Innovative technologies in educational activities. Center for training teachers for certification

The rapid development of society dictates the need for changes in technologies and methods educational process... Graduates of educational institutions must be prepared for the trends of a changing modernity. Therefore, the introduction of technologies aimed at an individual approach, mobility and distance in education seems necessary and inevitable.

What is "innovative technology"

Word " innovation»Is of Latin origin. "Novatio" means "renewal", "change", and "in" translates as "in the direction". Literally "innovatio" means "in the direction of change." Moreover, this is not any innovation, but after the application of which there are significant improvements in the efficiency and quality of activities.

Under technology(Greek techne "art", "skill", logos "word", "knowledge" - the science of art) is understood as a set of methods and processes used in any business or in the production of something.

Any innovation finds its implementation through technology. Thus, innovative technology is a methodology and process of creating something new or improving existing ones in order to ensure progress and increase efficiency in various spheres of human activity.

Innovative educational technologies

The methods used do not work as effectively with the new generation of students. Standardized teaching does not take into account the individual qualities of the child and the need for creative growth.

Despite a number of problems that cannot be solved in the old ways, there are difficulties with the introduction of innovations. The teacher must understand that the introduction innovative methods helps not only his pupils to more effectively assimilate the material, develops their creative potential. But it also helps the teacher to realize his own intellectual and creative potential.

Types of pedagogical innovations

V school education a wide variety of pedagogical innovative methods are used. Profile orientation plays a huge role in the choice educational institution, its traditions and standards.

The most common innovations in the education process:

• information and communication technology (ICT);
• student-centered learning;
• design and research activities;
• gaming technologies.

ICT

Implies integration of teaching disciplines with computer science, and computerization of assessment and communication in general... The computer can be used at any stage of the educational process. Schoolchildren learn to work with basic programs, study material through electronic textbooks and manuals. With the help of a computer and a projector, the teacher presents the material. Presentations, diagrams, audio and video files contribute to a better understanding of the topic thanks to their clarity. Self-creation of slides, diagrams, memory cards helps to structure knowledge, which also helps in memorization.

The presence of a computer, the Internet and special programs makes it possible distance teaching, online excursions, conferences and consultations.

At the end of the study, the topic can be used as a control. tests on the computer... Schools use the system electronic journals, in which you can track the results of an individual child, class, or academic performance in a specific subject. Come into use and electronic diaries where grades are given and homework is recorded. So that parents can find out the child's scores and the availability of assignments.

It is important to teach students how to use the Internet, search engines and social networks... With a competent approach, they become an inexhaustible source of information and a way of communication between schoolchildren and teachers and among themselves.

Popularity is gaining creation by the teacher of his own website... Thanks to him, you can share interesting books, manuals, articles, training videos and audio, remotely answer students' questions. It can be used in the development of a group project: participants share with each other and the curator their best practices, results and solve emerging problems.

Person-centered learning

In this case the main actor a child is recognized in learning... The goal is to develop the personality of the student, taking into account his individual qualities. Accordingly, it is not the students who adapt to the educational system and the teacher's style, but the teacher, using his skills and knowledge, organizes teaching according to the characteristics of the class.

Here it is necessary for the teacher to know the psychological, emotional and cognitive characteristics of the student body. Based on this, he forms lesson plans, selects methods and ways of presenting the material. It is important to be able to awaken the student's interest in the material presented and to work collectively, acting not so much as a leader, but as a partner and advisor.

At the request of the educational institution, it is possible differentiation of learners... For example, the completion of a class on a specific basis as a result of testing; further division according to interest; introduction of specialized classes in high school.

Design and research activities

The main goal is to develop the ability to independently, creatively search for data, formulate and solve problems, use information from different areas of knowledge. The teacher's task is to awaken interest in search activities and creating conditions for its implementation.

When working on a group project, the skills of teamwork, communication, the ability to listen to other people's opinions, criticize and accept criticism also increase.

The use of this technology in school develops the ability to learn about the world, analyze facts, and draw conclusions. This is the basis and assistance for admission to a higher educational institution and work on diploma and master's theses.

Game technology

The value of gaming technology lies in the fact that, being inherently recreation, it performs an educational function, stimulates creative realization and self-expression. Of course, it is most applicable in younger group schoolchildren, as it meets their age requirements. It must be used in dosage.

At the request of the teacher, the entire lesson can be conducted in game form: competition, quiz, KVN, staging scenes from the work. It is possible to use game elements at any stage of the lesson: at the beginning, in the middle or at the end as a survey. A properly organized game stimulates students' memory, interest, and also overcomes passivity.

Changes in the educational field are necessary and inevitable. And it is worth noting that for the most part students are happy to accept something new, interesting, unusual. They are ready and capable of perception.... The last word is for the teachers.

Many useful materials using innovative technologies are presented in the section "Publications". You can draw interesting techniques and ideas from the work of colleagues.

Zemskova Nadezhda Alexandrovna
Types of innovative technologies in education

Types of innovative technologies

Recently in education more and more often the question is raised about the use in working with children innovative technologies... Today the teacher is faced with new tasks and new opportunities are opening up, taking into account their application.

Innovative activity is a special kind teaching activities. – Innovations define new methods, forms, means, technologies used in teaching practice focused on the personality of the child, on the development of his abilities.

Innovative technologies is a system of methods, methods, techniques of teaching, educational means aimed at achieving a positive result due to dynamic changes in personal development child in modern conditions... Use of modern educational technologies provides flexibility educational process, increases the cognitive interest of students, creative activity.

There are the following innovative educational technologies:

Health-saving technologies: their main goal is the formation of a conscious attitude of the child to the health and life of a person, the accumulation of knowledge about health and the development of the ability to protect, maintain and preserve it.

Forms of work: gymnastics (morning, eye exercises, breathing exercises, finger and dynamic gymnastics); physical education classes; sports events; physical education between classes, dynamic pauses; walks.

Project activities: the creation of problematic activities that are carried out by students together with the teacher. The knowledge that learners acquire in the course of work on the project becomes their personal property and is firmly fixed in the system of knowledge about the world around them. The main goal of the design method is to develop free creative personality, which is determined by the development tasks and tasks research activities children.

Projects vary: by the number of participants (individual, paired, group, frontal); by duration (short-term, medium-term, long-term); by priority method (research, creative, informational, gaming); by subject (patriotic, environmental, social).

Information and communication technologies are used most often. Children are drawn to acquiring computer skills. With the help of fascinating programs for teaching reading and mathematics, for the development of memory and logic, children can be interested in "Sciences"... The computer has a number of significant advantages over the classic occupation. Animated pictures flickering on the screen attract the child and allow them to concentrate their attention. With the help of computer programs, it becomes possible to simulate various life situations. Depending on the child's abilities, the program can be tailored specifically for him, that is, focus on his individual development... In this case, the use of computer technologies becomes especially expedient, as it provides information in an attractive form, which not only speeds up memorization, but also makes it meaningful and long-term.

Examples of forms of classes: lesson-visualization - the presentation of the content is accompanied by a presentation; a practical lesson in the form of a presentation - presentation of the results of project or research activities using specialized software.

Tasks of teachers: keep up with the times, become a guide for the child to the world of new technologies, a mentor in the choice of computer programs, to form the foundations of the information culture of his personality, to improve the professional level of teachers and the competence of parents.

Cognitive research activities: the main goal is to create an experimental activity in which the student is an active participant. The direct participation of students in the course of the experiment allows him to personally see the process and results of his activities. When organizing this technologies students are offered a problematic task that can be solved by researching something or conducting experiments.

Methods and techniques the organization of this activity is: conversations; observation; modeling; fixation of results.

Personality-oriented technology is technology putting the personality of the student at the center of the educational system, providing comfortable, conflict-free, safe conditions for development. Provides for the preparation of individual educational programs corresponding to the needs and capabilities of each individual student. The purpose of this technologies- the creation of democratic partnership humanistic relations between the child and the teacher, as well as providing conditions for the development of the personality of students.

Playroom technology where play helps learning. Practice shows that a lesson using game situations, contribute to the emergence of active cognitive interest. In such classes, there are elements of creativity and free choice. The ability to work in a group develops. when the achievement of the goal depends on the personal efforts of each. At the same time, games have many cognitive and educational functions.

Application innovative pedagogical technologies promotes:

- professional development of teachers;

- application teaching experience and its systematization;

- improving the quality education;

- improving the quality of training and education;

- use of computer technologies learners for teaching purposes.

Related publications:

Intellectual development of preschoolers in OOD "FEMP" using innovative technologies The introduction of innovative technologies into the educational process of a preschool educational institution is an important condition for achieving a new quality preschool education during.

The use of innovative technologies in preschool educational institutions (from work experience)"The use of innovative technologies in preschool educational institutions" (From work experience) The problem of preserving and strengthening the health of the child in modern conditions.

The use of innovative technologies in the correctional work of a speech therapist-1- No matter what we say, no matter how much we resist progress, the fact remains: the computer persistently enters our daily life.

The use of innovative and developing technologies in the development of speech of preschoolers According to the Federal State Educational Standard of Preschool Education (FSES DO): “ speech development includes ownership.

The use of innovative technologies in the physical development of preschool children The tree also needs repair and frequent refreshment with the help of winds, rains, cold weather, otherwise it weakens and withers easily. Similar.

Modern education requires solving various problems and problems of our time, first of all, the problems of socialization and adaptation of students. What our graduates will look like depends on the entire system of organizing the educational process. Now the result of the child's education in school has been determined - the formation of key competencies. It is impossible and irrational to form them by the forces of only traditional methods. Innovative technologies come to the aid of the teacher.

Innovative technologies call the pedagogical technologies that have become popular recently:

- ICT or MM - technologies,

- TRIZ,

- interactive technologies,

- design technology, project method

- research technology or technology for conducting educational research,

- AMO and moderation technology,

- health-saving technologies,

- etc.

Innovative technologies are a new generation of pedagogical technologies.

What exactly is their novelty or innovativeness?

They represent a pedagogical technology that contains a certain set of methods and stages of implementation.

This we all "passed", we all know here. But...

At first,Unlike traditional technologies, innovative technologies are focused on the RESULT, and not on the process. The main thing in these technologies is the achievement of a certain (of course, INNOVATIVE, that is, new in comparison with the traditional result) result.

Secondly, the purpose of the implementation of innovative technologies is not the accumulation of ZUNs by the student, but the ability to apply the received ZUNKs in practical activities (that is, the goal is not knowledge, but the ability to use them for yourself !!! As the cat Matroskin said in the famous cartoon "work for my benefit ...") ...

Thirdly, the difference between innovative technologies lies in the way of acquiring knowledge in the educational process - this is an activity approach. The child does not acquire knowledge in the process of memorizing theory, rules, etc. , but in the process of activities to achieve the goal of the lesson, which is interesting to him. He comprehends knowledge in the process of realized necessity gradually, step by step under the guidance of a teacher.

Fourthly, innovative technologies create conditions for the implementation of the activities of children to achieve knowledge. But knowledge is not set as a goal in the lessons of these technologies. In the first place is the organization of the educational space of the lesson, which acts as an educational environment for the formation of ZUNKs of students.

Fifth, innovative technologies are changing the essence of the relationship between teacher and student in the classroom. The teacher acts as the organizer of this very educational space of the lesson. His role in the lesson is a consultant, an expert. A large role is given to the organization of the lesson, its preparation - preparation is the cornerstone in the organization of such lessons.

At sixth, innovative technologies are personality-oriented technologies, that is, aimed at personal, that is, individual development, focused on the personality of each specific student. In other words, these are pedagogical technologies that create conditions in the lesson or during extracurricular activities for teaching each individual student, taking into account his personal characteristics (stability of attention, memorization, speed and strength of assimilation of the material, the way of perceiving educational information, health status, pace of activity, abilities and inclinations, etc.).

B - seventh, innovative technologies also take into account the fact of socialization of children in the learning process and after graduation. That is why in their arsenal there are techniques and methods for the formation of communication skills and skills and abilities of working in a pair, group, team, team.

By and large, their use is aimed at the development of all forms of thinking, which will contribute to the formation of a creative and intellectually developed personality and will ensure the continuous development of the child after graduation.

Thus, the following can be distinguished signs of innovative technologies:

Focused on getting a specific result;

The purpose of the lesson with their use is the acquisition of knowledge in the process of activity;

Individualization of the learning process; - contributes to the socialization of children in the learning process and after graduation;

Uses other innovative technologies;

Requires the teacher to organize the educational space of the lesson;

Establishes a qualitatively new relationship between teacher and student in the classroom;

Promotes the creative and intellectual development of the child's personality.

Innovative technologies - technologies are special!

Their implementation in the educational process must STUDY!!!

Like any pedagogical technology, innovative technologies have their own implementation algorithm, their stages. The omission of at least one violates the integrity of the system of pedagogical technology and destroys it.

We bring to your attention the materials of teachers on innovative technologies:

1.Shesterninov E.E.Scientific research work of schoolchildren

2.Zhogoleva E.E. Research technology in the lessons of the Russian language and not only ...

List of used literature:

1.Nemov R.S. Psychology. Book 1: Fundamentals of General Psychology. - M., Education, 1994.

2. Communication and optimization of joint activities. Ed. Andreeva G.M. and Yanousheka Ya.M., Moscow State University, 1987.

3. Babansky Yu. K. Problems of increasing efficiency pedagogical research... M., 1982.

4. Kuzmina NV Professionalism of the personality of the teacher and master of industrial training. - M .; Higher school, 1990 - p. 6

Supervisor

Center for the preparation of teachers for certification

Let's start our analysis by fixing a number of peculiar myths of “innovativeness” or simply misunderstandings. The first misunderstanding is that innovation and innovation (innovation) are one and the same; second, that innovation and production, the creation of innovations (innovations) are also one and the same, then it is TRIZ (theory of rationalization and inventions). The third misunderstanding is associated with linguistic naturalism: since innovation is a verbal noun, it must be mono-subject.

In fact, innovation (in-nove) appears in the Latin language somewhere in the middle of the 17th century and means the entry of the new into a certain sphere, implantation into it and the generation of a number of changes in this area. This means that innovation is, on the one hand, a process of innovation, implementation, implementation, and on the other hand, it is an activity to rotate innovation into a certain social practice, and not an object at all.

Innovation activity in its most complete development presupposes a system of interrelated types of work, the totality of which ensures the emergence of real innovations. Namely:

● research activities aimed at obtaining new knowledge about how something can be ("discovery"), and how something can be done ("invention");

● project activities aimed at the development of a special, instrumental and technological knowledge about how, on the basis of scientific knowledge in given conditions, it is necessary to act in order to get what can or should be ("innovative project");

● educational activities aimed at the professional development of subjects of a particular practice, at the formation of each personal knowledge (experience) about what and how they should do so that the innovative project is embodied in practice (“implementation”).

What is it today " innovative education"? - This is an education that is capable of self-development and which creates conditions for the full development of all its participants; hence the main thesis; innovative education is a developing and developing education.

What is “innovative educational technology”? It is a complex of three interrelated components:

1. The modern content that is passed on to students involves not so much the development of subject knowledge as development competencies adequate to modern business practice. This content should be well structured and presented in the form of multimedia educational materials that are transmitted using modern means of communication.
2. Modern teaching methods are active methods of forming competencies based on the interaction of students and their involvement in the educational process, and not only on passive perception of the material.
3. A modern training infrastructure, which includes information, technological, organizational and communication components, which make it possible to effectively use the advantages of distance learning.

V currently a variety of pedagogical innovations are used in school education. It depends, first of all, on the traditions and status of the institution. Nevertheless, the following are the most characteristic innovative technologies.

1. Information and communication technologies (ICT) in subject learning The introduction of ICT into the content of the educational process implies the integration of various subject areas with informatics, which leads to informatization of students' consciousness and their understanding of informatization processes in modern society (in its professional aspect). Awareness of the emerging trend in the process of school informatization is of great importance: from the mastery of basic information about computer science by schoolchildren to the use of computer software in the study of general education subjects, and then to the saturation of the structure and content of education with elements of informatics, the implementation of a radical restructuring of the entire educational process based on the use of information technologies... As a result, new information technologies appear in the school methodological system, and school graduates are trained to master new information technologies in their future work activities. This direction is implemented through the inclusion in the curriculum of new subjects aimed at studying computer science and ICT. Application experience has shown: a) the information environment of an open school, including various forms distance education, significantly increases the motivation of students to study subject disciplines, especially using method of projects; b) the informatization of teaching is attractive for the student in that the psychological stress of school communication is removed by the transition from the subjective relationship "teacher-student" to the most objective relationship "student-computer-teacher", the efficiency of student work increases, the share of creative works, the possibility of obtaining additional education on the subject within the walls of the school, and in the future, a purposeful choice of a university, a prestigious job will be realized;

c) informatization of teaching is attractive for the teacher in that it allows to increase the productivity of his work, increases the general information culture of the teacher.

Currently, we can quite definitely talk about several types of design.

First of all, it is psychological pedagogical design developing educational processes within a certain age interval, creating the conditions for a person to become a true subject of their own life and activities: in particular, learning - as mastering common ways activities; formation - as the development of perfect forms of culture; education - as the development of the norms of community in different types of community of people.

Further is socio-pedagogical design educational institutions and developing educational environments adequate to certain types of educational processes; and most importantly - adequate to the traditions, way of life and development prospects of a particular region of Russia.

And finally, actually pedagogical design- as the construction of developing educational practice, educational programs and technologies, methods and means of pedagogical activity.

It is here that a special task of design and research activities arises to ensure the transition from traditional education (traditional school, traditional management systems, traditional education and upbringing) to innovative education that implements the general principle of human development.

So, in developmental psychology, special design of age standards (as a specific complex of the child's individual abilities in a specific age interval) and development criteria at different stages of ontogenesis is necessary.

In developmental pedagogy, this is the design of developing educational programs that are adequate to age norms, translated into the language of educational technologies, i.e., through WHAT? And How? this development will continue.

In educational practice, this is the design of child-adult communities in their cultural-activity specificity, that is, the design of an educational space where this development can be carried out.

In other words, the design of a system of developing and developing education is possible if simultaneously carried out: psychological research of age-normative models of personality development, pedagogical design of educational programs and technologies for the implementation of these models, co-organization of all participants in the educational process, design of conditions for achieving new goals of education and means of solving problems development.

There are probably hundreds of examples of design work being carried out in modern domestic education. Let's designate only a few types of such work:

● at the level of an individual teacher - this is the design of educational programs that include educational, educational, pedagogical subprograms;

● at the level of the head of the educational structure - this is the design of the type of education provided by a system of specific educational programs;

● at the level of management in education - this is the design of programs for the development of educational structures of various types, the set of which is adequate to the existing contingent of children, pupils, students;

● at the level of policy in education - this is the design of the educational system as a socio-cultural infrastructure of a particular region or country as a whole.

2. Personally - oriented technologies in teaching a subject

Personality-Oriented Technologies put the child's personality at the center of the entire school educational system, ensuring comfortable, conflict-free and safe conditions for its development, its implementation natural potentials... The personality of the child in this technology is not only a subject, but also a subject priority; she happens to be aim educational system, and not a means to achieve any abstract goal. It manifests itself in the development of individual educational programs by students in accordance with their capabilities and needs.

3. Information and analytical support of the educational process and management

the quality of the student's education

The use of such an innovative technology as an information-analytical methodology for managing the quality of education allows you to objectively, impartially trace the development in time of each child individually, class, parallel, school as a whole. With some modification, it can become an indispensable tool in preparing classroom - generalizing control, studying the state of teaching any subject of the curriculum, studying the system of work of an individual teacher.

4 . Intellectual development monitoring

Analysis and diagnostics of the quality of learning of each student using testing and graphing the dynamics of progress.

5 . Educational technologies as a leading mechanism for the formation of a modern student

It is an integral factor in the modern learning environment. It is implemented in the form of involving students in additional forms of personality development: participation in cultural events according to national traditions, theater, centers of children's creativity, etc.

6. Didactic technologies as a condition for the development of educational process of educational institutions

Here, both already known and proven techniques can be implemented, as well as new ones. This is an independent work with the help of study book, game, design and protection of projects, teaching with the help of audiovisual technical means, the system "consultant", group, differentiated methods of teaching - the system of "small groups", etc. Usually various combinations of these techniques are used in practice.

7. Psychological and pedagogical support for the introduction of innovative technologies

in the educational process of the school

Scientific and pedagogical substantiation of the use of certain innovations is assumed. Their analysis on methodological councils, seminars, consultations with leading experts in this field.

Thus, the experience of the modern Russian school has the widest arsenal of application of pedagogical innovations in the learning process. The effectiveness of their application depends on the established traditions in educational institution, the ability of the teaching staff to perceive these innovations, the material and technical base of the institution.

New educational standards introduce new direction of appraisal activity - assessment of personal achievements. This is implementation related humanistic paradigm education and person-centered approach to learning. It becomes important for society to objectify the personal achievements of each subject of the educational process: student, teacher, family. The introduction of an assessment of personal achievements ensures the development of the following personality components: motivation for self-development, the formation of positive guidelines in the structure of the self-concept, the development of self-esteem, volitional regulation, responsibility.

Therefore, in the standards, the final grade of the student is included and cumulative assessment characterizing the dynamics of individual educational achievement throughout the years of school.

The optimal way to organize the cumulative assessment system is portfolio ... This is the way fixing, accumulating and evaluating works, student performance indicative of his efforts, progress and achievements in different areas for a certain period of time. In other words, it is a form of fixing self-expression and self-realization. The portfolio provides the transfer of "pedagogical emphasis" from assessment to self-assessment, from what a person does not know and does not know how to what he knows and can do. A significant characteristic of a portfolio is its integrativeness, including quantitative and qualitative assessments, involving the cooperation of the student, teachers and parents in the course of its creation, and the continuity of replenishment of the assessment.

Technology portfolio implements the following functions in the educational process:

● diagnostic (changes and growth (dynamics) of indicators for a certain period of time are recorded);

● goal setting (supports educational goals formulated by the standard);

● motivational (encourages students, teachers and parents to interact and achieve positive results);

● developing (ensures the continuity of the process of development, education and upbringing from class to class);

should still add:

● training (creates conditions for the formation of the foundations of qualimetric competence);

● corrective (stimulates development within the framework conventionally set by the standard and society).

For the student portfolio is its organizer learning activities, for teacher - a means of feedback and a tool for evaluating activities.

Several portfolio types ... The most popular are the following:

● portfolio of achievements

● portfolio - report

● portfolio - self-assessment

● portfolio - planning my work

(any of them has all the characteristics, but when planning it is recommended to choose one, the leading one)

Choice the type of portfolio depends on the purpose of its creation.

Distinctive feature portfolio is its personality-oriented nature:

● the student, together with the teacher, determines or clarifies the purpose of creating a portfolio;

● the student collects material;

● the evaluation of results is based on self-assessment and mutual assessment

An important characteristic portfolio technology is its reflexivity. Reflection is the main mechanism and way of self-certification and self-report. Reflection- the process of cognition based on self-observation of one's own inner peace. /Ananiev B.G. Man as a subject of knowledge. - L. - 1969./ "psychological mirror of oneself".

In addition to general educational skills to collect and analyze information, structure and present it, the portfolio allows you to reach the development of intellectual skills of a higher order - metacognitive skills.

Student must learn :

● select and evaluate information

● accurately determine the goals that he would like to achieve

● plan your activities

● give assessments and self-assessments

● track your own mistakes and correct them

In this context, we consider the portfolio as one of the techniques that most correspond to the tasks of the technology for the development of critical thinking. It is he who combines the capabilities of the most important strategy of technology for the development of critical thinking and the modern method of assessment and makes it possible to diagnose the formation of the main goals - the ability to self-education.

The most the best way get to know the technology portfolio is its practical implementation.

A fundamental distinction must be made between the concepts "Novation" and "innovation". The basis for such a distinction should be the specific forms, content and scale of educational activities... So, if the activity is short-term, does not have a holistic and systemic nature, sets as its task the renewal (change) of only individual elements of a certain system, then we are dealing with an innovation. If the activity is carried out on the basis of a certain conceptual approach, and its consequence is the development of this system or its fundamental transformation - we are dealing with innovation. You can introduce a number of more specific criteria for distinguishing between these two concepts.

Additional differences in the conceptual apparatus of innovation can be realized if you build a diagram full cycle the emergence and implementation of any innovation in a particular social practice:

● a source of innovation (science, politics, production, economics, etc.);

● innovative proposal (innovation, invention, discovery, rationalization);

● activity (technology) for the implementation of innovation (training, implementation, broadcast);

● innovation process (forms and ways of rooting innovation in practice);

● new type or a new form of social practice.

Here is just one example deploying a full cycle of innovative transformations- from the history of Russian education:

● source of innovation - the level of development of pedagogical and developmental psychology in the USSR in the 50s;

● an innovative proposal - the research team of Elkonin-Davydov proves the possibility of forming the foundations of theoretical thinking in junior schoolchildren;

● implementation technology - fundamentally new learning programs in basic subjects in primary school;

● an innovative process - the opening of laboratories and experimental schools in different regions of the country for the formation of educational activities in junior school age;

● a new form of practice - the "system of developing education" as a new type of educational practice.

In conclusion, let us ask ourselves - does Russian education have any prospects for transition to the regime of innovative development and self-development? And if so, under what conditions is it possible? Let us note three types of such conditions in three areas of providing innovative education.

In science, these prospects are associated with more ambitious than today, the grounds for the implementation of the main directions of design and research activities; first of all, these are the humanitarian and anthropological foundations of the formation and development of a person in the space of education. Only in this case, meaningful methodology for designing and researching innovative education is possible; general theory of the development of individual subjectivity and child-adult communities in educational processes; technology for the implementation and examination of various-scale innovative educational projects.

In system vocational education and professional development:

● this is a consistent introduction to the content of education, the culture of designing innovative educational practices;

● it is the formation of psychological literacy, more broadly - the psychological culture of pedagogical work;

● this is the development of the norms and culture of managing the development of education, the activities of professional pedagogical collectives.

In the field of educational policy:

● it is responsible state and public support scientific projects and programs related to the design of innovative developing and developing education in Russia.

Classification of innovative technology PORTFOLIO

1. In relation to the structural elements of educational systems

● in control, in the evaluation of results

2. In relation to the personal formation of subjects of education

● in the development of certain abilities of students and teachers,

● in the development of their knowledge, abilities, skills, methods of activity, competencies

3.By region pedagogical application

● in the educational process

4. By types of interaction of participants pedagogical process

● in collective learning (student-centered)

Individual, frontal, group form

● in family education

5. By functionality

● product innovations (pedagogical tools, projects, technologies, etc.)

6. By methods of implementation

● systematic

7. By the scale of distribution

● internationally

● at school

● at the federal level

8. Highlighting the sign of the scale (volume) of the innovation

● systemic, covering the entire school or the entire university as an educational system

9. According to the social and pedagogical significance

● in educational institutions of any type

10. Based on innovation potential

● combinatorial

● innovations

11. In relation to its predecessor

● substitute

● opening

Innovation potential educational institution

is determined when analyzing an educational institution for the following positions:

1. The focus of innovation on change educational needs, addressed to the educational institution, social order

● Aimed at changing the goals, content, technology of the organization, approaches to assessment educational outcomes pupils

● Integration of teaching, learning and assessment; combining the quantitative and qualitative assessment of the student's abilities through the analysis of various products of educational and cognitive activity

● Solving important pedagogical problems:

Create an emotionally comfortable educational environment

Maintain high academic motivation of schoolchildren

Encourage their activity and independence

Expand learning and self-study opportunities

Develop students' reflective and evaluative skills

Build the ability to learn - set goals, plan and organize your own learning activities

Develop communication skills and abilities

Inform students and their parents about the various options for choosing an educational route

1. Orientation of innovation to solving the problems of an educational institution

● Changing the way of teaching, searching for new forms of organizing the learning process, changing requirements for performance, and in general - for the quality of education

● Form of continuous assessment in the process of continuing education

● Portfolio of a teacher - as an alternative form of assessing his professionalism and performance during the examination for compliance with the declared qualification category

● Active involvement of parents in the learning and teaching process of the child (more adequate assessment of both strong and weaknesses your child and more active cooperation with the school)

1. Resource opportunities of the educational institution

● Systematic work to improve the qualifications of teachers

● Creation experience e-portfolio

● Networked computer equipment of classrooms (3 computer labs, personal computers in the classrooms of subject teachers, administrative network)

● Methodological support of the course

Work folder

Official Portfolio Forms (Appendix to Grade 9 Certificate)

Diagnostic materials

Tables and diagrams for maintaining the "Working folder"

Student aids and instructions

Sample options for classes with students

1. The relationship of innovation with the achievements and competitive advantages of an educational institution for the period preceding the current innovation cycle of development

● A promising form of presentation of the individual orientation of the educational achievements of a particular student, which meets the tasks of pre-profile training and in the future - profile training

● Optimization of mechanisms for the formation of 10 profile classes

1. assessment of the innovative environment in an educational institution, the innovative potential of the team, potential growth points

● OU has long been looking for ways of authentic (individualized) assessment, focused not only on the assessment process, but also on self-assessment

(it is used in practice-oriented education and provides for the assessment of the formation of the skills and abilities of students in the conditions of placing them in a situation as close as possible to real life)

● Many methodological findings have been accumulated, pedagogical technologies have already been developed to get rid of obsessive labels such as "weak C grade" or "strong good"

1. primary forecast of perception of possible innovations in the community of an educational institution, possible resistance to changes

● Implementation requires both the teacher and the student new organizational and cognitive skills

● Study time issue: takes longer to implement than traditional grading systems

● Real assessment of the capabilities and readiness of students, teachers, parents to provide materials to record the dynamics of his individual progress

Shifting the teaching focus from assessment to self-assessment

Students have poorly developed motivation for achievement, there are difficulties in setting goals, self-planning and organizing their own educational activities, the ability to systematize and analyze their own collected material and experience

Lack of preparation of parents to understand the importance and significance of the portfolio as a document confirming the level of existing knowledge of students and do right choice further training profile

For all positions, the article provides an analysis of a specific educational institution (GOU gymnasium No. 116 of the Primorsky district of St. Petersburg)

Bibliography:

1. Amonashvili Sh.A. The upbringing and educational function of assessing the teaching of schoolchildren. M .: Education. - 1984
2. Voinilenko N.V. Improvement of control and evaluation processes as a factor in quality management of initial general education... // The world of science, culture, education. - No. 4 (23) - 2010. - p.148-150
3. Zagashev I.O., Zair-Bek S.I. Critical thinking. Development technology. SPb .: Delta Alliance. - 2003
4. Zair-Bek S.I., Mushtavinskaya I.V. Development of critical thinking in the classroom. M .: Education. - 2010
5. Kolyutkin Yu.N., Mushtavinskaya I.V. Educational technologies and pedagogical reflection. SPb .: SPb GUPM. - 2002, 2003
6. Kotova S.A., Prokopenya G.V. Portfolio system for new primary school... // Public education. - No. 5. - 2010. - p.185-191
7. E.V. Mettus Live assessment: The program "Portfolio at school" M .: Globus, 2009. - 272p.
8. Mushtavinskaya I.V. Technology for the development of critical thinking in the classroom and in the system of teacher training. SPb .: KARO. - 2008
9. Federal state educational standards of primary and basic general education of the 2nd generation. Concept / Russian Academy of Education; ed. A.M. Kondakova, A.A. Kuznetsova. - 2nd ed. - M .: Education. - 2009

The essence and varieties of innovative educational technologies

Definition 1

An innovative educational technology is a methodology for organizing teaching and educational activities, which involves the use of some new or qualitative improvement of existing techniques and means to increase the efficiency of the educational process and the creation of conditions for educational activities that best meet the current trends in the socio-economic development of society.

Innovation in education involves complex activities focused on the emergence of innovations in the educational field. These innovations can be methods and techniques of organizing the educational process, resources used in the process of education and training, scientific theories and concepts.

Innovations develop through the use of research activities aimed at obtaining new scientific knowledge, some kind of discovery, invention. In addition, the emergence of innovations can be the result of conducting design work, in the course of which instrumental and technological knowledge develops, reflecting the possibilities for the implementation of practical actions, on the basis of available scientific theories and concepts. Thus, innovative projects are created, which subsequently lead to the emergence of new technologies.

Innovation also develops in the process of educational activities. In the learning process, the development of theoretical and practical knowledge students, which can then be applied in various areas of practical life related to the creation of innovations.

Innovative educational technologies are based on three main components:

1. Modern, well-structured content, the foundation of which is the competence in professional activity that meets the current realities of entrepreneurial activity. the content includes a variety of multimedia materials transmitted by modern means of communication.
2. Application of modern, innovative teaching methods. Such methods should be focused on developing the competencies of the future professional, attracting students to active learning and practical activities, the manifestation of initiative in the process of cognition. Passive assimilation of educational programs is excluded.
3. Availability of modern infrastructure in the educational process. It should be based on information, technological, organizational and communication components that help to apply new forms and methods of teaching, in particular distance learning.

Innovative technologies in education are used based on the application of certain approaches in teaching, i.e. principles that include requirements and targets that are the foundation for the development of new technologies.

All innovations in the pedagogical sphere are based on their strict compliance with the current stage of socio-economic development of society. At the present time, they should be focused on the development of students' independence, the formation of their abilities for self-study and self-development, conscious, and not mechanical assimilation of curricula.

Innovative technologies in the educational sphere are constantly developing and their range is expanding. The following main groups of technologies can be distinguished:

1. Information and communication technology or ICT in the field of subject learning. The use of these technologies is associated with the development of the information society and the active implementation of media in all spheres of life. Such technologies are aimed at informatization of students' consciousness. V educational programs new subjects are included that are focused on the study of computer science, information processes and ICT. The teaching process is also actively informatized to help improve the information culture of the teaching staff and students;
2. Personality-oriented technologies. These technologies are aimed at placing the individual on a priority position in teaching and upbringing. The entire educational process is focused specifically on the development of the personality, taking into account its individuality and developmental characteristics.
3. Information and analytical supply of the educational process. The use of this group of technologies is focused on researching the development of each student, class, parallel, educational institution, and their adequate assessment;
4. Monitoring of intellectual development. Technologies are based on the use of graphs, testing systems, new assessment methods that allow tracking the dynamics of the development of individual students and the quality of education in general;
5. Educational technologies. The learning process cannot be divorced from upbringing. Therefore, new techniques are being introduced to develop the personality, its basic qualities;
6. Didactic technologies. They are the main factor in the development of an educational institution. Such technologies are based on a set of techniques and tools, including the use of traditional and innovative technologies: independent work with educational literature, the use of audiovisual, multimedia, differentiated teaching methods.

Figure 1. Innovative educational technologies. Author24 - online exchange of student papers

The main technologies of student-centered learning

These technologies put the personality of the child at the head of the educational process. His individual qualities are taken into account, and the teacher directs his skills to organize training, according to the specifics of the student's needs.

Among the technologies of student-centered learning, the following can be distinguished:

• Multilevel learning technology. According to this technology, it is supposed to build the educational process depending on the ability of each student to assimilate the material, i.e. each student is given time to master the program, which is exactly what he needs and meets his capabilities. Thus, the basic core of the curriculum is productively assimilated.
• Collective peer learning technology. This technology involves uniting students in groups of at least two people who have psychological compatibility. They may have different level intellectual development, but perform tasks, helping each other and, thereby, developing each other. This forms logical thinking, a sense of responsibility, adequate self-esteem, helps to liberate students.
• Cooperation technology. This technology involves uniting students in small teams and learning in them. Learning should take place together, with an awareness of each other's successes and failures. Education is based on the setting of a single goal and objectives, mandatory responsibility for each student and ensuring equal conditions for the effective assimilation of cognitive information.