The current level of development of society requires the use of innovations in the practice of secondary education, based on the achievements of psychology, pedagogy and economics. Pedagogical innovation is a new learning technology, an intra-system change that is designed to develop and improve the pedagogical process. Modern innovative technologies in education are substantiated and carefully selected according to the principle of rationality of organizational forms and content. They are results-oriented and aim to:

• motivate students to self-knowledge;
• to increase the practical value of the studied and the level of education in general;
• stimulate the emergence of a new generation of children, and at the same time contribute to the improvement of the skills of teachers;
• to intensify educational and cognitive activity of children.

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Useful information on the procedure for introducing an innovative component into the educational process can be found in the journal "Handbook of the Head of an Educational Institution":

- Organization of an innovative library space for students and teachers (best practice)
- An informal approach to teaching and educating schoolchildren (from idea to practice)

Innovative pedagogical technologies in Russian education are provoked by socio-economic innovations, the entry of educational institutions into market relations, a systematic change in the composition and volume of academic disciplines, the humanization of the educational process, and the transformation of the role of the teacher.

Innovative technologies in education

Despite the fact that the Soviet, and later the Russian, education system was considered one of the best in the world, it needs to be reformed. Conservatism prevents advanced trends - augmented reality, interactive whiteboards, online learning, electronic notebooks and textbooks, innovative technologies in education - from being involved in the learning process.

At the same time, innovations are already on the threshold of educational institutions and are waiting for approbation. One of these innovations may be an electronic student card, which will become a universal multi-passport that allows children to go to classes, helps pay for school canteen services, and also acts as an electronic diary. The introduction of such a technological solution will allow students and their parents to monitor their child's academic progress, homework, and class schedules online.

However, while the mass appearance of electronic cards should not be expected, innovative technologies in the school primarily affect the educational process, since personal development depends on the effectiveness of curriculum development, teacher professionalism, a set of proven teaching methods and individual psychological factors. In this regard, there is a need to search for advanced educational technologies that meet the needs of students and include integrated tools, ideas, ways of organizing learning and participants in this process.

The value of pedagogical technology extends not only to students, but also to teachers. Technology features:

1. organizational - teachers and students organize joint and individual educational activities;
2. design - participants in the educational process predict learning outcomes and the principles of pedagogical interaction;
3. communicative - the interaction of students with each other and representatives of the teaching staff;
4. reflexive - self-assessment and self-analysis of students and teachers, assessment of their own achievements and failures;
5. developing - the formation of the conditions necessary for the comprehensive development, ensuring continuous self-education of the teacher and students.

Methods of innovative technologies in education

Comparison of traditional and new technologies in education speaks in favor of the latter. Before the reformation of the education system, school education used reproductive and explanatory-illustrative methods, each of which involved the transfer of ready-made knowledge to students, dispersed attention, provided a load on memory, work at an average pace of learning:

• reproductive - does not develop the thinking and creative process, although it partially stimulates students to extract information;
• explanatory and illustrative - the teacher conveys to the students the finished information in various available ways (orally, visually, through the printed word), and the children fix in memory what they realize.

As a result of traditional methods, the independence of students is at an insignificant level, providing only a partial assimilation of the material and a complete inability to independently acquire knowledge and make decisions. In contrast, the methods of innovative technologies in education demonstrate the integration of interactive and active forms of work, which provide for an activity approach and the maximum involvement of children in the process of obtaining knowledge, as well as the use of all individual learning tools (PCs, notebooks, textbooks, interactive tools).

Advanced technologies involve the development of knowledge in the process of cooperation with other students and partnership with the teacher, they stimulate cognitive interest, teach them to independently extract, and then generalize and classify the material, discuss it, defending their own views. Most often in the classroom they are implemented through:

• excursion lessons, travel lessons;
• group tasks, work in mini-groups or pairs;
• exercises that require a creative (creative) approach;
• business, didactic, educational games;
• use of visual aids, Internet sources, video materials.

A clear demonstration of the differences between innovative and traditional teaching methods is as follows:

	Traditional	Modern innovative technologies in the education system
Target	Formation of skills and abilities, acquisition of knowledge	Development of the ability to set educational goals, develop tasks and achieve their solution, including in non-standard situations
Forms of work	Individual, frontal (work with the whole class)	Collective (joint activities), group
Methods	Informational, explanatory and illustrative, reproductive	Research, problem-search, partial-search, problem presentation
Primary occupation	Reproduction, development	Creative, problematic, productive
Ways of mastering the material	Work on the algorithm, memorization and reproduction of what has been memorized	Search and research work, reflection
Tasks of the teacher	Keep traditions and norms, be a carrier of information transmitted to students	Advise, be the organizer of research activities, cooperation
Student actions	Passive perception of the information transmitted by the teacher, lack of interest and motivation for learning	Interest in learning activities, motivation for personal growth, active research position

Innovative teaching methods - ways of cooperation between students and teachers, are divided into:

1. Organizational - verbal (conversation, explanation, story, work with a book), visual (demonstration of video materials, observation, study of visual material), practical (laboratory and independent work, written and oral exercises).
2. Controlling - oral (frontal or individual survey), written (dictation, presentation, composition, independent or control work), laboratory control (survey, test, laboratory work).
3. Stimulating - the integration of organizational methods necessary to increase motivation for learning activities.

Application of innovative technologies in education

The deep social and economic processes that modern society is going through are reflected in the methodology of education, inclining it to a personal-activity approach and general humanization of the educational process. Innovative pedagogical technologies in modern education:

• focused on the realization of the natural abilities and capabilities of the child;
• designed to prepare him for a successful life in an ever-changing world;
• develop a creative approach to solving problems, mechanisms of innovation and unconventional thinking;
• stimulate the skills of orientation in the information received, its independent systematization.

Innovative processes in education should combine both the methodological and practical side of the issue, emphasize the growing role of the teacher as an educator, adviser and consultant, as well as a developer, author and propagandist of advanced technologies. Today, it is of key importance not to broadcast the innovations recommended by the ministry, but to develop our own pedagogical innovations.

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Since the essence of pedagogical technology lies in the fundamental role, it is on it that the entire pedagogical process is built, and the achievement of the goals set is ensured. It is characterized by consistency, purposefulness, integrity, efficiency, scientific validity and projectability. The classification of innovative technologies in education is variable, since all technologies carry the author's features and were created at different times. Methodists distinguish between technologies: according to technological models, components of the method system, principles of combination with traditional methods.

As a rule, innovative technologies in the education system are divided according to the scope of innovative activities into partial, global, mass, fundamental, as well as according to the method of occurrence into planned and spontaneous.

According to the principle of the emergence of advanced technologies, they are divided into:

1. Technologies of democratization and humanization of the relationship between teachers and students, putting priority on an individual approach, process orientation. These include the pedagogy of cooperation, personality-oriented technologies, humane-personal technologies.
2. Pedagogical technologies activating student activity - problem-based learning, gaming technologies, communicative learning.
3. Technologies that rely on the management of the educational process and the effectiveness of its organization are differentiated learning, information-innovative, collective and group methods, and individualization of learning.
4. Natural, applying the principles of folk pedagogy and the natural course of development of children.

Innovative technologies in education: examples

Modern teaching refuses to focus on the “average student”, striving to convey information to everyone and equally effectively. It is important not only to transfer and stimulate the acquisition of knowledge, but to help children acquire communication and adaptive skills, the ability to find a way out of conflict situations, overcome stress, and perceive information in an interactive mode. To do this, the educational process uses dozens of innovative technologies, among which ten main ones occupy a special place. The volume and quantity of innovative technologies depends on the status of the school and the conservatism of its administration.

Information and innovation technologies in education

Information and communication or ICT technologies - the integration of informatics in the course of mastering other academic subjects. ICT is the most striking example of a practical innovative technology in education, according to which students independently seek sources of new information, cultivating responsibility and independence in themselves. Information technologies are successfully integrated into other areas, contributing to a deep and comprehensive mastery of the material.

Children learn more actively the material that they see on an interactive whiteboard or monitor screen. Computer programs allow you to simulate life and learning situations, make learning individually oriented. Information and communication technologies are reflected in:

1. Visualization lessons - the study of material, which is accompanied by a demonstration of audio, photo or video materials.
2. Practical lessons in which the results of research or project activities are presented in the form of a presentation.

For the effective use of ICT, teachers should form the basics of an individual’s information culture in order to successfully mentor children in matters of computer programs, using which they can draw up documentation, form illustrative material for lessons, create presentations, and exchange experience with colleagues.

Person-Centered Technologies

The personality of the child is central in the educational system, in accordance with the needs and capabilities of which safe and comfortable conditions for development are formed, individual training programs are created.

According to the personality-oriented innovative technology in the process of education, the teacher concentrates on stimulating the emotional possibilities and unlocking the creative potential of the child, he directs the wards. The teacher creates the conditions necessary for:

• choosing the right way to act in the lesson;
• an impartial assessment of the boundaries of one's own "I";
• accepting responsibility;
• fair assessment of their own and others' activities.

Given the age, psychotype, level of intellectual development, abilities, this approach allows you to form proactive and responsible students. The leading goal is the formation of personality, the development of communicative, mental and creative abilities of children. Implementation of pedagogical technology is possible under the condition:

• priority of identity and individuality of the child;
• unity of teaching and learning;
• complex diagnostic work to identify the social experience of students;
• interaction of subjective and historical experience;
• development of the student's personality through the transformation of subjective experience and its constant enrichment.

The technology is based on the student's subjective experience, its comparison and analysis. That is why teachers design work, providing maximum freedom for students to master knowledge, demonstrating selectivity to the form and type of material. The effective implementation of the technology is based on the principles of structuring, algorithmization, creativity, activation and activity orientation. Student-centered learning is implemented in the form of: multi-level and modular learning, collective "mutual learning" and full development of knowledge, due to which they adapt to the needs and abilities of students.

Gaming technologies

Game activity is more often used in elementary school, since it is predominant among primary school students, helping to learn new information and gain knowledge. However, the use of innovative technologies in education has made it possible to use game forms in middle and high schools. The game is an important mechanism of education and training, which requires the teacher to develop the plot and rules in advance, prepare props. The most demanded game forms are travel lessons and competition lessons.

Game technologies are in close interaction with didactic ones. So, didactic games stimulate interest in what is being studied, implement developmental and educational functions. The material of the lesson becomes the means of the game, the didactic task becomes a condition for successful participation in it. According to the functional and semantic load, games can be diagnostic, communicative, relaxing, emotional, therapeutic, cultural and sociological.

Experienced teachers use game techniques to:

• set a didactic goal in the form of a game task;
• subordinate educational activity to the game form and rules;
• introduce a competitive element into the learning process, making the game result in the success of the task;
• use the studied material as a game tool.

Game activity is appropriate at any stage of the lesson, since it involves emotionality, a sense of satisfaction from the achieved result or empathy, increases interest in what is being studied and the concentration of children's attention. Didactic games facilitate the assimilation of the material, make the process of overcoming educational difficulties exciting.

Problem learning technology

According to the didactic system of problem-based learning, the teacher designs problem situations that stimulate the conscious acquisition of knowledge and the acquisition of new skills by students. The problem situation forces the student to look for new or deepen existing knowledge in order to effectively solve the problem. The student is aware of the contradiction between the skills and knowledge he has and those that are required to solve. Independent study of the material or teacher's explanation precedes the creation of a problem situation. The problem should be of interest to students, move them to knowledge, and the solution of the problem should be associated with a certain cognitive difficulty that needs children's mental activity.

Since the main goal of innovative technologies in education is to stimulate cognitive activity, problem-based learning is the best answer to it, since a certain mastering system is used to master complex knowledge:

• complex exercises are divided into small ones;
• there can be only one unknown element in one problem;
• information received by students independently or from the teacher should be differentiated.

Problem-based learning is part of the lesson, and one of the methods of such learning is heuristic conversation.

Health saving technologies

The technology of preserving the health of students implies the responsibility of teachers for the correspondence of the physiological characteristics of children to the specifics of the educational process. Teachers should strive for the physiological course of the lesson, in every possible way prevent the psychological and physical ailments of students, and actively implement preventive measures.

Health-saving innovative technologies in education and training involve:

• optimization of the teaching load;
• removal of increased fatigue and stress;
• prevention of physical and emotional overwork;
• learning how to control your condition.

As a result of a complex impact, a school graduate should not only be healthy, but also be able to monitor their health, realizing the importance of maintaining a healthy lifestyle.

If health-saving technologies are not used or implemented at an insufficient level, children cannot concentrate on tasks, show absent-mindedness, lack of ingenuity and creativity, and cannot tune in to study after a break or a physical education lesson. However, for the correct implementation of pedagogical technology, the methods of preserving children's health should be adapted for a certain age, and the teacher should not be excessively authoritarian. It is enough for the teacher to determine the presence of a problem in a timely manner and help the child (children) to balance the learning load.

Correctional technologies

To relieve psycho-emotional stress in the classroom, correctional technologies are used. All of them are aimed at children's experimental activities, during which students will be able to take a direct part, as well as see the result of their labors. Corrective technologies are based on observation methods, game-based learning, conversations, modeling, work assignments and creativity. Complex material is perceived in a fascinating form through art, the use of artistic images.

Among the many innovative technologies in the field of education that are corrective in nature, the following have proven their effectiveness:

1. Art therapy. Art lessons contribute to the development of a creative approach, the release of creative energy reserves, the effective interaction of children, the expression of their attitude to an object or material through artistic images. Art therapy at school relies on the creative interaction of students and the teacher, the teacher's mention of the elements (objects) of art in the course of explaining the material, the use of various types of creativity in the process of studying the material. Implementing the correctional technology of art therapy, teachers most often use virtual travel, theatrical performances, applied types of children's creativity and modeling. Equally effective are independent creative activities and the creation of artistic images in school lessons.
2. Music therapy. In the lessons, holistically or in isolation, music is used as a corrective tool, helping to establish contact with children, promote the formation of interpersonal relationships in the classroom, improve speech function, memory, have a beneficial effect on the emotional background - to interest, motivate or calm down, develop creative, musical, empathic and communication skills of students, improve children's self-esteem. Music therapy is especially relevant in working with difficult students, it has a powerful calming effect on withdrawn or hyperactive children. In the lessons, teachers use technical means of playing music, or improvise with the help of musical instruments and voice.
3. Logarithmics. The technology of overcoming speech disorders through the development of the motor sphere in the combination of music and words. Logorhythmic influence aims to develop musical, dynamic, phonemic hearing, fine motor skills, facial expressions, expressiveness and spatial expression of movements, as well as to form speech motor skills as the basis of articulation and phonation breathing, auditory-visual-motor coordination. Classes in logorhythmics are systematically conducted with the participation of the music director and teacher, or they are part of the lesson, relying on lexical topics and acting as a playful and thematic integrity.
4. Color therapy. The use of this innovative technology in education at school is carried out to relieve irritability, apathy, aggressiveness. To strengthen the psychophysical health of students, color meditation and visualization methods are used, which allow for the maximum impact on the central nervous system in just 10 minutes. Through color therapy, teachers manage to motivate children to creative initiative and artistic activity, to create a favorable psycho-emotional background in the classroom.
5. Fairy tale therapy. The technology is used to integrate the personality of the child, his socialization, the acquisition of knowledge about the laws of life, the expansion of consciousness and the development of creative abilities. Fairy tale therapy in the classroom is necessary to relieve anxiety, feelings of apathy, aggressiveness, the formation of favorable relationships with others, the development of emotional self-regulation. Teachers use didactic, artistic, mediative, psychotherapeutic and psycho-corrective fairy tales. They are used as a metaphor, are involved in artistic activity, become the subject of discussion, retelling, dramatization and analysis.

Interactive or group learning technology

Dialogue forms of the learning process are key in the implementation of group educational technologies - business games, game modeling, discussions, group work, brainstorming. These pedagogical technologies allow each student to:

• take part in the work, express your opinion and listen to someone else's;
• develop their own communication skills, tolerance, tolerance, the ability to listen and hear;
• to develop the skills of collective creativity and effective cooperation;
• play an active role as a doer, not an observer.

The organization of group interaction under the program of innovative technology in education involves individual work, interaction in pairs and the subsequent adoption of collective decisions. There are roles in groups (sage, observer, doer, expert, thinker), each of which must be tested by all participants in the work.

The teacher helps to form groups in which weak students are matched with friendly and patient partners, and in order to have an interesting and lively discussion, students with opposing views are deliberately brought together.

Interactive technology, which makes it possible to form a tolerant, communicative personality with powerful organizational and leadership qualities, is closely related to the technology of collective mutual learning. The latter helps to increase responsibility for the success of the minigroup (pair) and the results of collective work, allows you to form an impartial assessment of the individual, develop mental activity, use previous knowledge and experience, activate logical thinking and memory.

Pair work is built in three directions:

1. Static couple - students unite and distribute roles as they wish, therefore, if there is a mutual arrangement, a strong and a weak one, two strong or two weak students can successfully interact;
2. Dynamic - to complete a task consisting of four parts, four students are chosen, each of which discusses the exercise with partners on the task, adjusting to the individual characteristics of classmates to achieve maximum results;
3. Variable - each member of a group of four students receives an individual task, the correctness of which he discusses with the teacher, and then conducts mutual training of classmates of the group members.

case method

The case study method is an innovative technology in education, examples of which allow you to find a problem and ways to solve it or develop a solution to a problem when it has already been posed. In the process of implementing pedagogical technology, students receive a package of documents from the teacher, which they analyze individually, as part of a group or frontally, presenting the results of the work orally or in writing.

Children can study cases, the sources of which can be not only ready-made developments, but also films, works of art, literary works, scientific or media information, in advance or directly in the classroom. The case method is based on real and life problem situations and provides for:

• open discussion of the problems identified in the documents;
• gaining experience in classifying, analyzing and extracting information;
• a comprehensive analysis of the information received, followed by the formation of analytical skills;
• the ability to integrate existing skills and knowledge, the introduction of logic and creativity;
• gaining the skill of making informed decisions.

research technology

Project activity is the basis for the application of information and innovation technologies in education, providing for the stimulation of cognitive interest, thought processes and self-education, creativity through the planning and implementation of projects, forming key competencies that correspond to the interests of the child. The project method allows you to form and develop search skills, reflection skills, cooperation practices, organizational skills, communication skills, presentation skills. The educational process, according to the technology of project activities, is based on a dialogue between the teacher and the child, which takes into account the abilities, interests and individual characteristics of the student. The method of projects is based on problematic activities, and the knowledge gained in the process of implementing the task is fixed in the system of knowledge about the world and becomes the personal property of the student. The classification of projects involves various approaches:

• by subject they are divided into studies of natural or social phenomena, cultural and historical values, family relationships;
• by duration into long-term, medium-term and short-term;
• by the number of participants in group, pair, frontal and individual.

Project technology is a real scientific research, which begins with the selection and justification of the relevance of the topic, determining the range of tasks and goals, putting forward a hypothesis with its subsequent proof or refutation. The technology allows students to form adaptive abilities, orientation skills in difficult situations, work in a team, set and achieve goals.

• If the project is practically oriented, the research product can be used in the life of the school or class.
• Information research involves the collection of materials about a phenomenon or object, followed by analysis and systematization of information.
• A creative project is based on maximum freedom of action, a creative approach to the presentation of the results of work.
• Role-playing research is one of the most difficult, as participants need to transform into the role of fictional characters, historical figures or literary heroes.

Critical thinking development technology - portfolio

The use of modern innovative technologies in education involves an assessment of personal achievements, an emphasis on reflective activity, which is associated with the implementation of a student-centered approach and a humanistic learning paradigm. Self-analysis and self-assessment contribute to the development of responsibility, volitional regulation, motivation for self-education and development.

Portfolio technology is the best way to meet the needs of a cumulative system of self-assessment of achievements, fixing the student's results, evaluation of his work, progress in achievements and interests. Creating a portfolio requires the interaction of teachers, the student and his parents, performing a number of important functions:

• goal-setting - work within the target field designated by the state standard;
• motivation - an incentive for interaction and an active student position;
• diagnostics - fixing changes for the selected period;
• content - revealing the full range of ongoing work and student achievements;
• development - the continuity of self-education and development;
• rating - demonstrates a range of skills and abilities.

Students more often choose forms of portfolio self-assessment, report, achievements and plans. All of them serve as an organizer of his learning activities for the child, and for the teacher - an assessment tool. The portfolio assumes a personality-oriented character, relies on mutual assessment, self-assessment and reflexivity. Working on a portfolio, the student demonstrates the skills of structuring and analyzing information, impartial evaluation of results.

Advanced pedagogical technologies optimize the educational process, but do not replace traditional teaching methods, but only integrate with them. As a result, the load from excessive concentration on a particular topic in children will decrease, the effectiveness of learning and the general emotional mood will increase. At the same time, it is important to master and use not one, but several innovative technologies at once in order to increase the effectiveness of learning through the integration of educational areas, the formation of mobility and flexibility of thinking, and changes in the worldview of students and teachers.

INNOVATIVE TECHNOLOGIES IN EDUCATION

“The only way leading to knowledge is activity.”

Bernard Show.

In the January Address of the Head of State to the people “New Decade - New Economic Rise - New Opportunities for Kazakhstan” it is noted: “By 2015, the National Innovation System should be fully functional, and by 2020 it should already give results in the form of developments, patents and ready-made technologies, implemented in the country. Therefore, the introduction of modern information technologies that meet international educational standards, as well as the provision of all necessary conditions for the fruitful work of teachers, lecturers, masters of industrial training, are strategic priorities in the field of education. After all, information technology helps teachers to bring the educational process to a qualitatively new level.

Today, many teachers use modern technologies and innovative teaching methods to achieve learning outcomes. These methods include active and interactive forms used in teaching. Active ones provide for an active position of the student in relation to the teacher and to those who receive education with him. During lessons with their use, textbooks, notebooks, a computer are used, that is, individual tools used for teaching. Thanks to interactive methods, there is an effective assimilation of knowledge in cooperation with other students. These methods belong to collective forms of learning, during which a group of students work on the material being studied, while each of them is responsible for the work done.

The word "innovation" (from the Latin "innove") appeared in the middle of the 17th century and means the entry of a new into a certain area, implantation into it and the generation of a number of changes in this area. Innovation is, on the one hand, the process of innovation, implementation, implementation, and on the other hand, it is the activity of growing innovation into a certain social practice, and not a subject at all.Innovation in exact translation from Latin does not mean “new”, but “into the new”.The concept of "innovation" means innovation, novelty, change; innovation as a means and process involves the introduction of something new. In relation to the pedagogical process, innovation means the introduction of something new in the goals, content, methods and forms of education and upbringing, the organization of joint activities of the teacher and the student.

The emergence of new information technologies associated with the development of computer facilities and telecommunications networks made it possible to create a qualitatively new information and educational environment as the basis for the development and improvement of the education system.

Ways of innovative learning - modular training, problem-based learning, distance learning, research methodical training, project method, social partnership, etc.

Interactive methods contribute to the qualitative assimilation of new material. They belong to:

Creative exercises;

Group tasks;

Educational, role-playing, business games, imitation;

Lessons-excursions;

Lessons-meetings with creative people and specialists;

Classes aimed at creative development

– lessons-performances, making films, publishing newspapers;

Use of video materials, the Internet, visualization;

Solving complex issues and problems using the methods of "decision tree", "brainstorming".

The main goal of innovative educational technologies is to prepare a person for life in a constantly changing world.The purpose of innovation is a qualitative change in the student's personality in comparison with the traditional system.

Therefore, innovative teaching methods contribute to the development of cognitive interest among students, they teach to systematize and generalize the material being studied, to discuss and debate. Comprehending and processing the acquired knowledge, students acquire the skills to apply them in practice, gain communication experience. Undoubtedly, innovative teaching methods have advantages over traditional ones, because they contribute to the development of the child, teach him independence in cognition and decision-making.

The main task of TVE at the present stage is the training of specialists who are able to respond non-standard, flexibly and in a timely manner to changes that are taking place in the world. Therefore, in order to prepare students for professional activities in the future, innovative teaching methods are used in TVE. These methods include problem-based learning, which involves the formation of skills for solving problematic problems that do not have a clear answer, independent work on the material and the development of skills to apply the acquired knowledge in practice. Also, innovative teaching methods provide for interactive learning. It is aimed at active and deep assimilation of the studied material, development of the ability to solve complex problems. Interactive activities include simulation and role-playing games, discussions, simulation situations. One of the modern methods is learning through cooperation. It is used to work with social partners, as well as in small groups. This method aims to effectively master the educational material, develop the ability to perceive different points of view, the ability to cooperate and resolve conflicts in the process of teamwork. The innovative teaching methods used at the present stage in TVE also provide for a method whose priority is moral values. It contributes to the formation of individual moral attitudes based on professional ethics, the development of critical thinking, the ability to represent and defend one's own opinion. Innovative methods have made it possible to change the role of the teacher, who is not only a carrier of knowledge, but also a mentor who initiates the creative search for students.

In this regard, the education system should aim at the formation of a new type of specialist who would be able to independently obtain, process, analyze the necessary information and effectively use it at the right time. This can be achieved with the transition to multi-level training of highly qualified specialists (bachelor - master - doctor).

Today there is no such teacher who would not think about the questions: “How to make the lesson interesting, bright? How do you get students excited about your subject? How to create a situation of success in the classroom for each student? What modern teacher does not dream that students in his lesson would work voluntarily, creatively; mastered the subject at the maximum for each level of success?

And this is no coincidence. The new organization of society, the new attitude to life, make new demands on the school. Today, the main goal of education is not only the accumulation by the student of a certain amount of knowledge, skills, abilities, but also the preparation of the student as an independent subject of educational activity. At the heart of modern education is the activity of both the teacher and, no less important, the student. It is precisely this goal - the upbringing of a creative, active personality who knows how to learn, improve independently, and the main tasks of modern education are subordinated.

An innovative approach to learning allows you to organize the learning process in such a way that the lesson is both fun and beneficial for the student, without turning into just fun or a game. And, perhaps, it is at such a lesson, as Cicero said, that “the eyes of the listener will light up against the eyes of the speaker.”

Innovative technologies:

gaming

design

problem learning technology

differentiated learning technology

technology of teaching and research activities in the classroom

Educational innovative technologies:

health-saving technologies

group activity technology

CTD technology (collective creative work).

The relevance of innovative learning is as follows:

Compliance with the concept of humanization of education;

Use of student-centered learning;

Search for conditions for the disclosure of the creative potential of the student;

Compliance with the socio-cultural needs of modern society

independent creative activity.

The main goals of innovative learning are:

Development of intellectual, communicative, linguistic and

creative abilities of students;

Formation of personal qualities of students;

The development of skills that affect the educational and cognitive

activity and transition to the level of productive creativity;

Development of different types of thinking;

Formation of high-quality knowledge, skills and abilities.

These goals also define the tasks of innovative learning:

Optimization of the educational process;

Creating an atmosphere of cooperation between the student and the teacher;

Development of long-term positive motivation for learning;

Inclusion of students in creative activities;

Careful selection of material and methods of its presentation.

Innovative learning is based on the following technologies:

Developmental education;

Problem learning;

Development of critical thinking;

A differentiated approach to learning;

Creating a situation of success in the classroom.

The main principles of innovative learning are:

Creativity (orientation to creativity);

Assimilation of knowledge in the system;

Non-traditional forms of lessons;

The use of visibility.

And now I want to move from the general methodological principles of innovative learning to methods.

When using innovative technologies in teaching the Russian language and literature, the following methods are successfully applied:

Associative series;

Reference abstract;

Brain attack;

Group discussion;

Essay;

Key terms;

Video films;

Didactic game;

Linguistic maps;

Text research;

Work with tests;

Non-traditional forms of homework, etc.

INNOVATION IS MOVEMENT FORWARD!!!

anonymous
Innovative pedagogical technologies for the development of preschoolers

Innovative pedagogical technologies for the development of preschoolers

MBDOU "Kindergarten in Kalininsk, Saratov Region"

teacher Shunyaeva O.N.

At the present stage developmentRussia is undergoing changes in educational processes: the content of education becomes more complex, focusing on preschool teachers for development creative and intellectual abilities of children, correction of emotional-volitional and motor spheres; traditional methods are being replaced by active methods of training and education aimed at enhancing cognitive child development. In these changing conditions preschool teacher education, it is necessary to be able to navigate in the variety of integrative approaches to child development, in a wide range of modern technologies.

Innovative technologies is a system of methods, ways, methods of teaching, educational means aimed at achieving a positive result due to dynamic changes in personal development child in modern sociocultural conditions. Pedagogical innovations can either change the processes of education and training, or improve. Innovative technologies combine progressive, creative technology and stereotypical elements of education that have proven their effectiveness in the process pedagogical activity.

The following reasons can be identified innovations in preschool education:

Scientific research;

Sociocultural environment - need preschool educational institutions in new pedagogical systems; creative variability teachers; parents' interest in achieving positive dynamics in child development.

Conceptuality involves reliance on a certain scientific concept, including philosophical, psychological, didactic and socio-pedagogical rationale for achieving educational goals.

Consistency includes the presence of all the features of the system: the logic of the process, the relationship of all its parts, integrity.

Controllability enables diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, variation by means and methods in order to correct the results.

Efficiency sees cost-optimality, a guarantee of achieving a certain standard of learning.

Reproducibility refers to the possibility of using (repeat, play) pedagogical technology in other educational institutions of the same type, by other entities.

to be today pedagogically a competent specialist is impossible without studying an extensive arsenal of educational technologies.

concept "gaming pedagogical technologies» includes a fairly large group of methods and techniques of organization pedagogical process in the form of various educational games.

Unlike games in general, pedagogical the game has an essential feature - a clearly defined goal of learning and corresponding to it pedagogical result, which can be substantiated, highlighted explicitly and characterized by a cognitive orientation.

game form pedagogical activities is created by game motivation, which acts as a means of inducing, stimulating children to learning activities.

Gaming technology widely used in preschool age, since the game is the leading activity during this period. By the third year of life, the child masters the role-playing game, gets acquainted with human relations, begins to distinguish between the external and internal sides of phenomena, discovers the presence of experiences in himself and begins to orient himself in them.

The child develops imagination and the symbolic function of consciousness, which allow him to transfer the properties of some things to others, orientation in his own feelings arises and the skills of their cultural expression are formed, which allows the child to be included in collective activities and communication.

TRIZ technology.

TRIZ - the theory of inventive problem solving. The founder is G. S. Altshuller. Its main idea technology is, what technical systems emerge and do not develop"whatever" but according to certain laws. TRIZ transforms the production of new technical ideas into exact science, since the solution of inventive problems is based on a system of logical operations.

The goal of TRIZ is not just develop children's imagination, but to teach to think systematically, with an understanding of the ongoing processes.

TRIZ program for preschoolers- these are collective games and classes with detailed methodological recommendations for educators. All classes and games involve the child's independent choice of topic, material and type of activity. They teach children to identify the contradictory properties of objects, phenomena and resolve these contradictions. Conflict resolution is the key to creative thinking.

The main means of working with children is pedagogical search. teacher he should not give ready-made knowledge to children, reveal the truth to them, he should teach them to find it. Developing technologies learning are presented in the main provisions Maria Montessori Pedagogy. The central point in the ideas of Montessori is the maximum possible individualization of educational activities, the use of a clearly thought out and skillfully instrumented program. development of each child.

As components pedagogical process M. Montessori highlighted the need for anthropometric measurements, organization of the environment, classroom furniture, education of independence, the abolition of competitions between children, the absence of rewards and punishments, proper nutrition of the child, gymnastics, education of feelings, strength development.

Montessori didactic materials and work with them attract great attention. Games, classes, exercises with didactic materials allow develop visual perception of sizes, shapes, colors, sound recognition, determination of space and time, contribute to mathematical development and development of speech.

The deep humanism of the educational and educational system of M. Montessori is due to the need for training, education and child development able to function successfully in society.

Under alternative technologies it is customary to consider those that oppose the traditional system of education by any of its sides, whether it be goals, content, forms, methods, attitudes, positions of participants pedagogical process.

As an example, consider technology of vital(of life) education with a holographic approach. Given innovative direction of study and development of preschoolers presented in the works of A. S. Belkin.

According to the author, this technology should help to reveal the creative potential of not only children, but also adults. essence pedagogical interaction, the author believes, primarily in the spiritual exchange, in the mutual enrichment of teachers and students.

Main directions pedagogical activities include the organization of gaming activities, assistance to the family in organizing full-fledged communication, the formation of reasonable material needs. A.S. Belkin offers the following specific methods of forming the necessary needs: "repayment of needs", "leading offer", "switching to redemptions", "emotional envelopment"

informational technologies in pedagogy learning is called everything technology using special technical information means (computer, audio, video).

The purpose of computer technologies is the formation of skills to work with information, development communication skills, personality training "information society", the formation of research skills, the ability to make optimal decisions.

Alternative technology imply a rejection of both traditional conceptual foundations pedagogical process(socio-philosophical, psychological, generally accepted organizational, content and methodological principles, and replacing them with other, alternative ones.

Technology of educational games B. P. Nikitina is a game activity, it consists of a set educational games, which, for all their diversity, come from a common idea and have characteristic features.

Each game is a set of tasks that a child solves with the help of cubes, bricks, squares made of cardboard or plastic, parts from a mechanical designer, etc. In his books, B.P. Nikitin offers educational games with cubes, patterns, Montessori frames and inserts, unicubus, plans and maps, constructors. subject developing games are at the heart of construction and labor and technical games and are directly related to intelligence. AT developing games manage to combine one of the basic principles of learning - from simple to complex - with a very important principle of creative activity independently according to abilities, when the child can rise to the limit of his abilities.

Educational games can be very diverse in content, like any game, they do not tolerate coercion and create an atmosphere of free and joyful creativity.

Traditional (reproductive) technology

The trainee is given the role of performing functions of a reproductive nature. The actions of the teacher are associated with explanation, demonstration of actions, assessment of their performance by students and correction.

Developmental learning technology

Authors: L.S. Vygotsky, L.V. Zankov, D.B. Elkonin, V.V. Davydov et al. The development of the child, in particular the development of the intellect, follows learning and development. The development of schoolchildren can be accelerated due to the effectiveness of training. The principle of learning at a high level of difficulty, at a rapid pace, the leading role is given to theoretical knowledge. Stimulation of reflection of students in various situations of educational activity.

Technology of phased formation of mental actions

Authors: Galperin P.Ya., Elkonin D.B., Talyzina N.F. Knowledge, skills and abilities cannot be acquired and retained outside of human activity. For error-free performance of actions, a person must know what will happen in this case, 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 orienting basis of activity, performance of actions in an external materialized form, external speech stage, stage of internal speech, transition of actions to the internal plan (internalization of actions)

Technology of collective interaction

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

Full absorption technology

Authors: Americans J. Carroll and B. Bloom. In Russia, M.V. Klarin. Technology sets a fixed level of mastery of knowledge, skills and abilities for students, but makes time, methods, forms, working conditions variables for each student. The goals of cognitive activity include: knowledge, understanding, application, generalization, evaluation. All material is divided into training units. Corrective didactic material is developed for each educational unit, which gives the student the opportunity to choose the methods of perception, comprehension and memorization that are suitable for him. The standard of its complete assimilation is determined throughout the topic. The mark for the assimilation of the topic is set after the final check according to the standard.

Multi-level learning technology

The technology of multi-level education provides for level differentiation due to the division of flows 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 creative, but not lower than base level). Three variants of differentiated learning are used: Differentiated learning involves a voluntary choice by each student of the level of assimilation of educational material (not lower than the state standard), the organization of independent work of students at various levels, ahead of learning according to an individual plan.

Adaptive Learning Technology

Adaptive learning technology is a kind of multi-level learning technology, it involves a flexible system for organizing training sessions, taking into account the individual characteristics of the trainees. The central place in this technology is given to the student, his activities, the qualities of his personality. Particular attention is paid to the formation of their learning skills. Priority when using adaptive learning technology 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 didacticists N. Crowder, B. Skinner, S. Pressy. 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-designed training program using special tools. It provides each student with the opportunity to exercise learning in accordance with his individual characteristics (learning pace, level of learning, etc.). The main means of implementing the technology of programmed learning is training programs. It prescribes a sequence of actions to master a certain unit of knowledge. Educational programs can be in the form of a programmed textbook or other types of printed manuals, or computer-assisted programs.

Technology of computer training.

Computer learning technologies make it possible to solve almost all didactic tasks. Computers give out certain information, check whether students have learned it and to what extent, form the appropriate theoretical knowledge and practical skills, open access to electronic libraries, to the main 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, establish the next portions of educational material, etc.

Problem learning technology

In problem-based learning, the teacher does not communicate knowledge in a finished form, but sets a task for the student, interests him, arouses 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, partially search activity and independent research activity.

Modular learning technology.

In domestic didactics, the basics of modular education were most fully studied and developed by P. Yucevicienė and T.I. Shmakova. A module is a target functional unit that combines educational content and technology for mastering it. The composition of the module: a target action plan, an information bank, a methodological guide for achieving didactic goals. Modules are divided into three types: cognitive, used in the study of 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 devoted to 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, week, the number of subjects studied in parallel is reduced. To prevent forgetting the material learned in the lesson, work should be done to consolidate it on the day of perception, i.e. it is necessary for some time to more thoroughly "immerse" in the subject.

Technology of project training.

The technology of project-based learning 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 individual experience of productive activity. This technology is based on Dewey's ideas about the organization of educational activities to solve practical problems taken from everyday activities. The goal of productive learning is not the assimilation of the sum of knowledge and not the passage of educational programs, but the real use, development and enrichment of the 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 of a teacher and students in programming and implementation of the educational process. The teacher in this technology designs a technological map, which presents: goal setting, diagnostics, extracurricular independent work (homework), the 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 the state standard, 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 master knowledge at home, at the workplace or in a special computer class. Consultations in distance learning are one of the forms of guiding the work of students and assisting them in self-study of the discipline.

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

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 forces. But technology also has its own specific purposes.

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

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

The purpose of the technology of 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 process of thinking, individual characteristics of the mind; the formation of internal motives for learning, ways of mental activity of students, their creative abilities; independent search for solutions to problems. Also - the formation of creative, non-standard thinking, freed from the usual stereotypes and clichés.

Consideration of technologies from the position of their target orientation gives grounds to derive the initial provisions of their application. Thus, the use of technology in the educational process involves:

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

The use of pedagogical technologies in the educational process is a promising business. But it faces a number of difficulties and problems. We have almost no technologies developed at the fourth level. In the existing methodological developments, the technological aspects are summarized, at a high level of abstraction (“do this, do this, and this way”), 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, to test it in a school environment.

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

Pedagogical technologies can be conditionally divided into two large groups: machineless and machine-based (using teaching machines, computers, video equipment). Both machineless and machine technologies have their advantages and disadvantages, which 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 develop creative thinking, limit the conditions for the development of social properties and qualities of students.

Noteworthy is such an aspect as the manufacturability of the content of education, that is, the ability to subject educational information to technological coding and not lose its learning capabilities. There is educational information that cannot be translated into a technological language without distortion and deformation, to preserve its educational and scientific integrity. In this case, the information presented to the students loses its original significance. So, for example, artistic, literary information cannot be translated into a technological language. It is almost impossible to convey the essence of “ideas in motion, 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 science, history, ethics and 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 the formation of skills and abilities, when learning languages, solving problems using formulas, mastering labor and physical exercises, etc. The exit of students to the level of skills brought to perfection is a necessary condition for the development of creative abilities. Based on the foregoing, the following pros and cons of technologies can be identified.

FOR: the possibility of diagnosing the purpose and results of the educational process;

• - achievement of a guaranteed result in training;
• - repeatability and reproducibility of results;
• - the orientation of technologies to achieve specific goals in training or education;
• - formation of skills brought to perfection;
• - saving time, money, effort to achieve the goals;
• - with reasonable application, they can be considered as a basis for the development of creative thinking and abilities.

• - the complexity of the transition to the technological mode of training;
• - the impossibility of translating all information into the technological language of education;
• - increase the lack of communication;
• - do not work for the development of 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. 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 educational process. Our reasoning, apparently, will contribute to the formation of more complete judgments about the choice and use of technology 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 mastering 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 are based 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, solve complex problems based on the analysis of production situations, situational professional tasks and relevant information.

In interactive learning technologies, the roles of the educator (instead of the role of an informer - the role of a manager) and trainees (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 simulation. The classification is based on the sign of reconstruction (imitation) of the context of professional activity, its model representation in education.

Non-imitation technologies do not involve building models of the phenomenon or activity being studied. Simulation technologies are based on simulation or simulation-game modeling, i.e., reproduction under learning conditions with one or another measure of the adequacy of the 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. In a problematic lecture, the contradictions of real life are modeled 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 problems modeled can be scientific, social, professional, related to the specific content of the educational material. The statement of the problem encourages students to active mental activity, to an attempt to independently answer the question posed, arouses interest in the material presented, and activates the attention of students.

The seminar-dispute involves a collective discussion of a problem in order to establish ways for its reliable solution. The seminar-dispute is held in the form of dialogical communication of its participants. It involves high mental activity, instills the ability to debate, discuss the problem, defend one's views and beliefs, concisely and clearly express thoughts. The functions of the actors in the seminar-debate may be different.

Educational discussion -- 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 all those present in the discussion, it is advisable to use the method of cooperative learning (learning cooperation). This methodology is based on mutual learning when students work together in small groups. The basic idea of ​​learning collaboration is simple: students combine their intellectual efforts and energy in order to complete a common task or achieve a common goal (for example, to find solutions to a problem).

The technology of work of the educational group in educational cooperation can be as follows:

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

", "update". It is applicable to any field: to science, medicine, education. In Western European countries, the concept of "pedagogical innovation" has been studied since the late 50s, in Russia the public began to show interest in them in the early 90s.

Modern education does not meet the needs of the information society. Schools do not develop basic competencies, they do not teach students to learn and make discoveries. The system is still focused on "transferring" knowledge, rather than teaching them how to search.

This creates a need for education reformation, transition to a new system, active introduction of pedagogical innovations.

Pedagogical innovation: essence and goals

Pedagogical innovation is the process of developing, implementing, testing and evaluating innovations in education that help achieve goals effectively.

Among themselves: the educational process changes over time, the labor market makes new demands on future employees, and training is being transformed, adjusted to new goals, to achieve which new pedagogical methods, techniques and methods are needed.

Innovations in education help to achieve the following goals:

• Humanization, democratization of the educational process;
• Intensification of cognitive activity of students;
• Improving the efficiency of the organization of educational and educational work;
• Modifications of educational material in terms of methodology and didactics.

New approaches that are actively introduced into the pedagogical process help to achieve the goals set. They are the basis for the development of new methods and techniques of work in educational institutions.

Innovative approaches in modern education

A learning approach is a basic principle, a set of requirements and goals, which is the basis for new technologies.

The requirement of modern education is not to give students as much knowledge as possible, but to teach them to learn on their own, not only to know, but also to be able to operate with the information received.

Pedagogical innovation is based on two key approaches:

• A student-centered approach implies the orientation of the educational process to the personality of each pupil/student. Modern pedagogy must take into account the unique experience and character of each student, develop his individuality and talents. The implementation of this approach includes reliance on the principles of choice (students can choose the areas they want to pursue), trust (lack of authoritarian pressure from teachers), creativity and success, subjectivity, individuality;
• The competence-based approach is new for the Russian school. He focuses on the result of learning, while the result is not a body of knowledge, but a set of skills, the student's ability to solve problems, conflicts, and act in different situations.

It doesn't matter how much the student knows. More importantly, his ability to respond to change, be flexible, manage emotions and be able to choose the right information. This innovation requires a radical revision of the education system, reforming the principles of assessment and organization of education.

Based on these approaches, teachers and methodologists develop innovative pedagogical technologies - a set of techniques, methods and methods for transferring knowledge and assessment, which are being introduced into educational institutions.

New pedagogical technologies in the education system

Modern pedagogy offers such innovative pedagogical technologies.

Project work

Project work is a type of activity that helps to develop the creative abilities of students, to form in them the skills of working in a team. The purpose of the projects is to update and use in practice, to expand and deepen the acquired knowledge. Work on the project can take place individually, in pairs or in microgroups, it involves the solution of a problem, the search for optimal solutions.

Schools actively use the integration of disciplines in projects, for example, they offer students to explore the interdisciplinary connections of language and literature, mathematics and chemistry, history and biology.

This innovation forms and develops complex thinking, the ability to analyze, establish connections and create new ideas, to see a holistic picture of the world.

gaming technology

Playrooms perform several functions: entertaining, therapeutic, diagnostic, social. During the game, students are engaged in free developmental activities, enjoying and effecting not only the result, but also the process.

In the educational process, the game is used as an element of a wider technology, part of the lesson or extracurricular activities. The pedagogical game has a clearly formulated goal, which is presented in the form of a game task, all participants in the game obey pre-prepared and announced rules.

Distance learning

Distance learning is an innovation that is being actively implemented in European countries and the USA. Courses are created on specially designed sites, which include lecture cycles, assignments, a schedule of face-to-face consultations with teaching. Students organize their own time and discipline themselves for self-study.

There are several sites where schools and universities offer various courses in the public domain (“Universarium”, “Lectorium”, from foreign ones - “Coursera”). Schools and universities are developing their own information resources that help students and teachers interact and share experiences outside the walls of educational institutions.

Interactive technologies

Interactive technologies are methods that help teachers and students switch places. Interacting in groups, working on information, students discover new opportunities for self-learning. This is a whole complex of methods and techniques of work aimed at creating activities in the process of which students interact with each other, work on solving a common problem.

Interactive technologies are implemented through seminars, debates, problematic lectures, discussions in schools, where students can present their thoughts, learn to argue their opinion.

Portfolio

Portfolio helps to evaluate the dynamics of learning outcomes. It can be used to visualize educational achievements and discoveries. This innovation is implemented through such ways of accumulating information: electronic portfolios, “achievement folders”, “growth diaries”. They record all developments, projects, collect materials that confirm participation in projects, discussions, and the results of creative activity.

These technologies are used in a complex way, taking into account the main approaches. When choosing a technology, method and method of work, teachers take into account the personal characteristics of students, their inclinations and needs.