Modeling the innovation process. Simulation of innovative development

Modeling - as an innovative approach in teaching preschool children

Kokshetau - 2016.

Content

1. Introduction

1.1 The relevance of the modeling method

1. 2 Psychological - pedagogical lighting of the modeling method.

2. Modeling in the educational process

2.1 Types of models

2.2 Modeling in speech development

2.3 Modeling as a way to develop cognitive interest in children

Conclusion.

List of used literature

Relevance of the topic.

The new millennium needs a new modern education system that would satisfy the requirements of the state and society, that is, it is necessary to keep up with the times. Today, as many scientists celebrate all over the world, instead of basic education, which served as a person's foundation for all his professional activities, requires "education for life." The mining mechanism of activity of the developing preschool institution is to search for innovations that promote qualitative changes in the pre-school institution. Nowadays, the teacher's profession does not tolerate the lags from time. Therefore, in the educational activities of our kindergarten combined technologies, tested by time and new developments. I am building your work on the innovation area: "Mode modeling in preschoolers." Modeling is one of the relatively "mologging "methods of mental learning.

The relevance of the use of visual modeling in working with preschoolers is that:

The child-preschooler is very plastic and easily teach, but for most children is characterized fast fatigue and loss of interest in the lesson. Using visual modeling is of interest and helps solve this problem.

The use of a symbolic analogy facilitates and speeds up the process of memorization and assimilation of the material, forms admission to work with memory.

Applying a graphical analogy, children learn to see the main thing, systematize the knowledge gained.

The formation of visual modeling skills occurs in a certain sequence with an increase in the proportion of independent participation of preschoolers in this process. From here, you can highlight the following stages of visual modeling:

Assimilation and analysis of sensory material;

Its translation to a sign-symbolic language.

Using in its work visual modeling, I teach children:

produce information, conduct research, compare, compile a clear inner plan for mental actions, speech statement;

formulate and express judgments, making conclusions;

the use of visual modeling has a positive impact on the development of not only speech processes, but also non-Nedevy: attention, memory, thinking.

The modeling method is effective because it allows the teacher to keep the cognitive interest of preschoolers throughout the exercise. It is the cognitive interest of children contributes to active mental activity, long and sustainable focus of attention. With the help of diamellies and models, preschoolers learn to overcome various difficulties experienced by positive emotions - surprise, the joy of success - give them confidence in their forces.

In the preparatory period, I use the following games: "What does it look like?", "Who hid?"

At the initial stage of work, in the younger preschool age, models are used that have similarities with real objects, characters, then you can use geometric shapes, with your shape and color resembling a replaced subject. Starting from the middle group, we use models with a minimum of parts, as well as reception mnemotechnics for the preparation of descriptive stories, retelling fairy tales, riddling mysteries, independent compilation of fairy tales of children of senior preschool age.

The versatility of support schemes allows them to be used in various types of children's activities. Modeling is used in directly organized activities (in educational areas) and in independent activities of children to summarize their ideas about the environment.

For the successful achievement of objectives in the activities of the educational institution, a variety of material resources and trained personnel are needed, as well as the desire of the teachers themselves efficiently and creatively. In recent years, as a result of the introduction of educators for the achievements of psychological and pedagogical science and advanced pedagogical experience, many new effective forms and methods of improving the professional skill of teachers have arisen. The experience of our kindergarten shows that master classes, workshops, workshops, open views of organized training activities and integrated events are the most effective forms.

At the present stage of the work, the topic of the interaction of all participants in the educational process is relevant. The most significant direction is to cooperate with the families of pupils.

Currently, in the future work, I will continue to apply the modeling method in the integration of the educational process.

Psychological - pedagogical lighting of the modeling method.

Many famous teachers are engaged in the modeling problem. In modern didactic literature, an idea of \u200b\u200bmodeling is common as one of the methods of training, although, as a scientific method, modeling is known, a long time ago.

V. A. Shtoff defines a model as a "means of displaying, reproducing one or another part of reality for its deeper knowledge from observations and experiment to various forms of theoretical generalizations."

V. V. Kraevsky determines the model as "a system of elements that reproduce certain parties, communications, the functions of the subject of the study." Friedman notes that "in the science of the model is used to study any objects (phenomena, processes), to solve a wide variety of scientific tasks and thereby obtain some new information. Therefore, the model is usually determined as a certain object (system), the study of which serves as a means to get knowledge about another object (original).

Simulation issues are considered in the works of the logical and philosophical plan from the standpoint of the use of models to study certain properties of the original, or its transformation, or the replacement of the original models in the process of any activity (I.B. Novikov, V.A. Shtoff and others. ).

The widespread dissemination among teachers of the pre-school education of such views in the 90s of the 20th century led to the fact that in grade 1 during these years, preschoolers often came up with the positions of refusal of systematic learning and targeted intellectual development in a preschool educational institution. And it particularly hurts this discrepancy affected the school teaching two subjects in elementary school subjects: mathematics and Russian language.

An analysis of the literature in which the term "model" applies, shows that this term is used in two values: 1) in the value of the theory and 2) in the value of the object (or process as a particular case of an object), which is reflected in this theory. Those., On the one hand, the model is causing an abstract character in relation to the object (abstract model), and with another specitizing (specific model). Consistently considering the main values \u200b\u200bof the term "model", the author of the monograph "Modeling and Philosophy" V.A. Stonoff offers the following definition: "The model is understood as such a mentally represented or financially implemented system, which, displaying and reproducing the object, is capable of replacing it so that its study gives us new information about this object."

Modeling is one of the means of knowledge of reality. The model is used to study any objects (phenomena, processes), to solve various tasks and obtaining new information. Consequently, a model is a certain object (system), the use of which is used to obtain knowledge of another object (original). For example, a geographic map.

The clarity of the models is based on the following important pattern: the creation of the model is made on the basis of a preliminary creation of a mental model - visual images of simulated objects, that is, the subject creates a mental image of this object, and then (together with children) builds a material or shaped model (visual). Mysterious models are created by adults and may be transformed into visual effects with certain practical actions (in which children can participate), children can also work with already created visual models.

To master the simulation as a method of scientific knowledge, it is necessary to create models. Create together with children and ensure that children take direct and actively participating in the manufacture of models. On the basis of such work, the changes are important for the full mental development of children - mastering a system of mental actions in the process of interiorization.

Modeling is directly related to the model and is a system that provides knowledge of another similar. Cognitive transformations are performed on the object - model, but the results relate to the real object. The idealized object is also a type of modeling, but an imaginary designed subject that has no analogue in reality. Modeling is a logical operation, with which a survey of this object and characteristics are not available for perception. Basically, the models are: subject, objective and schematic and graphic.

The concept of "models" means different things: a specific design, the object playing with a specific purpose, the perfect sample. To perform these properties, the modeling and simulated object should be like a similarity. Reproduction is not completely, and the object is presented in the form for analysis. It may be perfect or material in natural or in artificial form. The object content is determined by the fact that they received in the process of modeling. It may contain things, properties or ratios of structural, functional or genetic type. There are visualities, abstractness and fantasy, hypothetism and similarity . Having in mind the properties of the object that is reproduced, the models can be: substrate, structural and functional. They are still: informative and unrecognizable (training). Have a creative, representative and heuristic function. By penetrating the object and reproducing its properties and relationships, The model embodies the goal And is a tool to achieve it. Modeling involves preliminary knowledge about the object, the transfer of knowledge from the model to the object, a practical test of the knowledge gained. Modeling always has a pre-fixed target and is not just a form of materialization of pre-open in the consciousness of the relationship, and the action of its design, which gives it heuristic character. Cognitive models provide new knowledge, and training - for mastering this knowledge.

Types of models

For preschoolers, various types of models are applied:

1. First of all, the subjects in which constructive features are reproduced, proportions, the relationship of any objects. These can be technical toys, which reflect the principle of the device of the mechanism; Building models. Subject model - earth globe or aquarium modeling an ecosystem in miniature.

2. Subject schematic models. They have essential signs, communications and relationships are presented in the form of layouts. Wested subjectual schematic models are also nature calendars.

3. Graphic models (graphs, schemes, etc.) transmit generally (conditionally) signs, links and relations of phenomena. An example of such a model can be a weather calendar that leads children using special icons icons to designate phenomena in inanimate and wildlife. Or room plan, puppet corner, route diagrams (path from home to kindergarten), labyrinths.

For the purpose of dating, as well as consolidate models, dodeactic, plot role-playing games, games that satisfy children's curiosity, help engage the child in the active learning of the surrounding world, help to master the ways of knowledge of links between objects and phenomena. The model, exposing the relationship necessary for knowledge and relationship, simplifies the object, represents only its individual parties, separate relations. Consequently, the model cannot be the only method of knowledge: it is used when it is necessary to open for children, a particular essential content in the object. This means that the condition for the introduction of models in the process of knowledge is preliminary familiarization of children with real objects, phenomena, their external features, specifically represented by relations and mediation in the surrounding reality. The introduction of the model requires a certain level of formation of mental activity: the ability to analyze, abstragging the features of objects, phenomena; figurative thinking that allows to replace objects; Skills to establish connections. And although all these skills are formed in children in the process of using models in cognitive activity, for the introduction of them, the development of the model and the model and use of it for further knowledge, the level of differentiated perception, figurative thinking, connected speech and rich dictionary is already required for the preschooler. Thus, the very development of the model is presented in the form of the participation of children in creating a model, participation in the process of substitution of objects by schematic images. This preliminary development of the model is the condition of its use to disclose it reflected in it. Visual modeling stimulates the development of children's research abilities, attracts their attention to the signs of the subject, helps to determine the ways of sensory survey of the subject and consolidate the results of the survey in a visual form.

Formation of independence, sociability, the skills of operating with language symbols will help the child in his school school. So, iconic symbolic activities are used in school constantly. Each learning item has its own system of signs and symbols. With their help, the student encodes the information being studied. Modeling occupies an important place in the educational activities of the younger schoolboy. This is the necessary component of the ability to learn, and the right speech is one of the readiness indicators of the child for school training, a guarantee of successful learning of diplomas and reading. The introduction of visual models in the learning process makes it possible to more target the speech of children, enrich their active dictionary, consolidate the skills of word formation, form and improve the ability to use various designs in speech, describe items, to make a story. In the course of use of visual modeling, children get acquainted with a graphical way to provide information - model.

In the senior and preparatory group, methods of visual modeling include: designation of objects with a variety of substituents; the use and creation of different types of conventional schematic image of real objects and objects; Ability to read and create a graphic image of signs of objects related to one or another class, view, family (transport, plants, animals IT.D.); The ability to navigate in space according to its schematic image; The ability to create a real space plan (room plan, a sector of kindergarten, street, etc.);

the ability to use a space-time model when retelling and drawing up stories; Independent creation of models on its own design.

Schemes and models of various structures (syllables, words, suggestions, texts) are gradually accustomed to children to observe the tongue. Schematization and modeling help the child see how many sounds in the word, the sequence of their location, the connection of words in the offer and text. It develops interest in words, sounds of speech, communicating, improves the child's reading activity. By organizing work on familiarizing children with objects and phenomena of nature, pay attention to the fact that children can notice and allocate their basic properties, as well as explain certain patterns of nature. Schemes, symbols, models help this. Visual modeling in this case is the specific means that teaches to analyze, to allocate significant, teaches observation and curiosity.

Working with the use of diagrams and symbols is better to start with learning to compose descriptive stories about vegetables, fruits, clothes, dishes, times of the year. At first, when drawing up stories, a card with the described object to move from point to item (windows with a schematic depiction of properties and features, distinctive features of the subject). This is done to facilitate the execution of the task, since the children are easier to describe the subject when it directly sees the desired map of the diagram next to the subject described. Then you can separate them from each other: keep a card with the described object in hand and tell in order in accordance with the map-schema items.

By organizing work with children on the development of imagination and ability to visual modeling in visual activities, tasks were proposed, where children needed to analyze the appearance of objects, allocate characteristic features, use the analysis of schemes with a characteristic feature. And then offered to create detailed, close to real images images

Modeling on speech development

S.L. Rubinstein suggests that this is the activity of communication - expressions, exposure, messages - through a language, is a language in action. Speech, and one with a language, and different from it, is the unity of certain activities - and a certain content that means and, denoting, reflects being. More precisely, it is a form of the existence of consciousness (thoughts, feelings, experiences) for another serving a means of communication with him, and the form of a generalized reflection of reality, or the form of the existence of thinking. The development of thinking in humans is significantly related to the development of a self-separated sound speech. Since the attitude of the word and the designated in sound speech is more abstract character than the relationship of the gesture to what he depicts or what it indicates, sound speech suggests a higher development of thinking; On the other hand, more generalized and abstract thinking in turn needs sound speech for its expression. Thus, they are interconnected and in the process of historical development were interdepended.

In a number of problems of the speech development of children, two main things were allocated: retiring and dialogue as the most important components of communicative amateur activities, the most important spheres of self-development. Creativity in speech activity is manifested at different levels in varying degrees. A person does not invent his own sound system and, as a rule, does not invent Morpham (roots, consoles, suffix, endings). He learns to correctly pronounce sounds and words in accordance with the norms of the native language, to build proposals in accordance with the rules of grammar, execute statements in the form of texts of a particular structure (with the beginning, middle, ending) and a certain type (description, narration, reasoning). But, mastering these language tools and forms of speech, existing in culture, the child shows creativity, plays with sounds, rhymes, meanings, experiments and designs, creates its original words, phrases, grammatical structures, texts that he never heard from anyone . In such a form, the child learns language patterns. It comes to free proficiency language, language alarm through the elementary awareness of the linguistic reality. It comes to normal through the experiment (through its violation).

Of particular importance in the speech development of preschoolers has a peer dialogue. It is here that children truly feel equal, free, relatives. Here they learn self-organization, amateurness, self-control. In the dialog, the content is born that none of the partners are born, it is born only in cooperation. In a dialogue with peers, it is most likely to be focused on the partner's features, take into account his capabilities (often limited) and therefore arbitrarily build their statement using contextual speech. Dialogue with peers - a new fascinating area of \u200b\u200bpedagogy of cooperation, pedagogy self-development. There are inappropriate direct instructions, training motivation, strict regulation. Still, dialogue with peers, as research shows, you need to teach. Learn dialogue, learn language games, learn verbal creativity.

An effective way to solve the problem of the development of intelligence and the speech of a child is modeling, thanks to which children learn to generally present the essential signs of objects, communications and relationships in real reality. Training modeling is advisable to start in preschool age, because, according to L.S. Vygotsky, F. A. Sokhina, O. S. Ushakova, preschool age - the period of the most intensive formation and development of the personality. Developing, the child actively assimilates the foundations of the native language and speech, its speech activity increases.

A important role in the development of a coherent speech of children play didactic games on the description of the subjects: "Tell me which", "who learns more and calls", "Guess the description", "wonderful bag", "toy store". These games help teach children to call characteristic signs, quality, actions; encourage children to actively participate their opinion; Form the skill connected and consistently describe the subject. Didactic games on the formation of ideas about the sequence of actions of the characters by solving the corresponding pictures: "Tell me a fairy tale on pictures", "Tell me, that first, that later," I will start, and you will finish "," who knows that continues further " . Such games contribute to connected telling, consistent description of the plot of the work.

The simulation method is based on the principle of replacement: the real object of the child replaces the other subject, its image, any conditional sign. Initially, the ability to replace is formed in children in the game (pebbles becomes a candy, the sand - a pile for a doll, and he himself - dad, chauffeur, astronaut). The experience of substitution accumulates also when the speech is mastered, in the visual activity.

In the course of use of visual modeling, children get acquainted with a graphical way to provide information - model. The use of modeling in the process of speech development has two aspects:

) serves as a certain method of cognition;

) is a program for analyzing new phenomena.

Conducting the work on the development of a coherent speech of children to establish on the tasks aimed at identifying to be able to answer questions to the full proposal, make a story about the sample, to conduct a dialogue.

The use of visual modeling in working with preschoolers is that: the child-preschooler is very plastic and easily teach, but for our children is characterized fast fatigue and loss of interest in the lesson. Using visual modeling is of interest and helps solve this problem. The use of a symbolic analogy facilitates and speeds up the process of memorization and assimilation of the material, forms admission to work with memory. Applying a graphic analogy, we teach children to see the main thing, systematize the knowledge gained. Technology of visual modeling requires compliance with the following principles of training:

) developing and educating training;

) Determination of the content and methods of the educational process;

) systematics and sequence;

) Consciousness, creative activity and independence;

) clarity;

) availability;

) rational combination of collective and individual forms of work.

The development of connected speech is an important task of speech education of children. This is due to its social importance and role in the formation of personality. The main, communicative function of the language and speech is implemented in connected speech. The coherent speech is the highest form of mental activity, which determines the level of speech and mental development of the child.

Currently, there is no need to prove that the development of speech is closely related to the development of consciousness, the knowledge of the surrounding world, the development of the person as a whole. The central link, with which the teacher can solve a variety of cognitive and creative tasks, are examples, more precisely, model representations.

Work forms with a model

1. The subject model in the form of a physical design of the subject or objects is naturally connected (a flat model of a figure, which reproduces its main parts, structural features, proportions, proportions of parts in space).

2. Snattonal schematic model (sign). Here, the essential components allocated in the object of cognition and the relationship between them are designated with the help of substituents and graphic signs. (for senior dosh. ART - calendars)

3. Graphic models (graphics, formulas, diagrams)

4. Analog model. The model and the original are described by a single mathematical ratio (electrical models for the study of mechanical, acoustic, hydrodynamic phenomena)

Based on models, you can create a variety of didactic games.

With the help of picture models, organize various types of children's oriented activities.

Models can be used in classes in collaboration with an educator and independent children's activities.

Parents and children can be attributed to the creation of models: relationship - tutor + parent + child

Orientation in time

For a child, the reflection of the time is a more difficult task than the perception of space

Etc. Richterman highlights a lesser extent three different aspects of temporary representations:

adequacy of the reflection of the time intervals and their correlation with the activities (the ability to organize its activities in time);

understanding denoting the time of words (from the simpler "yesterday-today-tomorrow" to more complex "past-present", etc.);

understanding the sequence of events, actions, phenomena

System of work on etc. Richterman

Acquaintance with parts of the day on a visual basis with the use of pictures, with a reflection of children's activities in various parts of the day

Landscape Picture Orientation For Basic Natural Indicators: Sky Color, Sun Position in Sky, Cearence Day

Switch to the conditional designations of landscape pictures using a color model, where every time of day is indicated by a certain color

As a summary of the knowledge of time - familiarity with the calendar as a system of time measures

System of work on E.I. Shcherbakova

It has developed a volumetric model of time in the form of a spiral, each coal of which, depending on the solution of a specific didactic problem, visually showed the movement of changes in processes, time phenomena, time properties (one-dimensional, fluidity, irreversibility, frequency)

The model "Days of the Week", similar to the first, but was distinguished by the fact that its size is greater and one round of the spiral includes seven segments that are consistently painted in different colors, correlated with certain days of the week.

The model "Year of the Year" differs from the previous much large size and four-color solution.

Teaching sequence of temporary concepts

Methods of familiarization with temporary concepts

Development of a sense of time in children of senior preschool age

Models "Day" for different age groups

Model of the day (by A.Davidchuk)

The circle with an arrow, divided into 4 color segments: Morning - Pink Color (the sun rises); Day - yellow (light and the sun warms brightly); Evening - blue (darkest0; Night is black (dark). Day and night occupy most of the sectors, because in terms of time last longer.

Working with a model:

Find the corresponding sector to the title part of the day

Reproduce the sequence of parts of the day, starting with any of them

Install the number of parts in the days

Determine the "neighbors" of each part of the day

Pick to the sector the appropriate picture (landscape or activity)

Indicate the models of the last day.

Model "Yesterday, today, tomorrow"

3 identical circles (based on the model of the day, located in each other horizontally)

Working with a model:

Show temporal segments "yesterday morning", "This afternoon", "tomorrow in the evening", etc.

Show times when any event happened

Make a consistent story about the event

Show "It was", "will", "happens now", etc.

Model "Parts of the day"

Consists of plot pictures displaying human activity in different segments of the day

Purpose: familiarity of children with time measurement units, orientation learning in parts of the day

D / game "When it happens?" (parts of the day)

Purpose: Fasten part of the day and their sequence.

Material: Pictures: Toothbrush, Pillow, Plate, Toy, etc.; Pictures with actions: Morning gymnastics, occupation, watching evening fairy tales, sleeping baby.

Before children pictures, which show the activities of people or objects corresponding to one or another part of the day. The guys are invited to consider them and relate to the corresponding sectors on the model.

Model of the week (by R. wonderful)

The circle with an arrow on which small circles (stripes) are placed with dots, numbers from 1 to 7 or with color substituents (by rainbow spectrum), indicating the days of the week. The vigorous model is possible, which includes the same seasons, day, etc.

Working with a model:

Define what each character means

Call the days of the week, etc. in order, in reverse order, starting from any

Call the characters that the arrow shows

Determine the order of the character symbols (which is the day of the week, etc.)

Call the missed symbol among the named

Determine the total number of characters (7 days of the week, 4 parts of the day, 3 months - season, 12 months - year)

the model of the clock, the inner circle of which reflects the model of the day - is divided into four sectors, the middle circle is the days of the week (seven sectors with rainbow colors), the external circle model of the year (twelve sectors painted in colors, characteristic of sectors)

Gaming allowance "Circle of Time"

Formation in children of senior pre-school age ideas about time.

1. Know children with time measurement units.

2. Learn to navigate in parts of the day, days of the week, seasons, allocate their sequence and use words: yesterday, today, tomorrow, before, soon.

3. Fasten the names of the week of the week, months.

4. Develop in children speech activity.

5. Develop in children cognitive needs.

Game: "When does it happen?" (seasons)

Purpose: consolidate the peculiarities of the seasons and their sequence.

Material: pictures with seasonal features and activities.

The move: Before children pictures, which show the activities of people or items that are relevant to this or another year. The guys are invited to consider them and relate to the corresponding sectors on the model.

(second option)

Children are invited to guess the riddle and install the chip in the corresponding sector on the model:

Maja snowball, a meadow came to life.

Day arrives - when does it happen? I.T.

Game: "Determine the Day of the Week"

Purpose: Secure titles and sequence of the week.

Children are invited to respond to cognitive questions, for example: "We define what color is marked, if Monday is marked red?"; "Show the weekend models"; "Which color is indicated by the environment?"; "Determined what day of the week and put the chip into the appropriate pockets."

Complication: The guys are offered cards with the names of the days of the week, you need to read and place the cards in pockets, respectively, the day of the week.

"Observe the sequence of the week of the week with numbers", "What a Friday will be on the account", "Russell Smesharikov by the Days of the week", "Who from Smesharikov will come to visit us on Friday?", "What day of the week will come to visit Nyusha? " I.D.

A preliminary work must first be done to the simsharikam game. The guys determine that on Monday, Nyusha comes to visit us, because it is pink, which corresponds to the red color of Monday, on Tuesday - Copatych, it looks like an orange color of Tuesday, etc., so they distributed all the days of the week, but since there is no green mixing, he decided that Thursday will be a hedgehog, he Lives under the Christmas tree. Thus, Smeshariki helps to memorize the sequence and names of the days of the week.

Game: "all year round"

Purpose: Secure the names and sequence of the time of the year and months.

Children are offered tasks of type "Find on the November model", "call a month, designated by blue", "Show the winter models, the spring months," "Show the month that the winter begins, and the year finishes", "distributed names for months in order" , "Observe the autumn months", etc.

Game: "Skate-ka"

Purpose: Secure the ability to perform arithmetic action.

On the model in a small and middle circle, numbers are located, in a large outdoor circle an arithmetic sign, for example +, an educator, shows the arrows which numbers need to be folded, and the child performs the action with an appropriate digit in a large circle.

Model "Room" for orientation in space

Features of perception of space by preschoolers

Spatial perception in preschool age is marked by a number of features:

- Specifically sensual character: the child is focused on his body and everything determines relative to its own body;

- the most difficult for the child is to distinguish between the right and left hand, because the distinction is based on the functional advantage of the right hand over the left, which is produced in functional activities;

- the relative nature of spatial relationships: to determine how to determine as a subject to another person, he needs to get into the place of the subject;

- Children are oriented easier in statics than in motion;

- It is easier to determine the spatial relationships to subjects that are close to the child.

System of development work in preschoolers of spatial representations (TA Musalebova)

1) orientation "on themselves"; development of the "Scheme of Own Body";

2) orientation "on external objects"; allocation of various sides of the subjects: front, rear, top, bottom, side;

3) the development and use of the verbal reference system in the main spatial directions: ahead - back, up - down, right - left;

4) determining the location of objects in the space "from ourselves" when the initial point of reference is fixed on the subject itself;

5) the definition of its own position in space ("standing points") relative to various objects, the reference point is localized on another person or on any subject;

6) determination of the spatial placement of objects relative to each other;

7) determining the spatial location of objects in the plane orientation, i.e. in two-dimensional space;

determination of their placement relative to each other and relative to the plane on which they are placed

Model "Room"

Consists of a layout of the room and pieces of doll furniture

At first, the child considers and examines the mockup of the puppet room, remembers the location of the rooms, furniture in it. Next, with the help of a doll playing, moving around the rooms of a puppet apartment, accompanying his actions by descriptions (the doll went into the room on the left, stopped at the cabinet, standing on the right of the window, etc.) The teacher can ask questions and give instructions, directing visual perception child (come to the doll table, etc.) and activating various spatial concepts in speech (left, right, next, near, above, etc.)

Model "Numeric houses"

"House where signs and numbers live"
(numeric houses)

Objective:

Consolidate the ability of children to make numbers from two smaller; add and deduct numbers;

To give children the idea of \u200b\u200bthe composition and invariance of the number, values, subject to differences in summation;

Learning or fixing the ability to compare numbers (more, less, equal).

Model structure:

the model is a packaged house, on each floor there is a different number of windows, where signs and numbers will live, but since the house is magical, then settles in the house signs and numbers can only with the help of children.

Model "Number Staircase"

Numerical staircase

Purpose: the formation of computing skills within 10; Development of submissions about a numerical number, about the composition of the number

A staircase consisting of steps of different colors in each row. Total 10 rows: lower row - 10 segments, upper row - 1 segment. Each row corresponds to a certain number from 1 to 10, and reflects their composition.

Working with a model:

Acquaintance with the composition of the number in the number of segments in each stage of the stairs

Account when lifting and lowering the stairs

Determining the place of the number in the numerical row (staircase) - 3 stands in front of 4, but after 2, etc.

Definition of the "neighbors" of the number

Direct and reverse sequence account

Comparison of numbers

Model "Hourglass"

Visual bulk model "Hourglass" (from plastic bottles)

Objective:

teach children to measure time with an hourglass model; Actively turn on in the experimentation process.

Model structure: volumetric model, three-dimensional.

In order to measure time, it is necessary to open the lid of the Donets of one of the bottles and pour the sand there is exactly as much as it is necessary for the sand from one compartment of the watch moved to another. It is necessary to do this by experimenting.

Description of working with model:

with the help of an hourglass model, you can first conduct a cognitive study lesson. Show children pictures with the image of different hourgings, then demonstrate the model, talk about the origin of the hourglass, why are they needed as they work as they work. Then, together with children, be sure to conduct experiments: for example, an experiment that prove the accuracy of the clock.

Visual Flat Model "Accounting Cake"

Objective:

Teach children to solve arithmetic tasks and develop the cognitive abilities of the child;

Learning to allocate mathematical relations between values, orient them.

Model structure, model includes:

1. Five sets of "Sweet Accounting Parts", each of which is divided into parts (both equal and different parts). Each countable cake in the form of a circle has its own color.

2. Ovals carved from white cardboard, which denote "integer" and "part". In the gaming situation, they will be called plates where children will lay the pieces of countable.

Description of working with model:

in the arithmetic problem, mathematical relationships can be viewed as "whole" and "part".

First, it is necessary to give the ideas about the concept of "integer" and "part".

Put in front of children on a plate denoting "whole", countable cake (all of it, tell me that the cake is a whole mother baked and that we put it strictly on a plate, which means "whole". Now we will cut the cake into two parts, each of them Let's call "part". Explain that now, when the whole (whole cake) was divided into parts (2 pieces), then there is no whole, but there are only 2 parts. which cannot remain on someone else's plate and they must be shifted to their places - Drawers denoting "part". One piece on one plate, other part to another plate. Then connect 2 pieces again together and show that again it turned out a whole. Thus, we demonstrated that the connection of the parts gives an integer, and the subtraction of parts from the whole gives part.

Pre-school education is the first stage in the education system, therefore the main task of teachers working with preschoolers - the formation of interest in the process of learning and its motivation, development and correction of speech. Today, it is absolutely definitely possible to identify the urgent contradictions between the general for all pupils by the regulatory content of education and the individual capabilities of children.

The main goal of speech development is to bring it to the norm defined for each age stage, although the individual differences in the speech level of children can be exclusively high. Each child must learn in kindergarten in kindergarten, grammatically correctly, connected and consistently express their thoughts.

The problem of speech failure of preschoolers is that at present, the child has a little time spends in adult society (more than a computer, a TV or with its toys), rarely listens to the stories and tales from the mouth of the mother with dad.

The relevance of this topic is that visual modeling facilitates middle-aged children, mastering a connected speech, so the use of symbols, pictograms, substituents, schemes facilitates memorization and increases the amount of memory and as a whole develops the speech activities of children.

At middle-aged preschoolers, the development of imagination and figurative thinking are the main directions of mental development, and it was advisable to dwell on the development of imagination and the formation of visual modeling in various activities: when familiarizing with fiction; When familiarizing children with nature. These activities attract children correspond to their age.

It is important to choose the optimal form of classes, which can ensure the performance of the work, the main goal of which is the development of intellectual abilities of children, their mental development. And the main way will be mastered by various means of solving cognitive tasks. Development will occur only in cases where the child turns out in a situation of availability - it is for him - a cognitive task and solves it. It is very important that the emotional attitude is associated with a cognitive task through an imaginary situation arising from a gaming or symbolic designation. To do this, it is advisable to conduct cognitive games-classes with the inclusion of problem situations, riddles tasks, any fabulous or cognitive material related to one plot, where the tasks for the development of imagination, memory, thinking are intertwined.

Schemes and models serve as didactic material in the work of the teacher to develop a coherent speech of children. Use them should be used for: enriching the vocabulary stock; when studying the compilation of stories; when the artistic work retools; when guessing and drawing up mysteries; When memorizing poems.

Relying on the experience of leading teachers, when organizing classes on visual modeling, schemes are used, tables for compiling descriptive stories about toys, dishes, clothes, vegetables and fruits, birds, animals, insects. These schemes help children independently identify the main properties and signs of the subject matter under consideration, to establish a sequence of presentation of identified signs; Enrich the vocabulary of children.

As a result of the work on the development of a coherent speech, it can be concluded that the use of visual modeling in speech development classes is an important link in the development of the coherent speech of children. At each age stage, children are formed:

the ability to grammatically correctly, connected and consistently express their thoughts;

ability to retell small works;

improvement of dialogical speech;

the ability to actively participate in the conversation, is understandable for listeners to answer questions and ask them;

ability to describe the subject, picture;

ability to dramatize small fairy tales;

to uprish a desire to speak as an adult.

In the course of using the method of visual modeling, children get acquainted with a graphical way to provide information - model. As conditional substituents (model elements), symbols of various nature can be: geometric shapes; Symbolic images of objects (symbols, silhouettes, contours, pictograms); plans and symbols used in them; Contrast frame - receiving fragmentary telling and many others.

The story on the story picture requires a child of the ability to highlight the main actors or the objects of the picture, trace their relationship and interaction, note the features of the composition of the painting, as well as the ability to think about the cause of this situation, that is, to make the beginning of the story, and the consequences of it - that is the end of the story story.

In practice, stories, self-compiled by children, is mainly a simple listing of actors or objects of the picture.

Work on the overcoming of these shortcomings and the formation of the skill of telling the picture consists of 3 stages: the selection of painting fragments significant for the development of the plot; determining the relationship between them; Combining fragments into a single story.

As elements of the model, accordingly, pictures are fragments, silhouette images of significant objects of the picture and schematic images of pattern fragments. Schematic images are also elements of visual models that are planning stories on a series of paintings. When children will master the skill of building a connected statement, creative elements are included in the retelling and stories model - the child is invited to come up with the beginning or end of the story, the fairy tale or the plot of the paintings include unusual characters, the characters are assigned unusual qualities to them, etc., and then draw up a story with Accounting for these changes.

Thus, the use of substituents, symbols, models in different activities - a source of development of mental abilities and creativity in preschool childhood. Since at this age, the development of imagination and figurative thinking are the main directions of mental development, it was advisable to dwell on the development of imagination and the formation of a visual modeling ability in various activities: when familiarizing with fictional literature; When familiarizing children with nature, in drawing classes. These activities attract children correspond to their age. Also in these conditions it was important to choose the optimal form of classes, which could ensure the performance of the work, the main goal of which is the development of intellectual abilities of children, their mental development. And the main way will be mastered by various means of solving cognitive tasks.

Conclusion

In children of senior preschool age, the development of speech reaches a high level. Most children correctly pronounce all the sounds of their native language, can regulate the voting force, the tempo of speech, the intonation of the question, joy, surprise. A significant margin of words accumulates to the older preschool age. The enrichment of vocabulary (the vocabulary composition of the language, the combination of words used by the child) increases the supply of words similar (synonyms) or opposite (antonyms) in meaning, multivalued words.

The development of the dictionary characterizes not only an increase in the number of words used, but also understanding the child of various meanings of the same word (multivalued). The movement in this regard is extremely important because it is connected with the more complete awareness of the children of the semantics of the words they have already enjoyed. In the senior preschool age, the most important stage of the speech development of children is mainly completed - the learning of the grammatical language system. The proportion of simple common offers, complex and complex, complexity is increasing. Children has a critical attitude towards grammatical errors, the ability to control their speech.

LIST OF SOURCES USED

1. Alexseeva, M.M. Methodology for the development of speech and training by the native language of preschoolers. - M ..: Academy, 1997. - 219С.

Arushanova, A. G. Speech and speech communication of children: a book for educators of a kindergarten - M.: Mosaic-synthesis, 1999.- 37-45С.

Bogoslavts, L. G. Modern Pedagogical Technologies in Dow: The study method of allowance / L. G. Bogoslavts. - St. Petersburg. Childhood-press, 2011. - 111 with

Borodich, A.M. Methodology for the development of the speech of children of preschool age / A.M. Borodich. 2nd ed. - M.: 1984.- 252c.

Wenger, L.A., Mukhina, V.S. Psychology. Tutorial for students of universities. - M.: Education, 1988.- 328С

Halperin, pl. Methods of teaching and mental child development. - M.: Enlightenment, 1985. - 123-125С.

Zhukova, T.P. Characteristics of the modeling method in the formation of spatial representations in children of senior preschool age. -M.: Publishing young scientist, 2012. -41-44c

Matyukhina, M.V., Mikhalchik TS, Proinun N.F. Age and pedagogical psychology.-M.: Enlightenment, 1984. - 12-18C.

Leontyev, A. A. Language, speech, speech activity. - M., 1969.- 135С.

Leontyev, A.A. Pedagogical communication / A.A. Leontyev - M., 1979 - 370 p.

Sapogova, E.E. Modeling operation as conditions for the development of imagination from preschool children. - M.: Pedagogy, 1978.- 233c

Theheeva, E.I. Development of children's speech. Manual for kindergarten tutors / E.I. Theheeva. - M.: 1981.- 345С.

Tkachenko, T.A., Tkachenko D.D., entertaining characters. -M.: Moscow, Prometheus, 2002.- 89-100С.

In Russia, the development of innovation is one of the national priorities. However, activities aimed at developing innovation activities do not differ in systematic. Is it possible to offer a new model of the innovation process, designed to provide a systematic approach to the development problem of innovation - both on the federal and regional level?

Innovative activities are related to the transformation of ideas (usually - results of scientific research, development, etc.) into technologically new or improved products or services introduced on the market, new or improved technological processes or methods for the production of services used in practical Activities. Innovative activity involves a whole range of scientific, technological, organizational, financial and commercial activities, which lead to innovation in their entirety.

The innovation process, in turn, is a complex of consecutive stages or events related to the initiation, development and manufacture of new products, technology, etc. With the development of innovation theory, the model of the innovation process was evolved: from simple linear to more complex nonlinear models.

Allocate various models of the innovation process, including linear (combined and chain) and nonlinear (integrated). Linear models suggest consistent stages of creating innovative products. Nonlinear models allow parallelism of the implementation of some (or all) groups actions aimed at creating innovative products, and focus on the nature of the interaction of the subjects of the innovation process.

In modern science, preference is given to nonlinear models of the innovation process. An example of an integrated model of the innovation process is shown in Fig. 1.

Fig.1. The model of the innovation process IV generation is "integrated" model.

This model does not allow to identify the critical sections during the innovation process - such sites, from the successful passage of which the further course of the process depends.

The representation of the integrated model of the innovation process in the form of a flowchart allows you to track its dynamics and detect critical sections. In this case, the parallelism of some areas of processes is envisaged. The block diagram presented in Fig. 2, was designed based on the definition.

Fig.2. Dynamic model of the innovation process developed by the author.

The developed model contains two blocks of initial factors (scientific and technical and economic), which are key to initiating the innovation process.

The scientific and technical unit includes the following factors:

number of research and development organizations
the number of engaged in research and development,
the amount of funding research and development.

The economic unit contains the following factors:

the emergence of new enterprises,
competitive fight,
reducing demand for traditional products,
the presence of venture capital.

Provided that the original factors ensured the beginning of the innovative process, there are plots on which the innovative process may be interrupted and without providing innovative products. This may happen in the following cases:

As a result of implemented R & D, a security referral Reed was received;
In the absence of production opportunities, when RID's copyright holder does not have the opportunity to open an enterprise for the production of innovative products, and also does not have the ability to transfer the right to use the RID to another person who has such capabilities.

Another unfavorable condition for the stroke of the innovation process is the unprofitability of the production of innovative products (for example, due to insufficient demand). This obstacle is overcoming: the specific type of innovative products can be adapted to the market requirements identified as a result of marketing research before launching in production.

Thus, the developed model of the innovation process, which includes the initial factors for initiating the innovation process, as well as the identified critical sections of the innovation process, makes it possible to analyze the course of innovation and ensures management decisions to optimize the innovation process and develop innovation at the regional level. * * *

The study was completed with the financial support of the RGHF (Project No. 11-02-00647a).

Literature

Russian statistical yearbook. Stat. Sat 2011. M.: Rosstat, 2011. P.76.
Harmashova E.P. The development of the theory of innovative processes / E.P. Garmashova // Young scientist. - 2011. - №2. T.1. - P. 90-94

2. System approaches to the management of innovation activities of companies

2.2. Application of modeling in innovation and its methodological limitations

Currently, among a fairly wide range of specialists, the opinion was developed about the universality and omnipotence of modeling. Therefore, very often, when managing companies and economic and industrial systems (EPS), they resort to modeling using it as a tool in planning. However, both indicate numerous sources ,,,,, in practical management companies to modeling, as to the optimization management method, should be approached more carefully.

According to a number of researchers, economic and mathematical modeling as a discipline that studies the processes of construction, interpretation and application of mathematical models of economic objects to solve the tasks of analysis, synthesis and forecasting their activities currently can not be considered independent. According to such a view, the meaningful part of the modeling process (the choice of indicators, factors, dependencies) is included in the economic theory, and the technical (under which in 9 cases out of 10 it means the construction of certain statistical models) - to the econometric. Thus, economic and mathematical modeling turns out to be on the one hand, torn, on the other - truncated, and the relationship between all stages of modeling, the correctness of the interpretation of modeling results and, consequently, the values \u200b\u200bof the recommendations based on models are as if silent in the air. As a result, the results are seriously accepted, interpretation based on insufficiently adequate models (for example, regression dependences in which the multiple determination coefficient R 2 is 0.03). Sometimes an excessively expansion interpretation of those or other components of the model is allowed.

The reason for the careful approach in the practice practice is a well-known nonconformity between the object and its model: the model is just a simplified representation of reality. The model is a theoretical construction that has some reality, which can be independently discussed and analyzed.

When constructing a mathematical model, it is inevitable to enter various assumptions and restrictions and from the entire number of object parameters, only some are selected, according to developers, the most important, since: First, it is impossible to fully identify all the parameters of the object, secondly, if in the model to take into account all Their large number, it will become very cumbersome and technically difficult to implement, and the content of the simulation is lost behind the large number of data. When mapping an object and model arises as far as it describes the object. It is obvious that for the same object, depending on the tasks and the number of accounted parameters, many models can be offered, each of which describes an object with a certain accuracy (greater or less adequacy) and uses one or another mathematical apparatus. Obviously, those used or developed models are not identical to real objects and occurring processes, the study of models and its properties is not a study of a real object. Since it is impossible to build an absolutely adequate model (implement it), then the question is about the optimally permissible adequacy, which will allow us to neglect object changes at this time interval.

A modern level of development of mathematical modeling practically does not allow any adequately modeling real objects. Any such object is infinitely complicated, and even for its verbal description, which is necessary on the model stage, would be required, generally speaking, the text of a giant, almost eliminating the possibility of use, volume. Moreover, it is meaningless to count on modeling an object in the form of certain mathematical structures, i.e. Elements of some fundamentally different (mathematical) world.

The problem of the suitability of the model, according to G. Ya. Goldstein B, which undertakes to establish a quantitative assessment of the measure of adequacy of the adopted mathematical model, real objects under study is very complex: its decision is associated with mathematical, economic, expert, technical and even philosophical issues. In fact, how can the issue of quantitatively differences between the mathematical model of the object and the most real object, if the true (full) description of such an object is never known to the researcher?

Given that the model is a simplified representation of reality, a very important problem is to determine the purpose of modeling. The purpose of the goal in turn determines the quantitative indicator of the adequacy of the model being developed. In the general case, the purpose of modeling is to obtain information about the object in time starting with cognitive purposes and up to receiving specific data for making management decisions.

Indeed, if the quantitative measure of the model's adequacy is not established, the entire idea of \u200b\u200bperforming machine experiments does not withstand elementary criticism. While this question is not resolved, the value of the model remains insignificant, and the simulation machine experiment turns into a simple exercise in the field of deductive logic. Moreover, according to V. V. Olshevsky, and other specialists in the field of imitation modeling of complex systems, that experimenting on a computer with an inadequate model will be brought little benefit, since we simply imitate our own ignorance.

Important in practical terms is the cost of obtaining modeling results. This cost includes both the price of the model development and the price of its implementation and obtain the required information. The big cost of obtaining modeling results is already a question of whether it is worth using modeling at all.

If you take into account numerous examples of successful modeling of a wide variety of physical, biological and economic objects and processes, and at the same time, it turns out that it turns out that direct prototypes for these models were not specific fragments of the real world, but their system ideas, those. The results of their description in the form of systems with the help of certain system-forming features. These descriptions are incomparably easier than objects, and therefore they are located between the object and its model.

As can be seen in Figure 10, the relationship between the object and its model is mediated, since between the object and its model is the system description of the object. In this case, the gap between the object and its systemic description can be quite significant. For example, in the system description of the enterprise can actually reflect only the production process, while the processes of reproduction of resources are not reflected, since they are outside the interests of the researcher. It is logical to assume that if the system description of the object S allows you to unambiguously restore the object q, then the model M, built on the basis of such a system description, can be called the system model of the object Q.

Figure 10 - the ratio between the object, its system description and model

Modeling companies (individual activities) has a certain specificity. These features reflect:

The instability of the statistical characteristics of dependencies, the variability of the composition and nonstationarity of the factors affecting the nature and flow of processes simulated on the microeconomic level;

Instability of the external environment of the enterprise;

The presence of a significant subjective component (the influence of decisions taken at this enterprise) as part of microeconomic processes;

Problematics of the application of statistical methods and approaches in modeling microjects, in particular, the difficulties of forming a homogeneous general population of similar objects;

The possibility of adding "external" quantitative statistical information about the values \u200b\u200bof the simulated indicators of "internal" qualitative information on the nature of the dependence obtained directly from insiders;

The lack of continuity in modeling characteristic of the modeling of macro objects, the extreme limitations of the number (as a rule, the absence) of publications on the progress and results of modeling this process on this micro belt.

In order to take into account these features when building a model, ensuring its adequacy as the ability to reflect the most significant in this aspect of the communication between the components of the system description of the object and the elements of its model, it is necessary to ensure maximum trappensiness and comparability of information about the progress and modeling results as much as possible of microeconomic objects. .

The complexity of modeling the activities of a real company, in addition, is determined by a number of factors: the inhomogeneity of products produced; irregularity of production; internal factors destabilizing production; violations of regularity supply; delays and irregularity of financial flows; changing market conditions; marketing features of products; external threats and favorable opportunities; common economic, technological and social setting and so on.

Most of these system parameters are probabilistic and, most importantly, are nonstationary. Planning and management on averaged characteristics does not give proper effect, since it is still carried out, the system itself changes, and its environment. All this is exacerbated by the nonstationary character of probabilistic processes. As a result, the use of formal mathematical models is difficult due to the large dimension of EPS, insufficient a priori information, the presence of poorly formalized factors, the fuzziness of the evaluation criteria for the decisions made, and so on.

The economic system, as an object of study and application of economic and mathematical methods, is continuously developing in nonstationary conditions. Mathematical programming models, according to V. A. Radodsky, do not reflect the conditions for the execution of plans, do not take into account the fully predicted losses caused by the need to localize interference in time and on the ensemble subsystems. Econometric models for such conditions are practically not developed.

A real approach to solving the management task of the Company's activities, according to I. B. Mocusus, may be a refusal to search and implement the maximum optimal management model and the transition to the use of approximate solutions. In this case, the control options are searched near the absolute optimum, and not the optimum itself. It can be assumed that in any task there is a certain threshold of complexity, which can be resettled only by the price of refusing to the requirements of the accuracy of solutions. If we take into account the cost of computer implementation of the solution, for example, multi-extremal tasks, then their exact solutions can be disadvantageous compared to the simpler approximate methods. The effect obtained from the clarification of the solution will not pay off the additional costs of his finding. It should be noted that the multiparameterity of the task "smoothes" the optimum solution and facilitates the task of contacting the control system to the area close to the optimum. Moreover, it becomes more apparent with an increase in the number of system parameters and their probabilistic nature.

Back in the 60s of the 20th century, scientists noticed that the law of distribution of the target function in designing a system with a large number of arguments has a property to converge to normal, if the target function (or its monotonous transformation) is expressed by the amount of members, each of which depends on limited number of variables. Such a condition is performed in most real EPS Management Cases. This opens the way to use such optimization methods in managing the activities of companies that minimize the amount of expected risk associated with the deviation from achieving optimism, and the average losses for finding this solution (the cost of designing the management system).

The presence of many factors determining the management of real EPS and their probability nature, non-stationarity, the conventionality in the economic and mathematical models used is only approximately optimal, which leads to the need for approximate optimization based on the use of the "horizontal uncertainty" principle.

Thus, the management of a real company in the general case, due to the above, the reasons may be fundamentally only adaptive. This is based on, firstly, the principal impossibility of mathematically accurately determine the initial conditions of the management facility, secondly, the fundamental impossibility of a mathematically accurate description of all the disturbing object of control of the impacts on the part of the external environment, thirdly, the principled impossibility of describing all mutual relations between the elements of the object, Fourth, nonstationarity characteristics of the external environment and characteristics of the system ,.

It turns out that the company's management system itself is based mostly on subjective estimates of system parameters, media and relationships of real EPS. Currently, according to V. S. Pugachev et al. The authors are not yet developed (and it is unlikely to be developed) methods for researching management processes simultaneously with a large number of objects that have the known independence of actions and freedom of behavior.

In the practice of innovation management, which is one of the activities of the Company, the temptation of the use of traditional economic and mathematical optimization methods is very often arising. However, due to the specifics of innovation, characterized by a high degree of uncertainty and unpredictability, the management of innovation activities may be fundamentally adaptive, ,,,. These findings are confirmed by the works and.

Therefore, the author is important in the proposed study considers the disclosure of the adaptive management mechanism, as well as the reasons that generate the need for its application in the management of innovation and innovation.

Moskalev Igor Evgenievich - Rags under the President of the Russian Federation, Deputy Zav.Kaf. Organization of social systems and anti-crisis management, Ph.D.

In the conditions of innovative development of modern society and the growing uncertainty of social change, the need for effective methods for the diagnosis of socio-innovation medium, forecasting the future and assessment of risks based on adequate scientific models. However, today there is a serious gap in communications between managers with knowledge and practical experience in the field of state and municipal management and specialists who own mathematical and computer modeling methods. In many ways, this situation is due to the fact that extremely rare managers of state and municipal administration have competencies sufficient not only for independent development of strict mathematical models of social systems and processes, but also for the formation of a request for research data from mathematical modeling.

One of the ways to solve this problem seems to us in a broader understanding of the process of modeling as a dynamic process of formation in the consciousness of the investigator-researcher of the holistic image reflecting the essential characteristics of the simulated reality. At the same time, we assume that this image can be built through various languages \u200b\u200band tools, which means that the world of strict mathematical models can be systemically associated with a complex of flexible means of description (intuitive, high-quality, cognitive) performing the role of a communicative intermediary between specialists of different disciplines and fields of activity. The qualitative models discussed in this article allow, in our opinion, grab the main characteristics of social reality, simplifying, thereby difficulty (both in the understanding of the object and the means of expression) and forming a holistic image necessary for an adequate assessment of the situation of the adoption of management Solutions, as well as setting tasks on more stringent, quantitative research.

Thus, we are talking about the need to form at managers of the skills of "model thinking" through the development of methods of high-quality modeling of social processes.

In the context of the reflexive management paradigm, given the reflexive nature of social processes and the situation of the included observer, we argue that the social system model performs not only heuristic and predictive function, but also is a means of communication of the management entities themselves, as well as a means of communication of the subject of the management decision and its object. .

Multifactor model

One of the known techniques for building an image describing a complex social situation is to build a chart of factors that have the strongest influence on the integrity of the social system, the possibility of its development, the quality of life of citizens.

Fig.1 Chart of satisfaction indicators with social needs.

The model presented in Fig. 1 reflects the hypothesis about the main factors for the development of the social system, expressed in satisfaction with social needs. As a reference state, we can adopt the outer contour of the received profile, corresponding to 100% satisfaction with each factor. However, this reference state should be corrected with regard to regional specifics and some situational factors.

Quantitative estimates of model indicators can be obtained both by the method of expert estimates and the method of sociological survey.

This model allows you to take into account in the process of developing and implementing the reform the most problematic in terms of the development of the social sector of the direction, which can be both direct objectives of state reform and risk sources.

The scale of innovative development of the innovative social environment of the region

Based on the methodology proposed by Ch. Landry, on measuring the innovative development of the urban environment, we offer the following system for assessing the innovative development of the region.

Evaluation	Criteria for evaluation
	Creativity is not perceived as an important part of the life of the region. There is no public discussion of issues related to creativity and innovation.
	And the densitration begins to understand the meaning of innovation. Attempts to stimulate creativity by the municipality, for example, the achievements are noted. The organization and management of the region remain traditional. There is still an outflow of promising frames from the region.
	Several pilot projects and research is carried out by university. Suspended "brain leakage".
	There is supporting innovations of infrastructures a. Transfer technology. In business, education and municipal sector exchange programs.
	In the region at all levels there is a support for creative projects aimed at keeping the most talented specialists. The territory attracts talented people, but still there is still a lack of some resources.
	The territory received national and international recognition as a creative center. The region has headquarters of important research institutes and innovative companies.
	The region has become a self-sufficient location where the cycle of self-infringement self-critical and reflexive creativity has been created. The city has the opportunities and infrastructure of the highest level, objects and organizations that have world importance.

This assessment structure allows determining the performance of the ideal state of the social innovation environment and its vector of development. It should be paid to the fact that the evaluation criteria takes into account the openness factor of the observed system and the reflexivity of the administration's personnel.

Four-factor model of innovative development of the social environment

One of the most important tasks in the process of managing the state reform is the task of developing a basic measurement system, due to which the multidimensional and complex formalizable social innovation medium turns into a space reflecting certain characteristics of this environment and allows you to establish the main guidelines for fixing the current state of the social system.

In the context of our approach, we offer the following four-factor model for assessing the innovative development of the social system, graphically represented in the form of a diagram. This technique allows a quantitative assessment to be difficult to formalizable high-quality phenomena. Each of the parameters can be estimated by the scale developed by us based on the system of observed indicators.

Fig. 2. Example score of the assessment

Table 1. Example of building an assessment scale

Factor	Characteristic	Indicators	Units of measurement of indicators
Creative potential	Formation of a medium that promotes creativity, generating new ideas and innovative projects	Innovators-inventors. Innovative organizations. Social circles. Social movements. Creative personalities	- Especially scientific and educational institutions. The number of new technologies, the number of participants in creative associations.
Motivation	The degree of interest of social actors in the implementation of innovative projects.	Availability of unsatisfied needs Social instability	-In the citizens dissatisfied with the present. The number of protests. Percentage of publications in the media aimed at changing
Activity	Implementability of innovative projects, social entities activity, availability of resources for implementation	Public resonance from project implementation Social Environment Transformation Projects	- Number of people involved in an innovative project; Costs to implement changes; The number of activities aimed at changing and developing the social sphere.
Social Reflection	The degree of awareness of the effects of implementation, risk assessment, processes handling	Degree of understanding Management of risks Monitoring	The presence of special measures to discuss the actions of the administration. Conducting surveys, referendums, forums.

Factor of innovative potential

The creative potential of the social system is formed by the subjects of social changes themselves, which can be represented as specific individuals and various groups that are consciously (purposeful) or unconsciously, i.e. Without communicating your actions with specific changes. As the main actors of social innovation, P. Shetomka allocates the following six types of subjects of social change, for which we will determine the creative potential of the social environment:

Separate people speaking innovation (inventor of new technology, politician who has proposed reform, entrepreneur, reorganizing enterprise, etc.).
Innovative roles (artists, scientists, inventors, experts, Shamanov I.T.P.).
Innovative organizations (legislative committees, parliaments, commissions, design bureaus, etc.).
Social circles of an innovative character (Aristocratic "Bohemia", students, jazz musicians, film masters, etc.).
Social movements (youth, political, feminist movements).
Ordinary people who create new practices in their daily lives (ways of speech, handling other, entertainment, etc.)

Motivation factor

In order for the social environment to implement its creative potential, there must be quite strong motives. The degree of motivation in our system characterizes the need for social actors in the amendments and their desire to make an effort to implement an innovative project. The assessment of the motivation in the context of the concept of innovation of public administration should be carried out from the point of view of the state, society and the Society Systems.

P. Uztrochka points to the following four circumstances affecting the fact that the subject immersed in the current regulatory structure suddenly somehow can be freed from it and make efforts to change this structure:

The imperfection of socialization and control processes, which is why no one ever happens completely, the entirely formed culture of its society.
Difference to the degree of subordination of socialization and control of various groups of groups.
Heterogeneity, pluralism, conflict nature of the regulatory structure of each society.
The distance of some groups from its society and the adoption as a sample of another society and its culture.

In assessing the motivation to innovative changes, we propose to consider the following factors based on the relevant system of indicators.

Availability of unsatisfied needs
Degree of protest mood
Future focus (expectation system)
Social instability
Dissociation (contradiction of tension, conflicts)

Here it should be noted the existence of both positive motivation (desire for the best, ideal, development) and negative (avoiding threats, conflicts and contradictions). At the same time, these motifs can be detected on a conscious and subconscious level.

Factor of innovation activity

The activity of social constituents and their involvement in innovative projects characterizes real changes in the social environment. To assess this factor possible by such indicators as:

the number of people involved in an innovative social project;
the cost of implementing changes;
public resonance from project implementation.

Of course, in assessing the profile of innovative social environment development, an important indicator is not only the values \u200b\u200bof each factor individually and their comparison with the ideal state and the state in other regions, but also the degree of balance of all 4 factors. For example, high innovative activity without sufficient management reflection may not only be ashamed enough, but also to create additional threats. On the other hand, the high creative potential of the social environment may be unborn in conditions of weak motivation and in the absence of a fairly active position of social actors.

Qualitative models of the socio-innovation environment of state reforms

Power field theory K. Levina

From the point of view of risk management associated with possible resistance to targeted social changes, for example, such as government reforms, the concept of the power field K. Levin is of interest, according to which any organized changes in the social system can be considered in the context of the struggle between encouraging and restrictive forces. Management of changes in the social organization comes down to the balance of these forces.

Fig. 3. Scheme of the power field.

Any innovative change caused by certain motifs (prompting forces) meets resistance from the restrictive forces. To make a management decision aimed at introducing social innovation, it is necessary to analyze the power field, determining all the forces and their focus. Consider the structure of the power field prevailing in the situation of the reform of social benefits in 2005

Criteria for assessing social innovation

For the differential diagnosis of social innovations and public administration tasks, it is necessary to develop selection criteria to assess social innovations from the point of view of the main priorities of the Company's development.

Criteria for assessing social innovation and the perfect model:

The reform contributes to the effective interaction of social institutions, social groups, contributes to the formation of identity and reproduction of values.

The reform opens up new opportunities for positive changes expressed in the quality of life of citizens according to Art. No. 7 of the Constitution of the Russian Federation.

The reform provides the right to free choice by the social subject of using new development opportunities.

Apply this system of criteria to assess the reform of social benefits of 2005

Evaluation Criteria	Positive influence	Negative influence	The consequences are not defined
Saving the communicative integrity of the system		V.
The increment of social capital (as a resource of confidence)		V.
The possibility of the development of the social system			V.
The ability to choose from a social subject		V.

According to our estimates, the reform of social benefits violated the integrity of the social system of beneficiaries, i.e. Promotes social disunity by introducing various forms of benefits in beneficiaries of one category, but living in different regions. As a result of such measures, the confidence of power was undermined. The reform was introduced almost without a public expertise and was simply imposed by beneficiaries even without sufficient preliminary informing of the population. Changes in the system of social benefits, according to the majority of respondents, did not affect noticeable positive changes in the quality of life.

Cognitive modeling

If, by expressing Einstein, the problems that we decide are not solvable on the method of thinking, on which we create them, then the task of managing the method of thinking itself, which is possible only due to a sufficiently high degree of reflection of the management entity. Through the reflection, the entity makes the observed method of thinking, in the process of solving a complex problem. In this regard, the cognitive modeling method is one of the most common implementing technology, but at the same time it allows you to visually present not only the main factors of the social environment and the structure of their relationships, but also reflect the logic of thinking of the modeling subject.

The essence of the method is that the expert group allocates the most significant factors (in the case of public administration, this may be the factors of influence on the implementation of state reform) of the observed process, as well as analyzes the possible relationships between them. The relationship between factors can be both straight (an increase in one factor is entails an increase in the other) and the inverse (an increase in one factor leads to a weakening of the other). This configuration is displayed as a oriented graph (see Fig. 4.).

Fig. 4. Cognitive model of the environmental reform environment.

To allocate key factors and determining the strength and nature of their relationships, it is possible to use both the method of statistical factor analysis of the data obtained by the method of sociological survey of citizens of the region under study and the method of expert assessments.

This method is the greatest value in the process of collective analysis of the situation and decision making.

When constructing a cognitive model, it is necessary to ensure that the number of factors under consideration was minimal (not more than 12), because Excessive complexity of the model will not allow the expert to allocate the most significant mechanisms and relationships.

The model also allows you to clearly display stabilizing and destabilizing feedback, which can both provide homoeostasis of the system and cause significant changes. M. Maruyama proved that "the contour enhances the deviation then and only if it contains an even number of negative arcs or does not contain them at all, otherwise it is a contour opposing deviation. Based on the cognitive model, the manager makes decisions regarding:

impact on certain factors;
change of communication force;
changes in the nature of the relationship;
inclusion of new factors in the system;
inclusion of new interaction mechanisms.

3.4 Models of Social Innovation Dynamics

Life cycle model

The rate of introducing new or diffusion of innovation depends on the internal characteristics and parameters of the system. You can agree with Yu.M. Plotinsky, which is also depends on the name of the social system's life cycle phase. Based on the general model of the organization's life cycle, we can assume that the period of the greatest demand for innovations is the period of the organization, as well as the period of the crisis associated with the saturation or exhaustion of resources for the new growth.

Fig. 5. Life Cycle Model

In this case, the social system in the state of development is more prepared for reforms than the system in a state of stabilization. At the stage of increased demand for innovations, there is a risk of lag behind the real needs of society to changes, which can lead to natural transformation and contradictions with the existing management system. These changes going down and aimed at changes in the management system can be described as revolutionary.

The perception of innovation is the perception of novelty. Innovation is related to the subjective perception of the individual and threats of the upcoming change. Therefore, innovations are being introduced faster, which has an explicit set of expected advantages and simple rules of social interaction.

Fig. 6. The principle of selection of innovative social strategies

Effective social strategies can be copied with social entities, both conscious and unconsciously, which ensures the diffusion of innovations. The principle of copying someone else's effective experience is a social strategy that ensures the integrity of the social system and its coherent development.

Models of nonlinear speakers

A special role in analyzing the complex dynamics of social change is played by nonlinear dynamic models. Consider some of their applications to modeling innovative social processes.

Evolutionary curve based on logistics management clearly shows the main stages of the distribution of innovation.

Fig . 7. Logistics model of distribution of innovation

x t +1 \u003d ax t (1-x t) + x t;

x T.- The number of participants in the innovation process at time t.

a.- The rate of propagation of innovation.

"Diffusion is the process of spreading innovation within this social system, as well as from one social system to the other." The speed of distribution of innovation depends on the effectiveness of communicative channels and the readiness of society to change (the degree of instability of the social system).

Innovations in systems with dynamic complexity are difficult to predict, because Causes and investigations are associated with an annular manner and can be incomparable in their effects. At the same time, synergistic methods for modeling social processes allow us to transfer uncertainty in risks, to identify the range of attractors of the system, lose scenarios, identify new meanings and management strategies.

For example, the logistics model takes into account both the autocatalytic innovation mechanism and the possibility of some saturation due to the exhaustion of resources. At the same time, this model demonstrates a huge range of various dissemination scenarios (depending on the ratio of the parameters responsible for the resource capacity of the medium and the activity of social agents), from the access to the stationary state, to periodic oscillations with various periods and chaotic regime.

Fig.8. Chaotic mode.a.= 3; M.= 1000.

x t + 1 \u003d ax t (m - x t) + x t;

M.- Capacity of the medium.

The current model of the dynamics of the innovation process under consideration is based on the dynamics of the electoral company developed by the authors group (Arshinov V.I., Budanov V.G., Moskalev I.E., Tarasenko V.V.) in the sector of interdisciplinary research of the Institute of Philosophy RAS. The practical application of this approach is seen to us in the use of the proposed model and research methodology in the work of the Rags Situation Center under the President of the Russian Federation.

The first stage of modeling is to allocate key factors (groups of factors), determining the dynamics of social innovation. This problem is solved by the method of brainstorming. The data obtained are compared with the basic assumptions of the model dynamics of social innovations.

According to the basic model settings, the recruitment process of reform supporters is determined by the following parameters:

N.- the total number of people involved in the process;

N I.- the number of existing supporters i.- novational (antique) strategy;

N U.- the number of people who do not participate in the innovation process;

c I.- Agitational activity of supporters i.innovation;

A I.- Attractiveness i.innovation;

a I -relative attractiveness i.innovation;

a U.- the relative attractiveness of non-participation in innovative processes.

The mathematical model describing the competition between supporters and opponents of the reform is a system of nonlinear balanced equations:

dn i / dt \u003d c i n i (n u a i - n i a u)

N \u003d? N i + n u

a i \u003d a i / (a \u200b\u200b1 + a 2 + ... + a n)

The effect of these parameters to increase the number of supporters of one of the innovative strategies can also be represented as follows.

Fig.6. Factors affecting the increase in the competitiveness of Novation 1 in relation to Novation 2.

In the case of the implementation of the reform of the benefits, we have the following groups of citizens: 1) supporters of monetization; 2) opponents of changes; 3) citizens who have not defined their attitude towards reform.

Next, the task is placed on a qualitative and quantitative analysis of factors: determining the number of supporters of innovations; Statement of the task of studying the agitation activity of supporters; determining the method of brainstorming factors affecting the attractiveness of innovation; Decision on the timing and methods of research.

To carry out a qualitative and quantitative analysis of the situation, we can use these population surveys for 2004-2006, posted on the website of the public opinion Foundation www. FOM. RU.

Analysis of public opinion poll data (

Chapter I. Theoretical foundations of the method of scientific modeling.

1.1. The general concept of the scientific model.

1.2. Determination of the methodological foundations of the process of modeling educational systems.

1.3. Titled classification of models.

Chapter II. Gnoseological analysis of the functions of modeling innovative educational systems.

2.1. Structural and functional features of the process of modeling educational systems.

2.2. Characteristics of general trends in the development of educational modeling functions.

Chapter III. Theorists Justification of the logic modeling of innovative educational systems.

3.1. The concept, structure and ways to activate innovative processes in education.

3.2. Justification and determination of the conditions for the effectiveness of the simulation process of an innovative educational system.

3.3. Characteristics of the main stages of modeling innovative educational systems.

3.4. Expert characteristics of an innovative educational model.

Introduction of the dissertation according to pedagogy, on the topic "Theoretical foundations of modeling innovative educational systems"

Increasing the pace of changes in modern society, the growing role of scientific and technological progress leads to a significant complication of social reality.

The end of the XX century was the turning point in the development of domestic education. This period is characterized by a change in the values \u200b\u200bof the school as a social institution; intensity of innovative processes; the appearance of alternative flows and new types of educational institutions; I search for technologies for the implementation of the proclaimed ideas of education reform.

Modern pedagogy rethinks its own development from the standpoint of analysis of a new sociocultural situation and prospects, as well as taking into account the integration of world and domestic pedagogy. Socio-spiritual spheres of different countries are connected with each other and affect each other. The crisis or the rise in some calls the corresponding changes in others, since all local educational systems constitute a common, open and dynamic system, in which the development of individual elements naturally leads to the transformation of others, and ultimately to change the entire system.

The current situation in education lays the foundations of the cultural and educational development of the future century, so it is important in theory and in practice to reach a new level of synthesis of innovation and the best in various pedagogical concepts of the past and ■ ✓ of this.

In the course of these processes there is a rethinking of the philosophical foundations of domestic pedagogy. The humanistic philosophy of education on the basis of the principles of new pedagogical thinking cannot do not rely on a wide theoretical foundation, built by representatives of various scientific schools, which, according to a new way, consider the processes of development and evolution, the mechanisms for the formation and verification of new concepts and knowledge, the features of building contemporary theories.

What is happening in Russia is very significant for the global education system. The new pedagogical thinking of Russia performs in a double role: it actively absorbs the traditional and innovative experience of various countries and at the same time contributes to the foundation of development its experimental and theoretical developments. Keeping its traditions, domestic pedagogy becomes simultaneously more open and dynamic, it is more accurate and on a wide theoretical base comprehensies the directions of its own internal development.

Determining factors for the development of modern pedagogical science and practice are:

A new awakening of interest in researching the problem of personality self-realization, including various mechanisms and forms of its manifestation (self-determination, self-identification, self-affirmation, self-development, self-education, as making an image);

Polysystem, the diversity of cultural values \u200b\u200balong with the democratic rights of the child also become priorities in education;

Search for new ideological orientations as the search for a new way and lifestyle, a new attitude towards people, to nature, to society;

The orientation of educational systems on the education of a person who is able to think creatively, systemically, prognostically; See the world in perspective of diversity and unity, be able to make decisions and be responsible for their consequences.

All this "cannot be taken into account when designing the development of modern educational models, which, on the one hand, is tightly normalized by legislative acts (development landmarks); on the other hand, the effect of the reform has already clearly ceased to play the role of a significant reference; with a third party, the task of holistic development this is not simplified, but complicated. Thus, the optimization task is complicated: the preservation of the integrity, subjectivity of the educational model; ensuring the development mode; transition of educational models from the theoretical level of conceptual justification for the instrumental provision of technology of implementation; development of innovative content of education and its methodical database; This requires the performance of standards - rigidly asked administrative structures.

On the other hand, the current situation is quite favorable for pedagogical science in terms of understanding innovative transformations that took place in domestic education over the past decade of the XX century. Any reform requires a serious analysis of the results obtained, determining the effectiveness of the decisions made and determining key, basic positions that can become starting points for a new innovation development cycle.

It seems to us that joining the new millennium and is for the modern educational system defining for the preparation of the next cycle of innovative development. Preliminary analysis allows you to state that the innovative processes of the last decade in modern Patriotic School:

Did not acquire a systematic nature;

There were not enough radical: their development did not lead to significant promotion in the development of the domestic school;

Covered not all areas of school life;

Often worn forced and catching up;

Separate innovations are weakly coordinated and implemented chaotic;

There were no specifically formulated common goals of participants in innovation; ■ /

There were no conditions or not enough conditions that stimulate the maximum involvement of people in the work on the development of the school and the achievement of its maximum results;

There were no divisions and services, ready to implement innovative activities at school.

The analysis and detected contradictions allowed to designate the problem of research and determine the leading method of its study - the method of scientific modeling modeling traditionally relates to quantitative methods of pedagogical research. In pedagogical science, the empirical part is clearly visible, reflecting the richest material of observation and? experiments; There are theoretical generalizations that finish the systematization of the material, but there is no third logical part that characterizes the developed science - mathematical. Complementing the qualitative ideas about their subject to formalized generalizations, the pedagogical theory acquires the necessary clarity and stability. The classic mathematical apparatus is not adapted to analyze the phenomena of such complexity as pedagogical. This contradiction can be solved on the one hand - ■? Attempts to present phenomena in such a simplified form, which is available to the analysis of traditional mathematical methods, on the other - the development and application of new methods of formalized description. Pedagogy as science developed mainly due to the analysis - dismemberment of the whole part; The simulation is based on a synthetic approach: hides the holistic systems and examines their operation.

Since the pedagogical reality is variety and multidimensional, then it is characterized by the variety of models. Simulated - the nature and method of teaching, educational programs, interaction situations and the structure of relationships in the school management process, methods of teaching and the form of its organization, educational systems. The overwhelming majority of created educational models refers to didactic phenomena: optimization of the structure of educational material, educational planning model, educational management, management of educational process, diagnostics, forecasting, design training. Obviously, the use of the modeling method in the educational process was localized, fragmentary, and therefore did not work on high efficiency and ✓ effectiveness.

Modern consideration of the possibilities of this method of scientific and pedagogical research caused by the current need of pedagogical practice in a holistic understanding of the educational reform of the end of this century and in the development of well-thought out plans and coordinated programs of the new cycle of innovative transformations in the educational system of Russia.

Objective: Development of theoretical foundations ■? Simulation of the educational system and their approbation in the innovation process.

Object of research: innovative processes in education.

Research Subject: Modeling an innovative educational system.

Research Hypothesis: The study formed two groups of hypothetical provisions.

I. If the innovative processes of modern school are investigated by the method of scientific modeling, then: mechanisms are detected to ensure the dynamics of system development of the school model;

Models are determined to expand the search for components - substituents of the system in a certain problem space;

Analog relations, determined between the object-original and its model, form a new system integral quality of the model indicating that the modeling act took place;

The process of analytical study of educational systems becomes a special type of pedagogical experiment with model experiment;

The development of the educational system is characterized by increasing activity that combines the adaptive and adaptive functions of the model;

Interaction of components inside the educational system, and

/ Also, the interaction of the system itself with a social medium is becoming informational in nature;

In the process of building an innovative model, the functional integration of subject-subject relations occurs (experts - consultants - developers - users).

II. If educational systems are simulated by a simulation method, then:

It displays the system on the combination varying of its own elements and structural connections, which will allow it to move to new systemic modifications;

It contributes to the emergence of entropy processes as determining the factors of the self-development of the system;

It gives the system an integral quality that displays a model to a polysisystem development regime, which will later determine the "coagulation" of the system in a temporary "routine" functioning;

It will create conditions for the personal development of school students at a high level of goal-setting, creative activity, responsibility for decisions and deeds, self-analysis, focus on practical activity and its theoretical understanding.

The goal, the subject and hypothesis of the study predetermined the need to formulate and solve the following tasks:

1. Determine the methodological foundations of the scientific modeling method in relation to the characteristics of educational systems;

2. identify the functional characteristics of educational modeling, with the definition of classification specifics;

3. Determine the conditions that ensure the effectiveness of the process of modeling educational systems;

4. Identify the original object that will be effective and in demand in modern conditions for the development of the domestic school;

5. Lower the logic (stages) of educational modeling;

6. Conduct a model experiment based on the original object;

7. Reveal the content of phased educational modeling;

8. Design and start taking the testing of the educational and methodological complex corresponding to the leading ideas and procedural and technological structure of the innovative model.

Theoretical and methodological foundations and sources of research:

Studies on the problems of a systemic approach and system analysis in education (R. Akoff, I.V. Blauberg, K. Bowlding, J. Van Gig, M.S. Kagan, G.P. Kortek, V.V. Kraevsky, N. V. Kuzmina, B.F. Lomov, M.N. Shotkin, E.G. Umen, G.P. Shchedrovitsky, V.A. Yadov, V.A. Yakunin);

Pedagogical studies and theories in the field of design, forecasting and managing the development of educational systems that reveal the dialectics of naturally emerging and artificially created (AB Akhutin, V.G. Vorontsova, S.S. Gusev, E.A. Guseva, B.S. Gershunsky, V.I. Zagognaminsky, V.I. Zhuravlev, E.D. Dniprov, V.V. Kraevsky, K.N. Kantor, V.I.

Ginezinsky, V.Yu. Krichevsky, V.I. Zagognaminsky, F.Kh. Cessidy, ■ ✓

B.C. Lazarev, O.E. Lebedev, A.F. Losev, V.I. Zagognaminsky, V.F. Sidorenko, M.M. Potashnik, V.Ya. Nechaev, A.I. Rakitov, V.E. Radionov, Syon, F.R. Filippov, E.G. Yudin et al.)

Proceedings of teachers facing the problems of activities, communication and relations, as elements of a holistic educational process (because Ahayan, B.Z. Wulfov, V.V. Gorshkova, I.P. Ivanov,

C.G. Vershlovsky, I.S. Kon, V.A. Can Calik, i.e. Konnikov, Z.I.

Vasilyeva, L.I. Novikova, K.D. Radina, N.F. Radionova, A.C. ■ ✓

Robotova, V.I. Slobodchikov, I.S. Batrakova, G.I. Schukina et al.) Works in the field of philosophy, sociology, science studies dedicated to the analysis of modeling as a method of scientific research (N.T. Abramova, Yu.T. Antameonov, N.V. Barochina, B.A. Glinsky, B.S. Mudnov, aa gukhman, D.M. Gvishani, J. Jeffers, A. J. Wilson, B.S. Dynin, AB Katsura, V.V. Kelle, E.P. Nikitin, I.B. Novik, M. E. Puusep, B.G. Tamm, PP Tavast, R. Shannon, V.A. Shtoff and others);

Proceedings in which innovative processes in pedagogical science and practice are being investigated leading to changes in educational models (K. Angelovski, N.V. Bochina, Yu.V. Gromyko, E.N. Gusinsky, E.S. Zair-Beck, in . In. Davydov, E.I. Kazakova, I.A. Kolesnikova, V.A. Karakovsky, V.N. Maksimova, Nikolis, I. Prigogin, I.Stengers, A.P. Rogjitsyn, S.A. . Mescale, V.A. Slastinin, GS Sukhobskaya, E.P. Tonkonogaya, etc.);

Studies on general theoretical approaches to building training in various educational models, on the problems of organizing a wide educational space in them (A.G. Asmolov, Yu.K. Babansky, B.P. Bitinas, A.K. Gromroev, M.A. Danilov, GD Kirillova, I.Ya. Lerner, M.V. Clarin, N.D. Nikandrov, M.N. PEVZER, D. Dewey, W. Kilpatrick, R. Bern, M. Montessori, A. Maslow, K. Rogers, V. Frank, J. Kalt, D. Howard, etc.).

The source of the study was also their own experience in designing and modeling innovative educational systems.

Experimental base and research methods:

The leading research methods were systemic analysis, ■ / content analysis, systemic design, mental experiment, methods of theoretical modeling, model experiment, diagnostic methods, methods of strategic planning, corrective-correlating methods, methods of predicting and generalizing the development of educational systems, testing methods and Correction of educational and methodological complexes and educational programs.

The study of innovative educational systems was conducted on the basis of the Pskov regional and urban administrations.

The main base of the study was created by the author, the experimental model billinguistic school-laboratory ■ / G.Pskova

Preparation of teachers for work in innovative mode on the basis of the educational model The bilingual school laboratory was held at specially organized workshops and special courses and special seminars for graduates of the Pskov Pedagogical Institute.

The problem of the innovation school-laboratory relationship and continuous improvement of the qualifications of management workers and ✓ Teachers of innovative schools of the city and the region have been studied through a methodological workshop in the methodological department of the Methodological Department of Education and at the Institute for the Advanced Studies of Employees of the Pskov Region.

Logic and stages of research:

The logical structure of the study included the following sequence of steps: a primary theoretical study of the problem of general scientific modeling (1987 - 1990); Based on the analysis of general scientific literature, ✓ The theoretical essence of the modeling process in educational systems was detected, the necessary conditions were determined to implement this process, the classification characteristics of educational models at the theoretical level (1990-1994) were determined; The study of the theoretical material and the design of conceptual approaches to the educational modeling process made it possible to determine the stages of the modeling process, approve the plan for experimental work and the development program strategy ■ ✓ Model school at the expert Council of the Regional Committee of Education, as well as start a model experiment on the basis of an original object Models of the reform school system of the beginning of the 20th century "Winnettka-plan" and its analogue in modern conditions "School of tomorrow" - author, doctor of philosophy D.Khovard (USA), (1994-1996); the end of the pilot studies of the model experiment, the transition of the model from the stage of operational research and understanding ✓ to the stage of synthesis and the transition of a new knowledge in the innovative model quality of the newly formed system (1996-1998); At the last stage, the formulation of the main results and conclusions of theoretical nature about the possibilities and conditions of using the method of simulation modeling in the design of innovative educational systems (1998).

The following provisions are made on the defense:

1. The method of scientific modeling as a way of innovative transformations in a modern school, the leading characteristics of which are:

Dynamics of system development of the school model;

Justification of the need to select analog model and substituent components in a certain problem space;

Analog relationships between the original object and the simulated object;

Special type of pedagogical experiment - model ✓ Experiment;

Adaptive and adapting characteristics of the educational model;

Active information character of a developing school model.

2. Determination of the methodological features of educational modeling:

System analysis at the search and formation stage of process problems ✓ Simulation of innovative educational systems with leading components: model experiment, systemic development, system adaptation;

Cognitive approach at the decision-making stage and forecasting the future educational system with leading components: cognitive metaphor, information theory, decision making theory.

3. Determination of educational modeling as a category of multidimensional, flexible, allowing tool, combination varying in the structure of own intrastable ties.

4. Basic approaches and stages of simulation of educational systems ✓ Based on the patterns of imitation modeling:

Stage of the analytical formulation of the problem and selection of the model (descriptive stage);

Stage of creation and operational research of the model (explanatory stage);

Stage of synthesis and transfer of knowledge about the model (prescribing stage)

5. Classification features reflecting the functional ✓ features of modeling innovative educational systems:

Model-form knowledge

Study model

Idealization model

Interpretation model

Forecast model

Model project, ✓

Diagnosis model

Retrop model,

Model-other reality.

6. Criteria for the completion of the process of model experiment in the educational system;

Transition of the system from the conceptual and theoretical support of the process of modeling to procedural-technological;

Participation in the process of creating a third, innovative model, not only the developers of the model, but also an active inclusion in the process of developing a teaching and methodological complex of the model of teachers of the model; ■ /

The transition of the educational model to the mode of polyfunctional, polysystem self-development with pronounced compile properties.

Conditions that determine the effectiveness of the process of modeling innovative educational systems: determining the development cycle of educational reform in the region; Determination of the innovative potential of the developer team; development of the research program of the modeling process; / determination of consultants (scientific executives) of the research program; Structuring the educational system by simplifying the creation of a problem map of the system under study).

Leading features in the development of educational systems on each new twist of the innovation cycle: conclusions about the potential capabilities of self-development and self-government of the educational system through the manifestation of new systemic qualitative ■ / characteristics of the model object as evidence of the model of modeling process, conclusions about the general characteristics of the development of educational modeling functions Trends towards theoretism and tendency to heuristicism.

Scientific novelty and theoretical significance

Research is that in it:

A new technological direction of the study of educational systems of various conceptual orientation by scientific modeling method was developed;

The essential methodological foundations are revealed for the first time, / defining the features of modeling educational systems;

Justified and instrumentally, the process of modeling educational systems by simulation methods;

Theoretically established and experimentally proved the fact about the possibility of designing an innovative educational model by simulation modeling;

The conditions that ensure the effectiveness of the functioning of the innovative educational model are substantiated;

Proved the prognostic nature of the modeling method of innovative educational systems, which determines and predictive tendencies of the development of pedagogical theory and practice.

Practical value of research:

Based on theoretical provisions of the study, the innovative educational model "Bilingualistic School" was created and operates within six years;

A complete package of educational and methodological materials has been developed, providing an innovative procedural and technological cycle of the educational process for preschool branch, elementary school and middle school;

As part of the activities of the City Methodological Center, a series of workshops for training and the use of imitation modeling techniques were held to introduce effective innovations into an educational process of educational institutions;

On the basis of a chemical and technological lyceum, a class modeling a new round of innovative transformations is already based on the educational model "Bilingualistic School";

The Montessori Pskov School uses imitation modeling technology to more efficiently adapt the system to regional and national characteristics;

The author's technology of organizing the educational process of the "Bilingual school school" was adopted for the introduction of the Schelkovsk city gymnasium, training seminars were held, a pilot testing of educational and methodological support was held;

Through a series of special courses and special seminars in the Pskov Pedagogical Institute with the practical implementation of knowledge and skills on the basis of the "Bilingualistic School", the preparation of young professionals to the regime of work in an innovative educational institution is being prepared;

Conditions and conceptual approaches to the creation of a city model educational center, the purpose of which will be the implementation of systematic research work aimed at the leading identification and solution of new problems in the development of the educational system of the city.

The accuracy and validity of the main provisions and conclusions of the study are determined by the clarity of methodological positions; the completeness and systematic of disclosing the subject of the study in its structural, functional and procedural characteristics and the relationship between them; internal consistency of hypothetical positions and theoretical conclusions; the manifold of the applied research methods, which performed in relationships and interconnection; the lastness of the study, which was carried out simultaneously on theoretical and technological levels using a model experiment; The possibility of using research results in wide educational circles.

Approbation of research results was carried out: /

In the process of activity of the Expert Council of the regional and city committees for education;

Materials were submitted to the III and IV All-Russian congresses of lyceums and gymnasiums;

At seminars on the problems of innovative education in Kostroma (1991), St. Petersburg (1991, 1994, 1995); Moscow (1994, 1998), Sochi (1995), Nizhny Novgorod (1997);

In the process of learning students of PGPI. CM. Kirova

✓ Special courses "Alternative educational models",

Instrumental basis for modeling educational systems ";

At the International Conference "Baltic Triangle" (Finland - Sweden - Norway) -1996, Kuopio, Finland;

In the activities of the Center for Educational Technologies with the Main Department of Education of the Pskov Region;

At the meetings of the Department of Pedagogy RSUP them. A.I. Herzen, PGPI. CM. Kirov, laboratories on the problems of the developing school (1987-1997);

On courses of advanced training of the Pskov Institute for the advanced training of employees of the education of the region;

At scientific and practical conferences on the problem of "gifted children" (presidential program);

At Soros seminars on modern educational technologies (1996 - 1998);

The structure of the thesis corresponds to the logic of building an applied scientific research in the pedagogical region and consists of the introduction, three chapters, conclusion, literature of literature

381 work) and applications.

Conclusion of dissertation scientific article on the topic "General pedagogy, history of pedagogy and education"

Conclusion

The results of the study confirmed the correctness of the conceptual provisions of the hypothetical provisions extended and made it possible to formulate the following conclusions:

1. Educational models may be ahead of social development. They are always alternative and arise as a result of rethinking the real life goals of civilization (that is, they are born in a result of an innovative idea than as a result of practices and experience, the latter only help this idea to take shape finally and develop to a mature model).

2. Educational models are constantly changing and evolved in social space and time. They constantly interact with each other. Their direct or mediated mutual influences and interdependencies, their opposition and alternativeness, the manifestation of diffusion or the synthesis of the Renaissance in new weatherproof conditions and on other cultural soil create the diversity of relations, which contributes to the development of education as a global process (that is, they bring education beyond national cultures and make His intermediary of their dialogue, the space where different cultures converge).

3. The educational process is difficult to organized, so all educational models are accumulating the development of previous models. The dynamics of the development of educational models is not a direct, progressive development, but constant return movements, cycles and periods of critical revaluation of education values.

4. The ideas of the content and organization of education are associated with the complex of leading ideas dominating in the consciousness of society. In this case, educational models are relatively autonomous and can develop (if they are really cultivated) regardless of political situation, since educational systems can focus on certain universal values \u200b\u200band ideals. This allows educational models to be self-concrete and change, ■ / obeying their own logic and internal laws of self-development.

Thus, in educational systems, its own cultural imperative, addressed to the inner world of individuality and its creative potential, therefore, non-viable temporary sociocultural influences, a leading present and constantly facing the future.

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