Presentation on the topic: Innovative pedagogical technologies. Coursework: Innovative pedagogical technologies

Traditional (reproductive) technology

The trainee is assigned the role of executive functions of a reproductive nature. The teacher’s actions are associated with explanation, demonstration of actions, assessment of their implementation by students and correction.

Developmental education technology

Authors: L.S. Vygotsky, L.V. Zankov, D.B. Elkonin, V.V. Davydov et al. Child development, in particular the development of intelligence, follows learning and development. Students' development can be accelerated through effective teaching. The principle of learning at a high level of difficulty, at a fast pace, the leading role is given to theoretical knowledge. Stimulating student reflection in various learning situations.

Technology of gradual formation of mental actions

Authors: Galperin P.Ya., Elkonin D.B., Talyzina N.F. Knowledge, skills and abilities cannot be acquired and stored outside of human activity. To carry out actions without errors, a person must know what will happen and what aspects of what is happening need to be paid attention to. Six stages of assimilation: actualization of motivation, awareness of the scheme of the indicative basis of activity, performance of actions in an external materialized form, external speech stage, internal speech stage, transition of actions to the internal plane (interiorization of actions)

Collaborative interaction technology

Authors: Rivin A.G., Arkhipova V.V., Dyachenko V.K., Sokolov A.S. Organized dialogue, combined dialogue, collective way of teaching, work of students in pairs in shifts. During the lesson, everyone works through their own part of the information, exchanges it with a partner, who, in turn, looks for a new partner for mutual learning.

Full absorption technology

Authors: Americans J. Carroll and B. Bloom. In Russia, M.V. is described in detail. Klarin. Technology sets a single fixed level of mastery of knowledge, skills and abilities for students, but makes time, methods, forms, and working conditions variable for each student. The goals of cognitive activity include: knowledge, understanding, application, generalization, evaluation. All material is divided into educational units. Corrective didactic material is developed for each educational unit, which gives the student the opportunity to choose appropriate methods of perception, comprehension and memorization. Throughout the topic, the standard for its complete assimilation is determined. A mark for mastering the topic is given after the final test against the standard.

Technology of multi-level training

The technology of multi-level education provides for level differentiation by dividing streams into mobile and relatively homogeneous groups, each of which masters program material in various educational areas at the basic and variable levels (the basic level is determined by the state standard, the variable level is of a creative nature, but not lower basic level). Three options for differentiated instruction are used: Differentiated instruction involves the voluntary choice by each student of the level of mastery of educational material (not lower than the state standard), the organization of independent work of students at various levels, and advanced learning according to an individual plan.

Adaptive learning technology

Adaptive learning technology is a type of multi-level learning technology; it involves a flexible system for organizing training sessions, taking into account the individual characteristics of students. The central place in this technology is given to the learner, his activities, and the qualities of his personality. Particular attention is paid to developing their educational skills. When using adaptive learning technology, priority is given to independent work. This technology makes it possible to purposefully vary the duration and sequence of training stages.

Programmed learning technology

The origins of programmed learning were American psychologists and didactics N. Crowder, B. Skinner, S. Pressey. In domestic science, the technology of programmed learning was developed by P. Ya. Galperin, L.N. Landa, A.M. Matyushkin, N.F. Talyzin. The characteristic features of programmed learning technology are the technology of independent individual learning according to a pre-developed training program using special means. It provides each student with the opportunity to carry out learning in accordance with his individual characteristics (pace of learning, level of training, etc.). The main means of implementing programmed learning technology is training programs. They prescribe a sequence of actions to master a certain unit of knowledge. Training programs can be in the form of a programmed textbook or other types of printed aids, or programs delivered using computer technology.

Computer training technology.

Computer learning technologies make it possible to solve almost all didactic problems. Computers provide certain information, check whether students have mastered it and to what extent, form relevant theoretical knowledge and practical skills, and provide access to electronic libraries and major domestic and international databases. Some computer programs can adapt the pace of learning to the individual characteristics of students, analyze each answer and, on this basis, set the next portions of educational material, etc.

Problem-based learning technology

In problem-based learning, the teacher does not impart knowledge in a ready-made form, but sets a task for the student, interests him, and awakens in him the desire to find a way to solve it. According to the degree of cognitive independence of students, problem-based learning is carried out in three main forms: problem presentation, partial search activity and independent research activity.

Modular training technology.

In domestic didactics, the foundations of modular learning were most fully studied and developed by P. Jucevicienė and T.I. Shmakova. A module is a target functional unit that combines educational content and technology for mastering it. Module contents: target action plan, information bank, methodological guidance for achieving didactic goals. Modules are divided into three types: cognitive, used in studying the basics of science; operational, which are necessary for the formation and development of methods of activity, and mixed, containing the first two components. With modular training, the maximum amount of time is allocated for independent learning, special attention is paid to self-control and self-assessment.

Concentrated learning technology

The technology of concentrated learning is based on the well-known method of “immersion in the subject” in pedagogical practice. This technology was developed and used by P. Blonsky, V.F. Shatalov, M.P. Shchetinin, A. Tubelsky. The essence of concentrated learning is that lessons are combined into blocks; During the day and week, the number of academic disciplines studied in parallel decreases. To prevent forgetting of the material learned in the lesson, work should be done to consolidate it on the day of perception, i.e. it is necessary to “immerse” more thoroughly in the subject for some time.

Technology of project-based learning.

Project-based learning technology is one of the options for the practical implementation of the idea of productive learning. Productive learning is characterized by the fact that the educational process results in an individual experience of productive activity. This technology is based on Dewey's ideas about organizing educational activities to solve practical problems taken from everyday activities. The goal of productive learning is not the assimilation of a body of knowledge or the completion of educational programs, but the real use, development and enrichment of students’ own experience and their ideas about the world. Each child gets the opportunity for real activities in which he can not only show his individuality, but also enrich it. pedagogical technology education innovative

Guaranteed learning technology

Author: Monakhov V.M. The technology of guaranteed learning is a model of joint pedagogical activity between teachers and students in programming and implementing the educational process. In this technology, the teacher designs a technological map, which presents: goal setting, diagnostics, extracurricular independent work (homework), logical structure of the project, correction. Diagnostics involves establishing the fact of achieving a specific micro-goal. Some of the tasks meet the requirements of state standards, which the student must achieve.

Distance learning technology.

Distance learning technology is the receipt of educational services without attending a training session, using modern telecommunication systems such as e-mail, television and the Internet. Having received educational materials, the student can acquire knowledge at home, in the workplace or in a special computer class. Consultations during distance learning are one of the forms of guiding the work of students and assisting them in independent study of the discipline.

Thus, pedagogical technologies have been improved over a long period. At the moment, pedagogical technologies are used comprehensively.

The common goal of all technologies is, firstly, to achieve guaranteed results in training (or education); secondly, their repeatability and reproducibility. At the same time, with the least expenditure of time, money, physical and intellectual effort. But technologies also have their own specific purposes.

Thus, the goal of adaptive technology is to teach methods of independent work, self-control, and research methods; development and improvement of the skills to work independently, acquire knowledge, and on this basis - the formation of the student’s intellect.

The goal of integral technology is to stimulate educational interest, develop mental abilities, and enrich high school students with integrated knowledge.

The goal of the technology for the complete assimilation of knowledge is to teach all children to achieve sufficiently high results in the assimilation and application of knowledge and skills.

The purpose of problem-based learning technology is to stimulate the intellectual activity of students; development of the thinking process, individual characteristics of the mind; formation of internal motives for learning, methods of mental activity of students, their creative abilities; independent search for ways to solve problems. Also - the formation of creative, non-standard thinking, freed from the usual stereotypes and cliches.

Consideration of technologies from the perspective of their target orientation provides grounds for deducing the starting points for their application. Thus, the use of technology in the educational process involves:

- awareness of the capabilities of different technologies that can realize the set goals;
- taking into account the individual and age characteristics of children, level of training and degree of learning ability;
- a number of technologies can be successfully used only for a limited period of time, to achieve short-term goals, because further use of these technologies will not contribute to the achievement of the learning strategy and will be unproductive;
- gradual introduction of technologies into the educational process and adaptation of students to work in a technological mode;
- availability of complete technological tools and conditions, teacher preparedness for such work.

The use of pedagogical technologies in the educational process is a promising matter. But it faces a number of difficulties and problems. We have almost no technologies developed at the fourth level. In the existing methodological developments, technological aspects are presented in general, at a high level of abstraction (“do this, do this and that”), but how specifically...? And each teacher (teacher) begins to create in his own way, as he understands. But it is not always possible for a teacher to create a theoretically and practically justified technology and test it in a school environment.

In pedagogical theory and practice, it is important to consider both the classification characteristics of technologies and their technological capabilities to improve the quality of the educational process. And this, in turn, will help to more specifically define the scope of their application.

Pedagogical technologies can be divided into two large groups: machineless and machine-based (using teaching machines, computers, video equipment). Both machine-free and machine-based technologies have their advantages and disadvantages that must be taken into account in the educational process. The weaknesses of machine technologies include the fact that they cause a lack of communication, limit the ability to formulate one’s thoughts and the development of creative thinking, and limit the conditions for the development of social properties and qualities of students.

An aspect that deserves attention is the technological effectiveness of the learning content, that is, the ability to subject educational information to technological coding and not lose its teaching capabilities. There is educational information that cannot be translated into technological language without distortion and deformation, and its educational and scientific integrity cannot be preserved. In this case, the information presented to students loses its original significance. For example, artistic and literary information cannot be translated into technological language. It is almost impossible to convey the essence of “ideas in movement, development, theories and conceptual approaches, diverse assessments, pluralistic opinions, contradictions. The absolutization of coding and the limitation of the process of teaching literature, art, social studies, history, ethics and the psychology of family life by purely technological approaches leads to thoughtless memorization, to formalism in knowledge and lack of ideas in education.

In principle, technologization is opposed to creativity, because technology is algorithmization, programming. And this is incompatible with creativity.

At the same time, much in the educational process lends itself well to technologization. It justifies itself, for example, in terms of developing skills and abilities, when learning languages, solving problems using formulas, when mastering labor and physical exercises, etc. Reaching the level of skills and abilities brought to perfection is a necessary condition for the development of creative abilities. Based on the above, we can identify the following pros and cons of technologies.

PROS: the ability to diagnose the goals and results of the educational process;

- achieving a guaranteed result in training;
- repeatability and reproducibility of results;
- the focus of technology on achieving specific goals in training or education;
- formation of skills and abilities brought to perfection;
- saving time, money, effort to achieve your goals;
- when used reasonably, they can be considered as a basis for the development of creative thinking and abilities.

- the difficulty of switching to a technological mode of training;
- the impossibility of translating all information into the technological language of instruction;
- increase communication deficit;
- do not work to develop creative thinking and creative abilities (especially machine technologies); the exception is the technology of problem-based, heuristic learning;
- work on the basis of simulated algorithms and programs. When assessing the advantages and disadvantages of pedagogical technologies, one must remember that there are no technologies that can replace live human communication in all the beauty of its manifestations and possibilities in the teaching and educational process. Our reasoning is likely to contribute to the formation of more complete judgments about the choice and use of technologies in the pedagogical process.

In the psychological theory of learning, interactive learning is learning based on the psychology of human relationships. Interactive learning technologies are considered as ways of acquiring knowledge, developing skills and abilities in the process of relationships and interactions between the teacher and the student as subjects of educational activity. Their essence lies in the fact that they rely not only on the processes of perception, memory, attention, but, above all, on creative, productive thinking, behavior, and communication. At the same time, the learning process is organized in such a way that students learn to communicate, interact with each other and other people, learn to think critically, and solve complex problems based on the analysis of production situations, situational professional tasks and relevant information.

In interactive learning technologies, the roles of the teacher (instead of the role of the informant - the role of the manager) and the students (instead of the object of influence - the subject of interaction), as well as the role of information (information is not a goal, but a means for mastering actions and operations) change significantly.

All interactive learning technologies are divided into non-imitation and imitation. The classification is based on the sign of recreation (imitation) of the context of professional activity, its model representation in training.

Non-imitation technologies do not involve building models of the phenomenon or activity being studied. The basis of simulation technologies is simulation or simulation-game modeling, i.e., reproduction in learning conditions with one or another measure of adequacy of processes occurring in a real system.

Let's consider some forms and methods of interactive learning technologies.

A problem lecture involves the formulation of a problem, a problem situation and their subsequent resolution. The problematic lecture models the contradictions of real life through their expression in theoretical concepts. The main goal of such a lecture is the acquisition of knowledge by students with their direct and effective participation. Among the simulated problems there may be scientific, social, professional, related to the specific content of the educational material. Statement of the problem encourages students to engage in active mental activity, to try to independently answer the question posed, arouses interest in the material being presented, and activates the students’ attention.

A debate seminar involves a collective discussion of a problem in order to establish ways of reliably solving it. The seminar-debate is held in the form of dialogical communication between its participants. It involves high mental activity, instills the ability to debate, discuss a problem, defend one’s views and beliefs, and express thoughts concisely and clearly. The functions of the actors at the debate seminar may be different.

Educational discussion is one of the methods of problem-based learning. It is used in the analysis of problem situations when it is necessary to give a simple and unambiguous answer to a question, while alternative answers are assumed. In order to involve everyone present in the discussion, it is advisable to use the methodology of cooperative learning (educational cooperation). This technique is based on mutual learning when students work together in small groups. The basic idea of educational collaboration is simple: students combine their intellectual efforts and energy to complete a common task or achieve a common goal (for example, to find solutions to a problem).

The technology of work of a study group during educational cooperation may be as follows:

- formulation of the problem;
- formation of small groups (microgroups of 5-7 people), distribution of roles in them, explanations from the teacher about expected participation in the discussion;
- discussion of the problem in small groups;
- presenting the results of the discussion to the entire study group;
- continuation of the discussion and summing up.

Modern pedagogical technologies.

Currently, the concept of pedagogical technology has firmly entered the pedagogical lexicon. Technology is a set of techniques used in any business, skill, or art (explanatory dictionary). There are many definitions of the concept of “educational technology”. We will choose the following: this is a structure of a teacher’s activity in which all the actions included in it are presented in a certain sequence and integrity, and implementation involves achieving the required result and is predictable. Today there are more than a hundred educational technologies.

Among the main reasons for the emergence of new psychological and pedagogical technologies are the following:

The need for deeper consideration and use of psychophysiological and personal characteristics of students;

Awareness of the urgent need to replace ineffective verbal

(verbal) way of transferring knowledge using a systematic - activity-based approach;

The ability to design the educational process, organizational forms of interaction between teacher and student, ensuring guaranteed learning results.

Why have none of the innovations in recent years produced the expected effect? There are many reasons for this phenomenon. One of them is purely pedagogical - low innovative qualifications of the teacher, namely the inability to choose the right book and technology, conduct an implementation experiment, and diagnose changes. Some teachers are not ready for innovation methodologically, others – psychologically, and still others – technologically. The school was and remains focused on mastering scientific truths contained in programs, textbooks and teaching aids. Everything is reinforced by the dominance of the teacher's power. The student remained a captive subject of the learning process. In recent years, teachers have been trying to turn their face to the student, introducing student-centered, humane-personal and other teaching. But the main problem is that the process of cognition itself is losing its attractiveness. The number of preschool children who do not want to go to school is increasing. Positive motivation for learning has decreased, children no longer show signs of curiosity, interest, surprise, desire - they don’t ask questions at all.

The same technology can be implemented by different performers more or less conscientiously, exactly according to instructions or creatively. The results will be different, however, close to some average statistical value characteristic of this technology.

Sometimes a master teacher uses elements of several technologies in his work and uses original methodological techniques. In this case, we should talk about the “author’s” technology of this teacher. Every teacher is a creator of technology, even if he deals with borrowings. The creation of technology is impossible without creativity. For a teacher who has learned to work at the technological level, the main guideline will always be the cognitive process in its developing state.

Traditional technology.

Positive sides

Negative sides.

The systematic nature of training.

Orderly, logically correct presentation of educational material.

Organizational clarity.

Constant emotional impact of the teacher's personality.

Optimal expenditure of resources during mass training.

Template construction.

Irrational distribution of time in class.

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

Students are isolated from communication with each other.

Lack of independence.

Passivity or appearance of activity of students.

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

Weak feedback.

Lack of individual training.

Even placing students in a classroom at desks in a traditional school does not contribute to the learning process - children are forced to see only the back of each other's heads all day long. But always see the teacher.

Currently, the use of modern educational technologies, which ensure the personal development of the child by reducing the share of reproductive activity (reproduction of what remains in memory) in the educational process, can be considered as a key condition for improving the quality of education, reducing student workload, and more efficient use of educational time.

Modern educational technologies include:

Developmental education;

Problem-based learning;

Multi-level training;

Collective education system;

Technology for studying inventive problems (TRIZ);

Research methods in teaching;

Project-based teaching methods;

Technology of using gaming methods in teaching: role-playing, business and other types of educational games;

Collaborative learning (team, group work;

Information and communication technologies;

Health-saving technologies, etc.

PERSONALITY-ORIENTED TRAINING.

Personality-oriented technologies place the student’s personality at the center of the entire educational system. Providing comfortable, conflict-free conditions for its development, realizing its natural potential. In this technology, the student is not just a subject, but a priority subject; he is the goal of the educational system. And not a means of achieving something abstract.

Features of a personally-oriented lesson.

1. Designing didactic material of various types, types and forms, determining the purpose, place and time of its use in the lesson.

2. The teacher thinks through opportunities for students to express themselves independently. Giving them the opportunity to ask questions, express original ideas and hypotheses.

3.Organization of exchange of thoughts, opinions, assessments. Encouraging students to supplement and analyze their peers’ answers.

4.Use of subjective experience and reliance on the intuition of each student. Application of difficult situations that arise during the lesson as an area of application of knowledge.

5.Striving to create a situation of success for each student.

TECHNOLOGIES OF PERSONALITY-ORIENTED TRAINING.

1. Technology of multi-level training.

The abilities of students were studied in a situation where time for studying the material was not limited, and the following categories were identified:

Incapable; who are unable to achieve a predetermined level of knowledge and skills even with large amounts of study time;

Talented (about 5%), who are often able to do what everyone else cannot cope with;

About 90% are students whose ability to assimilate knowledge and skills depends on the expenditure of study time.

If each student is given the time he needs, corresponding to his personal abilities and capabilities, then we can ensure guaranteed mastery of the basic core of the curriculum. For this we need schools with level differentiation, in which the student flow is divided into groups that are mobile in composition. Mastering program material at the minimum (state standard), basic, variable (creative) levels.

Differentiation options.

Formation of homogeneous classes from the initial stage of training.

Intraclass differentiation in the middle level, carried out through the selection of groups for separate training at different levels.

Technology of collective mutual learning.

It has several names: “organized dialogue”, “work in shift pairs”.

When working with this technology, three types of pairs are used: static, dynamic and variational. Let's look at them.

Static pair. In it, two students are united at will, changing the roles of “teacher” and “student”; Two weak students, two strong ones, a strong one and a weak one, can do this, provided they are mutually psychologically compatible.

Dynamic couple. Four students are selected and given a task that has four parts; After preparing his part of the task and self-control, the student discusses the task three times, i.e. with each partner, and each time he needs to change the logic of presentation, emphasis, tempo, etc., which means turning on the mechanism of adaptation to the individual characteristics of his comrades.

Variation pair. In it, each of the four group members receives their own task, completes it, analyzes it together with the teacher, conducts mutual training according to the scheme with the other three comrades, as a result, each learns four portions of educational content.

Advantages of collective mutual learning technology:

As a result of regularly repeated exercises, logical thinking skills are improved. understanding;

in the process of mutual communication, memory is activated, mobilization and updating of previous experience and knowledge occurs;

Each student feels relaxed and works at an individual pace;

Responsibility increases not only for one’s own successes, but also for the results of collective work;

There is no need to slow down the pace of classes, which has a positive effect on the microclimate in the team;

an adequate self-esteem of the individual, one’s capabilities and abilities, advantages and limitations is formed;

discussing the same information with several interchangeable partners increases the number of associative connections, and therefore ensures more durable assimilation

Collaboration technology.

Involves training in small groups. The main idea of learning in cooperation is to learn together, and not just help each other, to be aware of your own successes and the successes of your comrades.

There are several options for organizing collaborative learning. Basic ideas inherent in all options for organizing small group work. – common goals and objectives, individual responsibility and equal opportunities for success.

4. Modular training technology

Its essence is that the student completely independently (or with a certain amount of assistance) achieves specific learning goals in the process of working with the module.

A module is a target functional unit that combines educational content and technology for mastering it. The content of training is “canned” in completed independent information blocks. The didactic goal contains not only indications of the amount of knowledge, but also the level of its assimilation. Modules allow you to individualize work with individual students, dose assistance to each of them, and change the forms of communication between teacher and student. The teacher develops a program that consists of a set of modules and progressively more complex didactic tasks, providing for input and intermediate control that allows the student, together with the teacher, to manage learning. The module consists of cycles of lessons (two- and four-lesson). The location and number of cycles in a block can be any. Each cycle in this technology is a kind of mini-block and has a strictly defined structure.

INNOVATIVE TECHNOLOGIES

Any pedagogical technology has means that activate and intensify the activities of students, but in some technologies these means constitute the main idea and the basis for the effectiveness of the results. These include the technology of promising advanced learning (S.N. Lysenkova), game-based, problem-based, programmed, individual, early intensive learning and improving general educational skills (A.A. Zaitsev).

Technology of promising advanced learning.

Its main conceptual provisions can be called a personal approach (interpersonal cooperation); focus on success as the main condition for children's development in education; preventing mistakes rather than working on mistakes that have already been made; differentiation, i.e. accessibility of tasks for everyone; indirect learning (through a knowledgeable person to teach an ignorant person).

S.N. Lysenkova discovered a remarkable phenomenon: in order to reduce the objective difficulty of some questions in the program, it is necessary to anticipate their introduction into the educational process. Thus, a difficult topic can be addressed in advance in some connection with the material currently being studied. A promising topic (following the one being studied) is given at each lesson in small doses (5-7 minutes). The topic is revealed slowly, sequentially, with all the necessary logical transitions.

First, strong, then average, and only then weak students are involved in the discussion of new material (a promising topic). It turns out that all the children teach each other a little.

Another feature of this technology is commented control. It combines three student actions: thinking, speaking, writing. The third “whale” of S.N.’s system Lysenkova - supporting diagrams, or simply supports - conclusions that are born before the eyes of students in the process of explanation and presentation in the form of tables, cards, drawings, drawings. When a student answers a teacher’s question using support (reads the answer), constraint and fear of mistakes are removed. The scheme becomes an algorithm for reasoning and proof, and all attention is directed not to memorizing or reproducing a given thing, but to the essence, reflection, and awareness of cause-and-effect dependencies.

Gaming technologies.

Play, along with work and learning, is one of the activities not only of a child, but also of an adult. The game recreates the conditions of situations, some type of activity, social experience, and as a result, self-government of one’s behavior is developed and improved. In a modern school that relies on the activation and intensification of the educational process, gaming activities are used in the following cases:

As an independent technology;

As an element of pedagogical technology;

As a form of a lesson or part of it;

His extracurricular activities.

The place and role of gaming technology and its elements in the educational process largely depend on the teacher’s understanding of the function of the game. The effectiveness of didactic games depends, firstly, on their systematic use, and secondly, on the purposeful construction of their programs, combining them with ordinary didactic exercises. Gaming activities include games and exercises that develop the ability to identify the main characteristic features of objects, compare and contrast them; games that develop the ability to distinguish real from unreal phenomena, cultivating the ability to control oneself, speed of reaction, ear for music, ingenuity, etc.

Business games came to school from the lives of adults. They are used to solve complex problems of mastering new material, developing creative abilities, and developing general educational skills. The game allows students to understand and study educational material from different perspectives. Such games are divided into simulation, operational, role-playing, etc.

In simulation, the activities of any organization, enterprise or its division are imitated. Events and specific types of human activity can be simulated (business meeting, discussion of a plan, holding a conversation, etc.).

Operating rooms help to practice the performance of specific specific operations, for example, the skills of public speaking, writing an essay, solving problems, conducting propaganda and agitation. In these games, the corresponding workflow is simulated. They are carried out in conditions that simulate real ones.

In role-playing, tactics of behavior, actions, performance of functions and responsibilities of a particular person are worked out. For such games, a situation scenario is developed, and the roles of the characters are distributed among the students.

Unlike games in general, a pedagogical game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result. The functions of the game in the educational process are to provide an emotionally uplifting environment for the reproduction of knowledge, facilitating the assimilation of the material. During the learning process, the game models life situations or conditional interactions of people, things, phenomena - in mathematics lessons, dramatized relationships of characters - in reading and history lessons. For example, when studying the topic “Clothing in different times,” children receive homework on history: dress paper dolls in clothes from different eras, cut them out of paper, color them, and come up with dialogues for conversation.

The technology of all business games consists of several stages.

1. Preparatory. Includes the development of a scenario - a conditional display of the situation and the object. The scenario includes: educational purpose of the lesson, characteristics
problems, justification of the task, business game plan, description of the procedure, situations, characteristics of the characters.

2. Entering the game. Participants, game conditions, experts, the main goal are announced, the formulation of the problem and the choice of situation are justified. Packages of materials, instructions, rules, and guidelines are issued.

3. Game process. Once it begins, no one has the right to interfere or change the course. Only the leader can correct the actions of the participants if they move away from the main goal of the game.

4. Analysis and evaluation of game results. Expert presentations, exchange of opinions, students defending their decisions and conclusions. In conclusion, the teacher states the results achieved, notes the mistakes made, and formulates the final outcome of the lesson.

Problem-based learning technologies

Such training is based on students acquiring new knowledge when solving theoretical and practical problems in problem situations created for this purpose. In each of them, students are forced to look for a solution on their own, and the teacher only helps the student, explains the problem, formulates it and solves it. Such problems include, for example, independent derivation of a law of physics, a spelling rule, a mathematical formula, a method for proving a geometric theorem, etc. Problem-based learning includes the following stages:

awareness of the general problem situation;
its analysis, formulation of a specific problem;
decision (putting forward, substantiating hypotheses, sequential testing of them);
checking the correctness of the solution.
The “unit” of the educational process is the problem -

hidden or obvious contradiction inherent in things, phenomena of the material and ideal world. Of course, not every question to which a student does not know the answer creates a genuine problem situation. Questions like: “What is the number of residents in Moscow?” or “When was the Battle of Poltava?” are not considered problems from a psychological and didactic point of view, since the answer can be obtained from a reference book or encyclopedia without any thought process. A task that is not difficult for a student (for example, calculating the area of a triangle) is not a problem if he knows how to do it.

These are the rules for creating problematic situations.

1. Students are given a practical or theoretical task, the completion of which will require the discovery of knowledge and the acquisition of new skills.

2. The task must correspond to the intellectual capabilities of the student.

3. The problem task is given before the new material is explained.

4. Such tasks can be: assimilation, formulation of a question, practical actions.

The same problem situation can be caused by different types of tasks.

There are four levels of learning problems.

1. The teacher himself poses a problem (task) and solves it himself with active attention and discussion by students (traditional system).

2. The teacher poses a problem, the students independently or under his guidance find a solution; he also directs an independent search for solutions (partial search method).

3. The student poses a problem, the teacher helps to solve it. The student develops the ability to independently formulate a problem (research method).

4. The student poses the problem himself and solves it himself (research method).

In problem-based learning, the main thing is the research method - such an organization of educational work in which students get acquainted with scientific methods of obtaining knowledge, master the elements of scientific methods, master the ability to independently obtain new knowledge, plan a search and discover a new dependence or pattern.

In the process of such training, schoolchildren learn to think logically, scientifically, dialectically, creatively; the knowledge they acquire turns into beliefs; they experience a feeling of deep satisfaction, confidence in their capabilities and strengths; Self-acquired knowledge is more durable.

However, problem-based learning is always associated with difficulties for the student; it takes much more time to comprehend and find solutions than with traditional learning. High pedagogical skills are required from the teacher. Apparently, it is precisely these circumstances that do not allow such training to be widely used.

DEVELOPMENTAL TRAINING

The methodology of developmental education is a fundamentally different structure of educational activity, which has nothing in common with reproductive education based on drilling and rote learning. The essence of its concepts is to create conditions when the development of the child turns into the main task for both the teacher and the student himself The method of organization, content, methods and forms of developmental education are focused on the comprehensive development of the child.

With such training, children not only master knowledge, skills and abilities, but learn, first of all, how to independently comprehend them, they develop a creative attitude to activity, and develop thinking, imagination, attention, memory, and will.

The core idea of developmental education is the rapid development of thinking, which ensures the child’s readiness to independently use his creative potential.

Thinking can be productive and reproductive, creative and primitive. A characteristic feature of productive thinking in comparison with reproductive thinking is the ability to independently discover knowledge. Creative thinking characterizes the highest level of human development. It aims to achieve a result that has never been achieved before; the ability to act in different ways in a situation where it is unknown which of them can lead to the desired outcome; allows you to solve problems in the absence of sufficient experience.

Mastery of knowledge acquisition techniques lays the foundation for a person’s activity and awareness of himself as a cognizing subject. The emphasis should be on ensuring the transition from unconscious to conscious activity. The teacher constantly encourages the student to analyze his own mental actions, to remember how he achieved the educational result, what mental operations he performed and in what sequence to achieve this. At first, the student only talks, verbally reproduces his actions, their sequence, and gradually develops in himself a kind of reflection on the process of learning activity.

A distinctive feature of developmental education is the absence of traditional school grades. The teacher evaluates the work of schoolchildren according to individual standards, which creates situations of success for each of them. A meaningful self-assessment of the achieved result is introduced, carried out using clear criteria received from the teacher. The student’s self-esteem precedes the teacher’s assessment; if there is a large discrepancy, it agrees with him.

Having mastered the self-assessment method, the student himself determines whether the result of his educational actions corresponds to the ultimate goal. Sometimes test work specifically includes material that has not yet been studied in class, or tasks that are solved in a way unknown to the child. This makes it possible to assess the developed learning skills, determine the ability of children to evaluate what they know and what they do not know, and monitor the development of their intellectual abilities.

Educational activities are initially organized in an atmosphere of collective reflection, discussion and joint search for solutions to the problem. The basis of teaching is actually dialogue communication both between the teacher and students, and between them.

Interaction between parties to the educational process

The following recommendations can be given regarding the methods of interaction between participants in the educational process in the developmental education mode.

1. The traditional version of didactic communication “teacher-student” for modern schools is used only to pose a problem.

Work in pairs “student-student”. She is especially important
in the area of self-control and self-esteem.
Group work in which the teacher acts as a consultant. Gradually, collective actions contribute to the individual solution of educational problems.
Intergroup interaction, organized by generalization, derivation of general patterns, formulation of fundamental provisions necessary for the subsequent stage of work.
Discussion of a particular problem by the student at home with his parents, and in the next lesson a story in class about this, the students’ points of view on the problem.
Individual work of the student, including mastering the techniques of independent search for knowledge, solving problematic creative problems.

The actions of a teacher in the educational process of a traditional school resemble a guide through unfamiliar terrain. In a developmental school, the emphasis shifts to the actual educational activities of students, and the main task of the teacher becomes a kind of “service” for the students’ learning.

Functions of the teacher in developmental education

1. The function of ensuring individual goal setting, i.e. ensuring the student understands why they need to do this and what expected result they should focus on. The purpose of the teacher’s activities must be consistent with the purpose of the students’ activities.

Support function. In order to direct the learning of schoolchildren from the inside, the teacher must become a direct participant in the general educational search action.

The function of ensuring reflective actions of learning
cov. The goals of reflection are to remember, identify and realize
the main components of the activity, its meaning, methods, problems, ways to solve them, anticipate the results obtained, etc.

As we see, the focus of the teacher’s attention is not on explaining new material, but on searching for methods for effectively organizing the educational and cognitive activities of schoolchildren in obtaining it. For a teacher, what is of great value is not the result itself (does the student know or not?), but the student’s attitude to the material, the desire not only to study it, to learn new things, but to realize oneself in cognitive activity, to achieve what he wants.

The basis of the structure of the educational process in the developmental education system is the educational cycle, i.e. block of lessons. The educational cycle is a system of tasks that guide the activities of students, starting from goal setting to modeling theoretical generalizations and their application in solving specific practical issues.

A typical scheme of the educational cycle consists of indicative-motivational, search-research, practical (application of activity results at previous stages) and reflective-evaluative acts.

The indicative-motivational act includes setting a learning task together with children and motivating students for the upcoming activity. At this stage, it is necessary to achieve in children a feeling of conflict between knowledge and ignorance. This conflict is understood as another educational task or problem.

In the search and research act, the teacher leads students to independently comprehend new material (missing knowledge), formulate the necessary conclusions, and record them in a model form that is convenient for memorization.

The reflective-evaluative act involves creating conditions when the student makes demands on himself. The result of reflection is the student’s awareness of the insufficiency of the available methods of mental action or knowledge.

TECHNOLOGIES OF DEVELOPMENTAL TRAINING.

The most famous and popular developmental education system is L.V. Zankova, technology D.B. Elko-nina-V.V. Davydov, technologies for the development of creative qualities of the individual, etc.

To use these technologies, special training is required for a teacher who is ready to work in constant experimentation, since each of them has to be constantly adapted not only to the different ages of children, but also to different initial levels of their development.

Let's consider ways to implement these technologies in the educational process.

Developmental education system L.V. Zankova

Its main principles are the following:

training must be conducted at a high level of difficulty;
theoretical knowledge should play a leading role in training;
progress in studying the material is ensured at a rapid pace;
schoolchildren must themselves be aware of the course of mental actions;
strive to include the emotional sphere in the learning process;
The teacher must pay attention to the development of each student.

L.V. system Zankova assumes the formation of cognitive interest in schoolchildren, a flexible lesson structure, building the learning process “from the student”, intensive independent activity of students, a collective search for information based on observation, comparison, grouping, classification, clarification of patterns, etc. in a communication situation.

The central place is occupied by the work on a clear distinction between the different characteristics of the objects and phenomena being studied. Each element is assimilated in connection with another and within a specific whole. The dominant principle in this system is the inductive path. Through a well-organized comparison, they establish in what ways things and phenomena are similar and in what ways they are different, and differentiate their properties, aspects, and relationships. Then the different aspects and properties of the phenomena are identified.

The methodological goal of any lesson is to create conditions for the manifestation of cognitive activity of students. Features of the lesson are:

Organization of cognition - “from students”, i.e. what they know or don't know.
The transformative nature of the student’s activity: observations are compared, grouped, classified, conclusions are drawn, patterns are identified.
Intensive independent activity of students associated with emotional experience, which is accompanied by the effect of surprise of the task, the inclusion of an indicative-exploratory reaction, the mechanism of creativity, help and encouragement from the teacher.
Collective search directed by the teacher, which is provided by questions that awaken students’ independent thoughts and preliminary homework.
Creating pedagogical communication situations in the classroom that allow each student to show initiative, independence, and selectivity in ways of working; creating an environment for the student’s natural self-expression.
Flexible structure. The identified general goals and means of organizing a lesson in developmental education technology are specified by the teacher depending on the purpose of the lesson and its thematic content.

Elkonin-Davydov technology

It focuses on the formation of theoretical thinking of schoolchildren. They learn and get used to understanding the origin of things and phenomena.real world, abstract concepts reflecting their interrelation, verbally formulating their vision of various processes, including theoretical thinking itself.

The educational process is aimed at obtaining internal results, characterized by the achievement of an abstract level of thinking. In the educational process, the student takes the position of a researcher, a creator, capable of reflectively considering the reasons for his own actions. At each lesson, the teacher organizes collective mental activity - dialogues, discussions, business communication between children.

At the first stage of training, the main method is the method of educational tasks, at the second - problem-based learning. The quality and volume of work are assessed from the point of view of the subjective capabilities of students. The assessment reflects the student’s personal development and the perfection of his educational activities.

Features of the content of education are reflected in the special construction of the educational subject, modeling the content and methods of the scientific field, organizing the child’s knowledge of the theoretically essential properties and relationships of objects, the conditions of their origin and transformation. The basis of the system of theoretical knowledge is substantive generalizations. It can be:

the most general concepts of science, expressing cause-and-effect relationships and patterns, categories (number, word, energy, matter, etc.);
concepts in which not external, subject-specific features are highlighted, but internal connections (for example, historical, genetic);
theoretical images obtained through mental operations with abstract objects.

Methods of mental action and thinking are divided into rational (empirical, based on visual images) and rational, or dialectical (related to the study of the nature of the concepts themselves).

The formation of basic concepts of a subject in students is structured as a movement in a spiral from the center to the periphery. In the center there is an abstract general idea of the concept being formed, and on the periphery this idea is concretized, enriched and finally turns into a formulated scientific and theoretical one.

Let's look at this with an example. The basis of teaching the Russian language is the phonemic principle. The letter is considered as a sign of the phoneme. For children starting to learn a language, the object of consideration is the word. It is a meaningful generalization, representing a complex system of interconnected meanings, the carriers of which are morphemes consisting of certain phonemes. Having mastered the sound analysis of a word (meaningful abstraction), children move on to learning tasks related to sentences and phrases.

By performing various educational activities to analyze and transform phonemes, morphemes, words and sentences, children learn the phonemic principle of writing and begin to correctly solve specific spelling problems.

The peculiarities of the methodology in this system are based on the organization of purposeful educational activities. Purposeful learning activity (TAL) differs from other types of educational activity primarily in that it is aimed at obtaining internal rather than external results, at achieving a theoretical level of thinking. CUD is a special form of child activity aimed at changing oneself as a subject of learning.

The teaching methodology is based on problematization. The teacher not only informs children of the conclusions of science, but, if possible, leads them along the path of discovery, forces them to follow the dialectical movement of thought towards the truth, and makes them accomplices in scientific research.

A learning task in developmental learning technology is similar to a problem situation. This is ignorance, a collision with something new, unknown, and the solution to a learning task consists in finding a general method of action, a principle for solving a whole class of similar problems.

In developmental education, as already noted, the quality and volume of work performed by the student are assessed not from the point of view of its compliance with the teacher’s subjective idea of feasibility, accessibility of knowledge to the student, but from the point of view of the subjective capabilities of the student. The assessment should reflect his personal development and the perfection of educational activities. Therefore, if a student works to the limit of his capabilities, he certainly deserves the highest mark, even if from the point of view of the capabilities of another student this is a very mediocre result. The pace of personality development is deeply individual, and the teacher’s task is not to bring everyone to a certain, given level of knowledge, skills, abilities, but to bring the personality of each student into development mode.

Bibliography.

Salnikova T.P. Pedagogical technologies: Textbook / M.: TC Sfera, 2005.

Selevko G.K. Modern educational technologies. M., 1998.

Federal Agency for Education Federal State Educational Institution of Higher Professional Education

"Amur Humanitarian and Pedagogical State University"

Department of Pedagogy and Innovative Educational Technologies

Course work

Discipline: "Pedagogical technologies"

Topic: "Innovative pedagogical technologies

Completed by: 3rd year PT student

Groups PO-33

Eremin Alexey Konstantinovich

Checked by: Candidate of Pedagogical Sciences, Associate Professor of the Department of P&IOT

Ponkratenko Galina Fedorovna

Komsomolsk-on-Amur

Introduction

1.1 Pedagogical innovations

1.2.3 Computer technology

2. Chapter: Practical approaches to the problem of innovative pedagogical technologies

2.2 Innovative pedagogical technologies at the legislative level

Conclusion

Bibliography

Introduction

Development is an integral part of any human activity. By accumulating experience, improving ways and methods of action, expanding one’s mental capabilities, a person thereby constantly develops.

The same process applies to any human activity, including pedagogy. At different stages of its development, society imposed increasingly new standards and demands on the workforce. This necessitated the development of the education system.

One of the means of such development is innovative technologies, i.e. These are fundamentally new ways and methods of interaction between teachers and students, ensuring the effective achievement of the results of teaching activities.

A large number of talented scientists and teachers have been and continue to be engaged in the problem of innovative technologies. Among them V.I. Andreev, I.P. Podlasy, professor, doctor of pedagogical sciences K.K. Colin, Doctor of Pedagogical Sciences V.V. Shapkin, V.D. Simonenko, V.A. Slastenin and others. All of them made an invaluable contribution to the development of innovation processes in Russia.

The object of study of this course work is the process of development of education as an integral pedagogical system, and the subject of research is innovative pedagogical technologies, as an integral part of the object of research.

The purpose of the course work is to identify the types, difficulties, methods of introducing innovative technologies, as well as their specificity in the Russian Federation.

1. Chapter: Theoretical approaches to the problem of innovative pedagogical technologies

1.1 Pedagogical innovations

1.1.1 Essence, classification and directions of pedagogical innovations

Scientific innovations that advance progress span all areas of human knowledge. There are socio-economic, organizational and managerial, technical and technological innovations. One of the types of social innovations is pedagogical innovations.

Pedagogical innovation is an innovation in the field of pedagogy, a targeted progressive change that introduces stable elements (innovations) into the educational environment that improve the characteristics of both its individual components and the educational system itself as a whole.

Pedagogical innovations can be carried out both at the expense of the educational system’s own resources (intensive development path) and by attracting additional capacities (investments) - new tools, equipment, technologies, capital investments, etc. (extensive development path).

The combination of intensive and extensive paths of development of pedagogical systems allows for the implementation of so-called “integrated innovations”, which are built at the junction of diverse, multi-level pedagogical subsystems and their components. Integrated innovations, as a rule, do not look like far-fetched, purely “external” activities, but are conscious transformations arising from deep needs and knowledge of the system. By bolstering bottlenecks with the latest technology, the overall effectiveness of the teaching system can be improved.

The main directions and objects of innovative transformations in pedagogy are:

Development of concepts and strategies for the development of education and educational institutions;

Updating the content of education; change and development of new technologies of training and education;

Improving the management of educational institutions and the education system as a whole;

Improving the training of teaching staff and improving their qualifications;

Designing new models of the educational process;

Ensuring the psychological and environmental safety of students, developing health-saving teaching technologies;

Ensuring the success of training and education, monitoring the educational process and development of students;

Development of textbooks and teaching aids of a new generation, etc.

Innovation can occur at different levels. The highest level includes innovations that affect the entire pedagogical system.

Progressive innovations arise on a scientific basis and help move practice forward. A fundamentally new and important direction has emerged in pedagogical science - the theory of innovations and innovative processes. Reforms in education are a system of innovations aimed at radically transforming and improving the functioning, development and self-development of educational institutions and their management systems.

1.1.2 Technologies and conditions for the implementation of innovative processes

Pedagogical innovations are carried out according to a certain algorithm. P.I. Pidkasisty identifies ten stages in the development and implementation of pedagogical innovations:

1. Development of a criterial apparatus and indicators of the state of the pedagogical system subject to reform. At this stage, you need to identify the need for innovation.

2. Comprehensive inspection and assessment of the quality of the pedagogical system to determine the need for its reform using special tools.

All components of the pedagogical system must be subject to examination. As a result, it must be precisely established that it is necessary to reform as outdated, ineffective, and irrational.

3. Searching for examples of pedagogical solutions that are proactive in nature and can be used to model innovations. Based on the analysis of the bank of advanced pedagogical technologies, it is necessary to find material from which new pedagogical structures can be created.

4. Comprehensive analysis of scientific developments containing creative solutions to current pedagogical problems (information from the Internet may be useful).

5. Design of an innovative model of the pedagogical system as a whole or its individual parts. An innovation project is created with specific specified properties that differ from traditional options.

6. Executive integration reform. At this stage, it is necessary to personalize tasks, determine those responsible, means of solving problems, and establish forms of control.

7. Study of the practical implementation of the well-known law of labor change. Before introducing an innovation into practice, it is necessary to accurately calculate its practical significance and effectiveness.

8. Construction of an algorithm for introducing innovations into practice. Similar generalized algorithms have been developed in pedagogy. They include such actions as analyzing practice to find areas to be updated or replaced, modeling innovations based on an analysis of experience and scientific data, developing an experiment program, monitoring its results, introducing the necessary adjustments, and final control.

9. Introduction of new concepts into professional vocabulary or rethinking of the previous professional vocabulary. When developing terminology for its implementation in practice, they are guided by the principles of dialectical logic, reflection theory, etc.

10. Protection of pedagogical innovation from pseudo-innovators. In this case, it is necessary to adhere to the principle of expediency and justification of innovations. History shows that sometimes enormous efforts, material resources, social and intellectual forces are spent on unnecessary and even harmful transformations. The damage from this can be irreparable, so false pedagogical innovation should not be allowed. The following examples can be cited as false innovations that only imitate innovative activity: formal change of signs of educational institutions; presenting the updated old as fundamentally new; turning into an absolute and copying the creative method of some innovative teacher without its creative processing, etc.

However, there are real barriers to innovation processes. IN AND. Andreev identifies the following of them:

Conservatism of a certain part of teachers (conservatism of the administration of educational institutions and educational authorities is especially dangerous);

Blind adherence to tradition like: “Everything is fine with us as it is”;

Lack of necessary teaching staff and financial resources to support and stimulate pedagogical innovations, especially for experimental teachers;

Unfavorable socio-psychological conditions of a particular educational institution, etc.

When organizing innovative activities, you should remember that:

In pedagogy, according to K.D. Ushinsky, it is not experience (technology) that is transmitted, but a thought derived from experience;

The teacher must “pass other people’s” experience through himself (through his psyche, established views, methods of activity, etc.) and develop his own method that best suits the level of his personal and professional development;

Innovative ideas must be clear, convincing and adequate to the real educational needs of people and society; they must be transformed into specific goals, objectives and technologies;

Innovation must capture the minds and resources of all (or most) members of the teaching staff;

Innovative activity must be morally and materially stimulated; legal support for innovative activity is necessary;

In pedagogical activity, not only the results are important, but also the ways, means, and methods of achieving them.

Despite the obvious need for innovation in pedagogy, there are nevertheless a number of reasons preventing their implementation in the educational process, which undoubtedly hinders the development of pedagogy to a certain extent.

1.1.3 Innovative educational institutions

According to I.P. Podlasy, an educational institution is innovative if the educational process is based on the principle of environmental conservation, the pedagogical system evolves in a humanistic direction, the organization of the educational process does not lead to overload of students and teachers, improved results of the educational process are achieved through the use of undisclosed and previously unused system capabilities, the productivity of the educational process is not only a direct consequence of the introduction of expensive tools and media systems.

These criteria make it possible to really determine the degree of innovation of any educational institution, regardless of its name. The features of an innovative educational institution can be identified in comparison with traditional institutions (Table 1).

This incomplete comparison shows that the fundamental principles of an innovative educational institution are humanization, democratization, individualization and differentiation.

Table 1 Comparative characteristics of traditional and innovative educational institutions

Comparable parameters of the pedagogical process	Educational institutions
Comparable parameters of the pedagogical process	Traditional	Innovative
	Transfer of knowledge, skills and related education, development of social experience	Promoting self-realization and self-affirmation of personality
Orientation	To meet the needs of society and production	On the needs and capabilities of the individual
Principles	Ideologically transformed	Scientific, objective
	Scattered objects with weak interdisciplinary connections	Humanized and personality-oriented cultural values
Leading methods and forms	Information and reproductive	Creative, active, individually differentiated
Relationships between teachers and students	Subject-object	Subject-subject
Role of the teacher	Source and control of knowledge	Assistant Consultant
Main results	Level of training and socialization	Level of personal and professional development, self-actualization and self-realization

1.2 Modern innovative technologies in pedagogy

In the context of educational reforms, innovative activities aimed at introducing various pedagogical innovations have acquired particular importance in vocational education. They covered all aspects of the didactic process: forms of its organization, content and technologies of teaching, educational and cognitive activities.

Innovative learning technologies include: interactive learning technologies, project-based learning technology and computer technologies.

1.2.1 Interactive learning technologies

In interactive learning technologies, the roles of the teacher (instead of the role of an informant - the role of a manager) and the students (instead of the object of influence - the subject of interaction), as well as the role of information (information is not a goal, but a means for mastering actions and operations) change significantly.

Let's consider some forms and methods of interactive learning technologies.

The technology of work of a study group during educational cooperation may be as follows:

Formulation of the problem;

Formation of small groups (microgroups of 5-7 people), distribution of roles in them, explanations from the teacher about expected participation in the discussion;

Discussion of the problem in small groups;

Presenting the results of the discussion to the entire study group;

Continuing the discussion and summing up.

“Brainstorming” aims to collect as many ideas as possible, free students from the inertia of thinking, activate creative thinking, and overcome the usual train of thought when solving a problem. Brainstorming can significantly increase the efficiency of generating new ideas in a study group.

The basic principles and rules of this method are the absolute prohibition of criticism of the ideas proposed by the participants, as well as the encouragement of all kinds of remarks and even jokes.

The didactic game is an important pedagogical means of activating the learning process in a vocational school. During the didactic game, the student must perform actions similar to those that may take place in his professional activity. As a result, there is an accumulation, updating and transformation of knowledge into skills and abilities, accumulation of personal experience and its development. The technology of the didactic game consists of three stages.

Involvement in a didactic game, playful development of professional activity on its model contributes to the systematic, holistic development of the profession.

Internship while performing a job role is an active method of learning, in which the “model” is the sphere of professional activity, reality itself, and imitation mainly affects the performance of the role (position). The main condition of the internship is the performance, under the supervision of a training master (teacher), of certain actions in real production conditions.

Simulation training involves practicing certain professional skills and abilities to work with various technical means and devices. The situation, the environment of professional activity is simulated, and the technical means themselves (simulators, devices, etc.) act as a “model”.

Game design is a practical activity during which engineering, design, technological, social and other types of projects are developed in game conditions that recreate reality as much as possible. This method is characterized by a high degree of combination of individual and joint work of students. Creating a common project for the group requires, on the one hand, everyone to know the technology of the design process, and on the other, the ability to communicate and maintain interpersonal relationships in order to resolve professional issues.

1.2.2 Project-based learning technologies

Game design can turn into real design if its result is a solution to a specific practical problem, and the process itself is transferred to the conditions of an operating enterprise or to training and production workshops. For example, work commissioned by enterprises, work in design student bureaus, production of goods and services related to the field of professional activity of students. The technology of project-based learning is considered as a flexible model for organizing the educational process in a vocational school, focused on the creative self-realization of the student’s personality through the development of his intellectual and physical capabilities, strong-willed qualities and creative abilities in the process of creating new goods and services. The result of project activities are educational creative projects, the implementation of which is carried out in three stages.

An educational creative project consists of an explanatory note and the product (service) itself.

The explanatory note should reflect:

Selection and justification of the project topic, historical background on the project problem, generation and development of ideas, construction of supporting schemes for thinking;

Description of the stages of object construction;

Selection of material for the object, design analysis;

Technological sequence of product manufacturing, graphic materials;

Selection of tools, equipment and organization of the workplace;

Occupational health and safety when performing work;

Economic and environmental justification of the project and its advertising;

Use of literature;

Application (sketches, diagrams, technological documentation).

The designed product is subject to such requirements as manufacturability, efficiency, environmental friendliness, safety, ergonomics, aesthetics, etc.

The technology of project-based learning contributes to the creation of pedagogical conditions for the development of the student’s creative abilities and personality traits that he needs for creative activity, regardless of his future specific profession.

1.2.3 Computer technology

Computer learning technologies are the processes of collecting, processing, storing and transmitting information to the learner via a computer. To date, the most widespread technological areas in which the computer is:

A means for providing educational material to students for the purpose of transferring knowledge;

A means of information support for educational processes as an additional source of information;

A means for determining the level of knowledge and monitoring the assimilation of educational material;

A universal simulator for acquiring skills in the practical application of knowledge;

A means for conducting educational experiments and business games on the subject of study;

One of the most important elements in the student’s future professional activity.

At the present stage, many professional educational institutions are developing and using both individual software products for educational purposes and automated teaching systems (ATS) in various academic disciplines. AOS includes a set of educational and methodological materials (demonstration, theoretical, practical, monitoring), computer programs that control the learning process.

With the advent of the Windows operating system, new opportunities have opened up in the field of vocational training. First of all, this is the availability of interactive communication in so-called interactive programs. In addition, the widespread use of graphics (drawings, diagrams, diagrams, drawings, maps, photographs) has become feasible. The use of graphic illustrations in educational computer systems makes it possible to convey information to the learner at a new level and improve its understanding.

The increased productivity of personal computers has made possible the widespread use of multimedia technologies. Modern professional training is difficult to imagine without these technologies, which make it possible to expand the areas of application of computers in the educational process.

Hypertext technology opens up new opportunities in the vocational education system. Hypertext (from the English hypertext - “supertext”), or hypertext system, is a collection of various information that can be located not only in different files, but also on different computers. The main feature of hypertext is the ability to navigate through so-called hyperlinks, which are presented either in the form of specially generated text or a specific graphic image. There can be several hyperlinks on the computer screen at the same time, and each of them determines its own “travel” route.

A modern hypertext learning system is distinguished by a convenient learning environment in which it is easy to find the necessary information, return to material already covered, etc.

Automated learning systems built on the basis of hypertext technology provide better learning not only due to the clarity of the information presented. The use of dynamic, i.e. changing, hypertext allows you to diagnose the student, and then automatically select one of the possible levels of study of the same topic. Hypertext learning systems present information in such a way that the learner himself, following graphic or text links, can use various schemes for working with the material.

The use of computer technologies in the vocational education system contributes to the implementation of the following pedagogical goals:

Development of the student’s personality, preparation for independent productive professional activity;

Implementation of a social order determined by the needs of modern society;

Intensification of the educational process in a vocational school.

Innovative teaching technologies, reflecting the essence of the future profession, form the professional qualities of a specialist, and are a kind of training ground where students can practice professional skills in conditions close to real ones.

2. Chapter: practical approaches to the problem of innovative pedagogical technologies

2.1 Innovative trends in vocational education

2.1.1 World experience in vocational education innovations

International experience convinces us that the quality of personnel training was, is and will be a priority in the field of vocational education. Based on the analysis of the Soviet vocational school and modern Russia, it should be noted that this issue has always been given great attention both by educational authorities at all levels and by the vocational education institutions themselves. Unfortunately, the result was not always what we would have liked.

During the Soviet period, the technology of “finishing” the quality of knowledge, skills and abilities of future workers and specialists directly at state enterprises worked. In new market conditions, this technology no longer works; owners of small and large enterprises do not need unqualified personnel and are not going to be patrons of their training. This is one of the main contradictions of our time.

This state of affairs is pushing heads of educational institutions to search for new technologies to increase the efficiency of personnel training. There are many interesting and, most importantly, practice-oriented developments at the Institute for the Development of Professional Education of the Ministry of Education of the Russian Federation, the authors of which are professors I.P. Smirnov, A.T. Glazunov, academician E.V. Tkachenko and others. The paradox is that in the Russian regions they know about this by hearsay and any new, including proven, developments are brushed aside like annoying flies, while complaining about the lack of necessary recommendations. The reasons are obvious: reluctance to dive into the specified problem; lack of specialists in innovative pedagogical technologies; lack of necessary conditions conducive to their implementation.

The long-term cooperation of the Vocational Lyceum No. 12 of Stary Oskol, Belgorod Region, with vocational schools in Germany, and in particular the city of Salzgitter, confirms the importance and relevance of constant and close attention to the quality of vocational training.

The differences between the Russian and German vocational education systems are as follows:

Vocational education in Germany is based, as is known, on a dual system, which presupposes not only the interest of the vocational school and the enterprise - the customer of personnel, but also responsibility for compliance with the standard of education, the presence of highly qualified teaching staff, the highest professional level of industrial training masters working in enterprises, the availability of modern educational, material and technical base and, finally, independent commissions that take exams both at the certification stage and at the final qualifying exams;

Democratization of the educational process in German vocational schools, permeating all its participants: from students to management. Students’ awareness of the need to acquire knowledge for the purpose of its further application in practice, as well as the fact that the success of their professional activities, and therefore their well-being and place in society, depends on the level of their qualifications;

Quality for Germans is, first of all, a moral category that creates a sense of pride in themselves, their work, and their country.

Along with the above, a new direction in the vocational school in Germany should be noted. This is not just a slogan or call, but a whole system of measures providing for high efficiency in the use of budget funds and material resources in achieving the final result. In such conditions, any proposed project or innovation is subject to thorough examination by the council of the vocational school, employers and organizations participating in its financing. If the conclusion is positive, the project receives approval, a grant for its implementation and financial incentives for its developers.

To be fair, it should be admitted that there are quite a few creative teams in domestic vocational education institutions. An example is the professional lyceums of Tatarstan, Belgorod, Orenburg, Chelyabinsk regions, Krasnodar and Khabarovsk territories. However, the general state of the quality of personnel training in the vocational education system remains at a rather low level. The main and well-known reasons for this are: low wages for vocational school workers, hence their low qualifications, lack of motivation to use new pedagogical technologies; the negative impact on the quality of vocational training of the abolition of the institution of basic enterprises, which were the guarantors of vocational educational institutions. The same problem creates uncertainty among graduates about the future. Let me note that the experience of countries with developed economies shows that the well-being of owners directly depends on the well-being of young people, who are in demand in the labor market.

Due to existing objective reasons (collapse of the USSR, low wages of workers in the educational sector, outdated equipment), the introduction of innovations into the educational system of the Russian Federation is difficult. While the Western education system is subject to changes much more. However, in our country there are institutions in which the pedagogical process takes place using innovative technologies. This is largely due to the enthusiastic teachers.

2.1.2 Innovations in vocational education in Russia

The changing role of education in society has determined most of the innovation processes. From passive, routinized, taking place in traditional social institutions, education becomes active. The educational potential of both social institutions and personal ones is being updated.

Previously, the absolute guideline of education in Russia was the formation of knowledge, skills, and abilities that ensure readiness for life, understood as the ability of an individual to adapt to society. Now education is increasingly focused on the creation of technologies and methods of influencing the individual, which ensure a balance between social and individual needs and which, by launching the mechanism of self-development, prepare the individual for the realization of his own individuality and changes in society.

Social transformations in our country have brought to the fore the problem of modeling in the educational sphere. Russia's recovery from the crisis, the justification of the educational development strategy, and the determination of immediate and long-term programs require innovative actions and broad modern thinking. Modeling occupies a special place here as a high-tech method of scientific analysis and foresight.

Modeling is a specific multifunctional technology, but its main task is to reproduce another, replacing object (model) based on its similarity to an existing one. Its goals, on the one hand, are to reflect the state of the problem at the moment, to identify the most acute contradictions, and on the other, to determine the development trend and those factors whose influence can correct undesirable development; intensifying the activities of state, public and other organizations in search of optimal solutions to problems.

Let us highlight two groups of requirements that the model must meet:

Be simple, more convenient; provide new information; contribute to the improvement of the object itself;

Contribute to improving the characteristics of an object, rationalizing the methods of its construction, management or cognition.

Therefore, when drawing up an algorithm for developing a model, on the one hand, strict focus must be observed, linking its parameters with the expected results, and on the other hand, sufficient “freedom” of the model must be ensured so that it is capable of transformation depending on specific conditions and circumstances, could be alternative, have the greatest number of options in stock.

Significant changes are taking place in the system of primary vocational education. Thus, on March 25, an extended meeting of the Academic Council of the Kuzbass Regional Institute for the Development of Vocational Education was held in Kemerovo with the participation of directors of primary vocational education institutions in the Kemerovo region. It heard reports from the director of the IRPO I.P. Smirnov, academician of the Russian Academy of Sciences V. Tkachenko “On new principles of organizing NGOs”

The meeting participants noted the relevance of the proposed new principles for organizing primary vocational education. This is due to the fact that the Concept for the Modernization of Russian Education for the Period up to 2010 formulates the task of accelerated development of primary and secondary vocational education, which is new in its formulation. This involves the formation of an open education system, its interaction with the outside world, primarily with the labor markets and educational services.

Today, a more intensive scientific study of the ways of transition to a state-public model of management of vocational education is required, the redistribution of a number of functions in favor of employers, and their inclusion in the formation of the content of state standards of vocational education, curricula and programs. The system of primary vocational education needs to be liberated from social isolation, giving it an open character and the ability for self-development based on new principles of organization, oriented towards the labor market and social partnership.

Discussion of new ways to modernize NGOs in Kemerovo is one of the stages of the public initiative to implement the slogan of “accelerated development of NGOs” declared by the Government of the Russian Federation, but “hung in the air.” This initiative was put forward on December 26, 2003 at a joint meeting of the Rosproftekh Association, the Academy of Vocational Education and the Russian Club of Directors.

2.2 Innovative pedagogical technologies on legislation

During the time that has passed since the adoption of the Federal Law “On the approval of the Federal Education Development Program,” significant changes have occurred in the Russian education system and its financial support. The implementation of numerous medium- and long-term large-scale experiments has begun to test elements of education modernization at its various levels. In 2001-2003, the Russian Government approved a number of federal targeted programs in the field of education, which are being implemented in parallel with the Federal Education Development Program. The volume of their funding is approaching the volume of funding for this program, and for a program such as “Development of a Unified Educational Information Environment” it is noticeably superior.

The current stage of development of Russian education is characterized by increasing integration into the global educational space. In 2000, Russia, like most countries that are members of the United Nations, signed the Dakar Agreements to implement the Education for All program. In 2003, Russia became one of the European countries participating in the Bologna process. Therefore, in order to develop the Federal Program for the Development of Education for the new period, it was necessary to clarify the purpose, status and structure of the program from the standpoint of their more dilapidated regulation.

It should be noted that a number of issues were resolved when Federal Law No. 122 was issued in August 2004, amending the Law “On Education”. In particular, provisions on the competitive procedure for developing the Federal Education Development Program and its legislative approval were excluded, and in terms of status it was equal to other targeted federal programs.

The result of the hard work of the team created by the Ministry of Education and Science of the Russian Federation, with the active participation of Rosoobrazovanie, a large group of scientists and practitioners, were the draft Concepts of the Federal Education Development Program and the program itself, integrated with the Federal Target Program "Development of a Unified Educational Information Environment." Thus, the Federal Target Program for the Development of Education is a logical continuation of these combined programs, a document that largely determines the financial fate of Russian education in the coming years.

By the minutes of the meeting of the Government of Russia of August 11, 2005, the Federal Target Program for the Development of Education was included in the list of federal target programs for 2006. Taking into account comments received from the Ministry of Economic Development, the Ministry of Finance, and other ministries and departments, the text of the program was finalized and submitted for consideration to the Government of Russia, and its activities are closely interconnected with the Priority areas for reforming the educational system of the Russian Federation.

Minister of Education and Science A.A. Fursenko repeatedly emphasized in his speeches that we are faced with the task of forming not a fundamentally new education system, but fundamentally new opportunities for it. Therefore, the Priority directions for the development of the educational system of the Russian Federation, approved by the Government, are a concretization of the main provisions of the Concept for the modernization of Russian education for the period until 2010, taking into account modern conditions.

The federal target program was developed taking into account the priority areas of development of the industry, so the implementation of its activities will become the basis for the effective implementation of the state educational policy of Russia at the present stage.

The fundamental differences between the new program and the 1992 program lie, first of all, in the approaches to its formation and implementation. The most important among them are the focus on achieving measurable results, assessed on the basis of socio-economic indicators, and support for “growth points” (the so-called development programs and projects); the all-Russian and system-wide significance of the problems being solved and the proposed changes; selection of projects from the point of view of their compliance with modern educational and information technologies and world quality criteria: active involvement of civil society institutions in the formation and implementation of events. For the first time, an integrated approach to project implementation was applied, including scientific and methodological support, testing and dissemination of the results obtained, legal, personnel and logistical support, and the introduction of information and communication technologies.

The Federal Target Program for the Development of Education for 2006-2010 is a set of activities interconnected in terms of resources and timing, covering changes in the structure, content and technologies of education, the management system, organizational and legal forms of subjects of educational activity and financial and economic mechanisms. It is noteworthy that in the new program significant attention is expected to be paid to projects related to solving pressing problems of modern schools: updating the content and technologies of education, improving the quality of educational services, introducing new models of remuneration for teaching staff and regulatory budget financing, introducing new state standards based on a competency-based approach , specialized education in high school, models of state and public management in educational institutions, the creation of an all-Russian system for assessing the quality of education, the development of the infrastructure of a unified information educational space.

For example, until now, the issue of creating a unified educational space throughout Russia was dealt with by federal development and education programs (content of education, development of educational methods and technologies) and a unified educational information environment (computerization of educational institutions). As a result of the integration of these programs in subsequent years, these areas will be implemented in a single manner: primarily by filling educational Internet resources and providing online access to them for students and teachers.

An increase in the state's contribution should be accompanied by increased efficiency in the use of funds by the education system itself and the elimination of inappropriate expenses.

An important strategic feature of the new program will be the actual abandonment of targeted allocation of funds to the constituent entities of the Russian Federation. It is assumed that the regions themselves will have to determine the best, promising educational institutions that can follow the path of innovative development. They will participate in the competition, the winners of which will be given a government order for the development of educational infrastructure, the purchase of equipment, internships for students studying abroad and other purposes. Thus, the winners will be megaprojects that will result in a system product. In addition, it is planned to provide educational institutions with the opportunity for independent economic activity through autonomization to obtain additional sources of income. And educational institutions that do not meet the necessary requirements for the level of training may be deprived of funding altogether.

The federal target program also involves the implementation of such an important project for the country’s education system as the introduction of normative per capita financing of educational institutions.

The program consists of a system of activities in accordance with the main objectives grouped into four large blocks according to the main areas of activity. The peculiarity of such a block structure is that if there are insufficient financial resources for any event, it will be excluded, and funds will not be redistributed between other events.

According to the plans of the developers, which included specialists from Rosoobrazovanie, the main task of the program is the systemic transformation of the Russian school as a whole (both general education and higher education) to significantly increase the efficiency of using budget funds and create a unified educational information environment.

In accordance with the Concept of the Federal Target Program for the Development of Education, its strategic goal is to provide conditions for meeting the needs of citizens, society and the labor market in quality education by creating new institutional and public mechanisms for regulating the educational sphere, updating its structure and content, developing the fundamentality and practical orientation of educational programs, create a system of continuous education. To achieve the strategic goal, it is necessary to solve a set of specific tasks in the following specific areas: improving the content and technologies of education; development of a system for ensuring the quality of educational services; increasing management efficiency in the education system; improvement of economic mechanisms in the field of education.

The main result of the implementation of the program should be to ensure equalization of access to quality education through the introduction of educational programs for children of senior preschool age, the introduction of specialized training in high school, the introduction of a system for assessing the quality of education, and the creation of a system of continuous professional education. Among the expected results, special mention should be made of the accelerated development of a number of leading universities, designed to become centers for the integration of science and education, and exemplary training of highly professional personnel.

The implementation of the Federal Target Program for the Development of Education is divided into three stages: the first stage (2006-2007) provides for the development of development models in individual areas, their testing, as well as the deployment of large-scale transformations and experiments; the second stage (2008-2009) is designed to implement measures to ensure the creation of conditions for the implementation of effective models developed in the first stage; third stage (2010) - implementation and dissemination of the results obtained in the previous stages.

To assess the effectiveness of solving the program's problems, a system of indicators has been developed that characterize the progress of its implementation and the impact of program activities on the state of the education system. The most significant of them, reflecting strategic priorities, are the development of human capital and the training of professional human resources of the required level of qualifications; promoting the strengthening of civil society institutions, improving the quality of life of the population.

During the implementation of the Federal Target Program for the Development of Education, it is planned to: develop and implement fundamentally new education standards in more than 60% of educational areas; increase the number of vocational education programs that have received international recognition by 1.3 times compared to 2005, which will allow Russia to enter the international labor market; increase the proportion of students studying using information technology by 1.5 times compared to 2005; increase Russia's rating in international surveys of the quality of education to the average for OECD countries, etc.

In addition to federal budget funds, funds from the budgets of constituent entities of the Russian Federation will be attracted to finance program activities, and funds from extra-budgetary sources will be focused on the implementation of joint projects within the framework of federal and regional education development programs.

For the implementation of the Federal Target Program for the Development of Education in 2006-2010, funds were allocated in the amount of 61.952 billion rubles (in prices of the corresponding years), including from the federal budget - 45.335 billion rubles, from the budgets of the constituent entities of the Russian Federation - 12.502 billion rubles, from extra-budgetary sources - 4.116 billion rubles.

The state customer-coordinator of the Federal Target Program for the Development of Education is the Ministry of Education and Science, and the state customers are Rosobrazovanie and Rosnauka.

2.3 Innovative teaching activities in the capital

In the Address of the President of the Russian Federation V.V. Putin to the Federal Assembly, documents of the State Council dated March 24, 2006, it is clearly stated that the future of our country is determined not by raw materials and natural resources, but by intellectual potential, the level of development of science, and high technology.

To do this, education in Russia must move into a special innovative development mode, in which it is possible to preserve the best traditions of our public education and at the same time take into account global trends in the development of educational systems, and correlate our education with global norms and standards.

The fundamental principles of education are accessibility, transparency, quality, continuity and constant renewal, and competitiveness.

The most important step on this path is the priority national project “Education”, which sets strategic goals for the innovative development of education.

The materials of the report to the State Council say: “... pedagogical universities (already a very weak link in the domestic higher education system) are extremely ineffective both professionally and in terms of the use of public budget funds. Meanwhile, this situation is quite satisfactory for pedagogical universities in terms of their corporate interests, which preserves their excess numbers, prevents them from getting rid of non-core types of educational activities and concentrating on the main tasks of preparing a teacher of the new era, in demand by modern society and all levels of Russian education. The reform of higher pedagogical education should become ahead of the reform schools."

And the capital sets an example in this. It is in the universities of the Moscow Department of Education that the formation of new content of pedagogical education is taking place, without waiting for the introduction of a new generation of state standards of pedagogical education:

Significant strengthening of the share of psychological-pedagogical, philosophical-cultural and environmental-hygienic cycles;

Focus on practice-oriented learning - mastering innovative forms and methods; technologies of educational, educational, organizational, project, psychological and advisory activities and communications;

The introduction of simultaneous training for each future teacher of a secondary school, both in the main subject and additionally (optional) one or two;

Inclusion in the training of primary school teachers of specializations in various areas of musical, artistic, theatrical, technical, applied and folk art;

Preparing teaching staff for computer fluency, the use of information and telecommunication technologies, knowledge bases in the educational process;

One-year compulsory teaching practice (internship), including writing and defending a qualifying thesis based on understanding the experience of one’s own teaching activities in the context of broad educational practice, as well as passing state exams;

Creation of a system of basic educational institutions at pedagogical universities as innovative and resource-methodological centers for the development of education in accordance with the needs of the regions, as well as for organizing effective forms of teaching practice and internship.

Pedagogical universities of the Moscow Department of Education operate in an innovative mode. The direct innovation field of the Moscow City Pedagogical University is provided by the following blocks.

1. Logistics block:

Modern equipment (more than 1200 computers, local fiber optic network, 41 computer classes, 22 multimedia classes), various service departments, modern laboratories for classes;

Training and laboratory areas (18 educational buildings, Istra training center);

Fundamental scientific library (650 thousand items, electronic catalogue, Russian and international book exchange, single library card system).

2. Block of scientific and pedagogical staff:

Professional qualifications of scientific and pedagogical personnel, professional knowledge of modern pedagogical information technologies (more than 70% of teachers with academic degrees and titles, internships, advanced training);

Continuity and preparation of scientific and pedagogical shifts (postgraduate studies, doctoral studies in 35 scientific specialties, dissertation councils, the Fund for Support of Russian Teachers, competitions “Teacher of the Year” in the nomination “Pedagogical Debut”, “Leader of Education”);

Moral and material incentives (various bonuses, additional payments from the VFU, awards, diplomas, certificates of gratitude).

3. Educational block:

Structure and content of specialist training (training in 35 specialties and 48 areas; continuous teaching practice; elective original courses and programs, elective courses);

Quality control of specialist training (certification and accreditation, University Education Quality Center; University Scientific and Educational District).

4. Research block:

Information and analytical work (participation in government funds, commissions, competitions; monitoring service; Science Days, conferences, round tables), examination.

At the interuniversity scientific and practical conference organized by the Moscow Department of Education on the basis of the Moscow State Pedagogical University last summer, the most important issue for the development of education in the Russian Federation was raised about innovative areas in pedagogical activity:

First Deputy Head of the Moscow Department of Education, Doctor of Economics, Professor V.I. Lisov noted the validity and significance of higher education in the innovative development of the capital’s vocational education system, its special role in the implementation of the priority national project “Education”, in creating the basic prerequisites for a breakthrough in innovative development and strengthening the competitiveness of the educational system. They have powerful scientific, methodological and educational potential, and are actively involved in the implementation of a set of measures to ensure the full inclusion of Russian higher education in the Bologna process; in improving the quality and strengthening the practice-oriented nature of vocational education that meets the current and future needs of the region; in the development of university complexes.

Chairman of the Council of Rectors of Universities in Moscow and the Moscow Region, Rector of the Moscow City Pedagogical University, Doctor of Historical Sciences, Professor V.V. Ryabov introduced the audience to the system and mechanisms of innovative and experimental activities that have developed at the university, especially emphasizing that only high-quality education at all levels can become a resource for the sustainable development of society and its competitiveness in the world market.

Rector of the Moscow City Psychological and Pedagogical University, Doctor of Psychology, Professor, Academician of the Russian Academy of Education V.V. Rubtsov noted that the growth of education lies not only in the training of specialists, but also in how it influences the social culture of society. The university has become the lead organization in the development of the service of practical educational psychology, which currently employs about 3 thousand psychologists. About 46 centers for psychological, medical and social support for the younger generation have been created, i.e. practice begins to determine the specifics of the work of specialists.

Rector of the Moscow Institute of Open Education, Doctor of Physical and Mathematical Sciences, Professor, Corresponding Member of the Russian Academy of Education A.L. Semenov touched upon the topic of innovative pedagogy and information technology in additional vocational education, clarifying that the implementation of the ideas of informatization brings the educational system into line with the needs of the information society, providing it with ample opportunities for development.

Rector of the Moscow Humanitarian Pedagogical Institute, Doctor of Pedagogical Sciences, Professor A.G. Kutuzov expressed the opinion that the standards of pedagogical education are not consistent with the standards of general education; all of them, almost without exception, are focused on the teacher’s ability to prepare students only for socialization and nothing more. Therefore, it is necessary to join forces to create an interuniversity group that will be able to develop fundamentally new standards and test them on their own base.

Rector of the Moscow State Academy of Business Administration, Doctor of Philosophy, Professor T.I. Kostina touched upon the problem of forming a new system of interaction between educational institutions and all subjects of the labor market, as well as regional authorities, aimed at maximum coordination and implementation of the interests of all participants in this process by organizing permanent dialogue on a mutually beneficial and equal basis, emphasizing that in the new socio-economic conditions universities are doomed to be innovative.

Director of the Research Institute for the Development of Vocational Education, Doctor of Philosophy, Professor, Corresponding Member of the Russian Academy of Education I.P. Smirnov acquainted those gathered with the tasks of modernizing secondary pedagogical education in the capital, proposing to calculate the economic efficiency of using the city budget for it. As the functions of training preschool and primary education teachers are transferred to pedagogical universities, the mission of secondary pedagogical education can be reduced to training specialists for the additional education sector. The inevitable reduction in the future of the training of teachers with secondary vocational training will make it possible to repurpose a number of pedagogical colleges into educational institutions of economic profile with the organization of training in professions that do not require large financial costs (social worker, sign language interpreter, secretary-assistant, clerk, logistician, etc.), freeing the city's economic colleges from these functions. On the basis of one of them, it would be possible to implement the concept of a social college specializing in the education of people with disabilities.

In conclusion, the conference participants summarized that innovative activity is not a tribute to fashion, but an engine for the modernization of education, a point of growth. The capital's higher school makes a significant contribution to solving various problems, not only education, but also the social sphere of the city in general.

It is quite obvious that Moscow and the Moscow region have the greatest opportunities for integrating innovations into the pedagogical process. This is due to many factors, such as: proximity to Europe, significant concentration of financial resources, in addition, the overwhelming majority of the outstanding minds of the Russian Federation live in the capital.

All these factors determine the importance of the Moscow region for our country. Moscow is a kind of “locomotive” of education in the Russian Federation.

Conclusion

Pedagogy, like any other science, is subject to numerous changes and development. This is due, first of all, to the fact that society has more and more new demands on specialists. NTP helps pedagogy find more efficient, effective ways to transform an ordinary person into a socially significant person.

The consequence of constant development and improvement of pedagogical methods has become innovative technologies, that is, technologies through which the integrative process of new ideas in education occurs.

However, the introduction of such technologies is associated with a number of difficulties (financial resources, conservatism of some officials in the educational sphere, insufficient development of technologies). In addition, despite the obvious need for innovation, it should still be implemented with caution. Otherwise, careless innovation activities can lead to a crisis in the educational system.

And yet, it is important to understand that pedagogical innovations are an integral part of the development of pedagogy and they are necessary to improve the education system.

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Pidkasisty I.I. Pedagogy: Textbook / I.I. Faggot. – Moscow: Russian Pedagogical Agency, 1995 – P. 49-54.

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Among the outstanding representatives of new technologies, one should name Sh. A Amonashvili, an innovator of experimental teaching for primary school students. Sh.A. Amonashvili developed and implemented in his experimental school a pedagogy of cooperation, a personal approach, and original methods of teaching language and mathematics. A unique result of his pedagogical activity is the “School of Life” technology, set out in his “Treatise on the initial stage of education, built on the principles of humane and personal pedagogy.”

Academician I.P. Ivanov is the author of the method of communard education, a method of collective creative work, which develops the ideas of A.S. Makarenko in modern conditions. The main methodological feature of collective labor affairs in the experience of an innovative teacher is the subjective position of the individual.

Literature teacher at school No. 84 in St. Petersburg E.N. Ilyin created an original concept of teaching literature as an art and a moral and ethical course that helps every student become a Human. The teacher is guided by the goal of helping the teenager to believe in himself, to awaken in him the best personality traits, and to bring him to the heights of humanism and citizenship. Literature lessons E.N. Ilyina is a human-forming process; a lesson in communication, not just work; it is an art, not just a learning activity; life, not hours on a schedule.

People's Teacher of the USSR V.F. Shatalov developed and put into practice the technology of intensification of learning, showing the huge, not yet discovered reserves of the traditional classroom-lesson method of teaching. Methodological system V.F. Shatalov allows you to introduce every student to active learning activities, cultivate cognitive independence, strengthen each student’s sense of self-esteem, confidence in their own strengths and abilities.

Innovative teacher I.P. Volkov developed and implemented a technology of creative developmental education, according to which the creative abilities of an individual are consistently formed on the basis of the child’s free choice of extracurricular activities.

K.O. Bitibaeva (Ust-Kamenogorsk) implements the pedagogy of cooperation in practice. A student in her lesson is always an individual. The pedagogy of cooperation for her is the pedagogy of humanity.

Among modern educational technologies, developmental learning technologies should be mentioned (D.B. Elkonin, V.V. Davydov, L.V. Zankov, G.S. Altshuller, etc.). Developmental learning is understood as a new, active-activity type of learning, replacing the explanatory-illustrative type. Developmental education takes into account and uses patterns of development, adapts to the level and characteristics of the individual; advances, stimulates, directs and accelerates the development of the child as a full-fledged subject of activity.

An innovative teacher, Zaitsev is the author of a technology for early and intensive literacy training, based on fundamentally new approaches to teaching literacy and ensuring high results. The essence of technology N.A. Zaitsev is that he builds the educational process on the basis of the child’s natural development, through attitude and activity, comprehensively activating the cognitive power of the child’s brain.

Author of the “Continuity” program, V.N. Zaitsev substantiated the technology for improving general educational skills in elementary school. This technology is based on diagnostics and self-diagnosis, continuity, and constant maintenance of the achieved level of skill development.

Modern educational technologies include computer (new information) learning technologies.

Information technologies using computer forms of education, the current level of development of telecommunications, and distance technologies form the basis for the development of the learning process in the next century.

The distance education system allows for the fullest use of the scientific and educational potential of universities for the widest audience of students, the accumulated experience in the implementation and use of educational information technologies. Distance education (DL) is one of the forms of the continuous education system, which will provide equal opportunities to different categories of students.

Since 1989, registered schools have been widely developed in our republic. They are opened on the basis of the “Regulations on the Republican Named School”, approved by the Ministry of Public Education of the Kazakh SSR. School of the People's Teacher of the USSR, teacher of Kazakh language and literature Aitkaliev Kusain Aitkalievich; School of Arts Buchin Valentin Lyudvigovich, School of Biology Teacher Elena Afanasyevna Ochkur, School of Primary School Teacher Elena Yakovlevna Mor; School of the Honored Teacher of the Kazakh SSR, teacher of Russian language and literature Yuri Pavlovich Fokin. The goal of the Republican named schools is to create the best regime for personal self-expression, to stimulate the search for original and effective “technologies” of education.

There are three types of free schools, working according to the methods of M. Montessori, R. Steiner and S. Frenet.

The school of Maria Montessori (1870-1952) is based on the development of intelligence through subtle movements of the fingers, fine plasticity of the hands, and intense sensory sensations. Since 1993, a private free school of the Elko Corporation has been operating in Almaty. The teaching of this school is based on the state program. From the first grade, Kazakh, German and English languages and aesthetics are taught. Cultures of speech, free movement. Additionally, such subjects as prototyping, modeling, choir, ballroom dancing, color science, performing arts, and swimming are taught. The main goal of the school is to develop the creative characteristics of the child. The school does not have an assessment system; the level of education and upbringing is assessed individually.

The methodological techniques of S. Frenet's school (1896-1966) are used in many innovative schools in our republic, especially in primary schools. S. Frenet's method is based on the child's own experience. The function of the teacher is to help discover and develop what is organically inherent in oneself. The practical embodiment of this concept is “free texts” and “school printing”.

The ideas of Rudolf Steiner (1861-1925) are spreading in Kazakhstan under the name of the “Waldorf school”, based on a deep penetration into the spiritual world of man. For example, the private school “Senim”, which is located in Almaty, uses the ideas of Rudolf Steiner. This is a continuous learning school. It has the following areas: legal, economic, chemical and biological. Students study Kazakh and foreign languages in depth. Elements of Walfdor pedagogy are used in other schools in Almaty.

Innovative technologies were able to prove their ability to solve both traditional and new problems at the modern level, and to be a guarantor of the cultural and moral development of the student.