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

Federal Agency for Education

State educational institution

Higher professional education

Irkutsk State Linguistic

University

Department of Pedagogy

Problems of introducing infocommunication technologies in education R Russian Federation

Introduction

1. Infocommunication technologies in education (problems of implementation)

2. Possible ways to integrate the media and educational space and difficulties arising in connection with this

3. Adaptation of the media educational space in Russia

4. The problem of spatial lacunarity

Conclusion

Bibliography

Introduction

Soberly assessing the situation of the current position of the Russian state in the world-class higher education system, it is quite difficult not to notice the fact that there is some lag behind developed countries in the speed of the process of integration and adaptation to a single open educational space.

You can endlessly analyze the situation, look for compelling excuses, such as delays, citing the fact that Russia is a patriarchal country with unshakable traditions, but it will still be more effective to try to intensively organize a media educational space that could compete with the European community, while it costs take into account the experience of advanced countries and the search for possible ways to solve problems that arise during its organization.

The goal of our work is to study problems of this kind and find the most rational and convenient solutions for the country. Having overcome the backlog, Russia has a real chance to take a profitable place (“place in the sun”) in the market for the export of educational services. But for this it is necessary to resolve, first of all, internal contradictions, such as:

1) The introduction of new infocommunication technologies into the educational process, which will speed up the search and processing of information (the need is caused by the currently relevant inflation of knowledge, in conditions of a rapid increase in the flow of information; indirectly will help to revise the training and retraining of specialists in a particular field, i.e. takes into account the necessary factor of their mobility, competitiveness, instilling skills, effective work with information).

2) Integration of media and educational space (ensuring the educational process with the active use of existing telecommunications, creating a dedicated network, channels, university portals in order to provide educational resources to remote areas of the Irkutsk region).

3) Consideration of the problem of spatial lacunae (holes) in the media space (as is known on the Internet, it is often very difficult to find “pure” information; every day we are faced with the problem of sorting information, which takes a huge amount of precious time and material resources).

4) Finally, adaptation to the proposed innovations (special attention should be paid to the human factor - to follow the processes of adaptation and continuity from psychological, pedagogical, social points of view).

At the end of our work, we propose for consideration ways to solve the above difficulties and, based on them, a forecast of the position of the Russian educational space on the world stage.

1. Infocommunication technologies in education (problems of implementation)

The beginning of the 3rd millennium is characterized by the understanding that intellectual potential is the main factor in the development of civilization. The main factors in the growth of intellectual potential are science and education. The most promising technologies among the entire range of innovative technologies, from the point of view of the fastest solution to the global problem of increasing the educational level of the population, are information and communication technologies of education. It should be noted that in today’s realities of Russia, with its economic and political situation, vast territories, it is infocommunication technologies used in the state and non-state spheres of the educational market that are a real positive answer to solving the problem of increasing the population with higher education in Russia, which is necessary condition for the progress of our country. In connection with the above, in Russian education the problem of “transforming” the classical education system, its adaptation to innovative processes of quality improvement in the system of information and communication education has become urgent.

The reason for the introduction of information technologies into all spheres of human life lies in the increasing volume of information that a person encounters every day, with the transition of society to an information civilization. Such global processes cannot but affect the education system. The use of information technology in the pedagogical process is becoming one of the priority areas for organizing the educational process in a higher professional educational institution.

Modern education should ensure the formation of graduates with a high level of professionalism and competence, capable of adapting to the changing conditions of professional activity. Thus, a professional educational institution is faced with the task of training a competitive specialist. Competitiveness should be considered in two aspects: the first is the presence of a specialist with a high level of professionalism and competence, which includes a certain level of knowledge, skills, and abilities that allow one to become a highly qualified specialist, intellectually and creatively developed. And the second, which is important in our opinion, is personal readiness to work in market conditions, in competitive conditions. This is the formation of a self-sufficient personality, capable of making independent decisions, taking initiative, responsibility, capable of self-presentation, and the ability to effectively interact with others.

For teacher education, the issue of using the entire range of available information and communication technologies in various types of professional activities is particularly relevant in connection with the special mission of this educational system, aimed at training teachers of future generations. Anticipating that information and communication technologies will soon become the “core” of the educational process, it is necessary to form a common information culture among students and develop their information and communication competencies.

The introduction of information technologies will also make it possible to solve a number of applied problems to optimize the educational process, increase the active role of the student through his inclusion in various types of activities, including independent ones, and develop his motivation for educational activities, which, in turn, affects the improvement of the quality of the educational process .

For example, modern PC software will allow you to use information technology when creating multimedia documents, using simultaneously text, mathematical and multimedia packages. With their help, it will be possible to create films both for demonstration during classes in the classroom using a video projector and a wall screen, and in the corridors of educational institutions using remote monitors. The use of such films in the educational process will significantly revive and optimize, in our opinion, the process of acquiring knowledge and improve the quality of learning. If, at the same time, students are involved in compiling video fragments using the mentioned multimedia packages, this will also increase their interest in the subjects being studied. The created films can be posted on the websites of educational institutions, access to which is provided via the Internet or local networks.

It's no secret that in addition to the standardized education that a person can receive in an educational institution (school, college, university), there are alternative types of education. This refers to all kinds of advanced training courses, specialized courses, distance courses, etc. Thanks to information technology, a person can receive the necessary education in a fairly short time, practically without leaving home. This could be knowledge of the profession, information from the field of culture, etc.

The use of multimedia technology makes it possible to distribute interactive learning through a network of multimedia classes or using CDs, the Internet. Users can complete the training program at their locations at a time that suits them.

A characteristic feature of higher education is the predominant importance of student independent work. This means that he must master most of the educational material on his own, using the recommended teaching aids, with help from the teacher, mainly of a methodological nature. However, as practice shows, a significant part of first-year students are not ready for the form of education accepted at the university and experience certain difficulties before they learn to work independently. At first, such students need additional guidance, which the teacher, most often, does not have the opportunity to provide personally, but which becomes possible through modern information technologies in the form of interactive teaching aids.

The analysis of scientific and methodological literature showed that the methodology for using information and communication technologies in the study of various disciplines in the Russian educational process is in the initial stage of its formation.

Analysis of scientific and methodological research and the current state of university education, in particular linguistic, allows us to speak about the existence of a whole complex contradictions:

1) between the possibilities of computer-supported training and the lack of didactic material on the use of infocommunication technologies in teaching the humanities;

2) between the huge amount of work in the field of information technology and the obvious lack of methodological developments on the use of various means of information and communication technologies in teaching the humanities;

3) between the requirements of the modern educational system, aimed at training a specialist who is able to independently replenish and update knowledge, think critically and creatively, and the orientation of teachers towards developing knowledge and skills in students.

Taking into account the above contradictions, it seems relevant to solve the problem of designing the educational process using infocommunication technologies, justifying the goals, content and technologies of teaching when studying various disciplines by university students, in particular, a foreign language.

To summarize all of the above, we would like to once again note the relevance of the problem of using infocommunication technologies in combination with traditional approaches in education, since innovative pedagogical and infocommunication technologies are important components of the modern educational process aimed at developing a specialist with critical and creative thinking, capable of functioning effectively in changing conditions of professional activity.

Today in Russia there are already schools where the computer plays a central role in organizing the pedagogical process - from scheduling, making calls, announcing programmed announcements, reminders through a ticker and electronic boards, a chip system at the entrance to the school, paying for breakfasts and lunches through electronic cards to prompt communication with parents via mobile communications and the Internet. But, unfortunately, there are still very few schools of this type; most educational institutions in our country are practically or slightly equipped with the latest equipment, so Russia cannot dream of a high-tech school of the 21st century in the near future.

2. Possible ways to integrate the media and educational space and difficulties arising in connection with this

Differentiation and individualization of education, the need to ensure state educational standards based on the variability of educational programs, require the introduction of new technologies and information systems. In the context of modernization of Russian education, the problem of introducing media technologies at all levels of education becomes especially necessary. This need is dictated, first of all, by the high demands placed on the level of qualifications of workers at all levels of management. this contributes to expanding opportunities for advanced training, career growth and growth in the overall well-being of people. We should not forget that without the introduction of media technologies in the field of education, the state’s harmonious entry into the world community on the principles of equal cooperation and information openness is impossible.

Media education in the modern world is considered as a process of personal development with the help of mass media with the aim of creating a culture of communication in order to communicate with the media, creative, communication abilities, critical thinking, skills of full perception, interpretation, analysis and evaluation of media texts, teaching various forms of self-expression with the help of media technology. The skills acquired through this process are called media literacy. Media education is recommended for implementation in the national curricula of all states, in the system of additional, non-formal education and learning throughout a person’s life.

In 1991, Professor Alexander Sharikov published one of the first media education programs in Russia for secondary schools. In 1998, Professor of the Russian Academy of Education Lyudmila Zaznobina developed Russia’s first draft standard for media education for secondary schools.

Nowadays there is a lack of interaction between the educational and information space. These are the so-called spatial gaps. Spatial gaps in education are media that are included in the information and communication map of the world, but are not controlled by the teaching community and universities, and do not interact with the educational space. In other words, they exist as a “parallel school”. An important problem today is not only the presence of spatial gaps in education, but their expansion due to the development of the media in the context of the global informatization of modern society. The information space is not controlled by the teaching community. This leads to the destruction of the integrity of the educational space. It is necessary to choose a strategy so that the gap between the media and educational space does not widen, and their disunity is overcome. The solution to the problem can only be a model of higher professional education, the design of which is an integrated media educational space. Finding ways to integrate the information and educational space is relevant for achieving the goals of modern professional education. The first steps in this direction were taken when an extremely important government decision was made on the development of a distance education system. It is important to note that this system provides the opportunity to study simultaneously in several universities, allows you to implement the principle of individual learning, choose the appropriate “professional and educational trajectory”, and ensures academic mobility.

Now we can say with complete confidence that it is in the media education space that a specialist of today can be trained, ready to work in the new conditions of the 21st century, meeting modern employer requirements, competitive in the labor market, competent, responsible, able to process large volumes of information and highlight the main thing capable of applying acquired knowledge in practice, possessing teamwork skills, having a desire to constantly learn, purposeful and career-oriented, fluent in his profession and oriented in related fields of activity, capable of effective work in his specialty in the new socio-economic conditions of the information society, ready for constant professional career growth, social and professional mobility. This is the strategy for innovative development of higher professional education in modern Russia.

3. Adaptation of the media educational space in Russia

An important feature of the emerging modern world system is the formation of a global educational space, the elements of which are, along with national education systems, also regional educational and non-governmental organizations and foundations that develop and implement international educational programs.

The infrastructure of the global education system has been formed and is rapidly developing, the main link of which is the Internet. It should be taken into account that this tool has multifaceted applications in various areas of public life, including, along with the field of education, also in economics, politics, military affairs, etc. The uses of the Internet in the global education system are very diverse. Thanks to this tool, it is possible to organize and manage the educational process from one center in any remote country, i.e. the problem of lack of qualified teachers, financial resources for the maintenance of students, educational premises is solved; there is no need to allocate additional resources for printing textbooks, their delivery to educational institutions, etc. The Internet provides an opportunity for a teacher to communicate with students who are located many hundreds of kilometers away from each other, both through text transmission and using a voice communication system. There are also video conferencing facilities that exchange both voice and video information. The Internet is an important means of conducting discussions and exchanging opinions on various problems. For this purpose, there is an email that sends messages by subscription on a given topic. The Internet influences the development of forms and methods of teaching. Now, on its basis, such a promising form of education as distance learning has emerged. The formation of a global education system poses a number of difficult tasks for national states, including Russia, related to the need to enter the global educational space and effectively adapt to this phenomenon. There are a lot of problems here now that need to be analyzed and ways to solve them must be sought. The problems of Russia's effective adaptation to the process of globalization of the educational space are largely determined by the superficial assessment of this phenomenon by the ruling political forces. This assessment does not take into account that the process is developing on the basis of the values of liberalism and is directed mainly by Western countries. Objective researchers have concluded that a neoliberal model of globalization has been formed, the purpose of which is to create the necessary conditions for maintaining the scientific, technical and political leadership of the countries of Western civilization and preserving the lag of states. The goal of consolidating Western leadership in the modern world, in particular, is served by such a component of the global educational space as the Internet. This aspect is distinguished by the famous American politician A. Gore; he believes that the development of the Internet will allow every school and library of any country in the world to be included in this information system and will open up new opportunities for establishing American leadership in the world. As a result, a problem arises for Russia, which is that the Internet eliminates any national, ethnic or other control over the content of educational programs and information. With its help, influencing people from a very early age, it is possible not only to carry out linguistic and cultural expansion, but also to program the formation of certain structures of consciousness and awareness, including value orientations, and to impose a corrupted, dual logic of thinking and perception of events. An acute problem generated by Russia's entry into the global educational space is expressed in the phenomenon of “brain drain”. This is the process of intellectual migration of the most gifted part of Russian scientists, teachers of engineering and technical personnel, the direction of which is to travel abroad under labor contracts or for permanent residence. Among those traveling abroad, the main stream in the process of “brain drain” consists of scientific and technical personnel traveling abroad with an employment contract. There is a particularly large outflow of specialists from the leading centers of the country. For example, Moscow State University. M.V. Depending on their specialty, 10 to 20% of leading scientists and teachers have recently left Lomonosov. Qualitative losses from “brain drain” are expressed in the fact that the quality characteristics of labor resources are significantly deteriorating, damage is caused to the intellectual level of society both currently and in the long term, which is practically impossible to quantify. First of all, this relates to the problem of the reproduction of scientific schools and the intellectual scientific elite. Especially due to the “brain drain,” the process of reproduction of scientific schools and the elite in the regional structure, which is represented by the Novosibirsk Academic Town, the Far Eastern and Ural branches of the Academy of Sciences, is disrupted. These centers are distinguished by a comparatively small number of scientific schools. In this regard, the reduction in the number of scientists in them is often significantly below the “critical mass” necessary for effective research. In order to effectively enter Russia into the global educational space, it is necessary not to weaken national sovereignty in matters of education, but to look for new forms and methods of asserting it. In particular, this can be achieved by a combination of educational policy measures and information security policy, which represents the coordinated activities of ministries and departments, civil society institutions to ensure the security of the information and psychological environment of society, the psychological environment of society and the psychological safety of the population. The principle of combining educational policy and information security policy presupposes the implementation of information security measures in the field of education. These include, in particular, measures of communicative education of the population. The theoretical basis of such education is a special science and educational discipline - information pedagogy. Its main goal is to teach citizens to think critically about the media and use them competently and responsibly. The study of this discipline is intended to acquaint people with the central role of the media in a democratic state and in modern politics in general, with their positive and negative impact on recipients, to develop their ability to navigate a complex flow of information and to develop immunity to manipulation, to low-grade, dulling printed media. , video and other products. To alleviate the problem of “brain drain,” it is necessary to begin regulating the process of intellectual migration within the framework of state policy. This approach is directly opposed to the widespread position about the fundamental impossibility of such regulation as incompatible with the full realization of human rights and freedoms in the modern world. He prefers an active combination of domestic measures and international legal acts, regulating primarily migrant return programs. The optimal entry of Russia into the global educational space is based on an objective assessment of the achievements of world culture and education. An incorrect assessment can lead to isolationism. This, in particular, leads to the opposition of the assets of national culture and universal human values, the identification of the latter with mass culture. Having examined the process of formation of the global educational space and the problems of Russia’s adaptation to this phenomenon, we can conclude that our country faces complex tasks, the solution of which determines its place and role in the world in the 21st century. In solving the problems of Russia's entry into the global educational space, it is important to prevent, on the one hand, the weakening of national sovereignty in the field of education, and, on the other, isolation and self-elimination from global educational processes.

4. The problem of spatial lacunarity

In modern science, a number of attempts have been made to consider the meaningful nature of the open educational space. This problem is most fully revealed by G.N. Prozumentova, who identified the main distinguishing features of the “open educational space” and the “closed system”:

1. The “place” of a person in education, the opportunity (impossibility) to influence, participate in one’s education, to create one’s own, real educational forms.

2. “Driving” forces of change in education. The exclusive role in changing closed education is the state order and its reduced forms (decrees, directives, curricula, programs...). The role of educational initiatives and innovative activities in changing the Open Educational Space.

3. Attitude to “human resource”: “taking into account” it in the Closed educational system, or rather, the functional reduction of the human content of activity in this system and the development of human resource, its increment in the Open educational space.

Having considered the distinctive features identified by G.N. Prozumentova, one of the trends in the development of the Open Educational Space can be identified. This is spatial lacunarity. It is associated with the industrial development of the hardware-network basis of the informatization of society: the globalization of the satellite television and radio communication system, the development of global information telecommunication networks such as the Internet, the globalization of mobile telephony.

However, this group of opportunities is not fully used by education. That is, there is no interaction between the educational and information (media) space. These are the so-called spatial gaps. Spatial lacunae in education (from lacuna - hole) are media that are included in the information and communication map of the world, but are not controlled by the teaching community and universities, and do not interact with the educational space.

An important problem today is not only the presence of spatial gaps in education, but also their expansion due to the development of the media. An information space not controlled by the pedagogical community does not fall under pedagogical analysis, which in turn leads to the destruction of the integrity of the educational space. In addition to the destruction of the integrity of the educational space, a number of other problems have been identified that arise as a result of spatial lacunarity. This is information overload, that is, the volume of potential knowledge obviously exceeds the ability of a person to master it. According to the observations of experts, spatial lacunarity has a strong influence on students, and every year the influence increases noticeably, while the authority of the classical higher professional school, on the contrary, decreases. It is necessary to choose a strategy for the development of education so that the gap between the media and educational space does not grow, but is overcome.

At the present stage, we are talking about setting a task for higher professional education - designing an open media educational space in Russia that actively interacts with the global infosphere. Apparently, the solution to the problem can only be a model of higher professional education, the design of which is an integrated media educational space.

Literature

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6. Educational information portal XMAO-Ugra

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The idea of lifelong education can be implemented in modern conditions if both general education and vocational schools can effectively solve the problems of transferring accumulated experience to the younger generation: teaching the method of working with information, the method of creating new knowledge, and most importantly, methods of maintaining the required level of knowledge about the developing world. Therefore, in order to master the processes of “teaching” and “learning,” it is advisable for every teacher and student to master three languages: their native language, the language of science, the language of technology,” considering them as the basis of professional activity.

Technology - from the Greek words techne (art, craft, science) and logos (concept, teaching). In the dictionary of foreign words: “technology is a body of knowledge about methods and means of carrying out production processes (metals, chemicals...).”

With the help of technology, intelligent information is translated into practical solutions. Technology is both ways of activity and how a person participates in activity. “Any activity can be either technology or art. Art is based on intuition, technology is based on science. Everything begins with art, ends with technology, and then the whole process begins again."

Modern technologies in education are considered as a means by which a new educational paradigm can be implemented. Trends in the development of educational technologies are directly related to the humanization of education, which promotes self-actualization and self-realization of the individual. The term “educational technologies” is more capacious than “teaching technologies”, because it also implies an educational aspect associated with the formation and development of the personal qualities of students.

In UNESCO documents, educational technology is considered as a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction. This definition of technology, like many similar ones, cannot claim completeness and accuracy, despite the fact that new (ecological, space, information) technologies are constantly emerging.

In its most general form, technology is a well-thought-out system of “how” and “how” a goal is embodied in a “specific type of product or its component part. For example, from the scientific and methodological literature we will name some options for defining technology:

· technical method of achieving practical goals;
· a set of methods used to obtain objects necessary for human existence;
· a set of procedures and methods for organizing human activity;
· means used to model human behavior.

The modern approach to teaching is to build it on a technological basis. The general principles and rules of teaching technology are seen as follows:

1. The principle of pedagogical expediency, formulated by A.S. Makarenko: “Not a single action of a teacher should stand aside from the goals set”
2. Interrelation and interdependence of teaching and learning as two inseparable aspects of the learning process. Teaching is the organization of pedagogically appropriate independent activity of students. The main task of the teacher, as K.D. Ushinsky saw it, is to turn the student’s activity into his initiative.
3. Extreme specification of teaching, educational and developmental goals in content, teaching tools, and methods of student activity organized by teachers.
4. A necessary element of teaching technology is thematic planning, which includes a brief description of the final results and the construction of the entire chain of individual lessons connected by the same logic.
5. Organization of control at each stage of educational and cognitive activity of students.
6. Stimulating the creative activity of students, focusing on a student who is not only knowledgeable, but also able,
7. A variety of forms and methods of teaching, preventing the universalization of a particular means or form.

Until the technology is created, individual skill reigns. As individual skills and calculations improve, “collective creativity”, “collective mastery” develops, the concentrated expression of which is technology.

It is useful to study and compare activities based on individual skill with activities based on technology (Table 1).I. Podlasny does it like this:

Table 1

Craftsmanship and technology in comparison

Individual excellence	General technology
1. The process is carried out by the worker from start to finish	The process is divided into parts, each worker does his part of the work
2. Knowledge of the entire system, all the intricacies of the process is required	Knowledge of the part of the process that the employee performs is required
3. You need to do everything yourself	“Ready” developments are being introduced, freeing you from the need to do everything yourself
4. The process is long	The process is much faster
5. High quality product	The product is no less quality
6. Based on intuition, feeling, experience	Based on scientific calculation, knowledge
7. Products are limited by the manufacturer’s capabilities	Products are not limited by the capabilities of individual manufacturers; mass production is possible

The development of modern technologies in education should be carried out in accordance with the following principles:

· the principle of integrity of technology representing the didactic system;
· the principle of reproducibility of technology in a specific teaching environment to achieve set goals;
· the principle of non-linearity of pedagogical structures and the priority of factors influencing the mechanisms of self-realization of the corresponding pedagogical systems;
· the principle of adapting the learning process to the student’s personality and cognitive abilities;
· the principle of potential redundancy of educational information, creating optimal conditions for the formation of generalized knowledge.

Thus, with the help of technology, it is possible to achieve an effective result (goal) in the development of personal properties in the process of acquiring knowledge, skills, abilities.

General characteristics of humanitarian technologies

In modern scientific and theoretical literature and the practical activities of outstanding domestic teachers, three main types of technologies are distinguished: technical, economic and humanitarian.

Rice. 1.1 Classification of technologies

Humanitarian technologies are technologies for self-expression of people, self-realization of their intellectual qualities. The effectiveness of technical and economic technologies is determined, for example, by the extent to which businessmen and managers are more advanced in the use of humanitarian technologies. According to some sociological studies, business managers realize their knowledge and abilities by 30%, from strength to 70%. The lower their managerial and humanitarian training, the poorer their personal and business potential is. Improving this training ensures an increase in labor productivity in industrial enterprises by 25-30%, and in some cases - by 40-60%.

Along with technological and economic technologies, social technologies are persistently invading our lives. They have long been recognized abroad. Our interest in them arose in connection with the appearance of two large works in Bulgaria in the 70-80s. These are “Social Sciences and Social Technology” by N. Stefanov and “Technology and Efficiency of Social Management” by M. Markov. Thanks to sociology and social psychology, which gained the right to exist in the 60s, research on the management of social processes became possible. In turn, this required turning to social engineering, and then to social technologies. However, such a belated connection to this scientific and applied field has led to discrepancies in their understanding; social technologies are often associated with human science technologies.

Social technologies help solve an important class of problems in human life, but not all problems. They focus on such an object as a social phenomenon. The person himself often does not appear in them either as an object or as a goal. They have their own object and, accordingly, their own goals. This shows the specialization of this type of technology.

Humanitarian technologies include: futurological, situational and everyday.

Futurological humanitarian technologies reproduce a synoptic map representing an economic, social, cultural, moral, psychological and demographic “forecast” of possible future options. With the help of these technologies, a specific model of the state of society, a region, or a workforce is predicted, which is very important for managers interested in being prepared to solve new problems in their activities.

Situational humanitarian technologies are developed and applied due to certain circumstances. For example, managing people's behavior in extreme situations. Special trainings are conducted on these technologies - professional education of relevant employees. Most often it is carried out in the form of a “situation-conflict” analysis or a business game.

Everyday humanitarian technologies are universal. For example, technologies for vocational training, technologies for searching for gifted people.

It is known that not all humanitarian knowledge is technological. Firstly, humanitarian knowledge is characterized by a cognitive orientation. Secondly, they are characterized by abstractness and the possibility of arbitrary interpretation. Thirdly, they are characterized by a richness of artistic language, symbolic diversity, and subtext.

Attempts to give humanitarian information symbolic designations have so far been of little effectiveness. The results obtained are very conditional. All this confirms that humanitarian information is labor-intensive for technological processing, both in content and form.

Speaking about the essence and content of humanitarian technologies, it should be emphasized that:

Humanitarian technologies are a system of scientific and humanitarian knowledge, the use of which allows the implementation of a specific human science plan using certain conditions, means and methods.

The object and the plan determine everything else in technology: what scientific and humanitarian knowledge is needed, the means, and the methods of the process of implementing the plan. The object of humanitarian technologies is the life and activity of an individual, various social communities, and the interaction of man and nature. These are the most high-tech technologies. The development of each technology requires a huge amount of information, its special selection, and the use of the results of the latest scientific research. Errors at the theoretical level must be reduced to a minimum so as not to cause damage to the health or personal dignity of people; in practice, this is difficult to achieve. To do this, when developing them, it is necessary to undergo repeated logical comprehension according to the “concept - version - variant” scheme. Humanitarian technologies are difficult to algorithmize. The principle of operation, characteristic of many technologies, is used in them in a very limited way. The process of implementing a plan often cannot be divided into a sequential series of operations or algorithms. It is no coincidence that universally recognized masters in the field of pedagogy A.S. Makarenko and V.A Sukhomlinsky, who consistently achieved positive final results in implementing the educational plan, called their pedagogical theory and practice not technology, but methodology.

Humanitarian technologies have a low coefficient of guarantee of achieving the plan. The insecurity of the “final” result of humanitarian technologies is due to the inconsistency and uniqueness of their object. The object with which they work is confirmed by the influence of so many internal and external determinants that it is often not possible to clearly define them.

Humanitarian technologies are a special type of professional activity. Mastering them is available to people who have outstanding personal and business qualities, have life experience, and have undergone special training. Turning to humanitarian technologies is legitimate for those who feel the need to communicate with people and have developed intuition, communication skills and empathy.

Pedagogical technologies are humanitarian in nature. An important feature of humanitarian technology is dialogism. The conditions for dialogue in humanitarian technology are ensured through the deliberate construction of subject-subjective relationships that determine the nature of individual changes in the teacher and students. The result of such interaction will be “states” in which participants in the pedagogical process will be able to hear, understand each other’s meanings, and develop an accessible language of communication

Humanitarian technology is characterized by openness of the goals of human work and the absence of manipulativeness in the activities of the teacher. Openness can be ensured through clarification of the meaning of joint actions, collegiality in the formatting and selection of goals, presentation of goals for examination to all interested parties, the possibility of their correction, which was initially included in the technology algorithm. The basis of humanitarian technology is the internal logic of the development of the predicted quality, and not the external formal adherence to a speculatively planned stage of work or the laws of the hypothetical construction of a particular educational model. The humanitarian nature of pedagogical technology is manifested in the possibility of its influence on the integral characteristics of a person (needs, interests, motives, value orientations, attitudes, meanings), which determine the dynamics of the personal system as a whole.

The humanitarian nature of technology is determined by the possibility of “turnover” of the methods used, the so-called “two-sided” effect of their application and return to the teacher at the individual level.

It will be useful for both researchers and practitioners to find out what the manufacturability of practical samples is (collective learning system - CSR; teaching creative thinking in TRIZ developments - the theory of solving inventive problems; etc.), what their capabilities are, where the limits of their applicability, achievements what pedagogical goals they are guaranteed to achieve and in what ways. To expand the boundaries of pedagogical technology, it is of interest to teach various types of psychophysical techniques: professional sports training, acting training, training in some psychotherapeutic techniques. The results that are reproducibly achieved and diagnosed in these types of training are psychophysical self-regulation, purposeful development of the personal qualities of students. The content of learning includes the holistic experience of students (not only knowledge or skills), the generation of meanings, the management of psychophysical states, reflection of actions, ways of obtaining new experience, the process of communication and its reflection. For “technological” analysis, the reproducibility of the results obtained and the process of achieving them is interesting. We consider the very possibility of such a technological approach that allows us to obtain personal educational results to be important. This opportunity is the prospect of creating “high pedagogical technologies” (the concept was proposed by A.M. Lobok in 1994); the peculiarity of which is the combination of reproducibility of results with their personal character.

Psychological technologies, representing a type of humanitarian technology, are aimed at revealing, realizing and developing the student’s individuality, optimizing his relationships with teachers and other people. A wide range of psychological technologies used in the pedagogical process helps to improve teaching methods in vocational lyceums. For psychologists, teachers, and students, training as a method of targeted changes can be useful in their professional activities.

In 1993, the Training Institute was created in St. Petersburg, it is headed by professional trainer N.Yu. Khryashcheva. The team of the Training Institute has developed programs for partner communication training, sensitivity training, creativity training, more than 200 psychological exercises, aimed at developing the skills and attitudes of effective communication: exercises for creating a group atmosphere (optimizing attention, mental activity of students). Many exercises can be used independently to develop your communication competence, sensitivity, and creativity. The main values and meanings formulated by its creators at the very beginning are professionalism and competence, friendliness, honesty and decency

Features of humanitarian pedagogical technologies

The concept of pedagogical technology entered the consciousness of teachers gradually: from the initial idea of educational technology as learning with the help of technical means to the idea of educational technology as a systematic and consistent implementation in practice of a pre-designed teaching and educational process.

The description of any educational process is a description of a certain pedagogical system.

The pedagogical system is the basis of the technological process

V. Bespalko

The pedagogical system is understood as a set of (interrelated) means, methods and processes necessary for a targeted influence on the individual.

PEDAGOGICAL TECHNOLOGY is a project of a certain pedagogical system, implemented in practice.

Consequently, the basis of any pedagogical technology is a systematic approach. A system is an organic integrity (class, school, vocational school, group, etc.) For example, a computer is a system, and so is the student working on it. In place, they do not form a new unified system, but only a complex of interacting systems. A complex is a unity of interacting, relatively independently existing systems.

Pedagogical technology is specifically implemented in technological processes. In the theory of learning, technological processes are, for example, a system of forms and means of studying a specific topic of a training course, the organization of practical classes to develop skills in solving various types of problems. Each problem can be solved using adequate (identical) teaching technology. The integrity of the teaching (upbringing) technology is ensured by its three components:

organizational form
· didactic process
· teacher qualification (or TSO)

The subject of pedagogical technology is specific interactions between teachers and students in various types of activities, organized on the basis of clear structuring, systematization of programming, algorithmization, standardization of methods and techniques of teaching or education, using computerization and technical means.

The objectives of pedagogical technology are:

· developing the depth and strength of knowledge, consolidating skills and abilities in various fields of activity;
· development and consolidation of socially valuable forms and habits of behavior;
· teaching how to operate technological tools;
· Development of technological thinking skills;
· fostering the habit of strictly following the requirements of technological discipline in organizing educational tasks and socially useful work.

In didactic processes (a process is a movement that objectively exists) a distinction is made between the educational process itself and the learning process. To organize the educational process, it is necessary to begin work on setting certain goals. A.S. Makarenko believed that the true development of pedagogical science is associated with its ability to “project personality,” that is, to diagnose the quality and properties of a person that should be formed (developed) in the process of education. Determination of goals allows us to move to a strict technology of the educational process, which is (essentially) associated with improving the quality of the pedagogical (educational) process.

What is the deep meaning of educational technology in general?

Firstly, pedagogical technology negates pedagogical impromptu in practical activities and transfers it to the path of preliminary design of the educational process with the subsequent implementation of the project in a group. This can be done in the language of the concepts “didactic (educational) task” and “teaching (upbringing) technology.”

Secondly, in contrast to previously used lesson-based developments intended for teachers, pedagogical technology offers an educational process that determines the structure and content of the student’s activities, that is, the design of educational and cognitive activities leads to high stability of success for almost any number of students.

Thirdly, an essential feature of pedagogical technology is the process of goal formation. This is the central problem of educational technology in contrast to traditional pedagogy. It is considered in two aspects:

1) diagnostics of goal formation and objective control of the quality of students’ assimilation of educational material;
2) development of the personality as a whole.

Fourthly, thanks to the idea of the subject of pedagogical technology as a project of a certain pedagogical system, it is possible to formulate an important principle for the development of pedagogical technology and its implementation in practice - the principle of integrity (structural or content) of the entire educational process. The principle of integrity is the harmony of all elements of the pedagogical system.

The principle of integrity means that when developing a project for a future pedagogical system of any type of education, it is necessary to achieve harmonious interaction of all elements of the pedagogical system (PS), both horizontally (within one period of study - a semester or academic year), and vertically - for the entire period of study. . Thus, by changing the goals of education, but leaving its content and learning processes unchanged, we have a deformed pedagogical system. As practice shows, they are not viable. However, the world has a different idea of what “pedagogical technology” is in general and “teaching technology” in particular (Table 2).

table 2

Expert or job title	Semantic meaning of the concept “pedagogical technology”
T. Sakamoto (Japan)	Systematized learning based on a systematic way of thinking
L. Friedman, Palchevsky (Russia)	A set of educational situations designed to implement the pedagogical system
N. Talanchuk (Russia)	An orderly system of actions, the implementation of which leads to the achievement of set goals
1978 International Yearbook of Educational and Training Technology	A. identifying principles and techniques for optimizing the educational process B. use of TSO
M. Clarin (Russia)	Designing an educational process with guaranteed achievement of goals
V. Bespalko (Russia)	A. pedagogical skill B. description (project) of the process of forming the student’s personality.
Project “New Values in Education”, Institute of Pedagogical Innovations of the Russian Academy of Education, 1995.	Complex and open systems of techniques and methods, united by priority educational goals, conceptually interrelated tasks and content, forms and methods of organizing the educational process

With many definitions of the concepts of “pedagogical technology” in general and “teaching technology” in particular, most experts unite them with three fundamentally important provisions:

· planning of training based on the precise definition of the desired standard in the form of a set of observable student actions;
· “programming” of the entire learning process in the form of a strict sequence of actions by the teacher and the selection of formative influences (rewards and punishments) that determine the required behavioral learning;
· comparison of learning results with the initially intended standard, in fact, stage-by-stage testing to identify cognitive progress, understood as the gradual complication of the behavioral repertoire of students.

The rationalistic strategy of the educational process presupposes its clear construction in order to form a behavioral repertoire in the course of learning. M. Clarin, for example, puts forward the following sequence of actions:

The first phase is planning instruction based on a precise definition of the desired standard in the form of a set of observed student actions.

The second phase is diagnostic - identifying the initial level of observed actions. It is necessary to identify what knowledge the student has already mastered that is necessary for further cognitive advancement. Moreover, to identify this not approximately, but very precisely for each student.

The third phase is prescription: within its framework, it is envisaged to “program” the desired learning outcomes of formative influences that determine the required behavioral learning.

The fourth phase is the implementation of the planned plan: organizational provision of learning conditions, implementation of the provided behavioral training technology.

The final, fifth phase is the assessment of the results by comparing them with the initially intended standard, in fact, sequential, stage-by-stage testing to identify the gradual complication of the “behavioral repertoire”.

M. Choshanov, analyzing the works of domestic and foreign authors, identifies, in particular, the following features of pedagogical technologies:

· Diagnostic goal setting and effectiveness imply guaranteed achievement of goals and effectiveness of the learning process;
· Efficiency ensures a reserve of teaching time, optimization of the teacher’s work and achievement of planned results in a short period of time;
· adjustability - the possibility of prompt feedback, consistently focused on clearly defined goals.

Distinguishing the concepts of “teaching technology” and “methodological system,” M. Choshanov emphasized that “the main difference lies precisely in the degree of expression of each feature. If in pedagogical technology these signs are most strongly expressed, then in pedagogical, didactic and methodological systems they may be weakly expressed or absent altogether. Another difference is that in pedagogical technology the content component, which is present in pedagogical, didactic and methodological systems, is poorly represented. Pedagogical technology, or, already, teaching technology is the main (procedural) part of the didactic or methodological system. For example, the methodological system is aimed at solving the following problems:

1. What to teach?
2. Why teach?
3. How to teach?

That teaching technology, first of all, answers the third question with one significant addition:

4. How to teach effectively?

The most commonly used concept in domestic pedagogy is “pedagogical technology,” although at the same time it is not sufficiently clarified. In modern educational practice, this concept is used, as a rule, in a non-rigorous scientific representation and denotes reproducible techniques and ways of working for teachers.

The widespread appeal to the concept of technology is based primarily on the sign of reproducibility of teaching activities. In social terms, this attribute is associated with another attribute of technology - its possible mass production. A more rigorous understanding of pedagogical technology in domestic pedagogy is close to the world-wide view of pedagogical technology and is considered as the construction of an educational process with given diagnosable results (Bespalko V.P. Components of pedagogical technology. - M., 1989)

Future signs of a strict idea of educational technology are:

diagnostic description of the goal
· reproducibility of the pedagogical process (including the prescription of stages, corresponding learning objectives and the nature of the activities of the teacher and students);
· reproducibility of pedagogical results.

M.V. Klarin proposed to distinguish between “strict” and “non-strict” pedagogical technologies (Table 3). “Strict” pedagogical technologies contain signs of diagnosticity and reproducibility in relation to both the process and the result of learning. They involve a consistent construction of the educational process aimed at achieving diagnostically specified educational results. “Unrigorous” pedagogical technologies are reproducible in the educational process, but do not imply diagnosticity of the described educational results.

modern technology education abstract

Table 3

Distinguishing between “strict” and “non-strict” pedagogical technologies

The strict idea of pedagogical technologies (according to M.V. Klarin), which we took as a basis, is formulated as “reproducible ways of organizing the educational process that allow achieving diagnostically specified learning goals”

Technology does not exist in the pedagogical process in isolation from its general methodology, goals and content. Pedagogical technology is a set of psychological and pedagogical attitudes that determine the choice of forms, methods, methods, techniques, and educational means. With the help of technology, an effective result is achieved in the development of personal properties in the process of acquiring knowledge, skills and abilities.

The following principles, described by the Dutch psychologist Karl Vann Parreren, most of all, in your opinion, reflect the ideology and practice of modern technology:

Principle 1: to create sustainable motivation in students for learning activities - this can be based on the student’s personal experience.

Principle 2: Teach dialogically, that is, in collaboration with students, rather than in a top-down manner.

Principle 3: teach dialogically, constant monitoring of students’ learning activities is necessary; correct and support if necessary

Principle 4: Divide content and education into appropriate learning units and objectives. This approach should be variable for different categories of students in order to provide a possibly complete indicative basis for heterogeneous categories of students and to reshape the structure of their learning motivation (or cognitive interest).

Principle 5: provide educational content (action - teaching model: subject-oriented; student-oriented) at heterogeneous levels (material, perceptual, mental, cf. Galperin). This is necessary so that the process of internalization proceeds as efficiently as possible.

Principle 6: Teach at an appropriate pace using appropriate media or media (e.g., spoken language, written language, artificial language, and graphic models and symbols).

Principle 7: Teach and assist students at the level of their actual abilities (e.g., their range of communicative and thinking activities and the way they deal with life experiences) rather than at the level of external characteristics of students' responses to learning tasks. Van Parreren contrasts the mechanical memorization of unrelated facts with the assessment of students’ progress based on the conscious interpretation of all conceptual inventories (cf. Davydov’s concept of meaningful generalization)

Principle 8: The ability for students to reflect and evaluate their own progress (sense of competence). In this context, Van Parreren puts forward an extraordinary proposal, which is that the accepted marking system is replaced by a set of assessment criteria developed jointly by students and the teacher (cf. Amonashvili). According to Van Parreren, the proposed system does not replace, but complements the report card system (cf. also Montessori).

Principle 9: Provides a set of group activities before students work independently. Assistance is needed in order to avoid “rigidity” of actions, speech, and thoughts.

Principle 10: Stimulate student initiative and creativity so that they master subject content much deeper than traditional methods.

Principle 11: to promote the actual formation of subjectivity, which is expressed precisely in the positive attitude of students towards school subjects, and in particular self-determination, self-responsibility, independence in relation to cognitive activity.

Principle 12: Provide conditions for a group climate leading to the formation of a socially integrated student personality.

One of the features of educational technology is that any technology, its development and application requires high activity of the teacher and students. The teacher’s activity is manifested in the fact that he knows well the psychological and personal characteristics of his students and, on this basis, makes individual adjustments to the technological process. The activity of students is manifested in increasing independence in the technologized process of interaction. And yet, pedagogical technologies, being an integral part of the learning process, do not provide all students with the same high level of training and education. This should be remembered.

And the future has already arrived
Robert Jung

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

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

Peculiarity federal state educational standards for general education- their active nature, which sets the main task of developing the student’s personality. Modern education abandons the traditional presentation of learning outcomes in the form of knowledge, skills and abilities; the formulations of the Federal State Educational Standard indicate real activities.

The task at hand requires a transition to a new one system-activity educational paradigm, which, in turn, is associated with fundamental changes in the activities of the teacher implementing the new standard. Educational 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, a problem arose - to transform traditional education, aimed at accumulating knowledge, abilities, skills, into the process of developing the child’s personality.

Moving away from the traditional lesson through the use of new technologies in the learning process eliminates 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 conservation. It is recommended to select a technology depending on the subject content, lesson objectives, students’ level of preparedness, the ability to satisfy their educational needs, and the age category of the students.

Often pedagogical technology is 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 teaching and educational process;

. A set of forms, methods, techniques and means of transmitting 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 set goals (process 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 Technology for developing critical thinking

v Project technology

v Technology of developmental education

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 Level differentiation technologies

v Group technologies.

v Traditional technologies (classroom-lesson system)

1). Information and communication technology

The use of ICT contributes to achieving the main goal of modernization of education - improving the quality of education, ensuring the harmonious development of an individual who navigates the information space, is familiar with the information and communication capabilities of modern technologies and has an information culture, as well as presenting existing experience and identifying its effectiveness.

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

· use information and communication technologies in the educational process;

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

· form and develop communicative competence;

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

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

In recent years, the issue of using new information technologies in secondary schools has been increasingly raised. These are not only new technical means, but also new forms and methods of teaching, a new approach to the learning process. The introduction of ICT into the pedagogical process increases the authority of the teacher in the school community, since teaching is conducted at a modern, higher level. In addition, the self-esteem of the teacher himself grows as he develops his professional competencies.

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

Currently, it is necessary to be able to obtain information from different sources, use it and create it independently. The widespread use of ICT opens up new opportunities for teachers in teaching their subject, and also greatly facilitates their work, increases the efficiency of teaching, and improves the quality of teaching.

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, selection of topics, choice of lesson type, identification of features of lesson material of this type;

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

Stage 3: Application of information products, application in various types of lessons, application in extracurricular activities, application in guiding students’ research activities.

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 - that type of thinking that helps to be critical of any statements, not to take anything for granted without evidence, but at the same time to be open to new ideas and methods. Critical thinking is a necessary condition for freedom of choice, quality of forecast, and responsibility for one’s own decisions. Critical thinking, therefore, is essentially a kind of tautology, a synonym for quality thinking. This is more of a Name than a concept, but it was under this name that, with a number of international projects, the technological techniques that we will present below came into our lives.
The constructive basis of the “technology of critical thinking” is the basic model of three stages of organizing the educational process:

· At the stage call they are “recalled” from memory, existing knowledge and ideas about what is being studied are updated, personal interest is formed, and the goals for considering a particular topic are determined.

· On the stage comprehension (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. Your own position is being formed. It is very important that already at this stage, using a number of techniques, you can 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 the course of working within the framework of this model, schoolchildren master various ways of integrating information, learn to develop their own opinions 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.

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

Call

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

Information(bringing to the surface existing knowledge on the topic)

Communication
(conflict-free exchange of opinions)

Understanding the content

Information(obtaining new information on the topic)

Systematization(classification of received information into categories of knowledge)

Reflection

Communication(exchange of views on new information)

Information(acquisition of new knowledge)

Motivational(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 developing critical thinking

1. “Cluster” technique

2. Table

3. Educational brainstorming

4. Intellectual warm-up

5. Zigzag, zigzag -2

6. “Insert” technique

8. “Basket of Ideas” technique

9. Technique “Compiling syncwines”

10. Test question method

11. Technique “I know../I want to know.../I found out...”

12. Circles on the water

13. Role-playing project

14. Yes - no

15. Technique “Reading with stops”

16. Reception “Mutual survey”

17. Technique “Confused logical chains”

18. Reception “Cross-discussion”

3). Project technology

The project method is not fundamentally new in world pedagogy. It originated at the beginning of this century in the USA. It was also called the problem method and 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 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, to solve which he needs to apply 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 independently and in joint efforts solve the problem, applying the necessary knowledge, sometimes from different areas, to obtain a real and tangible result. All work on the problem thus takes on the contours of project activity.

Purpose of technology- stimulate students’ interest in certain problems that require possession of a certain amount of knowledge and, through project activities that involve solving these problems, the ability to practically apply the acquired knowledge.

The project method attracted the attention of Russian teachers at 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 that tried to actively use project methods in teaching practice.

Later, already under the Soviet regime, these ideas began to be quite widely introduced into schools, but not sufficiently thought out and consistently, and by a resolution of the Central Committee of the All-Union Communist Party (Bolsheviks) in 1931, the project method was condemned and since then, until recently, no serious efforts have been made in Russia. attempts to revive this method in school practice.

In modern Russian schools, the project-based learning system began to be revived only in the 1980s - 90s, in connection with the reform of school education, the democratization of relations between teachers and students, and 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 acquiring knowledge. Project technology is practical creative tasks that require students to use them to solve problem problems and knowledge of the material at a given historical stage. As a research method, it teaches how to analyze a specific historical problem or task created at a certain stage in the development of society. By mastering the culture of design, a student learns to think creatively and predict possible solutions to the problems facing him. Thus, the design methodology:

1. characterized by high communication skills;

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

3. a special form of organizing the communicative and cognitive activities of schoolchildren in history lessons;

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

Therefore, both the elements and the project technology itself should be used at the end of studying a topic according to a certain cycle, as one of the types of repeating and generalizing lessons. One of the elements of this technique is 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 activities
Organizational preparatory	Selecting a project topic, defining its goals and objectives, developing an implementation plan for the idea, forming microgroups.	Forming the motivation of participants, advising on the choice of topic and genre of the project, assistance in selecting the necessary materials, developing criteria for assessing the activities of each participant at all stages.
Search	Collection, analysis and systematization of collected information, recording interviews, discussing the collected material in micro groups, putting forward and testing hypotheses, designing a layout and poster presentation, self-monitoring.	Regular consultation on the content of the project, assistance in systematizing and processing the material, consultation on project design, monitoring the activities of each student, assessment.
Final	Design of the project, preparation for defense.	Preparation of speakers, assistance in project design.
Reflection	Evaluation of your activities. “What did working on the project give me?”	Evaluation of each project participant.

4). Problem-based learning technology

Today under problem-based learning is understood as such an organization of educational activities that involves the creation, under the guidance of a teacher, of problem situations and the active independent activity of students to resolve them, as a result of which the creative mastery of professional knowledge, skills, abilities and the development of thinking abilities occurs.

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 develop new knowledge, abilities and skills, develop abilities, cognitive activity, curiosity, erudition, creative thinking and other personally significant qualities.

A problematic situation in teaching has educational value only when the problematic task offered to the student corresponds to his intellectual capabilities and helps to awaken in the students the desire to get out of this situation and remove the contradiction that has arisen.
Problem tasks can be educational tasks, 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 presented with a problem and, 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 verify its truth,

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

According to the degree of cognitive independence of students, problem-based learning is carried out in three main forms: problem-based presentation, partial search activity and independent research activity. The least cognitive independence of students occurs with problem-based presentation: the communication of new material is carried out by the teacher himself. Having posed the problem, the teacher reveals the way to solve it, demonstrates to students the course of scientific thinking, forces them to follow the dialectical movement of thought towards the truth, makes them, as it were, accomplices of scientific search. In conditions of partial search activity, the work is mainly directed by the teacher with the help of special questions that encourage trained for 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.

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

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

5). Gaming technologies

Play, along with work and study, 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 situations aimed at recreating and assimilating social experience in which self-government of behavior is formed and improved.

Classification of pedagogical games

1. By area of application:

—physical

—intellectual

— labor

—social

—psychological

2. According to (characteristics) the nature of the pedagogical process:

— educational

—training

—controlling

- generalizing

—cognitive

—creative

— developing

3. According to gaming 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 objects

—desktop

—room

—street

- computer

—television

—cyclic, with means of transportation

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

—Carries out freer, psychologically liberated control of knowledge.

—The painful reaction of students to unsuccessful answers disappears.

—The approach to students in teaching becomes more sensitive and differentiated.

Game-based learning allows you to teach:

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

As a result of using game-based learning methods, the following goals are achieved:

§ cognitive activity is stimulated

§ mental activity is activated

§ information is spontaneously remembered

§ associative memorization is formed

§ motivation to study the subject increases

All this speaks about the effectiveness of learning during the game, which is professional activity that has features of both teaching and work.

6). Case - technology

Case technologies combine role-playing games, the project method, and situational analysis at the same time. .

Case technologies are contrasted with such types of work as repeating after the teacher, answering the teacher’s questions, retelling the text, etc. Cases differ from ordinary educational problems (tasks, as a rule, 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 any practical problem, but also actualizes a certain set of knowledge that must be learned when solving this problem

Case technology is not a repetition of the teacher, not a retelling of a paragraph or article, not an answer to a teacher’s question, it is an analysis of a specific situation, which forces you to raise the layer of acquired knowledge and apply it in 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 competently express their thoughts.

When using case technologies in elementary school, children experience

· Development of analytical and critical thinking skills

· Connection of theory and practice

· Presentation of examples of decisions made

· Demonstration of different positions and points of view

· Formation of skills to evaluate alternative options under 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 to solve a given problem,

· identify key problems,

· generate alternative solutions and evaluate them,

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

In addition, children:

· Gain communication skills

· Develop presentation skills

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

· Acquire expert skills and abilities

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

· Change motivation to learn

With 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 students' task is to make a rational decision, acting within the framework of a collective discussion of 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)

· incident method;

· method of situational role-playing games;

· method of analyzing business correspondence;

· game design;

· discussion method.

So, case technology is an interactive teaching technology, based on real or fictitious situations, aimed not so much at mastering knowledge, but at developing new qualities and skills in students.

7). Technology of creative workshops

One of the alternative and effective ways to study and acquire new knowledge is workshop technology. It is an alternative to classroom-lesson organization of the educational process. It uses relationship pedagogy, comprehensive education, education without rigid programs and textbooks, the project method and immersion methods, and 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 learning new material, but also in repeating and consolidating previously learned material. Based on my experience, I concluded that this form of lesson is aimed at both the comprehensive development of students in the learning process and the development of the teacher himself.

Workshop - this is a technology that involves such an organization of the learning process in which the master teacher introduces his students into the process of cognition through the creation of an emotional atmosphere in which the student can express 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, in this it is very similar to 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 student’s subjectivity - the ability to be a subject, an active participant in activities, independently determine goals, plan, carry out activities and analyze. This technology makes it possible to teach students to independently formulate lesson goals, find the most effective ways to achieve them, develop intelligence, and contribute to the acquisition of experience in group activities.

A workshop is similar to project-based learning because there is a problem to be solved. The teacher creates conditions and 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 serve as problems.

The workshop necessarily combines individual, group and frontal forms of activity, and training proceeds from one to the other.

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 assumed that feelings, the subconscious are involved and the formation of a personal attitude towards the subject of discussion. An inductor is everything that encourages a child to act. The inductor can be a word, text, object, sound, drawing, form - anything that can cause a flow of associations. This may be a task, but an unexpected, mysterious one.

Deconstruction - destruction, chaos, inability to complete a task with available means. This is working with material, text, models, sounds, substances. This is the formation of an 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 your project to solve a problem from chaos. This is the creation by microgroups or individually of their own world, text, drawing, project, solution. A hypothesis and ways to solve it are discussed and put forward, creative works are created: 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 adjust their activities. One task is given for the whole class, work is done in groups, the answers are communicated to the whole class. At this stage the student learns to speak. This allows the master teacher to teach the lesson at the same pace for all groups.

Advertising - this is a hanging, a visual representation of the results of the activities of the master and students. This could be a text, a diagram, a project and familiarize yourself with them all. At this stage, all students walk around, discuss, identify original interesting ideas, and defend their creative works.

Gap - a sharp increase in knowledge. This is the culmination of the creative process, a new emphasis by the student on the subject and awareness of the incompleteness of his knowledge, an incentive to delve deeper into the problem. The result of this stage is insight (illumination).

Reflection - this is the student’s awareness of himself in his own activities, this is the student’s analysis of the activities he has carried out, this is a generalization of the feelings that arose in the workshop, this is a reflection of the achievements of his own thoughts, his own perception of the world.

8). Modular learning technology

Modular learning has emerged as an alternative to traditional learning. The semantic meaning of the term “modular training” is associated with the international concept of “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 20th century and quickly spread in English-speaking countries. Its essence was that a student, with a little help from a teacher or completely independently, can work with the individual curriculum proposed to him, which includes a target action plan, a bank of information and methodological guidance for achieving the set didactic goals. The functions of the teacher began to vary from information-controlling to advisory-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 students was ensured. The success of modular learning was predetermined by the observance of parity interactions between the teacher and students.

The main goal of a modern school is to create an education system that would meet the educational needs of each student in accordance with his inclinations, interests and capabilities.

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

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

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

2. Identifying 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 mastery of the educational elements of the topic.

6. Determination of requirements for the levels of mastery of educational elements of the topic.

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

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

A system of teacher actions to prepare for the transition to modular teaching. Develop a modular program consisting of CDTs (comprehensive didactic goals) and a set of modules that ensure the achievement of this goal:

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

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

3. IDC is divided into PDTs (private didactic goals); on their basis, UE (educational elements) are distinguished.

The principle of feedback is important for managing student learning.

1. Before each module, conduct an incoming examination of students’ knowledge of learning.

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

3. Output control after completion of work with the module. Goal: to identify gaps in mastering 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 a traditional teaching system with a modular one. The entire system of methods, techniques and forms of organizing student learning activities, individual work, in pairs, and in groups fit well into the modular training system.

The use of modular learning has a positive effect on the development of students’ independent activities, self-development, and improving the quality of knowledge. Students skillfully plan their work and know how to use educational literature. They have a good command of general academic 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, developing in him the necessary knowledge, skills and abilities regarding a healthy lifestyle and applying 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 lesson density (time spent by schoolchildren on academic work) should be at least 60% and no more than 75-80%;

· clear organization of educational work;

· strict dosage of training load;

· change of activities;

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

· place and duration of application of TSO;

· inclusion in the lesson of technological techniques and methods that promote self-knowledge and 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 for students’ activities;

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

· stress prevention:

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

· conducting physical education minutes and dynamic breaks in lessons;

· purposeful reflection throughout the lesson and in its final part.

The use of such technologies helps preserve and strengthen the health of schoolchildren: preventing students from overwork in the classroom; improving the psychological climate in children's groups; involving parents in work to improve the health of schoolchildren; increased concentration; reduction in child morbidity rates and anxiety levels.

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.

Need to arise integrated lessons is explained by a number of reasons.

The world surrounding children is learned by them in all its diversity and unity, and often school subjects aimed at studying individual phenomena split it into isolated fragments.
Integrated lessons develop the potential of students themselves, encourage active knowledge of the surrounding reality, to comprehend and find cause-and-effect relationships, to develop logic, thinking, and communication abilities.
The form of integrated lessons is non-standard and interesting. The use of various types of 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 needs highly qualified, well-trained specialists.
Integration provides an opportunity for self-realization, self-expression, teacher creativity, and promotes the development of abilities.

Advantages of integrated lessons.

Helps to increase learning motivation, develop students’ cognitive interest, develop a holistic scientific picture of the world and consider phenomena from several angles;
To a greater extent than regular lessons, they contribute to the development of speech, the formation of students’ ability to compare, generalize, and draw conclusions;
They not only deepen their understanding 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 entire 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 logical-structural dependence,
The didactic material selected for the lesson corresponds to the plan, the chain of information is organized as “given” and “new”.

Teacher interaction can be structured in different ways. It could be:

1. parity, with equal 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.

Integrated lesson methodology.

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 a creative group,

3. designing lesson content ,

4.rehearsals.

The purpose of this stage is to arouse students’ interest in the topic of the lesson and its content.. There can be different ways to arouse students’ interest, for example, describing a problem situation or an interesting incident.

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

At this stage, the lesson is analyzed. 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 traditional classroom technology are:

Students of approximately the same age and level of training form a group that remains largely constant throughout the entire period of study;

The group works according to a unified annual plan and program according to the schedule;

The basic unit of instruction is the lesson;

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

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

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

By their nature, the goals of traditional education represent the education of an individual with given properties. In terms of content, the goals are focused primarily on the acquisition of knowledge, skills and abilities, and not on personal development.

Traditional technology is, first of all, an authoritarian pedagogy of demands; 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 personality.

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

Positive sides

Negative sides

Systematic nature of training

Orderly, logically correct presentation of educational material

Organizational Clarity

Constant emotional impact of the teacher's personality

Optimal expenditure of resources during mass training

Template construction, monotony

Irrational distribution of lesson time

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

Students are isolated from communication with each other

Lack of independence

Passivity or appearance of activity of students

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

Weak feedback

Average approach
lack of individual training

Levels of mastery of pedagogical technologies

mastery		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 PTs in the educational process	Purposefully and systematically applies learning technologies (TE) in his activities, creatively models the compatibility of various TEs in his own practice
developing	Has an understanding of various PTs; Reasonably describes the essence of its own technological chain; actively participates in analyzing the effectiveness of the teaching technologies used	Basically follows the learning technology algorithm; Possesses techniques for designing technological chains in accordance with the set goal; Uses a variety of pedagogical techniques and methods in chains
elementary	A general, empirical idea of PT has been formed; Builds individual technological chains, but cannot explain their intended purpose within the lesson; Avoids discussion issues related to PT	Applies elements of PT intuitively, sporadically, unsystematically; Adheres to any one teaching technology in its activities; allows violations in the algorithm (chain) of teaching technology

Today, there is a fairly large number of pedagogical teaching technologies, both traditional and innovative. It cannot be said that one of them is better and the other is worse, or that to achieve positive results you need to use only this one and no other.

In my opinion, the choice of one technology or another depends on many factors: the number of students, their age, level of preparedness, topic of the lesson, etc.

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

Based on all of the above, I want to say that traditional and innovative teaching methods should be in constant relationship and complement each other. There is no need to abandon the old and completely switch to the new. We should remember the saying “EVERYTHING NEW IS WELL FORGOTTEN OLD.”

Internet and literature.

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

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

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

4). Gromova O.K. “Critical thinking - how is it in Russian? Technology of creativity. //BS No. 12, 2001

The article examines innovative educational technologies, gives their classification, and substantiates the place of innovative educational technologies in the educational process in general and in teaching sociology at a university in particular. Based on the results of a survey of sociology teachers at Belgorod universities, the possibility and necessity of introducing modern educational technologies into the practice of teaching sociology, as well as the readiness of sociology teachers to use them in the educational process, is 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 for Higher Professional Education, considers possible options for combining traditional and innovative approaches to increase the efficiency of the educational process in the study of sociology and special sociological disciplines, and identifies the main problems and difficulties.

innovative educational technologies

traditional educational technologies

educational process

Method of teaching

educational technology

competence

1. Zagvyazinsky V.I. Theory of learning: 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: collection of articles. articles. – M., 2002. – Issue. 2. – pp. 11-20.

3. Methodological recommendations for the formation of requirements for the development and results of mastering basic educational programs implemented on the basis of the Federal State Educational Standard of Higher Professional Education. – Belgorod: IPK NRU “BelSU”, 2010. – 83 p.

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

Introduction

The main direction of Russia's strategic development in modern conditions is comprehensive modernization, a key prerequisite for which is the presence of social entities with innovative potential and the ability to implement it. Creating a solid base for the successful development of modernization processes is impossible without the participation of the education system in this process, the leading role in which belongs to the potential of higher education.

The current state of the education system is characterized by the increasing role of non-traditional teaching technologies. Students acquire knowledge with their help much faster than through conventional technologies. These technologies change the nature of the development, acquisition and dissemination of knowledge, make it possible to deepen and expand the content of the disciplines studied, quickly update it, apply more effective teaching methods, and also significantly expand access to education for everyone. 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 quite arbitrary. 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 in education conditionally, and educational technology itself as a type of social technology is not of such a rigid and predetermined nature as production technology.”

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

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

The wide field of existing educational technologies requires their classification. Although today there is no single, clearly defined classification of educational technologies, two groups of technologies attract the attention of a number of researchers: traditional and innovative educational technologies.

Traditional educational technologies are focused on communicating knowledge and describing methods of action, transmitted to students in a ready-made form and intended for reproducing assimilation. This group of educational technologies includes:

Technology of explanatory and illustrative teaching;

Problem-based learning technology;

Programmed learning technology;

Modular training technology;

Large block study technology;

Lecture-seminar-credit system;

Game-based learning technology, etc.

Innovative educational technologies orient the teacher towards the use of such actions, techniques and forms of organizing educational activities, in which the emphasis is on the forced cognitive activity of the student and on the formation of systematic thinking and the ability to generate ideas when solving creative problems. MM. Blagoveshchenskaya, V.F. Manuilov, I.V. Fedorov distinguishes 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 a teaching method or technology without significantly changing it).

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

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

This group includes:

Technologies for student-centered learning;

Technology of group project work;

Technology of command-modular 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 at universities in Belgorod (National Research University "BelSU" and 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 universities is currently indicated by 84.61% of respondents (the total number of respondents answered “absolutely necessary” (38.46%) and “necessary” (46.15%)) . And only 15.38% of respondents chose the answer “there is no particular need” (Figure 1). In our opinion, these data indicate the awareness of university teaching staff of the need to change the educational process through the introduction of innovative technologies into the practice of teaching sociology, as well as the 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 the data, we focused on cross-grouping depending on the position of the teacher and the experience of teaching sociology as an academic discipline. Thus, upon closer examination, assistants and senior teachers expressed 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 was “absolutely necessary” (50.00% and 47.00 %, respectively) and “necessary” (50.00% and 53.00%, respectively) with a 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 on this question, we also identified the dependence of the distribution of answers on the experience of teaching sociological disciplines. Thus, it is interesting that teachers who teach sociology at a university for up to 3 years, as well as from 11 to 15 years and over 16 years indicate 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 the readiness for innovation in the educational process, and those whose work experience is quite long are aware of the role of innovative technologies and want to bring diversity to learning process through the use of them. An interesting fact is that those whose experience teaching “Sociology” at a university ranges from 3 to 6 years clearly indicate that there is “no particular need” for the introduction of new educational technologies into the practice of teaching sociology - 100% of respondents.

The distribution of answers to the question about the frequency of use of educational technologies in the professional activities of teaching staff is reflected in table. 1.

Table 1

	Almost every lesson	Selectively, when studying individual topics, sections	I don't use it at all	I find it difficult to answer
Technologies of explanatory and illustrative teaching
Problem-based learning technologies
Modular learning technologies
Technologies for developing critical thinking
Technologies for group project work
Information Technology
Health saving technologies
Gaming technologies
Case study technology

So, from the table. 1 shows that the leader in use “in almost every lesson” is explanatory and illustrative teaching technologies (69.23%), the next most frequently used technologies are technologies for the development of critical thinking (38.46%), and information technologies are the last in the list of leaders (23. 08%). Despite the fact that only 15.38% of respondents use problem-based learning technologies in each lesson, 84.62% use them selectively when studying individual topics and sections, which, in our opinion, is completely justified. This fact also applies to the use of group project work technologies, gaming technologies and case study technology. Thus, when studying individual topics and 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 gaming technologies and case study technologies are not used at all by 23.08% of respondents, 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 respondents, but are only sometimes used when studying individual topics and 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 a leading position in use in the educational process, and the technologies of explanatory and illustrative teaching, which are still preferred, should give up their positions. In our opinion, this indicates the unwillingness of teachers to move to a new level of self-development and restructure their views on the possibility of changing the presentation of material when studying 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 case study technology (61.54% each, respectively), technologies for group project work (53.85%), information technologies (46.15% ), technologies for student-centered learning (38.46%), gaming technologies (7.69%), with a complete lack of choice of technologies such 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 research, are used to a greater extent in practical (seminar) classes. This was indicated by 61.4% of respondents. The answer options for teachers who use innovative technologies only in lectures, as well as those who use them both in lectures and in practical (seminar) classes, were distributed equally - 15.38% of respondents, but, unfortunately, 7.69% respondents indicated that they do not use them 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 have practically no lecture hours in their teaching load. But senior teachers who have experience in lecturing are more likely to give preference exclusively to the 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 were able to find out that professors whose experience in teaching sociology as an academic discipline ranges from 3 to 7 years “do not use innovative technologies at all.” Thus, we have identified, on the one hand, the most active environment for the introduction and use of innovative technologies in the educational process, and the “passive”, or rather “protest” one, which considers the traditional form of presenting material at a university to be the most acceptable and adaptive.

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 opportunity to use multimedia in the learning process (76.92%), the objective needs of modern society (53.85%) , transition to new educational standards (third generation Federal State Educational Standards) (46.15%), desire of teachers to improve themselves (46.15%). An interesting fact is that none of the respondents indicated that traditional teaching technologies have completely become obsolete. Based on the above, the optimal way to form educational technologies and systems for assessing the quality of student training in the implementation of the Federal State Educational Standard for Higher Professional Education, in our opinion, is a combination of traditional approaches and means developed in the history of domestic higher education (including in the implementation of the State Educational Standard for Higher Professional Education of the 1st and 2nd th generations) and innovative approaches based on experimental methods of leading domestic teachers and modern foreign experience.

Among the factors hindering the widespread introduction of innovative educational technologies into the process of teaching sociology at present, 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%), priority of research at the expense of educational and methodological work (38.46%), commitment to traditional forms and methods of teaching (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 through advanced training 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 respondents spoke about the advisability 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 cognitive, then it will not be possible to increase the motivation of teachers only only by administrative decision. Therefore, all efforts of the administrative and managerial apparatus of the university should be aimed at leveling out 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. IMPLEMENTATION OF INNOVATIVE EDUCATIONAL TECHNOLOGIES INTO 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 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

Introduction of modern pedagogical technologies into the educational process in order to form the cognitive interest of students Currently, the main problem of the school is the large information load and the reluctance of children to learn. In this regard, a search is underway for effective teaching methods that would activate the thoughts of schoolchildren and stimulate interest in learning. Such methods are modern pedagogical technologies. Pedagogical technology is a systematic method of planning, applying and evaluating the entire process of learning and knowledge acquisition by taking into account human and technical resources and the interaction between them to achieve a more effective form of education. Educational technologies

formation of positive motivation for educational work,
intensification of the communication environment,
development of a personality capable of educational and research activities, further education, professional choice,
student health protection.

Types of educational technologies

Technology of personality-oriented education.
Technology of using gaming methods.
Project method.
Collaborative learning technology.
Technology of multi-level training.
Technology for the development of critical thinking.
Information and communication technologies.

Of course, there are many modern educational technologies, but in my work I most often use some of them:

Gaming technologies (didactic games).
Group learning technologies.
Problem-based learning technology.

1. Game technology (didactic game) is a form of educational process in conditional situations, aimed at recreating and assimilating social experience in all its manifestations: knowledge, skills, abilities, emotional and evaluative activity.

By type of student activity: didactic games
divided into:
-Travel games.
-Games-errands.
- Guessing games.
-Quiz games.
-Conversation games.

In my lessons, I often use quiz games and travel games.

Quiz Games:
1.Game: “Write a message.”
Used at the stage of generalizing knowledge of the topic “Arthropods” in 7th grade.
Each row is given a sheet on which the name of one class of arthropod is written. In 3 minutes, passing the sheet, you need to write the characteristics of the animals of this class. The winner is the one in whose row the guys answer correctly and completely.
The result is: the formation of imagination and the symbolic function of consciousness, systematization of material for an entire section, sports competition between teams stimulates interest in learning and activates mental activity.

2. Biology quiz.

2. Biology quiz.
Used in a lesson on generalizing knowledge on the topic “Pisces. Amphibians. Reptiles" in 7th grade.
Preparatory stage:
Selection of a jury of three specialists: ichthyologist, batrachologist, herpetologist, who will ask questions to teams from their field and subsequently evaluate the teams.
Division into 3 teams and choice of names:
-1 The Erudite team will test their knowledge about fish.
-2 The “Local History” team will test their knowledge about amphibians.
-3 The “Experts” team will test their knowledge about reptiles.

The quiz consists of 3 competitions:

The quiz consists of 3 competitions:
1) Warm-up “Who’s the odd one out here?” Max 4 points
Each team must find an “extra” animal from the individually proposed series and explain why it is superfluous in the presented list.
2) “Big Game” Max 7 points
Experts from their field ask 7 questions in turn to the corresponding team about the structure, development, adaptation and habitat of animals.
3) “Unfinished table”
Max 10 points
Each team receives
table with 2 columns,
which is filled only
second. In the first one you need to enter
names of animals from the proposed options
answers.

The team with the most points wins. All students are assessed based on their level of participation in the game.

The result is the formation of imagination and the symbolic function of consciousness, the systematization of material across entire sections, sports competition between teams stimulates interest in learning and activates the mental activity of each student.

Travel games:

Travel games:
"Cage Journey"
used in a re-summarizing lesson on the topic “Cell”.
All material is divided into several stations, while at which students perform certain tasks.
1. Station "Istoricheskaya". On the table are business cards of scientists who contributed to the development of cytology. Students pull out business cards and talk about the scientist whose name is written on the card.
2. Station “Blitz on knowledge of biological terms.” Students name terms according to their definitions.
3. Station “Cell structure”. Students have signs on their desks with the names of cell organelles. The teacher reads out the functions performed by this organoid. Students must pick up the card with the correct organelle.
4. Station. "Physiological". The cards contain the names of the substances that make up the cell. What functions do these substances perform?
The result is: increased attention, observation, comprehension of game tasks, making it easier to overcome difficulties and achieve success, and as a result, increased interest in learning.

Didactic games in the classroom contribute to the formation of the following educational skills:

PERSONAL - stability and arbitrariness of attention, memory and development of thinking are formed.
REGULATORY
COGNITIVE
- conscious and voluntary construction of speech utterances in oral and written form as general educational universal educational actions.
- comparison, classification of objects according to selected characteristics; proof; putting forward hypotheses and their justification as logical universal educational actions.

COMMUNICATION

COMMUNICATION
- determination of goals, functions of participants, methods of interaction;
- conflict resolution – identification, identification of problems, search and evaluation of alternative ways to resolve conflicts, decision-making and its implementation;
-management of the partner’s behavior – control, correction, evaluation of the partner’s actions.

2. Group learning technologies. Aimed at developing a person who is sociable, tolerant, has organizational skills and knows how to work in a group; increasing the efficiency of assimilation of program material. Paper mockup of an animal and plant cell.

Paper mockup of an animal and plant cell.
Used as one of the methods in studying new material on the topic: “Cell” in 7th grade.
Children are divided into 2 teams. They are given sheets of Whatman paper and files with colored organelles cut out of paper. The children of the two teams are given the following task:
Compose the correct plant and animal cells at speed.
At the end, the whole class evaluates the correctness of the cells and notes the distinctive features of the cells.
The result is an increase in interest in the subject, revealing the personal potential of each student. Students gain communication skills, the ability to work with additional literature, solve problems, and actively realize themselves.

Example of group technology

Group lessons contribute to the formation of the following UUD:

PERSONAL
- meaning formation - the establishment by students of a connection between the purpose of educational activity and its motive.
REGULATORY
- goal setting - as setting an educational task based on the correlation of what is already known and learned by the student and what is still unknown;
-forecasting – anticipation of the result and level of assimilation;
-assessment of the quality and level of learning;
COGNITIVE
general educational universal educational activities
-application of information retrieval methods;
-reflection on methods and conditions of action, control and evaluation of the process and results of activity.

Logical universal actions:
- comparison, classification of objects according to selected characteristics
COMMUNICATION
-management of the partner’s behavior – control, correction, assessment of the partner’s actions;;
- conflict resolution - identifying, identifying a problem, searching and evaluating alternative ways to resolve a conflict, making a decision and its implementation.

3. Problem-based learning technology. Aimed at students acquiring knowledge, skills and abilities, mastering methods of independent activity, developing cognitive and creative abilities.

This is a type of developmental education
the content of which is presented
a system of problematic tasks of varying levels of complexity, in the process of solving which students acquire new knowledge and methods of action, and through this the formation of creative abilities occurs: productive thinking, imagination, cognitive motivation, intellectual emotions.

The problem-based learning scheme is presented as a sequence of procedures, including:

The problem-based learning scheme is presented as a sequence of procedures, including:
setting by the teacher an educational problem, creating a problem situation for students;
awareness, acceptance and resolution of the problem that has arisen, during which they master generalized methods of acquiring new knowledge;
application of these methods to solve specific problem systems.

An example of problem-based learning.

Studying an unknown bird using biological techniques.
Used in a lesson on the topic “Methods for studying biology.”
Objective of the lesson: Learn to use study methods
biology when studying a living object.
Problem: I don’t know what kind of bird is shown in the photo.
Encouraging students to study birds, and as a result,
use of methods for studying biology.
Result:
1) Using the observation method, you can find out the diet and habitat of the bird.
2) The bird’s appearance and behavior are recognized using the description method.
3) The comparative method is used to study the systematic affiliation of a bird, using additional literature, or a determinant.
4) Using the historical method, you can find out the historical development of a given species using additional literature.
5) Using the experimental method, you can find out the degree of adaptability of a given species to certain environmental conditions.
6) Using the modeling method, you can study the behavioral character of a species by building its model, for example on a computer. (teacher hint)

Problem lessons contribute to the formation of the following UUD:

Cognitive UUD: definition of concepts: “research methods”, “observation”, “experiment”, “measurement”, independent possession and formulation of a cognitive goal, formulation and formulation of a problem, putting forward proposals and their justification.
Communicative learning activities: planning educational cooperation with the teacher and students, carrying out joint cognitive activities in a group, mastering different methods of communication.
Regulatory learning activities: the ability to evaluate others and give self-assessment, correlation of what students know and what is not yet known, creation of schematic models highlighting the essential characteristics of an object, transformation of information from one type to another.

The introduction of pedagogical technologies into the learning process is facilitated by:

improving the quality of knowledge and training of students, comprehensive development of the child’s personality;
implementation of educational goals, teaching responsibility, mutual assistance;
increasing student productivity, developing cognitive activity and independence;
expanding children's interpersonal relationships.

% of information absorption:

lecture– no more than 20-30%
independent work with literature- up to 50%
reciting– up to 70%
personal participation in the activity being studied(N, business game)
– up to 90%

Thank you for your attention!

Thank you for your attention!

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

Bibliographic link

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