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A bad teacher presents the truth, a good one teaches you to find it

A.Disterweg

Slide 4

Traditional pedagogy

• Teacher teaches - student learns
• The teacher knows everything - the student knows nothing
• The teacher thinks - the student reproduces knowledge
• The teacher speaks - the student listens
• The teacher controls - the student obeys
• The teacher is active - the student is passive
• The teacher determines the content of learning - the student adapts to it
• The teacher is authoritarian - the student is not free
• Teacher - subject of learning - student - object of learning

Slide 5

National educational initiative “Our New School”

The result of education is not only knowledge in specific disciplines, but also the ability to apply it in everyday life and use it in further education. The student must have a holistic, socially oriented view of the world in its unity and diversity of nature, peoples, cultures, and religions. This is possible only as a result of combining the efforts of teachers of different subjects.

Slide 6

Status of development and approval of standards

1. The Federal State Educational Standard for primary general education was approved by order No. 373 of October 6, 2009 (registered by the Ministry of Justice of Russia on December 22, 2009 No. 15785)
2. The Federal State Educational Standard for basic general education was approved by order of the Ministry of Education and Science of the Russian Federation dated December 17, 2010 No. 1897 and registered by the Ministry of Justice of the Russian Federation dated February 1, 2011 No. 19644.
3. Federal State Educational Standard for Secondary (complete) general education - included in the Council on Standards in November 2010. Under revision

Slide 7

Sequence of introduction of the Federal State Educational Standard

• Introduction of Federal State Educational Standards as soon as they are ready
• Mandatory introduction of Federal State Educational Standards

Slide 8

• An approximate basic educational program of basic general education in terms of educational outcomes, structure (content), conditions for its implementation.
• Standard as a set of requirements for the school program of the Federal State Educational Standard for basic general education Art. 7 of the Law “On Education”.

Slide 9

Standard as a set of three systems of requirements for OOP

• Requirements for the structure of OOP
• Requirements for the results of mastering OOP
• Expected Educational Achievements
• Requirements for the conditions for implementing OOP
• Providing organizational and pedagogical conditions for the activities of the educational system of the educational institution
• Resources: personnel, material resources, information, finance

Art. 7 Federal Law of the Russian Federation “On Education” (achievement of personal, meta-subject, subject results, through the development of the “ability to learn” throughout the entire learning process)

Slide 10

Transition to new educational standards

1. From standards containing a detailed list of topics in each subject that are mandatory for every student to study, to new standards - requirements about what school programs should be, what results children should demonstrate, what conditions should be created in school to achieve these results
2. Two parts: mandatory and the one that is formed by the school. The higher the level, the greater the choice
3. The new standard provides for extracurricular activities
4. The result of education is not only knowledge, but also the ability to apply it in everyday life.
5. The school must create personnel, material, technical and other conditions that ensure the development of educational infrastructure in accordance with the requirements of the time
6. Financial support will be based on the principles of normative per capita financing. At the same time, funds will flow to municipalities and to each school according to the standard, regardless of the form of ownership

Slide 11

New quality of education

• Knowledge (subject)
• Personal growth (personal)
• Application of knowledge in life (meta-subject)

Slide 12

About the system-activity approach

• The development of modern standards of school education is based on the idea of ​​education as an institution of socialization of the individual, arising from the main provisions of the cultural-historical concept of mental development of the school of L. S. Vygotsky...
• ... where the system-activity approach is an ideal form that sets the standard for socially desirable personality characteristics, design settings, and determines the main tasks and directions of development of the education system. (from materials “Second Generation Standards”)

Slide 13

The basis of the Standard is a system-activity approach that provides:

• formation of readiness for self-development and continuous education;
• designing and constructing a social environment for the development of students in the education system;
• active educational and cognitive activity of students;
• construction of the educational process taking into account the individual age, psychological and physiological characteristics of students.

Slide 14

Changing the role of participants in the pedagogical process

In the traditional system of educational process

1. Teacher
2. Organizes student activities in an innovative educational environment

1. Student
2. Receives ready information

Carries out:

• search
• choice
• analysis
• systematization and presentation of information
• Broadcasts information

1. New quality of education
2. New educational result
3. “Competencies for updating competencies” and motivation for learning at different stages of student personality development

Slide 15

In life we ​​constantly have to solve problems! Does school teach this?

Traditional lesson structure:

1. The teacher checks the students’ homework.
2. The teacher announces a new topic.
3. The teacher explains a new topic.
4. The teacher organizes the consolidation of knowledge by students.

Solving problems in life:

1. Life puts us in difficult situations. We formulate a goal: “What do we want to achieve?”
2. We consider solution options and determine whether knowledge and skills are sufficient.
3. We try to solve the problem (by obtaining new knowledge if necessary)
4. Having received the result, we compare it with the goal. We conclude whether we achieved our goal or not.

Slide 16

New didactic model of education

When developing the Standard, the process of formation of a new didactic model of education, based on a competency-based educational paradigm, which assumes the active role of all participants in the educational process in the formation of a motivated, competent person capable of:

• quickly navigate the dynamically developing and updated information space;
• receive, use and create a variety of information;
• make informed decisions and solve life problems based on acquired knowledge, skills and abilities.

Slide 17

Innovative educational lesson space

• Modern educational technologies
• Multi-level content of education
• Competence-activity approach in education
• Cooperation

Slide 18

Federal State Educational Standard: what is assessed as a result of education?

STUDENT ACTIVITIES:

• the ability to solve educational problems on the basis of formed subject-specific and universal methods of action (skills, not knowledge!)
• ability to learn - the ability to self-organize in solving educational problems
• progress in personal development (emotional, cognitive, self-regulation)

New regulations on teacher certification: 1st and highest categories only when introducing new EDUCATIONAL TECHNOLOGIES

Slide 19

• The new standard focuses teachers’ attention on the need to use modern educational technologies that can ensure the development of schoolchildren. It is no coincidence that the use of advanced technologies becomes the most important criterion for a teacher’s success. Thanks to modern technologies, student activity unfolds in lessons.

Slide 20

Educational technology

The Federal State Educational Standards documents formulate requirements for teachers, including:

• be able to choose and use modern educational technologies
• use assessment technologies
• modern technologies for designing an educational environment

Slide 23

Criteria that make up the essence of pedagogical technology:

• unambiguous and strict definition of learning goals (why and for what);
• selection and structure of content (what);
• optimal organization of the educational process (how);
• methods, techniques and means of teaching (with the help of what);
• taking into account the required real level of teacher qualifications (who);
• objective methods for assessing learning outcomes (is this true).

Slide 24

Educational technology:

• fits easily into the educational process;
• allows you to achieve the goals set by the program and education standard in a specific academic subject;
• ensures the implementation of the main directions of the pedagogical strategy: humanization, humanitarization of education and a student-oriented approach;
• ensures the intellectual development of children and their independence;

Slide 25

• ensures goodwill towards the teacher and each other;
• A distinctive feature of most technologies is special attention to the individuality of a person, his personality;
• clear orientation towards the development of creative activity.

Slide 26

Three levels of educational technologies:

• There are three levels of pedagogical technologies: general pedagogical, specific methodological, and locally modular.
• General pedagogical technology characterizes the holistic educational process in a given educational institution or region. In this case, pedagogical technology reflects a complex pedagogical system: it includes a set of goals, content, means and methods of management, an algorithm for the activities of subjects and objects of the process.
• At the private methodological (subject) level, pedagogical technology covers individual areas, aspects of the pedagogical system, corresponding, for example, to private methods, i.e. a set of methods and means for implementing a certain content of training and education within one subject, class, teacher.
• The local-modular level of technology refers to individual parts of the educational process: technologies of individual types of activities, technology of concept formation, technology of assimilation of new knowledge, technology of repetition and control of material, technology of independent work, etc.

Slide 27

Technologies:

Developmental education;
-problem-based learning;
-multi-level training;
-collective education system (CSR);
-technology for solving inventive problems (TRIZ);
-research teaching methods;
-project teaching methods;
- “debate” technology;
-technology of modular and block-modular training;
-lecture-seminar - credit training system;
-technology for the development of “critical thinking”;
- technology of using gaming methods in teaching: role-playing, business and other types of educational games;
-training in collaboration (team, group work);
- information and communication technologies;
- health-saving technologies;
- system of innovative assessment “portfolio”;
- distance learning technology
- workshop technology
- group training

Slide 28

Slide 29

The following educational technologies have become widespread:

• modular technology;
• technology of project-based learning;
• technology of intraclass differentiation;
• problem-based learning technology;
• didactic game technology.

Slide 30

PROJECT TECHNOLOGY

Slide 31

about the project

• Project - purposeful change management, fixed in time
• Design and creativity
• Design and management
• Design and development

Slide 32

Structure of project activities

Result oriented!

1. Description (fixation) of the result
2. Fixing the deadline for achieving the result
3. Preliminary planning of actions to achieve results
4. Programming (time planning of individual actions)
5. Performing actions with their simultaneous monitoring and correction
6. Obtaining the product of project activities

Slide 33

• The project method is a way of organizing students’ cognitive and labor activity, which involves identifying people’s needs, designing a labor product in accordance with these needs, manufacturing a product or providing a service, assessing quality, and determining real demand in the goods market.

Slide 34

Basic principles of instructional design

• Reliance on children’s interests, as well as previously learned material;
• Greater student independence is possible;
• Creative focus;
• Practical feasibility of the project;
• Connection with the needs of society.

Slide 35

Basic requirements for educational projects

• Organizational and pedagogical;
• Psychological and physiological;
• Technological and economic.

Slide 36

Main components of the project

Slide 39

Project implementation

• Student activities to implement the chosen idea:
• Research;
• Manufacturing of the final product.

Slide 40

Stages of project activity

Finishing the topic:

• From the information found, each child selects the most important and, with the help of parents, enters selected information onto a sheet of uniform format (A4)
• In practice, this sheet is made by the parents themselves, because the task is not the child’s self-expression, but the opportunity for other children to get acquainted with the results of the student’s search for new information
• Design: large clear font, thick paper, illustrations and simple diagrams are desirable
• Result: a file cabinet or album collected from individual sheets and stored in the public domain with a table of contents created by the teacher or parents

Slide 41

Presentation of results:

• Conducted with the active participation of parents at school after school hours
• Events are held, crafts and expositions are presented, research projects are defended (presented)
• All events, presentations and defenses are photographed
• Result: completed projects, filled several pages of the class life history album

Slide 42

Project activities at school

Project activities develop all universal learning activities!

Slide 43

Technology of design and research activities

Slide 44

Activities of the teacher to implement the goals of the project culture school:

Develop educational programs that include educational routes (for parallel classes, for a class, for groups, for individual students);
- develop software, methodological and didactic support for the educational process;
- form educational, information and communication, reflective competence;
- design independent work of schoolchildren with educational literature, additional sources of information, including Internet resources;
- diagnose the readiness of senior schoolchildren for further education;
- create conditions for the development of subjective activity of schoolchildren in educational and extracurricular activities.

Slide 45

• Project activity of students is a joint educational, cognitive, creative or gaming activity of students that has a common goal, agreed upon methods, methods of activity, aimed at achieving a social result of the activity.
• Research activity of students is the activity of students associated with solving problems with a previously unknown solution and presupposing the presence of main stages characteristic of research in the scientific field, normalized based on the traditions accepted in science.

Slide 46

• Design and research activity is the activity of designing one's own research, which involves identifying goals and objectives, identifying principles for selecting methods, planning the progress of the research, determining the expected results of the research, and identifying the necessary resources.

Slide 47

The difference between research activities and design and constructive activities

The main result of research activity is an intellectual product that establishes a particular truth as a result of the research procedure and is presented in a standard form. The result of project activities are products of practical and social significance.

Slide 48

The essence of technology

• Stimulate students' interest in certain problems, solutions to these problems, and the ability to practically apply acquired knowledge.
• Enables effective design of the educational process.

Slide 49

Functions of design and research technology

• Conversion function;
• Function of thinking;
• Evaluation function

Functions of design and research technology

Slide 50

Principles of organizing design and research technology

• individualization;
• problematic;
• accessibility;
• amateur performances;
• cooperation.

Slide 51

Stages of design technology

• Informational (introduction session, communication about the goals and objectives of the project, formation of motivation to complete the project).
• Planned.
• Search.
• Summarizing (structuring information, systematizing data, building a logical system, conclusions).
• Stage of presentation and defense. (Defense, presentation, result).
• Analytical (Reflection)

Slide 52

Positive sides

The use of design and research technologies in the classroom is very promising, as it allows us to solve a number of important educational problems:

• propose project topics,
• develop an independent perspective on problem solving,
• acquire knowledge and skills in the process of planning and executing work.
• The experience gained in the process of project activities is based on the interests of students.
• Promotes the formation of intersubject and supra-subject connections.
• The real contribution of students to changing the social situation in the educational community.

Slide 53

Disadvantages of the design methodology

• uneven load at different stages of activity;
• increased emotional stress on teachers and students.

Slide 54

TECHNOLOGY OF PROBLEM-DIALOGICAL TRAINING

Slide 55

Domestic research:

problem-based learning: I.A. Ilnitskaya, V.T. Kudryavtsev, M.I. Makhmutov.

psychology of creativity: A.V.Brushlinsky, A.M.Matyushkin, A.T.Shumilin.

Slide 56

Technology of problem-dialogical learning

• Lesson explaining new material
• A lesson in “discovering” knowledge

Slide 57

Traditional lesson

1.Checking the students’ homework by the teacher
2. Announcement of the topic by the teacher
3.Explanation of the topic by the teacher
4. Consolidation of knowledge by students

Problem-dialogical lesson.

1.Creation of a problem situation by the teacher and formulation of the problem by students
2. Students updating their knowledge
3. Finding a solution to the problem by students
4.Expression of the decision,
5. Application of knowledge by students

Problem-dialogue technology (since 1999) The goal is to teach independent problem solving. The remedy is the discovery of knowledge with children

• Textbooks.
• Submission of material.
• Regulatory UUD.
• Learn to identify and formulate an educational problem together with the teacher.
• To make plan.
• When working according to the plan, compare your actions with the goal.
• Determine the degree of success in performing your work.

(From the UUD formation program).

Slide 58

An example of a problematic situation through a contradiction of two opinions

Lena: It's hot in the south.

Misha: What about the South Pole?

• Compare two statements - what is the contradiction?
• What is the question?

EDUCATIONAL PROBLEM: Where on Earth is it warm and where is it cold?

SOLUTION: It all depends on whether the sun's rays are direct or oblique on the surface of the Earth.

Slide 59

What educational outcomes does problematic dialogue provide?

1. Regulatory - problem solving skills
2. Communication - conduct a dialogue
3. Cognitive - extract information, draw logical conclusions, etc.
4. Personal - if the problem of moral assessment of the situation, civil choice was raised

Slide 60

PROBLEM DIALOGUE:

1. Gives solid knowledge.
2. Stimulates intellectual development.
3. Develops an active personality.
4. Health-saving technology.

Slide 61

A NEW TYPE OF SCHOOLBOY –

internally free, loving and able to creatively relate to reality, to other people, capable of not only solving an old problem, but also posing a new problem, capable of making informed choices and independent decisions.

Slide 62

TECHNOLOGY for developing critical thinking

Slide 63

1. Technology for developing critical thinking

• Critical thinking is the ability to analyze information from a logical and person-centered perspective in order to apply the results obtained to both standard and non-standard situations, questions and problems. Critical thinking is the ability to pose new questions, develop a variety of arguments, and make independent, thoughtful decisions.

The purpose of technology is to ensure the development of critical thinking through the interactive inclusion of students in the educational process.

Background Scientific Ideas: Critical Thinking:

• Promotes mutual respect between partners, understanding and productive interaction between people;
• Makes it easier to understand different “views of the world”;
• Allows students to use their knowledge to fill situations with a high level of uncertainty with meaning, to create the basis for new types of human activity.

Slide 64

1. Technology for the development of critical thinking. Result evaluation criteria

Critical thinking does not mean being negative or critical, but rather intelligently considering a variety of approaches in order to make informed judgments and decisions. A critical thinking orientation means that nothing is taken for granted. Each student, regardless of authority, develops his own opinion in the context of the curriculum.

Criteria for assessing the result in the conditions of technology for the development of critical thinking of students. The main criterion for assessing the result is the criticality of thinking, which can be revealed through the following indicators:

• Evaluation (Where is the error?)
• Diagnosis (What is the reason?)
• Self-control (What are the disadvantages?)
• Criticism (Do you agree? Refute. Give counterarguments?)
• Forecast (Build a forecast).
• Results: Critical thinking of schoolchildren regarding their subjective experience.

Slide 65

A. V. Khutorskoy

Methodology of student-centered training

• How to train everyone differently?

Slide 66

Personality-oriented learning systems:

1. Socratic system.
2. Free school of L. Tolstoy.

Slide 73

Personality-oriented education is the development and self-development of the student’s personality based on his individual characteristics as a subject of cognition and objective activity.

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Presentation on the topic: Modern educational technologies

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Presentation on the topic:

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The concept of “technology” Pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and acquiring knowledge, taking into account technical and human resources and their interaction, which aims to optimize forms of education (UNESCO) Educational technology is a process system of joint activities of students and teachers for design (planning), organization, orientation and adjustment of the educational process in order to achieve a specific result while providing comfortable conditions for participants

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Educational technology Educational technology will be called a complex consisting of: some representation of the planned learning outcomes, tools for diagnosing the current state of students, a set of learning models, criteria for choosing the optimal model for given specific conditions

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The concept of “technology” 2nd approach. Pedagogical technologies relate to the educational process as a whole (education and upbringing). Educational - affect only educational activities. 3rd approach. Eliminates the concept of “educational technologies” and gives an idea of ​​the only possible concept of “educational technologies”. In this context, if we talk about the phrase “educational technologies”, it is also used as a collective term that includes the entire list of technologies used in education. 4 approach. Pedagogical technologies that appeared in the 50s of the last century as a counterbalance to fuzziness and uncertainty traditional methodological approach. These are technologies whose purpose and result are strictly interconnected, and whose effectiveness is diagnosable. According to the classification of M.V. Clarina is the so-called “hard” or “strict” technology. These are technologies mainly aimed at mastering content, for example, the “complete assimilation model”, or mastering fairly simple (diagnosable) skills.

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Educational technologies Educational technologies (a term that is becoming generally accepted for pedagogical technologies of the 90s) are considered to be technologies that set “broader” goals (research, creative abilities of the student, development of critical thinking) that do not allow strictly diagnosing learning outcomes. These are technologies aimed at developing the student’s independence and subjectivity. Often the concept of “educational technologies” of the 90s is replaced by the concept of student-oriented educational technologies.

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Three paradigms in the classification of technologies: 1. Traditional private methodological approach (empirical paradigm) 2. Pedagogical technologies (algorithmic paradigm), which appeared in the 50s of the last century as a counterbalance to the fuzziness and uncertainty of the traditional methodological approach 3. Educational technologies (stochastic paradigm) - a term becoming generally accepted for educational technologies of the 90s

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Signs of pedagogical technology: diagnosticity of the description of the goal (in other words, the goals of the lesson must be described in such a way that they are determined according to clearly defined criteria); reproducibility of the pedagogical process (including the prescription of stages, corresponding learning goals and the nature of the activity of the teacher and student) ;reproducibility of pedagogical results

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Technologies of a standard nature Group 1 Technologies of a standard nature. The main result here is expressed in the formation of known knowledge, skills and abilities, and reflexive processes (analysis, comprehension, evaluation) are only used by a person as means (naturally, necessary and desirable) for solving problems of a certain content in a particular academic subject

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Technologies of a reflexive nature Group 2 Technologies of a reflexive nature, the goal and end result of which is the subject’s mastery of the methods of reflexive thinking itself, supra-subject cognitive skills, which would later be included in the intellectual apparatus of the individual and used in the process of independent searches and discoveries

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The concept of second generation standards Competence is a new quality of a subject of activity, manifested in the ability to systematically apply knowledge, skills, values ​​and allowing to successfully resolve various contradictions, problems, practical tasks in the social, professional and personal context Competence is an objective result of mastering competencies by a specific personUniversal educational activities - a set of methods of action of a student (as well as related skills of educational work), ensuring his ability to independently acquire new knowledge and skills, including the organization of this process

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Concept of second generation standards Requirements for the results of mastering basic educational programs are structured according to the key objectives of general education, reflecting individual, social and state needs, and include subject, meta-subject and personal results

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The concept of second generation standards Subject results of educational activities are expressed in the assimilation by students of specific elements of social experience studied within a separate academic subject - knowledge, abilities and skills, experience in solving problems, experience in creative activity, values. Meta-subject results are understood as mastered by students on the basis of one, several or all educational subjects, methods of activity applicable both within the educational process and when solving problems in real life situations. Personal results mean the system of value relations of students formed in the educational process - to themselves, other participants in the educational process, the educational process itself and its results

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Metacognitive, reflective technologies Metacognitive (metasubject), reflective technologies are technologies based on personal mechanisms of thinking: awareness, self-criticism, self-esteem, etc., forming intellectual skills and strengthening reflexive mechanisms in educational activities. These technologies teach not only general methods of cognition, but also equip the student and teacher with certain techniques and mechanisms that enhance reflexive activity

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Cognitive and metacognitive skills The chain of formation of cognitive skills is at first glance simple: from reproductive skills to productive ones. B. Bloom identified the following levels: knowledge (of terms used, specific facts, concepts, etc.), understanding (understanding of facts, interpretation of material, diagrams, transformation of verbal material into mathematical expressions, etc.) The level of “knowledge - understanding - application” is the reproductive level of knowledge, to test this knowledge we use tasks like: “solve”, “read”, “name”, “retell”, “explain the principle of operation”, agree, these tasks “lead” in school Productive level of knowledge - application, analysis, synthesis. Application (using concepts in new situations, applying laws, procedures), analysis (highlighting hidden assumptions, seeing errors in the logic of reasoning, distinguishing between facts and consequences, etc.), synthesis (writing a creative essay, drawing up a research plan and etc.), assessment (evaluation of the logic of constructing the material, the significance of the product of activity, etc.)

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Cognitive and metacognitive skills Metacognitive skills in the educational process: The chain of formation of such skills is at first glance simple: from reproductive skills to productive ones, and then to metacognitive ones. Cognitive skills are followed by metacognitive ones, such as the ability to plan one’s own educational activities, self-analysis, self-assessment, and help students go beyond the ability to self-education

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Portfolio Portfolio is a technology for collecting and analyzing information about the learning process and the results of educational activities. For a student, a portfolio is the organizer of his educational activities; for a teacher, it is a means of feedback and a tool for assessment activities. A distinctive feature of a portfolio is its personality-oriented nature: the student, together with the teacher, determines or clarifies the purpose of creating a portfolio; the student collects material in a portfolio; self-assessment is the basis for evaluating results and mutual assessment

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Case Study The case method allows you to demonstrate academic theory from the point of view of real events. It allows students to be interested in studying the subject, promotes the active acquisition of knowledge and skills in collecting, processing and analyzing information characterizing various situations. The following main stages of creating CASEs are distinguished: defining goals, criterial selection of a situation, selection of necessary sources of information, preparation of primary material in CASE, examination, preparation of teaching materials for its use. The technology of working with a case in the educational process includes the following stages: 1) individual independent work of students with case materials (identifying a problem, formulating key alternatives, proposing a solution or recommended action); 2) work in small groups to agree on the vision of the key problem and its solutions; 3) presentation and examination of the results of small groups in a general discussion (within the study group).

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“Project method” “The project method is a way to achieve a didactic goal through a detailed development of a problem (technology), which should result in a very real, tangible practical result, formalized in one way or another.” The project method is based on the idea that forms the essence of the concept “project”, its pragmatic focus on the result that can be obtained by solving a particular practically or theoretically significant problem. This result can be seen, comprehended, and applied in real practical activities. “The solution to the problem involves, on the one hand, the use of a combination of various methods and teaching aids, and on the other, it presupposes the need to integrate knowledge, the ability to apply knowledge from various fields of science, technology, engineering , creative areas" (Polat E.S. Project Method)

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Pedagogical workshops Pedagogical workshops are a training system proposed by French teachers. Learning is based on solving a problem situation, which stimulates the child to pose many questions. Then there is an individual and collective search for the optimal number of solution options. Gaining knowledge in a workshop is carried out in the form of search, research, travel, discovery. The main thing in workshop technology is not to communicate and master information, but to convey methods of work.

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Three phases of technology It is important to follow three phases in this technology: evocation (challenge, awakening), realization (comprehension of new information), reflection (reflection) and compliance with certain conditions: activity. participants in the process, permission to express a variety of “risky” ideas, etc. A lesson, lesson, series of lessons (lessons), topic, course can be built in accordance with the stated algorithm

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Reflection phase The third stage (phase) is reflection (thinking). At this stage, information is analyzed, interpreted, creatively processed. The goal of this educational technology (according to the idea of ​​​​its creators) is the development of intellectual skills of students, necessary not only in studies, but also in everyday life (the ability to make informed decisions, work with information, analyze various aspects of phenomena etc.) The main goal of the technology for the development of critical thinking is the development of the student’s intellectual abilities, allowing them to study independently

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Functions of the calling phase The most important functions of the calling phase are: Informational. Calling on existing knowledge and experience that students have on the topic. Often students do not have “initial” knowledge on the issue being studied, then at the challenge stage they “work”: questions before learning new material (“thick and thin questions”, “Bloom’s daisy”), a “question words” table, etc. The option “ calling knowledge" with the help of associations, assumptions. Motivational. By presenting “our experience”, we expect its confirmation and expansion; by asking “our questions” we want to get answers to them, this is always interesting to the student

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Functions of the calling phase Systematization. Often, at the challenge stage, the teacher gives a task or helps students systematize (in most cases, graphically design) the material before studying it; for this purpose, certain TRCM techniques (“clusters”, comparison lines in “conceptual” and “summary” tables, etc.) are used.) Goal setting . The technology for developing critical thinking is the only technology that helps move from declaring independent goal setting to teaching this skill. By voicing his questions (requests) to what is being studied, systematizing knowledge at the challenge stage, the student chooses directions for studying the topic, sets his own goals for the new topic

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Functions of the reflection stage At the reflection stage, it is important for the teacher to organize a discussion of what has been learned in such a way that the student can evaluate and demonstrate how his knowledge has changed from the challenge stage to the reflection stage. Equally important is the assessment of that “mental path”, the student’s actions, and evaluation of his work in team, our understanding of what has been learned, everything that we define as tools that will help the student in the future, “teach him to learn” even without the help of a teacher. The function of the reflection stage is the development of students’ reflective metacognitive skills.

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Modern pedagogical technologies and their role in the educational process Prepared by: Bogdanova L.A. English teacher of municipal educational institution "Secondary school No. 3 of Sol-Iletsk"

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The use of modern technologies is one of the innovative directions in the development of modern didactics

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Technologies and techniques
What is the difference between methodology and technology? (according to V.I. Zagvyazinsky) Teaching methodology is a set of methods and techniques used to achieve a certain class of goals. The methodology can be variable and dynamic depending on the nature of the material, the composition of the students, the learning situation, and the individual capabilities of the teacher. Proven standard techniques are transformed into technologies. Technology is a fairly rigidly fixed sequence of actions and operations that guarantee the achievement of a given result. The technology contains a specific algorithm for solving problems. The use of technology is based on the idea of ​​complete controllability of learning and reproducibility of standard educational cycles.
Modern educational technologies

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Definition Pedagogical technology
V.M. Monakhov “A model of pedagogical activity thought out in every detail, including the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for students and teachers.”
G.Yu. Ksenozova “This is a structure of a teacher’s activity in which all the actions included in it are presented in a certain integrity and sequence, and implementation presupposes the achievement of the necessary result and has a probabilistic predictable nature.”
V.V. Guzeev “This is an ordered set of actions, operations and procedures that instrumentally ensure the achievement of the predicted result in the changing conditions of the educational process.”
V.P. Bespalko “A set of means and methods for reproducing the processes of teaching and upbringing that make it possible to successfully realize the set educational goals.”
UNESCO “A systematic method for creating, applying and defining the entire process of teaching and learning, with the goal of optimizing forms of education.”
M.V. Clarin “The systemic set and order of functioning of all personal, instrumental, methodological means used to achieve pedagogical goals.”
Modern educational technologies

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Manufacturability criteria
Educational technology must satisfy the basic requirements (manufacturability criteria): Conceptuality Systematicity Manageability Efficiency Reproducibility
Modern educational technologies

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Classification of educational technologies
by type of teaching activity; by type of management of the educational process; on the prevailing (dominant) methods and methods of teaching; on the approach to the child and educational orientation; alternative technologies, etc.

Slide 7

Selevko German Konstantinovich (1932-2008) - Honored Worker of the Higher School, Academician of the Institute of Professional Education, Professor, Candidate of Pedagogical Sciences, author of the "Encyclopedia of Educational Technologies", author of the school of personal self-development
Modern educational technologies

Slide 8

Modern educational technologies

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Pedagogy of cooperation
Features of the methodology: a humane-personal approach to the child - a new look at personality as the goal of education, humanization and democratization of pedagogical relations, rejection of direct coercion as a method that does not produce results in modern conditions, the formation of a positive self-concept. Didactic activating and developmental complex: - the content of training is considered as a means of personal development, - training is carried out primarily on generalized knowledge, skills, ways of thinking, - variability and differentiation of training, - creating a situation of success for each child.
Modern educational technologies

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Technology for developing critical thinking
Critical thinking is the ability to analyze information from a logical and person-centered perspective in order to apply the results obtained to both standard and non-standard situations, questions and problems. Critical thinking is the ability to pose new questions, develop a variety of arguments, and make independent, thoughtful decisions. The purpose of technology is to promote the development of critical thinking through the interactive inclusion of students in the learning process.
Modern educational technologies

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Project-based learning technology
The original slogan of the founders of the project-based learning system: “Everything from life, everything for life.” The purpose of project-based learning: to create conditions under which students: independently and willingly acquire missing knowledge from different sources; learn to use acquired knowledge to solve cognitive and practical problems; acquire communication skills by working in various groups; develop research skills (ability to identify problems, collect information, observe, conduct experiments, analyze, build hypotheses, generalize); develop systems thinking.
Modern educational technologies

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Gaming technologies
A game is the freest, most natural form of a person’s immersion in real (or imaginary) reality with the purpose of studying it, expressing one’s own “I,” creativity, activity, independence, and self-realization. The game has the following functions: psychological, relieving tension and promoting emotional release; psychotherapeutic, helping the child change his attitude towards himself and others, change methods of communication, mental well-being; technological, allowing one to partially remove thinking from the rational sphere into the realm of fantasy, which transforms reality.
Modern educational technologies

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Problem-based learning
Problem-based learning is the organization of educational activities, which involves the creation, under the guidance of a teacher, of problem situations and the active independent activity of students to resolve them. The result of problem-based learning: Creative mastery of knowledge, skills, abilities and development of thinking abilities.
Modern educational technologies

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Level differentiation technology
Differentiated learning is a form of organizing the educational process in which the teacher works with a group of students, composed taking into account the presence of any common qualities that are significant for the educational process (homogeneous group). Individual psychological characteristics of children, which form the basis for the formation of homogeneous groups: *by age composition (school classes, age parallels, different age groups), *by gender (male, female, mixed classes, teams), *by area of ​​interest (humanities, physical sciences) mathematical, biological-chemical and other groups) *by level of mental development (level of achievement), *by level of health (physical education groups, visually impaired groups, etc.) Intraclass (intrasubject) differentiation (N.P. Guzik): *intraclass differentiation of teaching, *developmental cycle of lessons on the topic.
Modern educational technologies

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Computer (new information) teaching technologies
Goals: developing the ability to work with information, developing communication skills, preparing the personality of the “information society”, giving the child as much educational material as he can learn, developing research skills, and the ability to make optimal decisions. The main feature of computer-based teaching methods is that computer tools are interactive, they have the ability to “respond” to the actions of the student and teacher, and “enter into” a dialogue with them.
Modern educational technologies

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Developmental learning technologies
Personally-oriented developmental training
Developmental learning technologies
Technology of self-development training (G.K. Selevko)

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Portfolio
Portfolio is a technology that allows you to solve the problem of objective assessment of performance results Portfolio is a technology for planning a professional career Types of portfolio of achievements, thematic presentation, complex New forms of portfolio Electronic portfolio Passport of competencies and qualifications European language portfolio (a single European model adopted by the Council of Europe)
Modern educational technologies

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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 everything starts all over again. V.P. Bespalko
Modern educational technologies

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Creative success and effective work
Modern educational technologies

MODERN

PEDAGOGICAL TECHNOLOGIES

KGBOU "Novoaltaisk comprehensive boarding school"

Presentation prepared

social educator, methodologist E.F. Chicherina

Target : introduce with the essence and classification of modern pedagogical technologies.

Task minimum : provide mastering the definition of the concept of “educational technology” and the logical basis of the classification.

Maximum task : call interest And wish master modern pedagogical technologies.

PLAN.

• Definition educational technology (PT).
• Structure pedagogical technology.
• Criteria manufacturability.
• Classification pedagogical technologies.
• Essence modern pedagogical technologies.
• Analysis And description pedagogical technology.

1 . Definition

pedagogical technology.

Pedagogical technology - This systemic method creation, application and definition of the entire process of teaching and learning, taking into account technical and human resources and their interaction, which aims to optimize forms of education.

2 . Structure

pedagogical technology.

STRUCTURE OF PEDAGOGICAL TECHNOLOGY.

• Conceptual framework.
• Content part of training :

• goals training (general and specific);
• content educational material.

3. Procedural part(technological process):

• organization educational process (EP);
• methods and forms educational activities students;
• methods and forms activities teachers;
• activity students and teachers for EP management;
• diagnostics OP.

Sources and components of modern PT:

• social transformations;
• new pedagogical thinking;
• development of sciences : pedagogy, psychology, social sciences;
• best teaching practices;
• experience past: domestic and foreign;
• folk pedagogy.

3. Manufacturability criteria.

Manufacturability criteria.

• Conceptuality:

• scientific concept;
• psychological, didactic, social justification for achieving educational goals.

• Systematicity:

• logics OP;
• integrity OP;

• Controllability:

• diagnostic goal setting;
• P OP planning;
• step-by-step diagnostics;
• correction of results by varying teaching tools and methods.

• Efficiency:

• effectiveness of learning outcomes;
• cost optimality;
• guarantee of achievement

requirements GOS.

• Reproducibility:

• Possibility of application in other educational institutions.

4. Classification

pedagogical technologies.

Classification of educational technologies.

1. By level of application :

• general pedagogical;
• private subject;
• local or narrowly methodological.

2. According to the concept of assimilation:

• associative-reflex;
• developing;

3. By organizational form:

• classroom or alternative;
• individual or group;
• collective ways of learning;
• differentiated learning.

4. On approach to the child:

• authoritarian;
• person-oriented;
• collaboration technologies.

5. According to the prevailing method:

• reproductive;
• explanatory and illustrative;
• dialogical;
• developmental training;
• gaming;
• problem-search;
• creative;
• information (computer).

6. By category of students:

• mass technology;
• compensating technologies;
• technologies for working with difficult

students;

• technologies for working with the gifted

students, etc.

5. The essence of modern pedagogical technologies .

ABOUT main types educational process :

• productive , development-oriented creative thinking and involves creative activity and independent search about teaching Yu working;

• personal , formative individuality in the process of creative social interaction;

• essentially reproductive , aimed at shaping skills;

• formal-reproductive , conducive to acquisition knowledge .

T SP educational process

determines the appropriate didactic appointment pedagogical technologies:

• studying new material ;
• workings A skills and abilities;
• generalization, systematization I And

deepening knowledge ;

• control knowledge, skills and abilities .

In accordance with didactic appointment pedagogical technologies are selected methods training:

• dialogic ,

• creative ,
• developing ,
• explanatory - illustrative .

Leading is dialogic method as the most effective And productive.

6. Analysis and description

modern pedagogical technologies.

Structure of description and analysis of the pedagogical process:

• Name technologies :

• principled idea ;
• basic quality ;

2 . Conceptual part :

• scientific theories, hypotheses ;
• ts ate ;
• principles of technology.

Analysis criteria conceptual part:

• n ovizna;
• A alternative;
• G humanism;
• d democracy;
• With timeliness.

Criteria for analyzing the content of education:

• modernity theories , used in correctional schools;
• correspondence social order;
• correspondence principles systematicity.

Procedural characteristic:

• motivational characteristic;
• organizational forms OP;
• peculiarities teaching methods and means;
• control OP;
• category students.

Software and methodological security :

• educational plans And programs;
• educational and methodological benefits;

• didactic materials;

• visual and technical facilities training;
• diagnostic tools.

The main result The activities of an educational institution should not be a system of knowledge, skills and abilities in itself, and a set of key competencies declared by the state

in intellectual, socio-political, communication, information and other spheres.

(Modernization strategy

education in the Russian Federation)

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The priority of modern education, guaranteeing its high quality, can and certainly should be education focused on self-development and self-realization of the student’s personality.

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The four foundations of education: Learn to know, Learn to do, Learn to live, Learn to be

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Modern educational technologies, firstly, make it possible to organize independent activities of students to master the content of education

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secondly, they involve students in various types of activities (priority is given to research, creative and project activities)

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thirdly, these are technologies for working with various sources of information, since information today is used as a means of organizing activities, and not as a goal of learning (information technologies, including distance learning technology, problem-based learning technology)

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fourthly, these are technologies for organizing group interaction, since relationships of partnership and cooperation permeate the modern educational process aimed at developing tolerance and corporatism

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fifthly, these are technologies of metacognitive activity of students, since the student’s subjective position becomes the determining factor in the educational process, and his personal development acts as one of the main educational goals.

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M. Clark believes that the meaning of educational technology lies in the application in the field of education of inventions, industrial products and processes that are part of the technology of our time. F. Percival and G. Ellington point out that the term “technology in education” includes any possible means of presenting information. These are equipment used in education, such as television, various image projection devices, etc. In other words, technology in education is audiovisual media. The modern UNESCO dictionary of terms offers two semantic levels of this concept. And in its original sense, educational technology means the use for pedagogical purposes of means generated by the revolution in the field of communications, such as audiovisual media, television, computers and others. Foreign approaches to defining educational technologies

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Russian approaches to determining pedagogical technologies V.P. Bespalko believes that “... pedagogical technology is a meaningful technique for implementing the educational process.” this definition is focused on the use of educational technology only in the learning process. Which leads to a sharp narrowing of this concept as a pedagogical definition and the possibilities of using it in practical pedagogical activities. V.M. Monakhov: pedagogical technology is a model of joint pedagogical activity thought out in every detail in the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for the student and teacher. M.V. Clarin considers pedagogical technology as a systemic set and order of functioning of all personal, instrumental and methodological means used to achieve pedagogical goals. This definition is more capacious, since we are talking here about general pedagogical goals.

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The technological approach to learning means: 1. Setting and formulating diagnosable educational goals, focused on achieving the planned learning outcome. 2. Organization of the entire course of training in accordance with educational goals. 3. Assessment of current results and their correction. 4. Final evaluation of the results.

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Signs of pedagogical technology goals (in the name of what the teacher needs to use it); availability of diagnostic tools; patterns of structuring interaction between teacher and students, allowing to design (program) the pedagogical process; a system of means and conditions that guarantee the achievement of pedagogical goals; means of analyzing the process and results of the activities of the teacher and students. In this regard, the integral properties of pedagogical technology are its integrity, optimality, effectiveness, and applicability in real conditions.

Slide 13

Examples of modern pedagogical technologies according to G.K. Selevko: Pedagogical technologies based on personal orientation of the pedagogical process Pedagogy of cooperation Humane-personal technology (Sh.A. Amonashvili) Pedagogical technologies based on activation and intensification of students’ activities Game technologies Problem-based learning Technology of communicative teaching of foreign language culture (E.I. Passov) Intensification technology learning based on schematic and symbolic models of educational material (V.F. Shatalov) Pedagogical technologies based on the effectiveness of management and organization of the educational process S. N. Lysenkova’s technology: promising advanced learning using reference schemes with commented management Technologies of level differentiation Level differentiation of training based on mandatory results (V.V. Firsov) Technology of individualization of training (Inge Unt, A.S. Granitskaya, V.D. Shadrikov) Technology of programmed training Collective method of teaching CSR (A.G. Rivin, V.K. Dyachenko) Computer ( new information) teaching technologies Pedagogical technologies based on didactic improvement and reconstruction of the material “Ecology and dialectics” (L.V. Tarasov) “Dialogue of cultures” (V.S. Bibler, S.Yu. Kurganov) Consolidation of didactic units - UDE (P .M. Erdniev) Implementation of the theory of stage-by-stage formation of mental actions (M.B. Volovich)

Slide 14

Examples of modern pedagogical technologies according to G.K. Selevko: Subject pedagogical technologies Technology of early and intensive literacy training (N.A. Zaitsev) Technology of improving general educational skills in elementary school (V.N. Zaitsev) Technology of teaching mathematics based on problem solving (R.G. Khazankin) Pedagogical technology based on the system effective lessons (A.A. Okunev) System of step-by-step teaching of physics (N.N. Paltyshev) Alternative technologies Waldorf pedagogy (R. Steiner) Technology of free labor (S. Frenet) Technology of probabilistic education (A.M. Lobok) Nature-conforming technologies Nature-conformity literacy education (A.M. Kushnir) Self-development technology (M. Montessori) Technologies of developmental education System of developmental education L.V. Zankova Technology of developmental education D.B. Elkonina - V.V. Davydova Systems of developmental education with a focus on developing the creative qualities of the individual (I.P. Volkov, G.S. Altshuller, I.P. Ivanov) Personally oriented developmental education (I.S. Yakimanskaya) Technology of self-development training (G.K. Selevko) Pedagogical technologies of the author's schools Technology of the author's School of Self-Determination (A.N. Tubelsky) Park School (M.A. Balaban) Agroschool A.A. Catholic School of Tomorrow (D. Howard)

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Review of modern pedagogical technologies Information (computer, multimedia, network, distance) technologies Creative technologies Game technologies: simulation; operating rooms; playing roles; "business theater"; psychodrama and sociodrama Modular training technology Trainings Coaching

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For example, Modular Learning Technology creates a reliable basis for group and individual independent work of students and saves time without compromising the completeness and depth of the material being studied. In addition, flexibility and mobility are achieved in the formation of students’ knowledge and skills, and their creative and critical thinking develops.

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The main goal of this training is to enhance the independent work of students throughout the entire period of study. The implementation of this goal will allow: to increase motivation for studying the subject; improve the quality of knowledge; improve the level of the educational process as a whole.

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1. Concepts of problem-based learning Problem-based learning is a method organized by the teacher for the active interaction of the subject with the problem-based content of learning, during which he becomes familiar with the objective contradictions of scientific knowledge and methods for solving them, learns to think, and creatively assimilate knowledge (A.M. Matyushkin). Problem-based learning is a set of actions such as organizing problem situations, formulating problems, providing students with the necessary assistance in solving problems, testing these solutions and, finally, leading the process of systematizing and consolidating acquired knowledge (V. Okon).

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Concepts of problem-based learning Problem-based learning is a type of developmental learning, the content of which is represented by 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 (M.I. Makhmutov). Problem-based learning is an organization of educational classes 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 and abilities and the development of thinking abilities occurs (G. K. Selevko) .

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Conceptual aspects of problem-based learning The leading idea of ​​the concept: involving students in creative activities by posing problem-based questions and tasks; activation of their cognitive interest and, ultimately, all cognitive activity. The basis for the implementation of the concept is the modeling of a real creative process by creating a problem situation and managing the search for a solution to the problem.

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Stages of productive cognitive activity Science has established a sequence of stages of productive cognitive activity of a person in a problem situation: The deliberate creation of a problem situation is the starting point of problem-based learning, and the problem that arises will be a learning problem.

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Methods of problem-based teaching 1. According to the method of solving problem problems, four methods are distinguished: problem presentation (the teacher independently poses the problem and independently solves it); collaborative learning (the teacher independently poses the problem, and the solution is achieved together with the students); research (the teacher poses a problem, and the solution is achieved by the students independently); creative learning (students formulate a problem and find its solution).

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Methods of problem-based learning 2. According to the method of presenting problem situations and the degree of activity of students, six methods are distinguished (M.I. Makhmutov): the method of monologue presentation; reasoning method; dialogic method; heuristic method; research method; method of programmed actions.

Slide 27

The monologue method is a slight modification of the traditional method; is used, as a rule, to convey a significant amount of information and the educational material itself is rearranged unconsciously; The teacher does not create, but nominally designates problem situations.

28 slide

The reasoning method introduces elements of reasoning into the teacher’s monologue, the logic of solving the difficulties arising due to the peculiarities of the structure of the material; the teacher notes the presence of a problematic situation, shows how different hypotheses were put forward and collided; the method requires a greater restructuring of educational material compared to the traditional one; the order of the reported facts is chosen in such a way that objective contradictions in the content are especially emphasized and arouse the cognitive interest of students and the desire to resolve them; there is not so much a dialogue as a monologue: questions can be asked by the teacher, but they do not require an answer and are used only to attract students.

Slide 29

In the dialogical method, the structure of the educational material remains the same as in the reasoning method; informational questions are asked and discussions about broad student involvement are asked; students actively participate in posing the problem, make assumptions, and try to prove them independently; In this case, the educational process takes place under the control of the teacher, he independently poses an educational problem and provides not so much assistance to students in finding answers, but rather independently ascertaining them; characterized by the ability of students to realize their search activity.

30 slide

With the heuristic method, the educational material is divided into separate elements, in which the teacher additionally sets certain cognitive tasks that are solved directly by the students; the teacher poses problems that need to be solved, states the correctness of certain methods, which in the future serve only as the basis for independent activity of students; an imitation of independent research by students is carried out, but within the limits of the guidance and assistance of the teacher.

31 slides

Research method: structure and sequence of presentation of material as in the heuristic method; questions are raised not at the beginning of one or another element of studying the problem, but based on the results of its independent consideration by students; the teacher’s activity is not of a directing nature, but of an evaluative, ascertaining nature; Students’ activities acquire an independent character; they are additionally trained not only to solve a problem, but also become able to identify, understand, and formulate it.

32 slide

The method of programmed actions by the teacher develops an entire system of programmed tasks, in which each task consists of individual elements (or “frames”); “frames” contain part of the material being studied or a certain focus, within the framework of which students will have to independently pose and solve the corresponding sub-problems and resolve problematic situations; After studying one element, the student, having independently made the appropriate conclusions, moves on to the next, and the availability of the next stage is determined by the correctness of the conclusions made at the previous one.

Slide 33

The emergence of a problem situation A problem situation is generated by: the logic of the educational subject; logic of the educational process; educational or practical situation. In the first two cases, as a rule, they arise objectively, i.e. regardless of the teacher's wishes. The teacher creates problem situations deliberately if he knows the general patterns of their occurrence.

Slide 34

Ways to create problem situations Encouraging students to provide a theoretical explanation of phenomena, facts, and external inconsistencies between them. The use of situations that arise when students perform educational tasks, as well as in the process of their normal life activities, that is, those problematic situations that arise in practice. Searching for new ways of practical application by students of one or another studied phenomenon, fact, element of knowledge, skill or ability. Encouraging students to analyze facts and phenomena of reality that give rise to contradictions between everyday (everyday) ideas and scientific concepts about them.

35 slide

Rules for creating problem situations Problem situations must contain a feasible cognitive difficulty. Solving a problem that does not contain cognitive difficulties promotes only reproductive thinking and does not allow achieving the goals that problem-based learning sets for itself. On the other hand, a problem situation that is too difficult for students does not have significant positive consequences. The problem situation should arouse the interest of students due to its unusualness, surprise, and non-standard nature. Positive emotions such as surprise and interest are beneficial for learning.

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Predicted result: ability to think logically, scientifically, dialectically, creatively; facilitating the transition of knowledge into beliefs; awakening intellectual feelings (satisfaction, confidence in one’s capabilities); awakening interest in scientific knowledge.

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2. Personality-oriented education is education that ensures the development and self-development of the student’s personality based on the identification of his individual characteristics as a subject of cognition and objective activity. (Yakimanskaya I.S.)

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The “subjective” nature of learning at the Harmony educational complex is manifested at all its stages: obtaining and systematizing knowledge; control and self-control; assessments and self-esteem;

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Components of student-centered learning: creating a positive emotional mood for the work of all students during the lesson; use of problematic creative tasks; encouraging students to choose and independently use different ways of completing tasks; the use of tasks that allow the student to choose the type, type and form of the material (verbal, graphic, conditionally symbolic); reflection.

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Personality-oriented education includes the following approaches: Multi-level Differentiated Individual Subjective-personal

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Features of the person-centered approach. The educational process should be aimed at the Center: the Student His goals Motives Interests Tendencies Level of learning Abilities Assimilation of knowledge Development of cognitive powers Methods of assimilation and thinking processes Development of creative abilities

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For this purpose: individual training programs are developed that model research (search) thinking; group classes are organized based on dialogue and simulation role-playing games; educational material is designed to implement the method of research projects carried out by the students themselves.

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Principles of student-centered learning Principle of natural conformity Principle of cultural conformity Principle of individual-personal approach Personal-centered learning contributes to the development of imaginative perception Creative thinking Emotional-personal attitude to learning

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Pedagogical technologies based on a person-oriented approach. Humane-personal technology Amonashvili Sh.A. Game technologies Developmental learning technologies Problem-based learning Technology of level differentiation V.V. Firsov

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The differences between a student-oriented lesson and a traditional one can be seen in four aspects: - in the organization of the lesson itself and the activities during it; -in a different position of the teacher in relation to the student and the educational process, to the role of the teacher in it; - in a different position of the student himself as a subject of educational activity (it is thanks to the different position of the teacher that the student’s subjective position is cultivated); -in the different nature of the relationship between teacher and student in the educational process.

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Functions of a teacher: Teacher as an interlocutor (emotional support function); Teacher as researcher (research function); The teacher as a person who creates conditions for learning (facilitator function); Teacher as an expert (expert, advisory function).

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The main task of the teacher in a personality-oriented educational space. The main thing that a teacher works for in a personally oriented educational space is the organization of an “event community” with the student, helping him in mastering the position of a subject of his own life activity. It is important that the student is able to overcome the passive position in the educational process and discover himself as a bearer of an active transformative principle.