledge, skills and abilities, and not on the development of the individual.

Traditional technology is primarily an authoritarian pedagogy of requirements, learning is very weakly connected with the inner life of the student, with his diverse requests and needs, there are no conditions for the manifestation of individual abilities, creative manifestations of the personality.

The learning process as an activity in traditional education is characterized by a lack of independence, weak motivation for educational work. Under these conditions, the stage of implementation of educational goals turns into hard work with all its negative consequences.

Positive sides

Negative sides

The systematic nature of learning

Orderly, logically correct presentation of educational material

Organizational Clarity

The constant emotional impact of the teacher's personality

Optimal resource costs for mass learning

Template construction, monotony

Irrational distribution of lesson time

The lesson provides only the initial orientation in the material, and the achievement high levels transferred to homework

Students are isolated from communication with each other

Lack of autonomy

Passivity or visibility of student activity

Weak speech activity (average speaking time of a student is 2 minutes per day)

Weak Feedback

Average approach
lack of individual training

Levels of mastery of pedagogical technologies

mastering		On practice
optimal	Knows the scientific foundations of various PTs, gives an objective psychological and pedagogical assessment (and self-assessment) of the effectiveness of the use of TO in the educational process	Purposefully and systematically applies learning technologies (TO) in his activities, creatively models the compatibility of various TO in his own practice
developing	Has representation of various PTs; Reasonably describes the essence of its own technological chain; actively participates in the analysis of the effectiveness of the teaching technologies used	Mainly follows the learning technology algorithm; Owns the techniques of designing technological chains in accordance with the goal; Uses in chains a variety of pedagogical techniques and methods
elementary	A general, empirical idea of PT has been formed; Builds separate technological chains, but at the same time cannot explain their intended purpose within the framework of the lesson; Avoids discussion PT related issues	Applies elements of PT intuitively, occasionally, non-systemically; Adheres to any one learning technology in its activities; allows violations in the algorithm (chain) of learning technology

In my opinion, the choice of a particular technology depends on many factors: the contingent of students, their age, level of preparedness, the topic of the lesson, etc.

And the best option is to use a mixture of these technologies. So the educational process for the most part is a class-lesson system. This allows you to work according to the schedule, in a certain audience, with a certain permanent group of students.

Based on the foregoing, I want to say that traditional and innovative teaching methods should be in constant relationship and complement each other. Do not abandon the old and completely switch to the new. We should remember the saying "ALL NEW IS WELL FORGOTTEN OLD".

Internet and literature.

1). Manvelov S.G. Designing a modern lesson. - M.: Enlightenment, 2002.

2). Larina V.P., Khodyreva E.A., Okunev A.A. Lectures at the creative laboratory "Modern pedagogical technologies" - Kirov: 1999 - 2002.

3). Petrusinsky VV Irgy - education, training, leisure. New school, 1994

4). Gromova O.K. “Critical thinking - how is it in Russian? Creative technology. //BSh No. 12, 2001

Problems of using modern teaching technologies. Actual problems of teaching technology in the context of the implementation of the Federal State Educational Standard material on technology on the topic. Pedagogical technologies provide

Bibliographic link

Collection of ideal social studies essays

Anti-Soviet rebellion in Hungary (1956)