Modern pedagogical technologies
And the future has already arrived
Robert Jung
"Everything is in our hands, so we cannot omit them"
(Coco Chanel)
“If a student at school has not learned to create anything himself,
then in life he will only imitate, copy "
(L.N. Tolstoy)
The peculiarity of federal state educational standards of general education is their activity-oriented nature, which makes the development of the student's personality the main task. Modern education is rejecting the traditional presentation of learning outcomes in the form of knowledge, skills and abilities; the formulations of the GEF indicate real activities.
The task posed requires a transition to a new systemic-activity educational paradigm, which, in turn, is associated with fundamental changes in the activities of a teacher who implements a new standard. Teaching technologies are also changing, the introduction of information and communication technologies (ICT) opens up significant opportunities for expanding the educational framework for each subject in an educational institution.
Under these conditions, the traditional school, which implements the classical model of education, has become unproductive. The teachers faced a problem - to turn traditional education aimed at the accumulation of knowledge, skills, abilities, into the process of developing the child's personality.
Avoiding the traditional lesson through the use of new technologies in the learning process makes it possible to eliminate the monotony of the educational environment and the monotony of the educational process, create conditions for changing the types of students' activities, and implement the principles of health preservation. It is recommended to make the choice of technology depending on the subject content, the objectives of the lesson, the level of preparedness of students, the possibility of meeting their educational needs, the age category of students.
Often pedagogical technology defined as:
The set of techniques is the field of pedagogical knowledge, reflecting the characteristics of the deep processes of pedagogical activity, the peculiarities of their interaction, the management of which ensures the necessary efficiency of the educational process;
A set of forms, methods, techniques and means of transferring social experience, as well as the technical equipment of this process;
A set of methods for organizing the educational and cognitive process or a sequence of certain actions, operations related to the specific activity of the teacher and aimed at achieving the set goals (technological chain).
In the context of the implementation of the requirements of the Federal State Educational Standard of LLC, the most relevant technologies are:
1. Information and communication technology
2. Technology for the development of critical thinking
3. Design technology
4. Technology of developing education
5. Health-saving technologies
6. Technology of problem learning
7. Game technologies
8. Modular technology
9. Workshop technology
10. Case - technology
11. Technology of integrated learning
12. Pedagogy of cooperation.
13. Technologies of level differentiation
14. Group technologies.
15. Traditional technologies (class-lesson system)
1). Information and communication technology
The use of ICT contributes to the achievement of the main goal of modernization of education - to improve the quality of education, to ensure the harmonious development of a person who is oriented in the information space, attached to the information and communication capabilities of modern technologies and has an information culture, as well as to present the existing experience and identify 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 steady interest and desire for self-education;
· To form and develop communicative competence;
· Direct efforts to create conditions for the formation of positive motivation for learning;
· To give students the knowledge that determines their free, meaningful choice of life path.
In recent years, the question of the use of new information technologies in education 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 team, since teaching is carried out at a modern, higher level. In addition, the self-esteem of the teacher himself grows, developing 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, you need to be able to obtain information from different sources, use it and create it yourself. The widespread use of ICT opens up new opportunities for the teacher in teaching his subject, and also greatly facilitates his work, increases the effectiveness of teaching, and improves the quality of teaching.
ICT application system
The ICT application system can be divided into the following stages:
Stage 1: Identifying educational material requiring a specific presentation, analyzing the educational program, analyzing thematic planning, choosing topics, choosing the type of lesson, identifying the features of the material for this type of lesson;
Stage 2: Selection and creation of information products, selection of ready-made educational media resources, creation of your own product (presentation, training, training or monitoring);
Stage 3: The use of information products, the use of different types in the classroom, the use in educational work, the use in the management of the research activities of students.
Stage 4: Analysis of the effectiveness of the use of ICT, the study of the dynamics of results, the study of the ranking in the subject.
2) Technology of critical thinking
What is meant by critical thinking? Critical thinking is the type of thinking that helps to be critical of any statement, not to take anything for granted without proof, but at the same time be open to new ideas and methods. Critical thinking is a necessary condition for freedom of choice, forecast quality, and responsibility for one's own decisions. Critical thinking, therefore, is, in fact, a kind of tautology, a synonym for quality thinking. It is more a Name than a concept, but it is under this name with a number of international projects that the technological methods that we will present below have come into our lives.
The constructive basis of the "technology of critical thinking" is the basic model of the three stages of the organization of the educational process:
· At the stage of recall, the existing knowledge and ideas about what is being studied are “recalled” from memory, actualized, personal interest is formed, the goals of considering a particular topic are determined.
· At the stage of comprehension (or realization of the 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 the old and new information is correlated. The formation of its own position is taking place. It is very important that already at this stage, using a number of techniques, it is already possible to independently track the process of understanding the material.
· The stage of reflection (reflection) is characterized by the fact that students consolidate new knowledge and actively rebuild their own primary ideas in order to include new concepts in them.
In the course of work within the framework of this model, students master various ways of integrating information, learn to develop their own opinions based on understanding various experiences, ideas and perceptions, build inferences 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 (motivation to work with new information, awakening interest in the topic)
Informational (call "to the surface" of the existing knowledge on the topic)
Communication (conflict-free exchange of opinions)
Making sense of the content
Informational (getting new information on a topic)
Systematization (classification of the information received by categories of knowledge)
Reflection
Communication (exchange of views on new information)
Informational (acquisition of new knowledge)
Motivational (motivation to further expand the information field)
Assessment (correlating new information and existing knowledge, developing one's own position, evaluating the process)
Basic methodological techniques for the development of critical thinking
1. Reception "Cluster"
2. Table
3. Educational brainstorming
4. Intellectual warm-up
5. Zigzag, zigzag -2
6. Reception "Insert"
8. Reception "Basket of ideas"
9. Reception "Composing syncwines"
10. Test Questions Method
11. Reception "I know .. / I want to know ... / I found out ..."
12. Circles on the water
13. Role project
14. Yes - no
15. Reception "Reading with stops"
16. Reception "Vzaimoopros"
17. Reception "Mixed up logical chains"
18. Technique "Cross Discussion"
3). Design technology
The project method is not fundamentally new in world pedagogy. It originated at the beginning of this century in the United States. He was also called the method of problems and he associated with the ideas of the humanistic direction in philosophy and education, developed by the American philosopher and educator J. Dewey, as well as his student W.H. Kilpatrick. It was extremely important to show the children their personal interest in the acquired knowledge, which can and should be useful to them in life. This requires a problem taken from real life, familiar and significant for the child, for the solution of which he needs to apply the acquired knowledge, new knowledge that has yet to be acquired.
The teacher can suggest sources of information, or he can simply direct the students' thought in the right direction for an 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 get a real and tangible result. All work on the problem, thus, acquires the contours of project activities.
The purpose of the technology is to stimulate the interest of students in certain problems, involving the possession of a certain amount of knowledge and, through project activities, providing for the solution of these problems, the ability to practically apply the knowledge gained.
The project method attracted the attention of Russian educators at the beginning of the 20th century. The ideas of project-based teaching arose in Russia practically in parallel with the developments of American educators. Under the leadership of the Russian teacher S. T. Shatsky, a small group of employees was organized in 1905, trying to actively use project methods in teaching practice.
In the modern Russian school, the project-based teaching system began to revive only in the 1980s - 90s, in connection with the reform of school education, the democratization of relations between the teacher and students, the search for active forms of cognitive activity of schoolchildren.
Practical application of elements of design technology.
The essence of the project methodology is that the student himself must actively participate in the acquisition of knowledge. Design technology is practical creative tasks that require students to use them to solve problematic tasks, knowledge of the material at a given historical stage. As a research method, it teaches us to analyze a specific historical problem or task that has arisen at a certain stage in the development of society. Mastering the culture of design, the student learns to think creatively, to predict possible options for solving the problems facing him. Thus, the design methodology:
1.characterized by high communication;
2. presupposes the expression by students of their own opinions, feelings, active involvement in real activities;
3. a special form of organizing the communicative and cognitive activity of schoolchildren in a history lesson;
4. based on the cyclical organization of the educational process.
Therefore, both the elements and the project technology itself should be applied at the end of the study of the topic in a certain cycle, as one of the types of a repeating-generalizing lesson. One of the elements of such a methodology is a project discussion, which is based on the method of preparing and defending a project on a specific topic.
Stages of work on a project
|
Students' activities |
Teacher activities |
|
|
Organizational and preparatory |
Choosing a project topic, defining its goals and objectives, developing the implementation of an idea plan, forming micro-groups. |
Formation of motivation for participants, consulting on the choice of the topic and genre of the project, assistance in the selection of necessary materials, development of criteria for assessing the activities of each participant at all stages. |
|
Search |
Collecting, analyzing and systematizing the collected information, recording interviews, discussing the collected material in microgroups, proposing and testing a hypothesis, designing a layout and poster presentation, self-control. |
Regular consultation on the content of the project, assistance in organizing and processing the material, consultation on the design of the project, tracking the activities of each student, assessment. |
|
The final |
Project design, preparation for defense. |
Preparation of speakers, assistance in project design. |
|
Reflection |
Assessment of their activities. "What did the work on the project give me?" |
Assessment of each project participant. |
4). Problem learning technology
Today, problem-based learning is understood as such an organization of classes, which involves the creation of problem situations under the guidance of a teacher and active independent activity of students to resolve them, as a result of which there is a creative mastery of professional knowledge, skills, abilities and the development of thinking abilities.
The technology of problem-based learning involves the organization, under the guidance of a teacher, of students' independent search activities to solve educational problems, during which students develop new knowledge, skills and abilities, develop abilities, cognitive activity, curiosity, erudition, creative thinking and other personally significant qualities.
A problem situation in teaching has a teaching value only when the problem task offered to the student corresponds to his intellectual capabilities, promotes the awakening of students' desire to get out of this situation, to remove the contradiction that has arisen.
The problem tasks can be educational tasks, questions, practical tasks, etc. However, a problem task and a problem situation should not be confused. A problematic task in itself is not a problem situation; it can cause a problem situation only under certain conditions. The same problematic situation can be caused by different types of jobs. In general, the technology of problem-based learning consists in the fact that the students are faced with a problem and they, with the direct participation of the teacher or independently, explore the ways and means of solving it, i.e.
Build a hypothesis,
Outline and discuss ways of verifying its truth,
· Argue, conduct experiments, observations, analyze their results, reason, prove.
According to the degree of students' cognitive independence, problem-based teaching is carried out in three main forms: problem presentation, partial search activity and independent research activity. The smallest cognitive independence of students takes place in case of problem presentation: the communication of new material is carried out by the teacher himself. Having posed a problem, the teacher reveals the way to solve it, demonstrates to students the course of scientific thinking, makes them follow the dialectical movement of thought to the truth, makes them, as it were, accomplices of scientific research. In the conditions of partial search activity, the work is mainly directed by the teacher with the help of special questions that induce the student to independent reasoning, to actively search for an answer to individual parts of the problem.
Problem learning technology, like other technologies, has positive and negative sides.
The advantages of problem-based learning technology: contributes not only to the acquisition of the necessary system of knowledge, skills and abilities by students, 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; delivers lasting learning outcomes.
Disadvantages: time consuming to achieve planned results, poor control of students' cognitive activity.
5). Game technology
Play, along with work and learning, is one of the main types of human activity, an amazing phenomenon of our existence.
By definition, play is a type of activity in situations aimed at recreating and assimilating social experience, in which self-management of behavior develops and improves.
Classification of educational games
1. By field of application:
—Physical
—Intelligent
- labor
- social
- psychological
2. By (characteristic) the nature of the pedagogical process:
- educational
- training
- controlling
- generalizing
- cognitive
- creative
- developing
3. By gaming technology:
- subject
- plot
- role-playing
- business
- simulation
-dramatization
4. By subject area:
—Mathematical, chemical, biological, physical, environmental
- musical
- labor
- sports
-economically
5. According to the gaming environment:
-Without items
- with items
- tabletop
—Room
- street
—Computer
- television
- cyclic, with vehicles
What tasks does the use of this form of training solve:
- Carries out freer, psychologically liberated control of knowledge.
- Students' painful reactions to unsuccessful answers disappear.
—The approach to students in teaching is becoming more delicate and differentiated.
Learning in the game allows you to teach:
Recognize, compare, characterize, reveal concepts, justify, apply
As a result of the application of methods of game learning, the following goals are achieved:
Cognitive activity is stimulated
Mental activity is activated
Information is spontaneously memorized
Associative memorization is formed
Increased motivation to study the subject
All this speaks about the effectiveness of learning in the process of playing, which is a professional activity that has features of both learning and work.
6). Case - technology
Case technologies combine role-playing games, project method, and situational analysis at the same time.
Case technologies are opposed to such types of work as repetition after the teacher, answering the teacher's questions, retelling the text, etc. Cases differ from ordinary educational tasks (tasks have, as a rule, one solution and one correct path leading to this solution, cases have several solutions and many alternative paths leading to it).
In the 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 technologies are not a repetition of a teacher, not a retelling of a paragraph or an article, not an answer to a teacher's question, it is an analysis of a specific situation, which forces us to raise the layer of acquired knowledge and apply it in practice.
These technologies help to increase the interest of students 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
Combining theory and practice
Presentation of examples of decisions made
Demonstration of different positions and points of view
Formation of skills for assessing alternative options in conditions of uncertainty
The teacher's task is to teach children, both individually and as part of a group:
Analyze information,
Sort it to solve a given problem,
Identify key issues,
Generate alternative solutions and evaluate them,
· Choose the optimal solution and form action programs, etc.
In addition, children:
Get communication skills
· Develop presentation skills
Form interactive skills that allow effective interaction and collective decision-making
Acquire expert skills and abilities
Learn to learn, independently seeking the necessary knowledge to solve a situational problem
· Change motivation to learn
With active situational training, the participants in the analysis are presented with facts (events) related to a certain situation according to its state at a certain point in time. The task of the students is to make a rational decision, acting in the framework of a collective discussion of possible solutions, i.e. game interaction.
The methods of case technologies that activate the educational process include:
Situational analysis method (method of analysis of specific situations, situational tasks and exercises; case stages)
· Method of incident;
· Method of situational role-playing games;
· Method of parsing business correspondence;
· Game design;
· Method of discussion.
So, case technology is an interactive teaching technology based on real or fictional situations, aimed not so much at mastering knowledge as at developing new qualities and skills in students.
7). Creative Workshop Technology
One of the alternative and effective ways to study and acquire new knowledge is workshop technology. It is an alternative to the classroom - lesson organization of the educational process. It uses pedagogy of relationships, all-round education, teaching without rigid programs and textbooks, the method of projects and methods of immersion, non-judgmental creative activity of students. The relevance of the technology lies in the fact that it can be used not only in the case of studying new material, but also when repeating and consolidating the previously studied one.
A workshop is a technology that presupposes such an organization of the learning process in which the teacher-master introduces his students into the learning process 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 up 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 their own knowledge, this is its great similarity with problem learning. Conditions are created for the development of creative potential for both the student and the teacher. The communicative qualities of the personality are formed, as well as the subjectivity of the student - the ability to be a subject, an active participant in activities, to independently determine goals, plan, carry out activities and analyze. This technology allows you to teach students to independently formulate the goals of the lesson, find the most effective ways to achieve them, develops intelligence, contributes to the acquisition of experience in group activities.
A workshop is like project learning because there is a problem that needs to be solved. The teacher creates conditions, helps to understand the essence of the problem that needs to be worked on. Students formulate this problem and offer options for solving it. Various types of practice tasks can be used as problems.
The workshop necessarily combines individual, group and frontal forms of activity, and training goes 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 motivation of students for creative activity. At this stage, it is supposed to include feelings, subconsciousness and the formation of a personal attitude to the subject of discussion. An inductor is everything that prompts a child to take action. A word, text, object, sound, drawing, form - everything that can cause a flow of associations can act as an inductor. It may be a task, but unexpected, mysterious.
Deconstruction - destruction, chaos, inability to complete the task with the available means. This is work with material, text, models, sounds, substances. This is the formation of the information field. At this stage, a problem is posed and the known from the unknown is separated, work is carried out with information material, dictionaries, textbooks, a computer and other sources, that is, an information request is created.
Reconstruction is recreating your project of solving a problem from the chaos. This is the creation by microgroups or individually of their own world, text, drawing, project, solution. A hypothesis is discussed and put forward, ways to solve it, creative works are created: drawings, stories, riddles, Work is underway to complete the assignments given by the teacher.
Socialization is the correlation by students or micro-groups of their activities with the activities of other students or micro-groups and the presentation of intermediate and final results of labor to everyone in order to evaluate and correct their activities. One assignment is given for the whole class, work in groups is in progress, the answers are communicated to the whole class. At this stage, the student learns to speak. This allows the master teacher to lead the session at the same pace for all groups.
Advertising is hanging, a visual presentation of the results of the activities of the master and students. It can be text, diagram, project and familiarization with all of them. At this stage, all students walk, discuss, highlight original interesting ideas, defend their creative work.
The gap is a sharp increase in knowledge. This is the culmination of the creative process, a new highlighting by the student of the subject and the realization of the incompleteness of his knowledge, the impetus for a new deepening into the problem. The result of this stage is insight (insight).
Reflection is the student's awareness of himself in his own activity, this is the student's analysis of the activities he has carried out, this is a generalization of feelings that arose in the workshop, this is a reflection of the achievements of his own thought, his own attitude.
eight). Modular learning technology
Modular learning has emerged as an alternative to traditional learning. It 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 emerged in the late 60s of the XX century and quickly spread in English-speaking countries. Its essence consisted in the fact that a student, with a little help from a teacher or completely independently, can work with an individual curriculum offered to him, including 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 control to consultative and coordinating. The interaction of the teacher and the student in the educational process began to be carried out on a fundamentally different basis: with the help of the modules, a conscious independent achievement by the student of a certain level of preliminary preparedness was ensured. The success of modular training was predetermined by the observance of parity interactions between the teacher and students.
The main goal of a modern school is to create a teaching system that would meet the educational needs of each student in accordance with his inclinations, interests and capabilities.
Modular teaching is an alternative to traditional teaching, it integrates all that is 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 training 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 mechanism of thinking, and not on the exploitation of memory! Let's consider the sequence of actions for building a training module.
A module is a target functional unit, which combines: educational content and technology of mastering it into a system of a high level of integrity.
Algorithm for constructing a training module:
1. Formation of the block-module of the content of the theoretical educational material of the topic.
2. Identification of educational elements of the topic.
3. Revealing connections and relationships between educational elements of the topic.
4. Formation of the logical structure of educational elements of the topic.
5. Determination of the levels of mastering the educational elements of the topic.
6. Determination of the requirements for the levels of mastering the educational elements of the topic.
7. Determination of the awareness of mastering the educational elements of the topic.
8. Formation of a block of algorithmic prescription of skills and abilities.
The system of actions of the teacher in preparation for the transition to modular training.
1. Develop a modular program consisting of CDC (complex didactic goals) and a set of modules that ensure the achievement of this goal:
2. To structure the educational content into specific blocks.
A CDC is being formed, which has two levels: the level of assimilation of the educational content by students and an orientation towards its use in practice.
3. IDCs (integrating didactic goals) are separated from the CDC and modules are formed. Each module has its own IDC.
4. IDC is divided into PDTs (private didactic goals) on their basis, UE (educational elements) are allocated.
The principle of feedback is important for guiding learners' learning.
1. Before each module, carry out the entrance control of the students' ZUN.
2. Current and intermediate control at the end of each UE (self-control, mutual control, verification with the sample).
3. Output control after completion of work with the module. Purpose: to identify gaps in the assimilation of the module.
The introduction of modules into the educational process should be carried out gradually. Modules can be incorporated into any training system and thereby enhance its quality and effectiveness. You can combine a traditional training system with a modular one. The whole system of methods, techniques and forms of organizing the students' CPD fits well into the modular training system, individual work, in pairs, in groups.
The use of modular training has a positive effect on the development of independent activities of students, on self-development, on improving the quality of knowledge. Students skillfully plan their work, know how to use educational literature. They have a good command of general educational skills: comparison, analysis, generalization, highlighting the main thing, etc. Active cognitive activity of students contributes to the development of such qualities of knowledge as strength, awareness, depth, efficiency, flexibility.
nine). Health-saving technologies
Providing the student with the opportunity to maintain health during the period of study at school, the formation of the necessary knowledge, skills and abilities for a healthy lifestyle and the application of the knowledge gained 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 illumination, cleanliness), safety rules;
· Rational density of a lesson / lesson (time spent by schoolchildren on educational work) should be at least 60% and no more than 75-80%;
· Clear organization of educational work;
· Strict dosage of teaching load;
· Change of types of activity;
· Training taking into account the leading channels of perception of information by students (audiovisual, kinesthetic, etc.);
· Place and duration of TCO application;
· Inclusion of technological techniques and methods that promote self-knowledge, self-esteem of students;
· Building a lesson taking into account the performance of students;
· An individual approach to students, taking into account personal capabilities;
· Formation of external and internal motivation of students' activities;
· Favorable psychological climate, situations of success and emotional release;
Prevention of stress:
· Work in pairs, in groups, both in the field and at the blackboard, where the slave, "weaker" student feels the support of a friend, encouraging students to use various solutions, without fear of making mistakes and getting the wrong answer;
· Conducting physical education and dynamic pauses in the classroom;
· Purposeful reflection throughout the lesson and in its final part.
The use of such technologies helps to preserve and improve the health of schoolchildren: prevention of overwork of students in the classroom; improving the psychological climate in children's groups; involving parents in work to improve the health of schoolchildren; increased concentration of attention; decrease in the incidence rate of children, the level of anxiety.
10) .Integrated Learning Technology
Integration is deep interpenetration, merging, as far as possible, in one educational material of generalized knowledge in a particular area.
There are a number of reasons for the need for integrated lessons.
The world surrounding children is perceived by them in all its diversity and unity, and often the subjects of the school cycle, aimed at studying individual phenomena, break it up into disparate fragments.
Integrated lessons develop the potential of the students themselves, encourage active cognition of the surrounding reality, to comprehend and find causal relationships, to the development of logic, thinking, and communication skills.
The form of conducting 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 speak about the sufficient effectiveness of the lessons. Integrated lessons offer significant pedagogical opportunities.
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, creativity of the teacher, promotes the disclosure of abilities.
Benefits of integrated lessons.
Contribute to increasing the motivation of learning, the formation of the cognitive interest of students, a holistic scientific picture of the world and the consideration of the phenomenon from several sides;
To a greater extent than ordinary lessons, they contribute to the development of speech, the formation of the ability of students to compare, generalize, draw conclusions;
They not only deepen the understanding of the subject, broaden their horizons. But they also contribute to the formation of a versatile, harmoniously and intellectually developed personality.
Integration is a source of finding new connections between facts that confirm or deepen certain conclusions. Observations of students.
Patterns of integrated lessons:
the lesson is united by the main idea (the core of the lesson),
the lesson forms a single whole, the stages of the lesson are fragments of the whole,
the stages and components of the lesson are in logical and structural dependence,
the didactic material selected for the lesson corresponds to the concept, the chain of information is organized as “given” and “new”.
The interaction of teachers can be built in different ways. It can be:
1.parity, with equal share participation of each of them,
2. one of the teachers can act as a leader, and the other as an assistant or consultant;
3. The whole 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.construction of the content of the lesson / lesson,
4. rehearsals.
The purpose of this stage is to arouse students' interest in the topic of the lesson, in its content. The methods of arousing the interest of students can be different, for example, describing a problem situation or an interesting case.
In the final part of the lesson, it is necessary to summarize everything that was 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" means, first of all, the organization of education that took shape in the 17th century on the principles of didactics formulated by Ya.A. Komensky.
Distinctive features of the traditional classroom-lesson technology are:
Students of approximately the same age and skill level make up a group that remains largely constant for the entire period of study;
The group works according to a single annual plan and program according to the schedule;
The basic unit of study is the lesson;
The lesson is devoted to one academic subject, a topic, due to which the students of the groups work on the same material;
The work of students in the lesson is supervised by the teacher: he assesses the results of studies in his subject, the level of training of each student individually.
Academic year, school day, lesson schedule, school holidays, breaks between lessons are attributes of the classroom system.
By their nature, the goals of traditional education represent the upbringing of a personality with given properties. In terms of content, the goals are focused primarily on the assimilation of knowledge, skills and abilities, and not on personal development.
Traditional technology is primarily an authoritarian pedagogy of requirements, learning is very weakly connected with the inner life of the student, with his diverse demands and needs, there are no conditions for the manifestation of individual abilities, creative manifestations of the personality.
The learning process as an activity in traditional education is characterized by a lack of independence, weak motivation for educational work. In these conditions, the stage of realization of educational goals turns into work "out of the stick" with all its negative consequences.
|
Positive sides |
Negative sides |
|
The systematic nature of learning |
Template construction, monotony |
|
Orderly, logically correct presentation of educational material |
Inappropriate allocation of lesson time |
|
Organizational clarity |
In the lesson, only an initial orientation in the material is provided, and the achievement of high levels is shifted to homework |
|
The constant emotional impact of the teacher's personality |
Students are isolated from communication with each other |
|
Optimal resource consumption for mass training |
Lack of independence |
|
Passivity or visibility of student activity |
|
|
Poor speech activity (average student speaking time 2 minutes per day) |
|
|
Weak feedback |
|
|
Average approach lack of individual training |
Levels of mastering pedagogical technologies
|
Mastery level |
On practice |
|
|
optimal |
Knows the scientific foundations of various PT, gives an objective psychological and pedagogical assessment (and self-assessment) of the effectiveness of the use of TO in the educational process |
Purposefully and systematically applies learning technologies (TO) in his activities, creatively models the compatibility of various TO in his own practice |
|
developing |
Has an idea of various PTs; Reasonably describes the essence of its own technological chain; actively participates in the analysis of the effectiveness of the teaching technologies used |
Mainly follows the learning technology algorithm; Possesses the techniques of designing technological chains in accordance with the set goal; Uses a variety of pedagogical techniques and methods in chains |
|
elementary |
Formed a general, empirical understanding of the PT; Builds separate technological chains, but at the same time cannot explain their intended purpose within the lesson; Dodges discussion issues related to PT |
Applies PT elements intuitively, sporadically, unsystematically; Adheres in his activity to any one teaching technology; Allows violations in the algorithm (chain) of learning technology |
And the best option is to use a mixture of these technologies. So the educational process for the most part is a class-lesson system. This allows you to work according to a schedule, in a specific audience, with a specific constant group of students.
Traditional and innovative teaching methods must be in constant interconnection and complement each other. It is worth remembering the saying "ALL NEW IS WELL FORGOTTEN OLD".
Internet and literature.
http://yandex.ru/yandsearch?text=project%20technology&clid=1882611&lr=2
http://nsportal.ru
http://murzim.ru/nauka/pedagogika
http://www.imc-new.com
http://yandex.ru/yandsearch?text
http://works.tarefer.ru
http://www.moluch.ru
http://charko.narod.ru
http://mariyakuznec.ucoz.ru
http://www.bibliofond.ru/view.aspx
1) Manvelov S.G. Designing a modern lesson. - M.: Education, 2002.
2). Larina V.P., Khodyreva E.A., Okunev A.A. Lectures in the classroom 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?" Creativity technology. // BSh № 12, 2001
UDC 74.200.04
CRITERIA AND INDICATORS OF EFFECTIVENESS OF IMPLEMENTATION OF MODERN PEDAGOGICAL TECHNOLOGIES IN THE PROCESS OF MODERNIZATION OF GENERAL EDUCATION
Fomichev Roman Sergeevich
Kemerovo State University
Interuniversity Department of General and University Pedagogy
THE CRITERIA AND INDICATORS OF USE EFFECTIVITY OF MODERN EDUCATIONAL TECHNOLOGIES IN EDUCA-TION MODERNIZATION
Fomichev Roman Sergeevich
Kemerovo State University
Department of general and higher education pedagogy
Bibliographic link to the article:
Fomichev R.S. Criteria and indicators of the effectiveness of the implementation of modern pedagogical technologies in the process of modernization of general education // Humanitarian research. 2014. No. 11 [Electronic resource] .. 03.2019).
The current stage of development of national education is characterized by the active introduction of innovative pedagogical technologies into the educational process.
Arguing on the topic of modernization of the education sector, E.D. Dneprov notes that the modernization of education is "a comprehensive, comprehensive renewal of all links of the educational system and all spheres of educational activity in accordance with the requirements of modern life, while maintaining and multiplying the best traditions of national education."
V.V. Putin also notes that “... education cannot be regarded only as the accumulation of knowledge. In modern conditions, this is primarily the development of analytical skills and critical thinking in students. This is learning. Ability to perceive knowledge yourself, to keep pace with changes. "
Thus, an important task of the modern school is to create the necessary and full-fledged conditions for the personal and cognitive development of each student, the formation of an active position, the subjectivity of students in the educational process.
An effective solution to this problem, based on the Federal State Standard of General Education, is impossible without a meaningful implementation by teachers in the educational process of the school of modern pedagogical (including information computer) technologies.
At the same time, the study of the positions of teachers of secondary general educational organizations allows us to assert that, despite a sufficient number of theoretical substantiations and methodological developments, none of the existing technologies fully meets the requirements of consistency and completeness, unity of grounds.
In our opinion, at the present stage of the development of society, the problem of developing criteria and indicators of the effectiveness of the implementation of modern pedagogical technologies, as well as providing conditions that would help teachers effectively apply these technologies in practice, is urgent.
The problem of ordering and systematizing pedagogical technologies was considered by such scientists as V.P.Bespalko, E.V. Rudensky, A. Ya.Savelyev, G.K.Selevko, V.A.
VP Bespalko proposes a classification of pedagogical technologies, which is based on the types of interaction between the teacher and the student and identifies a number of signs of this interaction. The combination of these features, according to Bespalko, makes it possible to define a number of didactic systems (technologies):
Classical lecture training;
Teaching with the help of audiovisual technical means;
"Consultant" system;
Learning with the help of a textbook - independent work;
Small group system - group work;
Differentiated teaching methods;
Computer training;
Tutor system - individual training;
Software training, for which there is a pre-compiled program.
A correctly compiled classification gives a clear picture of the entire variety of classified objects, allows them to be kept in a single mental frame, and it is easy to find for each of the newly discovered objects of the classified area the most specific and meaningful concept under which it can be summed up.
Analyzing the experience of scientists, it can be concluded that the variety of modern pedagogical technologies allows taking into account the individual abilities of students, revealing their creative potential, and ensuring the comprehensive development of the personality of students.
Summarizing the experience of scientists, we have developed a modern classification of pedagogical technologies:
Table 1 - Classification of modern pedagogical technologies
|
Name |
Target |
Implementation mechanism |
The essence technologies |
| Problem learning technology | Development of cognitive activity, creative independence of students. | Search methods, setting cognitive tasks, solving problem situations. | Consistent and purposeful advancement of problematic tasks to students, solving which students actively assimilate knowledge, skills, and abilities. |
| Modular learning technology | Providing flexibility, adapting it to the individual needs of the individual, the level of his basic training. | Division of material into logical blocks - modules; individual learning pace. | Independent work of students according to the individual curriculum. |
| Developmental learning technologies | Comprehensive development of the personality and her abilities. | Working with learners involved in various activities | Orientation of the educational process to the potential of a person and their implementation. |
| Differentiated learning technology | Creation of optimal conditions for identifying and developing the interests and abilities of students in the educational process. | Using methods of individual and differentiated learning. | Assimilation of program material at various levels, but not below the state educational standard. |
| Concentrated learning technology | Adaptation of the structure of the educational process to the natural psychological characteristics of human perception. | The use of methods that take into account the dynamics of students' performance. | In-depth study of the material by combining lessons into logical blocks. |
| Information technology training | Development of students' skills to obtain the necessary knowledge with the help of modern technical teaching aids. | Active use in the educational process of computer and Internet resources, computer testing, etc. | Continuous step-by-step development of students' interest in educational aspects of using technical teaching aids. |
| Business game technology | Security the personal-activity character of the assimilation of knowledge and skills. |
Game teaching methods that promote the involvement of students in creative activities. | Independent cognitive activity aimed at finding, processing and assimilating knowledge. |
According to E.S. Polat, “the problem of pedagogical technologies is the problem of transition from the theory of teaching, to its methodological developments, the system of pedagogical activity, since all the basic structures of the teaching process are reflected in the construction of pedagogical technology, starting from the setting of the goal, ending with the diagnosis of the results ".
Thus, the effectiveness of the implementation of pedagogical technologies largely depends on the built system, which reflects the relationship between the features of pedagogical technology and the indicators of their implementation.
The effectiveness of the implementation of modern pedagogical technologies can be determined by means of a number of criteria that must be verified in the course of experimental work.
VP Bespalko argued that there are no "criteria for assessing the effectiveness of the didactic process as a whole." Modern society and the world put forward special requirements for the quality of education that they receive at school.
In this regard, the effectiveness of pedagogical technology can be assessed according to the following criteria:
The above criteria do not affect all aspects of assessing the effectiveness of the use of pedagogical technology, at the same time, they can serve as a criterion for evaluating the effectiveness of not only pedagogical technology, but also a traditional lesson.
The analysis allowed us to formulate criteria for the effectiveness of the implementation of pedagogical technologies:
To check and the effectiveness of the implementation of pedagogical technologies, it is necessary to determine the indicators and indicators of the criteria described above.
Table 2 presents the criteria for the effectiveness of pedagogical technologies, indicators of their effectiveness, as well as indicators that make it possible to assert that a certain criterion really affects the effectiveness of the implementation of a particular pedagogical technology.
Table 2 - Criteria and indicators of the effectiveness of the implementation of modern pedagogical technologies
|
Criterion efficiency |
Indicators efficiency |
Indicators |
| Technological culture of the teacher | - the teacher's possession of technological methods, techniques, teaching aids, their use in the educational process. | - periodic use of modern pedagogical technologies by the teacher during the lesson, The teacher's ability to find their relationship with classical pedagogical technologies. |
| Own experience | - generalization and systematization of practices on the use of modern pedagogical technologies (hereinafter - SPT) in the educational process; - the ability to analyze and correct their own mistakes (shortcomings) in the process of using SPT | - publications: monographs, brochures, books, teaching aids, articles; Participation in seminars, webinars, round tables for the exchange of experience with colleagues |
|
Creative refinement and transformation of SPT |
- the presence or absence of the use by the teacher in the educational process of qualitative changes in a certain SPT | - the presence of peer-reviewed methodological developments, transformations of a certain SPT; Availability of patents for teacher's inventions |
|
Creating a Success Situation for Students in the Process of Using TPT |
- implementation of the principle of feedback from students during the lesson; Motivating students to successfully solve the tasks assigned to them |
- increasing the level of high-quality academic performance in the subject; Increase in the number of participants in the competitive movement among students, their victories in competitions of various levels |
|
Interrelation of technology components |
- the obvious and periodically realized in the educational process the connection between the various components of the technology chosen by the teacher | - conducting classes in which the interconnections of the components of the SPT are revealed and effectively used |
|
Technology as a factor in the self-development of participants in the educational process |
- setting goals and objectives by the teacher aimed at self-development, development of the personality of students, their cognitive abilities |
- transition to a new level of interaction between participants in the educational process - "cooperation" between the teacher and students; Tutoring |
|
Positive changes in the condition of students |
- positive changes in the general condition of students | - increasing the level of academic performance; Increasing the level of motivation for activity (increasing the number of participants and winners of Olympiads, NPK in the subject, etc.) Increasing the level of psychological comfort in the classroom (questionnaire survey); Improving student health (parent feedback, school doctor reports) |
It should be noted that these criteria do not cover the entire variety of pedagogical technologies, however, as we assume, they allow us to assess the effectiveness of the implementation of a number of modern pedagogical technologies at the present stage of modernization of Russian education. The above criteria and performance indicators are currently being tested in a number of educational organizations in Kemerovo and the Kemerovo region.
teacher - speech therapist MBOU "Secondary School No. 1"
Use of modern educational technologies and methods in the educational process
Modern pedagogical technology in the educational process - this is a well-thought-out model of joint pedagogical activity in the design, organization and conduct of the educational process with unconditional provision of comfortable conditions for students and teachers, i.e. meaningful technique for the implementation of the educational process.
Modern technologies used in teaching and upbringing
TECHNOLOGIES OF CORRECTIVE DEVELOPMENT TRAINING .
These technologies allow the most flexible response to the educational needs and capabilities of each child.
The priority areas of pedagogical correction are:
GAME TECHNOLOGIES.
The concept of "game technologies" includes a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games.
Unlike games in general, pedagogical play has an essential feature - a clearly defined goal of teaching and the corresponding pedagogical result, which can be substantiated, singled out in an explicit form and are characterized by a cognitive orientation.
The game form of classes is created by game motivation, which acts as a means of motivation, stimulation of students to learning activities.
The implementation of game techniques and situations in the classroom takes place in the following main directions:
- a didactic goal is set for schoolchildren in the form of a game task;
- educational activity is subject to the rules of the game;
- educational material is used as its means;
- an element of competition is introduced into educational activity, which translates a didactic task into a game one;
- the successful completion of the didactic task is associated with the game result.
The place and role of play technology in the educational process, the combination of the elements of play and learning largely depend on the teacher's understanding of the functions and classification of pedagogical games.
The psychological mechanisms of play activity are based on the fundamental needs for self-expression, self-affirmation, self-regulation, and self-realization.
The goal of gaming technologies is to solve a number of problems:
— didactic (broadening one's horizons, developing cognitive activity, forming certain skills and abilities necessary in practical activity);
— developing (development of attention, memory, speech, thinking, imagination, imagination, creative ideas, the ability to establish patterns, find optimal solutions);
— educating (education of independence, will, the formation of moral, aesthetic and worldview positions, education of cooperation, collectivism, sociability, etc.);
— socializing (familiarization with the norms and values of society; adaptation to environmental conditions, etc.).
DIFFERENTIATED LEARNING TECHNOLOGIES.
A differentiated (multilevel) approach to teaching is considered as an opportunity to individualize teaching in a subgroup / group. A differentiated approach is one of the components of the psychological comfort of students, since it involves removing, if possible, all stress-forming factors of the educational process, creating an atmosphere in class that relaxes children, in which they feel “at home,” and in which the quality of education increases.
COLLECTIVE LEARNING TECHNOLOGIES .
The use of the method of collective organization of educational activities increases the effectiveness of correctional and developmental education:
- promotes the development of independence, activity of educational activities;
- increases the level of speech development and communication skills.
TECHNOLOGIES FOR INDIVIDUALIZATION OF LEARNING .
Such an organization of the educational process, in which an individual approach and an individual form of training are priority.
PROJECT TRAINING TECHNOLOGIES .
The project method is not new in world pedagogy. It was proposed and developed in the 1920s by the American philosopher and educator George Dewey and was based on humanistic ideas in philosophy and education. J. Dewey proposed to build learning on an active basis, using the purposeful activities of students, taking into account their personal interest in this knowledge, and eventually getting a real result.
The project method is based on:
- development of cognitive skills and abilities of students;
- the ability to navigate the information space;
- the ability to independently design their knowledge;
- the ability to integrate knowledge from various fields of science;
- the ability to think critically.
The design technology assumes:
- the presence of a problem requiring integrated knowledge and research search for its solution;
- practical, theoretical, cognitive significance of the expected results;
- independent activity of the student;
- structuring the content of the project, indicating the phased results;
- the use of research methods.
PROBLEM LEARNING TECHNOLOGIES.
The problem of organizing training using active methods has attracted the attention of many researchers, since it is in the process of problem learning that these knowledge and skills will be formed most effectively. The use of elements of problem-based learning contributes to an increase in the level of scientific education, the development of students' independence, their thinking and creative abilities, emotional and volitional qualities, the formation of cognitive motivation of students for learning.
Learning is carried out in such a way that the assimilation of knowledge proceeds not only on the basis of memorization, but to a greater extent on the conscious application of knowledge in the process of solving cognitive tasks. In this case, students learn to reason and use the available information.
In the process of organizing training, the following are used: problematic questions, programmed tasks, differentiated tasks on the cards at the stage of checking and consolidating knowledge, didactic games. All this didactic material provides different types of assistance (organizing, stimulating, teaching) in the process of forming mental operations.
Thus, we can conclude that training usually requires not one, but a number of methods, their complex. Varying teaching methods will enhance the cognitive activity of students. The combination of methods allows you to take into account the specifics of the content of the educational material in the best way, to choose the most rational methods of mastering knowledge.
Based on the use of active learning technologies, conditions are created for the comprehensive development of the student's cognitive capabilities.
HEALTH-SAVING TECHNOLOGIES.
Children's health is a common problem for doctors, teachers and parents. And the solution to this problem depends on the introduction of health-preserving technologies into the school.
The goal of health-preserving educational technologies of teaching is to provide the student with the opportunity to maintain health during the period of study at school, to form in him the necessary knowledge and practical skills for a healthy lifestyle, to teach him how to use the knowledge gained in everyday life.
Modern health-preserving technologies are a real chance to solve the problem of preserving children's health consciously, comprehensively and systematically. Classes are built taking into account an individual approach to students, taking into account the peculiarities of their mental development. Only with this approach can the principle of "health through education" be realized.
So, health-preserving technologies include:
- Articulatory gymnastics
- Application of fairy tale therapy
- Respiratory gymnastics
- Visual gymnastics
- Elements of relaxation
- Dynamic pauses combined with speech material.
- Finger gymnastics using self-massage.
- Elements of psycho-gymnastics.
Long-term practice shows that the creation of an educational environment that ensures the elimination of stress-forming factors, an individual approach to schoolchildren, allowing each child to create a situation of success in any type of activity, the creative nature of the educational process using active and diverse forms and methods of teaching, rational organization of physical activity allow to increase the adaptive capabilities of the child's body, and therefore, become a means of preserving and strengthening the health of children.
PERSONALLY-ORIENTED TECHNOLOGIES.
They place the child's personality at the center of the entire school educational system, ensuring comfortable, conflict-free and safe conditions for its development, and realizing its natural potentials. The personality of the child in this technology is not only a subject, but also a priority subject; it is the goal of the educational system.
Personality-oriented technology is the embodiment of humanistic philosophy, psychology and pedagogy. The teacher's focus is on the child's unique holistic personality, striving for the maximum realization of his capabilities (self-actualization), open to the perception of new experience, capable of making a conscious and responsible choice in a variety of life situations. In contrast to the usual (formalized) transfer of knowledge and social norms to a pupil in traditional technologies, here the achievement of the above qualities by a person is proclaimed as the main goal of training and education.
Person-centered technologies are characterized by:
- humanistic essence;
- psychotherapeutic focus;
- set a goal - versatile, free and creative development of the child.
INFORMATION AND COMMUNICATION TECHNOLOGIES.
It is no secret to anyone that the rapid development of information technologies in recent years has affected all aspects of human activity. Information technologies allow a person to interact more actively with the world around him, to receive the maximum amount of information in a minimum period of time and with a minimum expenditure of effort on its search.
The potential of the computer, as the main teaching tool, allows the most complete use of the cognitive capabilities of students.
The need to use information technology in correctional education is undeniable as it is a promising direction in the development of correctional education.
The use of computer technology gives a positive result in teaching to work on a computer, as well as in consolidating the knowledge gained.
The use of these technologies in a holistic system helps to increase the effectiveness and efficiency of correctional activities, as evidenced by the positive dynamics of mastering the correctional program.
The modern general education school is diverse and complex, it is constantly changing. Renewal of the school involves the solution of a number of systemic problems, the primary of which is the task of achieving a new quality of education. The new quality of education is an orientation not so much on the assimilation of a certain amount of knowledge and skills by students, but on the development of personality. An educational institution should form the key competencies of students. This is possible thanks to the use of modern educational technologies.
The use of modern educational technologies in teaching practice is a prerequisite for the intellectual, creative and moral development of students.
In connection with the use of modern technologies, it becomes necessary to assess the effectiveness of their use by teachers. This technique creates the basis for identifying difficulties, promotes awareness and the search for optimal ways to overcome them, and allows you to determine the strengths of the teacher in work in this area.
Evaluation of the effectiveness of the use of modern educational technologies by teachers in the educational process is carried out according to the following criteria:
Criterion No. 1. Level of proficiency in modern educational technologies and methods.
Criterion No. 2. The effectiveness of the use of modern educational technologies.
Criterion No. 3. Personal contribution to improving the quality of education through the use of modern educational technologies.
Criterion No. 1
The level of proficiency in modern educational technologies and methods.
|
Application technology |
Supporting documents |
Indicator score |
|
Problem learning |
Lesson notes |
|
|
Multilevel training |
The presence of didactic assignments, tests of different levels |
|
|
Project method |
Availability of abstracts, reports, presentations |
|
|
Modular and block-modular learning technology |
Lesson summary |
|
|
Game learning technology: role-playing, business and other types of educational games |
Availability of didactic material |
|
|
Collaborative learning (small group work) |
Lesson summary |
|
|
Technology "Debate" (lessons - conference, lectures, etc.) |
Summary of lessons, development of these activities |
|
|
Informational - communication technologies |
The number of presentations developed by the teacher, students, the presence of a media fund, the number of Internet lessons with links to resources posted on the Internet. |
|
|
Health-saving technologies |
Summaries of lessons, the availability of materials, health-saving, physical education minutes |
The maximum possible amount of points is 10
Criterion No. 2
The effectiveness of the use of modern educational technologies.
(2-3p.)
Municipal stage
1b. - participation
2b. - victory
Regional stage
2b. - participation
3b. - victory
Federal stage
3b. - participation
4b. - victory
The maximum score is set (taken into account regardless of the number of winners and the number of participants)
(1p each)
Up to 40% - 1b.
Up to 60% - 2b.
Over 60% - 3b.
|
Index |
Supporting documents |
Indicator score |
|
|
Dynamics of student performance |
Annual report |
||
|
Achievement of students at competitions (municipal, regional, federal stages) |
Copies of diplomas, diplomas, certificates |
Ministry of Education and Science of the Russian Federation and RD
MKOU "Stalskaya Gymnasium"
Kizilyurt District RD
Report to the meeting of the methodological association of the district of teachers of technology
on the topic:
« Lesson efficiency through the use of modern educational technologies »
Prepared by: Abdulova Patimat Musaevna Abdulova, technology teacher, Stalskaya Gymnasium
2016 g.
"The effectiveness of the lesson through the use of modern educational technologies"
Modern educational technologies in the classroom in schools are applied taking into account the latest trends in education. The use of promising approaches and educational technologies in lessons in various subjects can significantly increase the perception of the lesson material by students.
Modern educational technologies in the classroom are based on several approaches to the lesson.
These include:
personality-oriented;
active;
systemic;
optimal;
innovative - creative.
Modern educational technologies in the classroom take into account the requirements of the mandatory minimum of the content of education, self-assessment of the teacher's capabilities and the diagnosis of the individual capabilities and needs of the student.
A personality-oriented approach comes to the fore in modern lesson technologies. Thanks to him, it is possible to conduct a more complete lesson on the topic of the curriculum of the discipline.
Personality-oriented approach in modern educational technologies
Modern educational technologies in the classroom at school, which use a student-centered approach, rely on the teacher's activities aimed at students. The teacher's activity in the lesson with a personality-oriented orientation implies that the teacher has a curriculum for conducting the lesson, depending on the readiness of the class and the use of problematic creative tasks.
Modern educational technologies encourage the use of assignments that allow the student to choose the type, type and form of material himself: verbal, graphic, conventionally symbolic. Also, positive experience confirmed the creation of a positive emotional mood for the work of all students during the lesson. This is especially important at the beginning of the lesson. In addition, at the beginning of the lesson, one should report not only the topic of the lesson, but also the features of the organization of educational activities during the lesson.
Modern educational technologies in the classroom necessarily include a discussion with children at the end of the lesson, not only what they learned or what they mastered, but also what they liked or did not like. How much did the students like or dislike this or that aspect of the lesson? What they would like to do again, and what to do differently. This is how students are encouraged to choose and independently use various methods of completing assignments.
Modern educational technologies in the classroom also imply the assessment or encouragement, when questioning in the classroom, not only the correct answer of the student, but also the analysis of how the student reasoned, which method he used, why and where he was mistaken. This does not imply bad arguments, on the contrary, the teacher should, whenever possible, reveal the positive aspects even in the wrong answer. The mark given to the student at the end of the lesson must be reasoned according to a number of parameters: correctness, independence, originality. Moreover, the latter arguments should be more important for students than just the assessment.
Modern school educational technologies provide that when assigning homework, not only the topic and scope of the assignment is called, but also explains in detail how to rationally organize your educational work when doing homework. Thus, the teacher takes a student-centered approach even outside the classroom. This is the main concept in modern technologies of education at school.
Educational technologies of the modern lesson
A modern lesson begins with the preliminary organization of the class. It includes preparing the psychological mood of students for the upcoming lesson and ensuring a normal environment in the lesson. The actions of the teacher and students are as follows:
mutual greeting of teacher and students
checking for absent
checking the external condition of the room
checking workplaces, working posture and appearance of students organizing attention
Modern educational technologies in the classroom separate the activities of the teacher and students, depending on the focus of a particular part of the lesson. Those. the lesson is presented in several parts. Structurally, they correspond to the classic elements of the lesson: learning new material, reinforcing what has been learned, assessing students' knowledge and homework.
The study of new material in the lesson includes the assimilation of the facts and basic ideas of the topic, the assimilation of the method of researching the material under study and the mastery of the technique of reproducing the studied material. The actions of the teacher and students are as follows:
pedagogical tasks of processing new material
explanation of the material by the teacher
independent study of the material in the lesson
Consolidation of the traversed should be aimed at the lasting assimilation of knowledge. At the same time, students repeat the fundamental knowledge on the topic, and the teacher must conduct a final repetition on the topic.
Control and assessment of students' knowledge consists in the development by the teacher of criteria for assessing knowledge, positive motivation to gain knowledge and the teacher's education of objective self-esteem among students. For these purposes, teachers conduct oral surveys, independent and control work. At the end of the academic year, an annual test and / or examination is organized.
Homework according to modern educational technologies is aimed at developing independence and creative thinking, as well as improving the methods of students' independent work. The teacher should explain the homework, and in the next lesson, check and evaluate the homework. Modern educational technologies also imply the possibility of individualization of homework by teachers in relation to individual students or groups of students according to their abilities.
Modern educational technologies in the classroom separately highlight the tasks aimed at generalizing and systematizing the knowledge of students. They involve the development of a system of knowledge, skills, abilities and qualities in students that are formed within the framework of the subject being studied. The main importance in this regard is given to the repetitive-generalizing lessons and the final repetition.
Now we will consider the features of the use of modern educational technologies in the classroom in relation to the structure of the lesson, the analysis of the lesson and the assessment of the effectiveness of the lesson.
Modern educational technologies and lesson structure
Let's consider the structure of the lesson based on modern educational technologies.
Lesson structure:
1. Goals, objectives of the topic of the educational material: educational, upbringing, developmental or health-improving.
2. Requirements for the goals and objectives of the lesson:
Orientation to the maximum potential of different students.
The goals must be achievable and understood by students.
Objectives should be specific and result-oriented.
3. Requirements for the content of educational material
Scientificness
Availability
Expediency in volume
There is a degree of novelty
There is variability, the possibility of creative activity
4. The main stages of the lesson in accordance with the personality-oriented approach are discussed above. Modern educational technologies in the classroom suggest the possibility of flexible use of the proposed stages in accordance with the characteristics of a particular lesson.
5. Basic teaching methods include verbal, visual and practical.
6. Forms of organizing the cognitive activity of students: frontal, group, paired and individual.
7. Management of educational and cognitive activities of students is implemented through the following teacher skills:
Organize the activities of students to understand the goals of the lesson.
Ensure the inclusion of each student in the activity of mastering the leading concepts, knowledge, methods of activity (activation).
Ensure that each student completes a similar cycle of learning.
Get feedback.
8. As a real result and performance indicators, modern educational technologies in the classroom at school involve the use of the following objects of assessment: the volume and quality of knowledge; practical skills and abilities; intellectual development; motivation for educational activities. In this case, the second and fourth objects of assessment are of predominant importance.
9. Determination of the degree of training of students.
10. Self-examination of the lesson
The last two points are important elements of the development of the cognitive activity of students.
Modern educational technologies in the classroom imply constant teacher control over the development of students' abilities to learn and assimilate lesson material and conduct critical introspection in order to constantly improve the educational process.
Using modern educational technologies to analyze a lesson and assess its effectiveness
It should be noted that the scheme of the psychological analysis of the lesson is based on the assessment of the main factors of the successful conduct of the lesson and, therefore, the better assimilation of the educational material by the students. Modern educational technologies in the classroom include 6 such factors.
1. Psychological and pedagogical goals and objectives of the lesson.
2. Taking into account the mental characteristics of students in preparation for the lesson. Taking into account the peculiarities of the relationship of students in the team, the level of organization, preparedness of students, their attitude to learning, to this subject.
3. Psychological aspects of the formation of value qualities in the classroom:
educational tasks of the lesson;
the formation of beliefs, ideals, worldview;
use of knowledge of psychology in the classroom (age and individual characteristics of students).
4. The activation of students 'cognitive activity is assessed by the development of students' abilities.
Methods for the development of attention (stability, switchability, volume), memory (voluntary and involuntary memorization and reproduction, methods of lasting and meaningful memorization), thinking (flexibility, depth, breadth, creative and reproductive thinking, various mental operations), imagination (connection between words and visualization, elements of creative imagination, fantasy, etc.).
5. Activities and personality of students in the lesson:
interest in the subject;
the degree of ease of assimilation of the material;
erudition;
the activity of students as a single team, solidarity, orderliness, accuracy, attitude towards the unsuccessful and violators of discipline;
activity, independence, concentration on different types of work;
discipline;
the ability to correctly perceive criticism and the willingness to support the teacher's actions;
the attitude of students to the teacher and to each other (obedience, fear, benevolence, respect, mutual assistance, prompting, etc.).
6. Characteristics of the personality and activities of the teacher:
knowledge of the subject, erudition, versatility of interests;
the ability to explain the material in an accessible way;
the ability to interest the topic, show its practical significance;
exactingness,
tact, politeness in communication;
discipline in the lesson;
involvement of students in active work in the lesson;
fairness, clarity;
modesty, simplicity;
the ability to celebrate the dignity of students;
creating a favorable psychological atmosphere, communication in the lesson using communicative means (motivation, advice, censure, approval, etc.);
taking into account the mental state of individual students;
communicative skills of the teacher (the ability to find a way out of difficult situations, self-control, relaxedness, removal of unfavorable emotional states).
After the psychological analysis of the lesson, the effectiveness of the lesson is assessed. To do this, you should use the following plan:
1. Organization of the beginning of classes.
2. Checking homework
3. Preparation for the main stage
4. Assimilation of new knowledge
5. Initial check of understanding
6. Consolidation of knowledge
7. Generalization and systematization of knowledge
8. Control and self-test
9. Summing up the activities
10. Information about homework.
The main goal of my work with children is to develop the creative imagination of children, teach them to take initiative, analyze the advice of their peers, and work independently.
I build my methodological work on the study of advanced developmental technologies, using the principles of developmental education identified by Z.I. Kalmykova:
the principle of problem learning;
the principle of optimal development of different types of mental activity;
the principle of individualization and differentiation of training;
the principle of special formation of algorithmic and heuristic methods of mental activity;
the principle of the special organization of mnemonic activity.
These principles ensure the activity of students, the consciousness of teaching, the possibility of independent work:
The use of the principles of developmental teaching stimulates the cognitive interest of students, improves the quality of the assimilation of the material.
A special role in the formation of a creative personality, capable of high-performance work in the future, technically rich production activity, is assigned to the lessons of technology.
The activation of the creative cognitive activity of students depends to a large extent on the teaching methods that the teacher uses in these lessons.
Methods are ways of interconnected activities of the teacher and students, aimed at achieving learning goals. With the help of teaching methods, educational, upbringing and developmental tasks are realized. It is during the school years that children develop cognitive interest, cognitive activity, which do not arise by themselves. The leading role in this process belongs to the school, the teacher.
Very often, the result of training and education is assessed by the actions of the student who listens, writes down, reads, and performs. This is the outer side of his activities, it is visible and understandable for us.
Systematic work on the use by me of modern pedagogical technologies and their elements in the educational process leads to the fact that academic performance in the subject of technology in groups is 100%, students take an active part in subject weeks, participate in exhibitions of children's creativity: school, regional, regional among weak students the threshold of anxiety decreases.
Chinese wisdom says: "I hear - I forget, I see - I remember, I do - I absorb." My task, as a teacher, is to organize educational activities in such a way that the knowledge gained in the lesson by students is the result of their own searches. But these searches must be organized, while managing students, developing their cognitive activity.
