Modern pedagogical technologies in institutions of additional education
The very word - "technology" comes from the Greek techno - it means art, skill, ability and logos - science, law. Literally, “technology” is the science of craftsmanship.
Pedagogical technology is a well-thought-out model of joint pedagogical activity in designing, organizing and conducting the educational process with the unconditional provision of comfortable conditions for students and teachers.
Pedagogical technologies for additional education of children are focused on solving complex psychological and pedagogical tasks: to teach a child to work independently, communicate with children and adults, predict and evaluate the results of their work, look for the causes of difficulties and be able to overcome them.
Among the pedagogical technologies in the field of application in the educational field, the following can be distinguished:
- universal - suitable for teaching almost any subject;
- limited - suitable for teaching several subjects;
- specific - suitable for teaching one or two subjects.
The absence of strict regulation of activities in institutions of additional education for children, humanistic relationships between participants in voluntary associations of children and adults, comfortable conditions for creative and individual development children, the adaptation of their interests to any sphere of human life creates favorable conditions for the introduction of modern pedagogical technologies in the practice of their activities.
Currently, a number of educational technologies are used in the practice of institutions of additional education for children.
1. Technology of personality-oriented developmental education.
The technology of student-centered developmental learning involves the maximum development (rather than the formation of predetermined) individual cognitive abilities child based on the use of his life experience.
It is fundamental that the institution of additional education does not force the child to study, but creates conditions for the competent choice of the content of the subject being studied and the pace of its development. The task of the teacher is not to "give" the material, but to arouse interest, to reveal the possibilities of each, to organize the joint cognitive, creative activity of each child.
Training educational material provides for taking into account the individual characteristics and capabilities of children, and the educational process is aimed at the "zone of proximal development" of the student.
2. Technology of individualization of education.
Learning individualization technology (adaptive) is a learning technology in which an individual approach and an individual form of learning are a priority (Inge Unt, V.D. Shadrikov).
Individualization of learning is a fundamental characteristic of additional education for children. Its main purpose is to personalize educational activities give it personal meaning.
The main advantage individual training is that it allows you to adapt the content, methods, forms, pace of learning to the individual characteristics of each student, monitor his progress in learning, and make the necessary correction. This allows the student to work economically, control their costs, which guarantees success in learning.
3. Group technologies.
Group technologies involve the organization of joint actions, communication, communication, mutual understanding, mutual assistance, mutual correction.
Features of group technology are that the study group is divided into subgroups to solve and perform specific tasks; the task is carried out in such a way that the contribution of each student is visible. The composition of the group may vary depending on the purpose of the activity. Learning is done through communication in dynamic groups, where everyone teaches everyone. According to the creators of the technology, the main principles of the proposed system are independence and collectivism (everyone teaches everyone and everyone teaches everyone).
During group work, the teacher performs various functions: controls, answers questions, regulates disputes, and provides assistance.
4. Technology of adaptive learning system.
A.S. Granitskaya proposed the Technology of an adaptive learning system, the central place in which is occupied by work in pairs of shifts, which is considered as one of the forms of organizing oral independent work in the classroom. The teaching function of the teacher is reduced to a minimum (up to 10 minutes), thus, the time for independent work children is maximized. Working in pairs of shifts allows students to develop independence and communication skills.
5. Pedagogy of cooperation ("penetrating technology").
AT additional education Pedagogy of cooperation is widely used (S.T. Shatsky, V.A. Sukhomlinsky, L.V. Zankov, I.P. Ivanov, E.N. Ilyin, GK Selevko, etc.), which involves joint developmental activities of adults and children, sealed by mutual understanding, a joint analysis of its course and result. Two Subjects learning activities(teacher and child) act together, are equal partners.
The conceptual provisions of the pedagogy of cooperation reflect the most important trends in the development of modern educational institutions:
- the transformation of the pedagogy of knowledge into the pedagogy of personality development;
- in the center of the whole educational system- the personality of the child;
- humanistic orientation of education;
- development of creative abilities and individuality of the child;
- a combination of individual and collective approach to education.
A new interpretation of the individualization of learning in the pedagogy of cooperation is to proceed in the education system not from the subject, but from the child to the subject, to take into account and develop its potential; take into account the abilities of children and design individual programs for their development.
6. Technology of collective creative activity.
The most fruitful in the system of additional education is the technology of collective creative activity (I.P. Volkov, I.P. Ivanov), in which the achievement of a creative level is a priority goal. Technology involves such an organization of joint activities of children and adults, in which all members of the team participate in the planning, preparation, implementation and analysis of any business.
Technology objectives:
- identify, take into account, develop the creative abilities of children and involve them in a variety of creative activities with access to a specific product that can be fixed (product, model, layout, essay, work, research, etc.);
- education of socially active creative personality which contributes to the organization of social creativity aimed at serving people in specific social situations.
7. TRIZ technology.
As a pedagogy of creativity, they consider the technology of "TRIZ" - the Theory of Inventive Problem Solving (Altshuller G.S.).
The purpose of the technology is to form the thinking of students, prepare them to solve non-standard tasks in various areas activities, learning creative activities.
Principles of TRIZ technology:
- removal of the psychological barrier to unknown problems;
- humanistic nature of education;
- formation of a non-standard way of thinking;
- practice-oriented implementation of ideas.
TRIZ technology was created as a thinking strategy that allows every well-trained specialist to make discoveries. The author of the technology proceeds from the fact that everyone is endowed with creative abilities (everyone can invent).
The process of inventive activity is the main content of education.
8. Technology of research (problem) learning.
The technology of research (problem) learning, in which the organization of classes involves the creation of problem situations under the guidance of a teacher and the active work of students to resolve them, resulting in the acquisition of knowledge, skills and abilities; the educational process is built as a search for new cognitive landmarks. The child independently comprehends the leading concepts and ideas, and does not receive them from the teacher in finished form.
A feature of this approach is the implementation of the idea of "learning through discovery": the child himself must discover the phenomenon, law, regularity, properties, method of solving the problem, find the answer to an unknown question. At the same time, in his activity he can rely on the tools of knowledge, build hypotheses, test them and find the way to the right solution.
The difficulty of managing problem-based learning lies in the fact that the occurrence of a problem situation is individual, therefore, the teacher is required to use an approach that can cause active cognitive activity child.
9. Communicative learning technology.
A characteristic feature of most pedagogical technologies is an educational discussion, the involvement of children in which is associated with the formation of a communicative culture. For this purpose, in additional education, a special communication technology learning, i.e. learning through communication. Relationships between members educational process- teacher and child - are based on cooperation and equality.
The main thing in technology is the speech orientation of learning through communication. A feature of this approach is that the student appears for some time as the author of the point of view on the issue under discussion.
Examples of the implementation of such an approach in the system of additional education for children can be classes, the content of which contains a contradiction, an ambiguous view, an ambiguous decision. But the teacher must in advance design ways to involve students in a general conversation, think over counterarguments for the thesis and antithesis, and know the desired result of the discussion.
It is obvious that the assimilation of methods of learning actions occurs not in the process of listening to the teacher, but in the process of one's own free active activity.
10. Programmed learning technology.
Technology of programmed learning - provides for the assimilation of educational material, building it as a consistent program for the presentation and control of portions of information.
The technology of programmed learning involves the assimilation of programmed educational material with the help of learning devices (PC, electronic textbooks, etc.). The main feature of the technology is that all the material is fed in a strictly algorithmic order in relatively small portions.
As a type of programmed learning, block and modular learning have emerged.
Block training is carried out on the basis of a flexible program and consists of sequentially executed blocks that guarantee the assimilation of a specific topic:
- information block;
- test-information block (checking what has been learned);
- correctional information block;
- problem block (problem solving based on acquired knowledge);
- block of check and correction.
All topics repeat the above sequence.
Modular learning (P. Yu. Tsiaviene, Trump, M. Choshanov) - individualized self-learning, which uses training program, made up of modules.
The module is the content of the course in three levels: full, reduced, in-depth. The student chooses for himself any level. The essence of modular training is that the student independently achieves the specific goals of educational and cognitive activity in the process of working with the module.
Another option for programmed learning is the technology of complete assimilation of knowledge. The technology of complete assimilation sets a single level of knowledge acquisition for all students, but makes the time, methods and forms of learning variable for everyone.
In working on this system, the main feature is the definition of a standard of complete assimilation for the entire course, which must be achieved by all students. Therefore, the teacher makes a list of specific learning outcomes that he wants to receive.
11. Information and communication technologies.
New information Technology(according to G.K. Selevko) are technologies that use special technical information tools (PC, audio, cinema, video).
New information technologies develop the ideas of programmed learning, open up completely new learning options associated with the unique capabilities of modern computers and telecommunications.
Computer technology can be implemented in the following ways:
- as a penetrating technology (application of computer training on certain topics or sections);
- as the main (the most significant of the parts used in this technology);
- as a monotechnology (when all training is based on the use of a computer).
The computer can be used at all stages of the learning process: when explaining new material, consolidating, repeating, controlling knowledge, skills and abilities. At the same time, for the child, he performs various functions: a teacher, a working tool, an object of study, a collaborating team, a leisure (game) environment.
12. Technology of project-based learning.
Project-based learning technology is a technology that does not give ready knowledge, and the technology of protection of individual projects is used. Project based learning is indirect, and here not only the result is valuable, but to a greater extent the process itself.
A project is literally “thrown forward”, that is, a prototype, a prototype of an object, type of activity, and design turns into a process of creating a project. Application efficiency project activities in continuing education is that:
- there is a development of creative thinking;
- the role of the teacher is changing qualitatively: his dominant role in the process of appropriating knowledge and experience is being eliminated, he has to not only and not so much teach, but help the child learn, direct his cognitive activity;
- elements of research activity are introduced;
- are formed personal qualities students who develop only in activity and cannot be learned verbally;
- there is an inclusion of students in the "acquisition of knowledge" and their logical application.
The teacher turns into a curator or consultant.
13. Gaming technologies.
Game technologies (Pidkasisty P.I., Elkonin D.B.) have means that activate and intensify the activity of students. They are based on the pedagogical game as the main activity aimed at the assimilation of social experience.
The pedagogical game has essential feature- a clearly defined goal of learning and the corresponding pedagogical result, which can be substantiated, clearly identified and characterized by an educational and cognitive orientation.
The goals of education of game technologies are extensive:
-didactic: broadening one's horizons, applying ZUN in practice, developing certain skills and abilities;
- educational: education of independence, cooperation, sociability, communication;
-developing: development of personality qualities and structures;
-social: familiarization with the norms and values of society, adaptation to environmental conditions.
Game technologies can be used by teachers in working with students of different ages, from the youngest to high school students, and are used in organizing classes in all areas of activity, which helps children feel in a real situation, prepare for making decisions in life.
14. Interactive technologies.
Interactive learning technologies are, first of all, dialogue training, during which the interaction of the teacher and the student, as well as students with each other, is carried out.
The essence of interactive learning is that the learning process is organized in such a way that almost all students are involved in the learning process, they have the opportunity to speak out about what they know and think.
Interactive activity in the classroom involves the organization and development of dialogue communication, which leads to mutual understanding, interaction, to the joint solution of common, but significant tasks for each participant. Interactive excludes the dominance of both one speaker and one opinion over another. In the conditions of an interactive lesson, there is an exchange of knowledge, ideas, methods of activity. This helps shape the participant in the interaction own opinion, attitude, work out the skills of behavior in a given situation, create a system of their values. Moreover, since knowledge is not given in a ready-made form, their independent search is actively stimulated by all participants of the planned communication.
15. Health-saving technologies.
The concept of "health-saving technologies" has appeared in the pedagogical lexicon in the last few years and combines all areas of activity of an educational institution in the formation, preservation and strengthening of the health of students.
In additional education, three main types of health-saving technologies are used:
- sanitary and hygienic;
- psychological and pedagogical;
- physical culture and health.
Sanitary and hygienic criteria are not only personal hygiene, but also the atmosphere and hygienic conditions in the office, in the sports or dance hall.
The psychological and pedagogical criteria, first of all, include the psychological climate in the classroom. Emotional comfort, a friendly environment increase efficiency, help to reveal the abilities of each child, and this ultimately leads to good results.
Physical culture and health criteria - the organization of classes, taking into account the moments of recovery, on which the functional state of students in the process of activity largely depends, the ability to maintain mental and physical performance at a high level for a long time and prevent premature fatigue.
In conclusion, I would like to note once again that all pedagogical technologies used in the additional education of children are aimed at to:
- wake up children's activity;
- equip them with the best ways to carry out activities;
- bring this activity to the process of creativity;
- Rely on the independence, activity and communication of children.
- Pedagogical technologies
List of modern pedagogical technologies (according to Selevko G.)
(according to Selevko G.)
Pedagogical technologies based on the humane-personal orientation of the pedagogical process
4.1. Cooperation Pedagogy
4.2. Humane-personal technology Sh.A. Amonashvili
4.3. E.N. system Ilyina: teaching literature as a subject that forms a person
4.4. Vitagenic education technology (A.S. Belkin)
Pedagogical technologies based on the activation and intensification of students' activities (active teaching methods)
5.1. Gaming technologies
Game technologies in the preschool period
Gaming Technology in Jr. school age
Game technologies in middle and high school age
5.2. Problem learning
5.3. Technology of modern project-based learning
5.4. Interactive technologies
Technology "Development critical thinking through reading and writing” (RKCHP)
Discussion Technology
Technology "Debate"
Training technologies
5.5. Technology of communicative teaching of foreign culture (E.I. Passov)
5.6. Learning intensification technology based on schematic and sign models of educational material (V.F. Shatalov)
Pedagogical technologies based on the effectiveness of management and organization of the educational process
6.1. Programmed learning technology
6.2. Technologies of level differentiation
Differentiation according to the level of development of abilities
Model "Intra-class (intra-subject) differentiation" (N.P. Guzik)
Model "Level differentiation of training based on mandatory results" (V.V. Firsov)
Model "Mixed differentiation" (subject-lesson differentiation, "model of summary groups", "stratum" differentiation)
6.3. Technology of differentiated learning according to the interests of children (I.N. Zakatova)
6.4. Technology of individualization of education (I. Unt, A.S. Granitskaya, V.D. Shadrikov)
Model customized educational programs within the technology of productive education
Model of individual educational programs in specialized education
6.5. Collective way of teaching CSR (A.G. Rivin, V.K. Dyachenko)
6.6. Group activity technologies
Model: group work in the classroom
Model: teaching in different age groups and classes (WG)
Models for collaborative creative problem solving
6.7. Technology S.N. Lysenkova: prospective-anticipatory learning using reference schemes under commented control
Pedagogical technologies based on didactic improvement and reconstruction of the material
7.1. "Ecology and Dialectics" (L.V. Tarasov)
7.2. "Dialogue of cultures" (V.S. Bibler, S.Yu. Kurganov)
7.3. Consolidation of didactic units - UDE (P.M. Erdniev)
7.4. Implementation of the theory of gradual formation of mental actions (P.Ya. Galperin, N.F. Talyzina, M.B. Volovich)
7.5. Modular learning technologies (P.I. Tretyakov, I.B. Sennovsky, M.A. Choshanov)
7.6. Technologies of integration in education
Integral educational technology V.V. Guzeeva
Technology of education of ecological culture
Concept global education
The concept of holistic pedagogy
Civic education concept
7.7. Content Integration Models academic disciplines
Model "Integration of natural science disciplines"
Model of "synchronization" of parallel programs, training courses and topics
Model "Integrated lessons (lessons)"
Model "Integrated days"
Model of intersubject communications
7.8. Concentrated Learning Technologies
Suggestive Immersion Model
Model of temporary immersion by M.P. Shchetinina
The technology of concentration of learning with the help of sign-symbolic structures
Features of ideographic models
Private subject pedagogical technologies
8.1. Technology of early and intensive teaching of literacy (N.A. Zaitsev)
8.2. Technology for improving general educational skills in primary school(V.N. Zaitsev)
8.3. Technology of teaching mathematics based on problem solving (R.G. Khazankin)
8.4. Pedagogical technology based on a system of effective lessons (A.A. Okunev)
8.5. The system of phased education in physics (N.N. Paltyshev)
8.6. Technology of musical education of schoolchildren D.B. Kabalevsky
8.7. Author's pedagogical technologies "Teachers of the Year of Russia"
The author's technology for the formation of musical thinking "Teacher of the Year of Russia - 92" A.V. Zaruby
The author's technology of teaching the Russian language and literature "Teachers of the Year of Russia - 93" O.G. Paramonova
The author's technology of teaching literature "Teachers of the Year of Russia - 94" M.A. Nyankovsky
The author's technology for the development of speech of younger schoolchildren "Teachers of the Year of Russia - 95" Z.V. Klimentovskaya
The author's technology for the development of the personality of students in the study French“Teachers of the Year in Russia? 96" E.A. Filippova
The author's technology of labor training and education “Teacher of the Year in Russia? 97" A.E. Glozman
The author's technology of teaching mathematics "Teachers of the Year-98" V.L. Ilyin
The author's technology of musical education "Teacher of the Year of Russia - 99" V.V. Shilov
The author's technology of teaching the Russian language and literature "Teachers of the Year of Russia-2000" V.A. Morara
The author's technology of teaching "Technology" "Teacher of the Year of Russia - 2001" A.V. Krylova
The author's technology of teaching a foreign language "Teachers of the Year of Russia - 2002" I.B. Smirnova
8.8. Technologies of textbooks and educational-methodical complexes
Technology UMK "Educational program" School 2000-2100 "
Alternative technologies
9.1. Technology of teaching children with signs of giftedness
9.2. Technology of productive education (Productive Learning)
9.3. Technology of probabilistic education (A.M. Lobok)
Features of the assimilation of language culture
Technology "Other Mathematics"
9.4. Workshop technology
9.5. Technology of heuristic education (A.V. Khutorskoy)
Forerunners, varieties, followers
Nature friendly technologies
10.1. Natural technologies of language teaching (A.M. Kushnir)
Nature-friendly technology of teaching reading A.M. Kushnira
Nature-friendly technology of teaching writing A.M. Kushnira
Nature-friendly technology of teaching a foreign language A.M. Kushnira
10.2. Summerhill Free School Technology (A. Neill)
10.3. Pedagogy of freedom L.N. Tolstoy
10.4. Waldorf pedagogy (R. Steiner)
10.5. Technology of self-development (M. Montessori)
10.6. Technology Dalton Plan
10.7. Technology of free labor (S. Frenet)
10.8. School Park (M. A. Balaban)
10.9. A holistic model of a free school by T.P. Voitenko
Technologies of developing education
General Basics technologies of developing education
11.1. The system of developing education L.V. Zankov
11.2. Developmental learning technology D.B. Elkonina - V.V. Davydov
11.3. Technology of diagnostic direct developmental education (A.A. Vostrikov)
11.4. The system of developing education with a focus on the development of the creative qualities of the individual (I.P. Volkov, G.S. Altshuller, I.P. Ivanov)
11.5. Personally oriented developmental education (I.S. Yakimanskaya)
11.6. Technology of self-development of the personality of the student A.A. Ukhtomsky - G.K. Selevko
11.7. School of Authorized Education (N.N. Khaladzhan, M.N. Khaladzhan)
11.8. Integrative technology of developing education L.G. Peterson
Pedagogical technologies based on the use of new and latest information tools
12.1. Technologies for mastering information culture
Model "Informatization (computerization) of OS"
12.2. Computer as an object and subject of study
12.3. Technology of using information and computer tools in subject education
12.4. Technologies of a computer lesson
12.5. Technology of development and development of computer support for the learning process
12.6. Technology of using the Internet in the educational process
TOGIS model (V.V. Guzeev, Moscow)
Telecommunication technologies
12.7. Education and socialization by mass media and communication
12.8. Technology of media education
Model "Media education" as training course
Model "Media education integrated with basic education"
Model "School Center QMS"
12.9. Use of ICT tools in school management
Social and educational technologies
13.1. Technology of family education
13.2. Technologies of preschool education
13.3. Technology "School - the center of education in the social environment" (S.T. Shatsky)
13.4. Technologies of socio-pedagogical complexes
Model "School - coordinator of the educational activities of social institutions"
Model "Commonwealth of School and Production"
Model "Complex of social and pedagogical support of the child"
Model "SEC as a specially designed environment"
13.5. Technologies of additional education
13.6. Technology physical education, savings and health promotion
13.7. Technologies of labor and professional upbringing and education
Technology of labor education and training in modern mass school
Technology of contextual professionally oriented learning
13.8. The technology of educating the spiritual culture of the younger generation
13.9. Technologies of religious (confessional) education
13.10. Technologies for raising and educating children with problems
Model of differentiation and individualization of learning
Compensatory learning technologies
Technology of working with problem children in a public school
Technologies of correctional and developmental education of children with mental retardation
13.11. Technologies of socio-pedagogical rehabilitation and support for children with handicapped life (disabled)
Technology for working with mentally retarded children
Technology of working with children with special educational needs
13.12. Technologies for the rehabilitation of children with impaired social ties and relationships
Model "KDN - the coordinating center of social and educational work in the region"
Model "Center for Social Rehabilitation of Minors"
Model "Social Shelter"
Technology of anti-alcohol and anti-drug education of children and adolescents
Model "Correctional (penitentiary) institution"
13.13. Technologies of education of subjective social activity of a person
13.14. Technology of establishing public relations (PR technologies)
educational technologies
14.1. The technology of communist education of the Soviet period
14.2. The technology of "hard" collective education A.S. Makarenko
14.3. Technology of collective creative activity of I.P. Ivanova
14.4. Technology of humane collective education V.A. Sukhomlinsky
14.5. Education technology based systems approach(V.A. Karakovsky, L.I. Novikova, N.L. Selivanova)
14.6. Technologies of education in modern mass school
14.7. Technologies of individualized education
Generalized classification characteristics of individualized education technologies
Model (technology) of pedagogical support (O.S. Gazman)
Technology of tutor support of individual educational programs (T.M. Kovaleva)
Neuro Linguistic Programming Technology
14.8. Education in the learning process
14.9. The technology of organizing self-education according to A.I. Kochetov, L.I. Ruvinsky
15.1. School of adaptive pedagogy (E.A. Yamburg, B.A. Broide)
15.2. Model "Russian School" (I.F. Goncharov)
15.3. Technology of the author's School of Self-Determination (A.N. Tubelsky)
15.4. Agroshkola A.A. Katolikova
15.5. School of Tomorrow (D. Howard)
15.6. Centre distance education"Eidos" (Khutorskoy A.V., Andrianova G.A.)
Other types of copyright schools
Technologies of intraschool management
16.1. Basic control technology general education school
School management technology in development mode
School management technology based on results (according to P.I. Tretyakov)
16.2 Control technology methodical work(G.K. Selevko)
Pedagogical advice
16.3. Control Optimization Technology educational institution(Yu.K. Babansky)
16.4. Technology of pedagogical experiment
16.5. Technology of intraschool monitoring
16.6. Technologies for design and development of technologies
In Russian society today, the fundamental idea of secondary education is the idea of development. The school is one of the important factors in the formation of personality, so it should be the basis for the development of Russian society, which is impossible without constant modernization.
The development of the school is carried out by introducing innovations. One of the directions for the development and application of innovations is educational (pedagogical technologies).
The relevance of the use of pedagogical technologies
- Modern educational technologies at school they quite easily merge into the general educational process in the conditions of classroom lessons and do not change the established standards of education in any way;
- Penetrating into the real learning process, such technologies help to achieve goals in a particular subject;
- With their help, the humanization of education is freely carried out and a student-oriented approach is applied;
- Educational technologies help children develop intellectually, teach independence, goodwill in relationships with the teacher and peers;
- feature pedagogical technology is its individual approach to the development of the individual and his creative abilities.
In pedagogy, several definitions of educational technology are given. Summarizing and analyzing them, we can conclude that modern educational technologies at school- this is a set of certain actions of the teacher aimed at achieving the set goal within the framework of the method chosen by him.
The essence of pedagogical technology is:
Definition of specific learning objectives;
Content differentiation;
Organization of the educational process in the best way;
Means, methods and reception of training;
The professionalism of the teacher;
Objective evaluation of results.
Signs of educational technology:
- Profitability. In a short period of time, the teacher must achieve the goals set by the means of his work. This will be an assessment of the quality of the pedagogical system.
- Modern educational technologies at school imply a guaranteed achievement of goals and the effectiveness of training.
- Pedagogical technology belongs to the idea of reproducibility, which includes consistency, integrity, projection and controllability.
- The possibility of correction allows you to return and change the set course for a clear implementation of the goal.
- Visual contact involves the use didactic material and visual aids, as well as special equipment to optimize the educational process.
Our modern conditions life gave impetus to the emergence and development of a large number of student-centered pedagogical technologies.
Popular modern educational technologies at school:
- traditional technologies. Their basis is a way of teaching based on explaining the material with the help of illustrations. The teacher pays special attention to the presentation of new information, which is presented in the form of a monologue. The result of this learning process is low level communication skills of students, which leads to the inability to build a full-fledged detailed answer using their own opinion. The advantage of this technology is a clear organization, consistency in the learning process, the use of visual material.
- Game technologies. They are an effective means for organizing the interaction of a teacher with students during a lesson, which arose in antiquity. During this process, the guys play and learn at the same time, which causes them great interest. As a result, a habit is acquired to work independently, listen carefully, think and remember. Students fantasize and easily develop their skills, which does not cause difficulties in mastering the educational material.
- project method. It arose in the first half of the 20th century and is aimed at generating interest among students in certain educational problems, stimulating critical thinking. It focuses on the independence of children. They themselves plan, organize and evaluate their activities, working in groups and individually.
- Collaborative learning method. It involves the collective organization of the educational process. Children work in groups or in pairs using a variety of teaching aids. As a result of such activities, the child trains memory, develops logical thinking, works at an individual pace, systematizes the knowledge gained, and takes responsibility for the entire group.
- Differentiated teaching method. This process implies a student-centered individual approach to students, where the main task is to reveal the abilities of each.
- Test technologies. They are used for children from grade 5 and especially widely for grades 9 and 11 in order to identify the final level of knowledge. This type of training is mainly focused on the oral performance of tasks from simple to more complex.
- Information Technology. This is the whole range of computer capabilities and the use of other technical means in the classroom. high school. Currently widely used multimedia presentations, as a teacher to explain new material, and students to demonstrate their developments, conclusions and creative works on the topic.
It should be noted that all technologies are closely related to each other and the teacher can combine them in his teaching method.
Thus, modern educational technologies at school can increase the effectiveness of the learning process, bring up a full-fledged, comprehensive developed personality and solve other problems facing the educational institution in our society.
The need for systematic efficiency improvement schooling raises the question: what educational technologies according to the Federal State Educational Standards are the most effective? What organizational systems can be applied in a modern school? Recommendations of experts on the topic, including a list of innovative educational technologies, can be found in the article.
At the heart of the federal government educational standards The second generation is based on the activity principle, which provides for the need to organize learning through the transfer of initiative from the teacher to the students. Modern educational technologies according to the Federal State Educational Standards are a set of pedagogical methods, forms and means that are systematically used in the educational process and allow you to consistently achieve the declared result with acceptable deviation rates. Signs of new generation educational technologies:
- the nature and sequence of actions of the teacher corresponds to a specific pedagogical plan, they are based on a reasonable author's position;
- the chain of organizational actions is built strictly in accordance with the target settings, which ensures consistent movement in favor of the intended result;
- the teacher abandons the practice of object-subject interaction with children in favor of subject-subject interaction;
- elements of the pedagogical process based on modeling situations of search, "discovery" of knowledge and analysis of their practical value, can be reproduced by any teacher and marked by the achievement of the goal;
- a significant part of the technology is diagnostic procedures that allow systematic self- and mutual control of knowledge.
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- Implementation of educational projects during the transition to the Federal State Educational Standard of basic general education (examples of projects)- Profile training in the context of the implementation of the Federal State Educational Standard of secondary general education (updating the regulatory framework)
Classification of educational technologies in accordance with the Federal State Educational Standard
The need for a qualitative change in the system Russian education, which for many years relied on the knowledge base of knowledge formation, necessitates the constant conduct of methodological search. Combining the traditions of domestic pedagogical science and innovative ideas, modern educational technologies developed in accordance with the Federal State Educational Standards make it possible to meet the requirements of the regulator and public demands, and therefore the development and testing of active management at all levels. Already today you can truly distinguish a large number of organizational and educational models of teaching practice that can be used in its pure form, rethought taking into account the realities of the educational process or the specifics of work in a particular school, integrated and supplemented in a comprehensive manner.
In order to understand the possibilities and features of the implementation of educational technologies, teachers should understand their boundaries, defined within the framework of existing classifications.
| Parameters for the classification of basic educational technologies according to the Federal State Educational Standard | Pedtech groups |
| By level of application |
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| By organizational form |
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| By type of control of cognitive activity of schoolchildren |
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| Approach to the child |
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| By the level of orientation to personal structures |
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| By the nature of the content |
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In modern pedagogical science, more than a hundred organizational and pedagogical decisions are collectively distinguished, but in Russian schools only the most effective educational technologies of the Federal State Educational Standards are widely used, including developing, problem-based, multi-level education, the project method, TRIZ, technology for the development of critical thinking, ICT, health-saving technology, the system of innovative assessment "portfolio of achievements". Let us consider in more detail the theoretical features and possibilities of implementing the main educational technologies.
Information and communication educational technology of training according to the Federal State Educational Standard
In view of the fact that the key goal of modernizing the Russian education system is to improve the quality of education of the younger generation, create conditions for the harmonious development of a person who is able to freely navigate in the information and communication space, independently “extract” knowledge, expand existing theoretical and practical experience, introduce IR technologies into the daily educational process is a priority direction of conducting pedagogical search.
Modern information and communication educational technologies and methods of the Federal State Educational Standards are aimed at creating a stable motivation for self-education in children, developing communicative competencies and critical thinking, which can be implemented through:
- Providing students with free access to information resources, the content of which is not contrary to state, legal and moral standards.
- Use of all available means of information support for the educational process.
- Implementation of control and diagnostic methods that meet the requirements of the time (maintenance electronic diaries, testing on a PC, the establishment of child-parent thematic chats).
- Implementation of the process of individualization, differentiation of training, increasing the effectiveness of lessons through the use of training capabilities of special technical means.
Educational technologies according to the Federal State Educational Standards aimed at the formation of critical thinking
Under the conditions of free choice, the widespread availability of information, which is gradually losing its value aspect, the educational technologies of critical thinking most fully meet the requirements of the Federal State Educational Standard in the matter of the formation of meta-subject competencies of future school graduates. The inculcation of a special way of perceiving data, which provides for their mandatory analysis for reliability, is carried out on the basis of designing special educational situations, when students are offered systematic work with various sources of knowledge that need to be classified, systematized, correlated with existing knowledge experience, evaluating the level of usefulness and practicality.
The pedagogical technology of critical thinking provides for the consistent modeling of educational situations that necessitate the "passage" of students through three stages: challenge, comprehension and reflection. Thanks to this, children learn to soberly evaluate information, cutting off unconfirmed conjectures and assumptions, form their own opinion with reason, build cause-and-effect relationships and logical chains, express their point of view correctly, observing the principles of tolerance and mutual respect.
As part of the educational technology of critical thinking, numerous methodological techniques are used: clustering, brainstorming, writing essays, sequences, discussions, intellectual warm-ups, creating “boxes of useful ideas” and many others.
Project educational technology according to the Federal State Educational Standard
The method of creating projects as a pedagogical technique is widely used in US schools with the aim of demonstrating to students the high practical value of acquiring knowledge, and a general increase in indicators of learning motivation. Among the modern educational technologies according to the Federal State Educational Standard, he considers project modeling to be one of the most valuable, since it:
- Opens up opportunities for in-depth exploration specific problem, the formation of knowledge in the framework of the transition from point to general.
- Promotes the development of a communicative culture, the practice of active group interaction.
- It involves the presentation of a point of view by students with mandatory argumentation, a willingness to defend it in the form of a constructive discussion with "opponents".
The creation of projects is widely practiced in the preparation of disciplinary or thematic exhibitions, competitions scientific works, educational festivals, conducting search directed work by gifted students with the assistance of teachers. Under the condition of competent implementation, this technology provides a comprehensive formation of search, analyzer, presentation and reflective skills in children.
Educational technologies for the implementation of the Federal State Educational Standard through problem-based learning
The practice of developing (problem) learning, based on the differentiation of areas of knowledge into previously studied, transitional and unknown, was introduced by Soviet teachers in the middle of the last century, and now it has confidently become one of the most effective types of educational technologies according to the Federal State Educational Standard. It is based on the teacher's directed modeling of situations that determine the cognitive activity of children on the way to expanding knowledge through defining the boundaries of the known, formulating assumptions and hypotheses, finding the best way to solve an educational problem, conducting collective discussion and reflections.
The technology of problem-based learning, which contributes not only to the formation of a system of knowledge and skills in children, but also to the achievement of high intellectual qualities, self-confidence, can be effective only if the task in question corresponds to the real knowledge level of students, when it is possible to distinguish the boundaries of what is already known and requires confirmation. . At the same time, not every problem task contains problem situation, which necessitates careful preliminary preparation when applying this teaching method.
The use of modern educational technologies, including a game component, according to the Federal State Educational Standard
The game is one of the main adaptive mechanisms of childhood, contributing to the assimilation of knowledge about phenomena, objects, models of behavior through the reproduction of experience. Game educational technologies, characterized by a high level of audience coverage, subject to proper adaptation, are widely used during pedagogical work with schoolchildren of different age groups.
Didactic games are classified:
- By areas of application - physical, intellectual, social, search.
- By type of training component - informational, training, generalizing, diagnostic, controlling.
- According to the specifics of technology - subject, business, simulation.
- By subject - linguistic, literary, mathematical, physical, etc.
- By type of environment - without or with objects, computer, desktop.
Pedagogical gaming technology contributes to the design of the educational process according to the Federal State Educational Standard, in which the accumulation and consolidation of knowledge is easy and unconstrained, children learn to calmly respond to wrong answers and look for the right ones, it becomes possible to fully realize the differentiation of the learning process and psychologically comfortable control of knowledge. While participating in didactic games that include a competitive component, schoolchildren learn to think independently, actively interact with each other, demonstrate activity and independence, which helps to increase learning motivation and improves the dynamics of the educational complex as a whole.
Modular educational technology at school according to GEF
Primary school students are predominantly characterized by a consistent decrease in their academic interest, especially in disciplines, the mastery of which causes serious difficulties. The latest educational technologies of the Federal State Educational Standards, which provide for the teacher's ability to divide educational material into separate modules, make it possible to reverse the current trend and increase the level of quality assimilation of knowledge by children, as well as provide equal learning conditions in classes where there is a significant differentiation of students' abilities. It is important to note that a module can be considered an information block, which is characterized by a clearly formulated goal, a mini-program, a list practical tasks different levels of complexity, as well as schemes for conducting control evaluation.
Within the framework of modular technology, children are invited to master knowledge in short blocks, for each of which an intermediate assessment is carried out. For the performance of each type of activity, students accumulate points, the sum of which forms the final grade. In addition to the development of independence, the formation of self-assessment skills, this educational technology gives students the opportunity not to focus on intermediate results, even if they do not meet expectations, but to make efforts to correct the learning situation during the development of the next module.
Educational technology of multi-level education in the context of the implementation of the Federal State Educational Standard
Another effective organizational and pedagogical solution that makes it possible to guarantee equal opportunities for all students (regardless of psychophysical abilities) to master the program minimum is the organization of multi-level education. This educational technology makes it possible to most fully provide the conditions for the implementation of the Federal State Educational Standard, since it is based on the idea of evaluating not the result of educational activity, but the efforts made by the child to master the program material and its further application.
In order to be able to introduce a system of multi-level education, practical tasks for each of the subjects must be differentiated taking into account the depth and complexity of the educational material (but not below the basic minimum). Students are assigned the right to choose tasks of the level that corresponds to their personal educational needs and aspirations, while the levels of depth of study of the material may differ in different subjects. When implementing the technology of multi-level education, the key task of teachers is to support the children's initiative, to provide support, if the student wishes, to raise the “bar” in order to achieve higher educational results.
Pedagogy of cooperation - a modern educational technology for the implementation of the Federal State Educational Standard
In view of the course towards the widespread humanization of the education system, in the center of which the interests and needs of the child are placed, a methodology of pedagogy of cooperation was developed, which is characterized by maintaining the maximum level of psychological comfort for schoolchildren and teachers. Among the modern educational technologies for the implementation of the Federal State Educational Standard, the pedagogy of cooperation is the most difficult organizational solution due to the need to:
- complete rejection of requirements, the transfer of educational initiative from the teacher to the child while ensuring the individualization of the educational process;
- the use in didactic manuals of a special verbal-symbolic system that determines the nature of educational actions (read, write, remember, pay attention);
- providing children with a free type of activity depending on personal needs and the current state;
- conducting systematic self-analysis and finding ways to correct difficulties (with the support of the teacher).
New educational technology according to the Federal State Educational Standard - workshop technology
A qualitatively new organizational solution, which is an alternative to the traditional class-lesson system, is the technology of workshops, based on the principles of pedagogy of education, partnership, methods of full immersion, conducting non-judgmental educational activities.
Conceptually, within the framework of the implementation of this technology, the teacher becomes a “master”, who, after creating a special emotional atmosphere, reveals to the students the “secrets” of the world of knowledge. Thanks to this, the acquisition of new information is organized in pairs or mini-groups through the activation of existing learning experience, through sequential “layering”. At the same time, the "Master" creates more and more opportunities for development, independent search and creativity, which contributes to the development of children's initiative, sociability, readiness for active interaction in groups. In light of this, it is easy to draw parallels between workshop technology and the project method, but the former is characterized by a greater degree of creativity, and therefore presents a lot of organizational difficulties for the teacher. Of course, under conditions modern school workshop design cannot be carried out systematically, but as a way of activating cognitive activity this technology is very efficient.
Features of the implementation of modern educational technologies in the school according to the Federal State Educational Standard
The full list of modern educational technologies according to the Federal State Educational Standard, which can be implemented in the conditions of a modern school, is very voluminous. In addition to the above, it also covers health-saving organizational and pedagogical solutions, active learning methods, advanced learning technology, case technology, and many others. Therefore, one of the significant tasks of practicing teachers is to search for those innovative practices that, in a real educational situation, would create optimal conditions for children to master the program material, form their meta-subject competencies, harmonious development with a consistent disclosure of natural talents.
It is customary to distinguish three levels of application by teachers of educational technologies according to the Federal State Educational Standard in the classroom at school:
- Elementary. The teacher applies elements of technology sporadically, intuitively, making mistakes in the implementation of established algorithms.
- Developing. The teacher as a whole follows the algorithms of technology, uses a wide range of pedagogical techniques and methods, but makes minor mistakes and excludes the possibility of creativity.
- Optimal, characterized by the confident use of educational technologies, the guaranteed achievement of the declared results with an acceptable error rate, the teacher's willingness to confidently combine elements of organizational decisions, to conduct a creative search.
