Modern innovative educational technologies. Innovative pedagogical technologies

Anonymous
Innovative pedagogical technologies for the development of preschoolers

Innovative pedagogical technologies for the development of preschoolers

MBDOU. "Kindergarten of Kalininska Saratov region"

educator Shueeva O. N.

At the present stage developmentRussia occurs changes in educational processes: The content of education is complicated by focusing pedagogues of pre-school education for development creative and intellectual abilities of children, correction of emotional and volitional and motor spheres; In the change of traditional methods, active teaching and education methods come, aimed at activating the cognitive child Development. In these changing conditions pedagogus preschool Education must be able to navigate in the manifold of integrative approaches to development of children, in a wide range of modern technology.

Innovative technologies - this is a system of methods, methods, learning techniques, educational funds aimed at achieving a positive result due to dynamic changes in personal development Baby in modern sociocultural conditions. Pedagogical innovation Can either change the processes of upbringing and learning, or improve. Innovative technologies combine progressive, creative technologies and stereotypical elements of education that have proven their effectiveness in the process pedagogical activity .

The following reasons for the appearance can be distinguished. innovation in preschool education:

Scientific research;

Sociocultural Wednesday - Need preschool educational institutions in new pedagogical systems; Creative variability pedagogues; Parents' interest in achieving positive dynamics in development of children.

Conceptuality implies support on a specific scientific concept, including philosophical, psychological, didactic and social and pedagogical Justification of the achievement of educational purposes.

Systemability includes all signs of the system: Process logic, relationships of all its parts, integrity.

Controllability makes it possible for diagnostic goaling, planning, designing the learning process, phased diagnostics, varying by means and methods in order to correct the results.

Efficiency sees optimality by costs, guaranteeing the achievement of a certain standard of learning.

Reproducibility implies the possibility of applying (repetition, playback) pedagogical technology In other similar educational institutions, other subjects.

Today to be pedagogically a competent specialist is impossible without studying the extensive arsenal of educational technology.

Concept "Game pedagogical technologies» Includes a rather extensive group of organization methods and techniques pedagogical process in the form of various pedagogical games.

Unlike games at all, pedagogical The game has a significant feature - a clear goal of learning and corresponding to it pedagogical resultwhich may be justified, are explicitly and characterized by cognitive.

Game form pedagogical Events are created by gaming motivation, which acts as a means of encouraging, stimulating children to educational activities.

Game technologies widely used in before school age Since the game is the leading activity during this period. Role-playing child seizes by the third year of life, meets with human relationship, Begins to distinguish between the external and inner side of the phenomena, it opens up the presence of experiences and begins to navigate them.

The child has an imagination and the symbolic function of consciousness, which allow it to endure the properties of some things to others, an orientation occurs in its own feelings and their cultural expression is formed, which allows the child to be included in collective activities and communication.

tRIZY technology.

TRIZ - the theory of solutions of inventive tasks. The founder is G. S. Altshuller. The main idea of \u200b\u200bit technology is, what technical Systems arise I. not develop"How to get", and according to certain laws. TRIZ turns the production of new technical ideas in accurate scienceSince the solution of inventive tasks is based on a system of logical operations.

TRIZ goal - not just develop child fantasy, but teach to think systemically, with the understanding of what is happening processes.

TRIZ program for preschool children - These are collective games and classes with detailed methodological guidelines for educators. All classes and games suggest an independent choice of the child themes, material and activity. They teach children to identify the contradictory properties of objects, phenomena and resolve these contradictions. Resolution contradictions is the key to creative thinking.

The main means of working with children is pedagogical search. Pedagogue I should not give children ready-made knowledge, to disclose the truth in front of them, he must teach it to find it. Development technology Learning are presented in the main positions. pedagogy Mary Montessori.. The central moment in the ideas of Montessori is the maximum possible individualization of educational activities, the use of a clearly thought-out and skillful instrumental program development of each child.

As components pedagogical process M.. Montessori allocated the need for anthropometric measurements, environmental organizations, classroom furniture, education of independence, the abolition of competitions between children, lack of awards and punishment, proper nutrition of the child, gymnastics, raising feelings, development of power.

Huge attention is attracted by the didactic materials of Montessori and work with them. Games, classes, exercises with dodactic materials allow develop visually perception of sizes, forms, colors, sound recognition, definition of space and time, contribute to the mathematical development and development of speech.

The deep humanism of the educational and educational system M. Montessori is due to the need to teach, upbringing and child Developmentcapable of acting in society.

Under alternative technology It is customary to consider those that oppose the traditional system of training by some of their parties, whether it goes, content, form, methods, relationships, positions of participants pedagogical process.

As an example, consider vitagenic technology(life) Education with a holographic approach. This innovative Direction of learning I. development of preschool children Presented in the works of A. S. Belkin.

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

Main directions pedagogical Activities include the organization of gaming activities, helping the family in organizing full-fledged communication, the formation of reasonable material needs. A. S. Belkin offers the following specific techniques for the formation of necessary needs.: "Repayment of needs", "Fingering Offer", "Switch to redemption", "Emotional enveloping"

Informational technologies in pedagogy Learning is called everything technologiesusing special technical Information tools (Computer, audio, video).

The purpose of computer technology is the formation of skills to work with information, development Communicative abilities, personality preparation "Information Society", Formation of research skills, skills to make optimal solutions.

Alternative technologies suggest refusal as from traditional conceptual grounds pedagogical process(socio-philosophical, psychological, generally accepted organizational, substantive and methodological principles, and replace them with others, alternatives.

Technology of educational games b. P. Nikitina is a game activity, it consists of a set educational gamesWhich with all their diversity proceed from the general idea and have characteristic features.

Each game is a set of tasks that the child solves with the help of cubes, bricks, squares from cardboard or plastic, parts from the mechanic designer, etc. In their books B. P. Nikitin offers educational games with cubes, patterns, frames and inserts of montessori, unicubo, plans and cards, designers. Subject developing games underlie construction labor and technical Games and directly connected with intelligence. IN developing Games can be combined by one of the basic principles of learning - from simple to complex - with a very important principle of creative activity on their own abilities when a child can rise to the limit of its capabilities.

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

Hamidullina Dinara Ildarovna, GBOU NGO PL № 3 G. Sterlitamak RB, teacher of mathematics

Modern innovative educational technologies

Currently, the learning technique is experiencing a difficult period associated with the change in the objectives of education, the development of federal state educational standards built on a competence approach. Difficulties arise and due to the fact that in the basic curriculum reduces the number of hours to study individual items. All these circumstances require new pedagogical studies In the method of teaching items, the search for innovative funds, forms and methods of training and education related to the development and implementation of innovative educational technologies into the educational process.

For a skillful and conscious choice of the existing bank of pedagogical technologies, it is precisely those who will achieve optimal results in training and education it is necessary to understand the essential characteristics. modern interpretation The concepts of "Pedagogical Technology".

Pedagogical technology answers the question "How to learn effective?"

Analyzing the existing definitions, it is possible to distinguish criteria that constitute the essence of pedagogical technology:

determination of learning goals (why and for what);

selection and structure of content (what);

optimal organization of the educational process (as);

methods, techniques and learning tools (With using what);

as well as accounting for the necessary real level of teacher's qualifications (Who);

and objective methods for assessing learning outcomes (Is it so).

In this way,"Pedagogical Technology" is such a construction of the teacher's activities in which actions included in it are presented in a certain sequence and suggest achievements of the projected result.

What is "Innovative Educational Technology"? This is a complex of three interrelated components:

Modern content that is transmitted to the student, suggests not so much the development of objective knowledge, how much developmentcompetence Adequate modern business practice. This content must be well structured and presented in the form of multimedia training materials that are transmitted using modern means of communication.

Modern teaching methods are active methods for the formation of competencies based on the interaction of students and their involvement in the educational process, and not only on the passive perception of the material.

Modern learning infrastructure, which includes informational, technological, organizational and communication components, allowing to effectively use the benefits of remote forms of learning.

The generally accepted classification of educational technologies in the Russian and foreign pedagogy today does not exist. To solve this current scientific and practical problem, various authors are suitable in their own way.

Innovative areas or modern educational technologies in the Priority National Project "Education" include: Developing Training; Problem learning; multi-level training; collective learning system; Technology solving problems; research methods of learning; design methods of learning; modular learning technologies; lecture and commercial training system; use in training game technologies (role-playing, business and other types of learning games); Training in collaboration (team, group work); information and communication technologies; Heating technology.

In other sources allocate:

Traditional technologies : who refers to traditional technologies, various types of training sessions, where any system of funds can be implemented, ensuring the activity of each studying on the basis of a multi-level approach to content, methods, forms of organization of educational cognitive activity, To the level of cognitive independence, the translation of the teacher's relationships and studying on parity and much more.

Cool-grade technology training - Providing systemic assimilation educational material and accumulation of knowledge, skills and skills.

Interactive technologies or grUPP teaching technologies (work in pairs, groups of permanent and replacement composition, frontal work in a circle). The formation of the personality of the communicable, tolerant, which has organizational skills and can work in the group; Improving the effectiveness of the learning of the software.

Gaming technology (didactic game). Mastering new knowledge on the basis of the use of knowledge, skills and skills in practice, in collaboration.

(training dialogue as a specific type of technology, the technology of problematic (heuristic) learning. Acquisition of learning knowledge, skills and skills, mastering ways of independent activities, the development of cognitive and creative abilities.

Technology promising advanced learning. Achieving learning mandatory minimum of education. Training to solve problems, skills to consider the possibilities and use of knowledge in specific situations. Providing opportunities to each learning independently determine the paths, methods, the means of searching for truth (result). Promote the formation of methodological competence. The formation of the ability to solve problems independently, search for the necessary information. Training to solve problems.

Workshop technology. Creating conditions that contribute to the understanding of the learning goals of their life, the awareness of themselves and their place in the surrounding world, self-realization in the collaborative) search, creativity, research activities.

Research technology (Project method, experiment, modeling)or technology for solving research (inventive) tasks (TRIZ). Training learning the basics of research activities (formulation of educational problem, formulation of the topic, the choice of research methods, nomination and testing of the hypothesis, the use of various sources of information, the presentation of the work performed).

EOR. (electronic educational resources,including ICT - Technology ). Training in working with different sources of information, readiness for self-education and possible change in the educational route.

Pedagogy cooperation. Implementation of a humane and personal approach to the child and creating conditions for the conscious choice of educational educational route.

Technology for collective creative affairs. Creating conditions for self-realization of students in creativity, research activities, the team of students. The involvement of students in the discussion and analysis of the most exciting problems, self-esteem of various negative life situations. Formation of organizational abilities of students.

Active learning methods (MAO) - A combination of pedagogical actions and techniques aimed at organizing the educational process and creating a special means of conditions that are motivating students for independent, initiative and creative development of educational material in the process of cognitive activity

Communicative technologies

Portfolio technology

Development of critical thinking

Modular learning

Distance learning

Test technologies

Technology for identifying and supporting gifted children

Technologies of additional education, etc.

Each teacher needs to be focused on a wide range of modern innovative technologies, school ideas, directions, not spending time on the opening of the already known. Today, it is impossible to be a pedagogically competent specialist without studying the entire extensive arsenal of educational technologies. Moreover, it was reflected in job descriptions, in attestation materials. The use of innovative educational technologies is one of the criteria for assessing the professional activities of the Master P / O and the teacher.

Therefore, we need more intensive implementation for our technologies. Of course, for the use of some of them there is not enough time, funds or even knowledge, since modern technologies use the latest achievements of science, technology, psychology, etc. But technology elements are quite accessible.

Most technologies were considered repeatedly in previous pedagogical councils, training seminars (Appendix 2). Therefore, consider the technologies less known to us.

Interactive learning technology

or group learning technology

Interactive technologies or group training technologies are learning based on dialogue forms of knowledge. This is work in groups, learning discussion, game modeling, business game, brainstorming, etc.

These learning forms are important for students, as they allow everyone to join the discussion and solving the problem, listen to other points of view. The development of communicative skills and learning skills occurs both in communication microgroups and in dialogue between groups.

This form of training is psychologically attractive for students, it helps to develop the skills of cooperation, collective creativity. Students are not observers, but they themselves decide difficult questions. Each group finds interesting arguments in defense of their point of view.

The organization of group interactions in training activities may be different, but includes the following steps:

individual work;

work in pairs;

adoption of group decisions.

Groups are organized at the discretion of the teacher or "at will". It is taken into account that the weak learning need not so much strong as a patient and benevolent interlocutor. You can put students with opposite glances to discuss the problem to be alive and interesting. There are in groups and "posts": observer, sage, keeper of knowledge, etc., with each of the students can visit a particular role.

Through work in permanent and temporary microgroups, the distance between students decreases. They find approaches to each other, in some cases open in themselves tolerance and see its benefit to do the group.

Only a non-standard setting of the problem forces to seek help from each other, exchange points of view.

Periodically draws a workmark of the lesson. It recorded in it:

the question over which the group works;

list of participants;

self-esteem of each participant from the point of view of the group.

For self-esteem and evaluation, accurate criteria are given in the map so that there are no essential differences. The guys with the desire are connected to the estimation of oral and written responses of one-laugher, i.e. Take the role of an expert.

Those. The use of interactive learning technology affectsf.the identity of the personality of the communicable, tolerant, which has organizational skills and can work in the group; Improving the efficiency of learning software.

Case-method

In the context of interactive learning, a technology has been developed that has been called called Case Study or Case Method.

The name of the technology happened from Latincasus - confusing unusual case; as well as from Englishcase.- Briefcase, suitcase. The origin of terms reflects the essence of technology. Students receive a package of documents (Case) from the teacher, with which they either identify the problem and ways to solve it, or produce options for exiting a complex situation when the problem is indicated.

The analysis of the cases can be both individual and group. The results of the work can be represented both in writing and orally. Recently, multimedia representations of results becomes more and more popular. Acquaintance with cases can occur both directly in the lesson and in advance (in the form of homework). The teacher can use ready-made cases, and create its own developments. Sources of cases on subjects can be the most diverse: artwork, movies, scientific information, exposure of museums, learning experiences.

Case-based training is a targeted process built on a comprehensive analysis of the presented situations - discussions during open discussions of the problems marked in the Cases - developing decision-making skills. Distinctive feature method - creating a problem situation from real life.

When training, the case is formed: analytical skills. The ability to feature data from information, classify, allocate significant and insignificant information and be able to restore them. Practical skills. Use in practice academic theories, methods and principles. Creative skills. One logic, as a rule, Case is not to solve the situation. Creative skills in the generation of alternative solutions that cannot be found logical will be very important.

The advantage of Case technologies is their flexibility, variability, which contributes to the development of creativity at the teacher and students.

Of course, the use of Case technologies in training will not solve all problems and should not become an end in itself. It is necessary to take into account the goals and objectives of each classes, the nature of the material, the possibilities of students. The greatest effect can be achieved with a reasonable combination of traditional and interactive learning technologies when they are interconnected and complement each other.

Research technology

Project method

The project method is a learning system in which students' knowledge and skills are acquired in the process of planning and fulfilling gradually complicating practical tasks - projects.

Method with your aspirations and opportunities, master the necessary knowledge and projects allows each learning to find and choose the case, according to skills, contributing to the birth of interest to follow-up activities.

The purpose of any project is the formation of various key competencies. Reflexive skills; Search (research) skills; Skills and skills of work in collaboration; Managerial skills and skills; Communicative skills; Presentation skills and skills.

The use of project technologies in training allows you to build a educational process on the educational and teacher's educational dialogue, take into account individual abilities, form thinking and independent practical actions, develop creativity, to intensify cognitive activity of students.

Classification of projects on the dominant activity of students : Practical oriented project aims to the social interests of the project participants themselves or external customer. The product is predetermined in advance and can be used in the life of the group, lyceum, cities.

Research project according to the structure reminds genuinely scientific research. It includes the rationale for the relevance of the chosen theme, the designation of the objectives of the study, the mandatory hypothesis nomination with its subsequent verification, discussing the results obtained.

Information project aims to collect information about a facility, phenomenon for the purpose of its analysis, generalizations and presentation for a wide audience.

Creative project suggests the most free and nearby approach To design results. It may be almanaci, theatricalization, sports games, artworks of fine or decorative and applied arts, videos, etc.

Role-playing project It is the most difficult in development and implementation. By participating in it, the projectors take on the role of literary or historical characters made by heroes. The result of the project remains open until the end.

The method of projects on their didactic entity aimed at the formation of abilities, possessing whom a graduate of the school turns out to be more adapted to life, able to adapt to changing conditions, navigate in a variety of situations, work in various teams, because project activities are a cultural form in which it is possible The formation of the ability to make a responsible choice.

Todaymodern information technologyit can be considered that the new way of transferring knowledge, which corresponds to a qualitatively new content of learning and developing learning. This method allows learning interest to learn, find sources of information, educates independence and responsibility in obtaining new knowledge, develops discipline of intellectual activity. Information technologies allow you to replace almost all the traditional technical means of learning. In many cases, such a replacement turns out to be more efficient, makes it possible to quickly combine various means that contribute to the deeper and conscious assimilation of the material under study, saves the lesson time, saturates it with information. Therefore, it is completely natural to introduce these funds into a modern educational process.

The question of using information and communication technologies in the educational process has already been considered at the Pedagogical Council. Materials on this issue are in the methodical office.

Technology for the development of critical thinking

New educational standards are introducednew direction of appraisal activities - Evaluation of personal achievements. This is due to the real estimationhumanistic paradigm Education I.personal-oriented approach To learning. For society, it becomes important to objectify the personal achievements of each subject of the educational process: studying, teacher, family. The introduction of personal achievements ensures the development of the following components of the personality: the motivation of self-development, the formation of positive landmarks in the structure of the I-concept, the development of self-esteem, volitional regulation, responsibility.

Therefore, in standards in the final assessment of students turn on andaccumulated assessment characterizing the dynamics of individual educational achievements Throughout all years of study.

As an optimal method of organizing a storage system, the assessment isportfolio . This is a wayfixing, accumulation and evaluation of work , the results of the learner, testifying to its efforts, progress and achievements in various fields for a certain period of time. In other words, this is a form of fixation of self-expression and self-realization. The portfolio provides the transfer of "pedagogical stress" with an assessment for self-esteem, with the fact that a person does not know and does not know how he knows and knows how. A significant portfolio characteristic is its integitivity, including a quantitative and qualitative assessment, involving the cooperation of students, teachers and parents in the course of its creation, and the continuity of evaluation replenishment.

Technology portfolio implements the followingfunctions in the educational process:

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

goal setting (supports educational objectives formulated by standard);

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

meaningful (reveals the entire spectrum of achievements and work performed);

developing (ensures the continuity of the development process, learning and education);

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

correcting (stimulates development into conditionally asked as standard and society framework).

For training portfolio is the organizer of his study activities,for teacher - feedback tool and valuation tool.

Some are knowntypes of portfolio . The most popular are the following:

portfolio achievements

portfolio - report

portfolio - self-esteem

portfolio - planning of my work

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

Choice the type of portfolio depends on the purpose of creating it.

A distinctive feature Portfolio is his personal-oriented character:

the studying together with the teacher determines or clarifies the purpose of creating a portfolio;

the student collects material;

the basis of the assessment of the results is self-esteem and mutualization.

An important characteristic Portfolio technology is its reflexivity. Reflection is the main mechanism and method of self-satiestation and self-dedication.Reflection - the process of knowledge based on self-surveillance inner world. / Ananyev B.G. Man as a subject of knowledge. - L. - 1969 .: "The Psychological Mirror of Himself."

In addition to the general educational skills, collecting and analyzing information, structure and represent it, the portfolio allows you to reach the development of the intellectual skills of a higher order - the skills of meticient.

Teachingmust learn :

select and evaluate information

accurately determine the goals he would like to achieve

plan your activities

assessment and self-assessment

track your own errors and correct them

The introduction of modern educational technologies does not mean that they will completely replace the traditional method of teaching, and will be its component.

Attachment 1

Seleevko Herman Konstantinovich

"Modern educational technologies"

I. Modern traditional learning (MOT)

II. Pedagogical technologies based on the personal orientation of the pedagogical process
1. Pedagogy of cooperation.
2. Human-Personal Technology Sh.A.Monashvili
3. E.N. System: Teaching literature as a subject forming a person

III. Pedagogical technologies based on the activation and intensification of students' activity.
1. Gaming technologies
2. Problem learning
3. Technology intensifying training based on circuit and sign models of educational material (V.F. Shahatalov).

4 Technologies Level Differentiation
5. Technology of individualization of training (Inge Unts, A.S. Granitskaya, V.D. Shadrikov).

6. Programmed learning technology
7. Collective method of training CSR (A.G. Ryvin, V.K.Dyachenko)

8. Group technologies.
9. Computer (new information) learning technologies.

IV. Pedagogical technologies based on didactic improvement and reconstruction of the material.
1. "Ecology and dialectic" (L.V. Tarasov).
2. "Dialogue of crops" (V.S.Bibler, S.Y. Kurganov).
3. Enlargement of didactic units - Ude (P.M. Eddyev)
4. Implementation of the theory of phased formation of mental actions (M.B.Volovich).

V. Conductable pedagogical technologies.
1. Technology of early and intensive literacy training (N.A. Zaitsa)..

2. Technology Improvement of general educational skills in elementary school (V.N. Zaytsev)

3. Technology of learning mathematics based on solving problems (R.G.Hazankin).
4. Pedagogical technology based on a system of effective lessons (A.A. Khuv)
5. Phased training system physics (N.N.Paltyshev)

Vi. Alternative technologies.
1. Waldorf Pedagogy (R.Shteiner).

2. Free Labor Technology (S. Frene)
3. Technology of probabilistic education (A.M.Lobok).

4. Technology workshops.

VII .. nature-like technology.
1 Non-like education of literacy (A.M. Bushnir).

2 Self-Development Technology (M. Montessori)

VIII technology of educational training.
1. General basis for educational technologies.
2. The system of educational training L.V. Zankova.

3. Technology of educational training D.B. Elkonina-V.V. Dodavydova.

4. Educational training systems with a focus on the development of creative qualities of the personality (I.P. Volkov, S.Altsulller, I.P.Ivanov).
5 Personal-oriented educational training (I.S. Yakimanskaya)..

6. Self-Development Technology (G. SELEVKO)

IX. Pedagogical technology of copyright schools.
1. School of adapting pedagogy (E.A. Lamburg, B.A.Broyda).

2. Model "Russian School".

4. School Park (M.A. Balang).

5. Agrokola A.A. Katolikova.
6. School of tomorrow (D.Khovard).

Model "Russian School"

Supporters of the cultural and educational approach are trying to maximize the content of education by Russian ethnographic and historical material. They are widely used Russian folk songs and music, choral singing, epics, tales, as well as the male material. The priority place in the curriculum is given to such objects as native language, Russian history, domestic literature, geography of Russia, Russian art.

School Park

Organizational Park School is a set, or park, open midstrange studios . Under the studio is understood as the free association of students around the master teacher for joint training. At the same time, the composition of the studios is determined, on the one hand, the composition of the available teachers, their real knowledge and skills, and on the other hand, the educational needs of students. Thus, the composition of the studios is not constant, it changes, obeying the law of demand and supply in the educational services market.

Waldorf schools

Waldorf schools work on the principle of "offend" the development of a child, but providing all the opportunities for its development at their own pace. In school equipment, preference is given to natural materials and non-filing toys and benefits (first of all for the development of children's fantasy). Much attention is paid to spiritual development All participants in the educational process. The educational material is supplied by blocks (epochs), but the day at all stages of training (from the nursery to seminary) is divided into three parts: spiritual (where active thinking prevails), mental (Music learning and dance)creative-practical (Here children learn primarily creative tasks: sculpt, draw, cut out of wood, sew and so on).

Appendix 2.

Problem technology

Problem training - Didactic combination system different methods and methodological teaching techniques, using which the teacher, systematically creating and using problem situations, provides a strong and conscious assimilation of knowledge and skills to students.

Problem situation it characterizes a certain mental state of the student, arising from the aware of the awareness of the contradictions between the need to perform the task and the inability to implement it with the help of its knowledge and ways of activity.

During problemary education, there is always a formulation and solution of the problem - a cognitive task extended in the form of a question, tasks, tasks.

The permitted problem exists objectively, regardless of whether the situation has become problematic for the learning, whether it realized this contradiction. When the student is aware of and perceive the contradiction, the situation will be problematic for him.

Problem learning is carried out practically using all methods of learning and, above all, in the process of heuristic conversation. Problem learning and heuristic conversation correlate as an integer and part.

Requirements for problem situations and problems

Creating a problem situation should, as a rule, to precede the explanation or independent study of the student new, educational material.

The cognitive task is drawn up with the fact that the problem should be based on the knowledge and skills that the student owns. It should be sufficient to understand the essence of the question or task, the ultimate goal and ways to solve.

The problem should be interesting for students, stimulate the motivation of their active cognitive activity.

The solution to the problem should cause a certain cognitive difficulty requiring active mental activity of students.

The content of the problem of difficulty and complexity should be accessible to students, comply with their cognitive opportunities.

To assimilate a complex knowledge and actions system, problem situations and the corresponding problems should be applied in a specific system:

• • complex problem task is dismembered into smaller and private;

    one unknown element is allocated to each problem;

    the material reported by the teacher and the learned learners should be differentiated.

Problem learning is used most often as a fragment of the lesson.

Gaming technology

Using didactic games

An increase in the load on the lessons makes think about how to support students' interest in the material being studied, their activity throughout the lesson. An important role here is allocated to didactic games in a lesson with educational, educational and raising functions that act in organic unity. Didactic games can be used as a means of learning, upbringing and development. The game form of classes is created in the lessons using gaming techniques and situations. The implementation of gaming techniques and situations occurs in the following directions:

The didactic goal is placed before students in the form of a gaming task;

Learning activities subject to the rules of the game;

Training material is used as a means of the game;

The educational activity introduces an element of competition, which translates the didactic task in the game, the success didactic task binds to the game result.

The game activity of the studying is usually emotional, accompanied by a sense of satisfaction. Playing, students think about, experiencing situations, and on this background, the ways to achieve the result are easier and the stronger is remembered. The gaming form of classes can be used at various stages of the lesson, when studying a new topic, when fixing, on generalizing lessons.

Thus, the inclusion in the lesson of didactic games and game moments makes the learning process interesting, entertaining, facilitates overcoming difficulties in the assimilation of educational material.

Business games

Business (role-playing, managerial) games - imitation of decision making and performing actions in various artificially created or direct practical situations by playing the relevant roles (individual or group) on the rules specified or developed by the participants themselves.

Signs business games and requirements for them:

The presence of the problem and the task offered to solve. Distribution between roles or role functions. The presence between playing interactions repeating (imitating) real connections and relationships.

The multi-quality and logical of the chain of solutions arising from one of the other during the game.

The presence of conflict situations due to the difference in the interests of the participants or conditions of information activities. The plausibility of the imitated situation or situations taken from real reality.

The presence of a system for assessing the results of gaming activities, competitiveness or adverse advice.

Pedagogy cooperation

"Pedagogy of cooperation" is a humanistic idea of \u200b\u200bjoint developing activities of students and teachers based on the awareness of the community of goals and ways to achieve them. The teacher and students in the educational process are equal partners, while the teacher is an authoritative teacher mentor, a senior comrade, and students receive sufficient independence as acquiring knowledge and experience, gas and in the formation of their own life position.

Basics of "Pedagogy of Cooperation"

Stimulation and direction "" Teacher's educational and life interests of students;

Elimination of coercion as inhumane and prevailing a positive result in the educational process; replacement of coercion by desire;

Respectful attitude of the teacher to the personality of the studying; recognition of his rights to the error;

High Responsibility of the teacher for their judgments, evaluation, recommendations, requirements, actions;

High Responsibility of students for their learning work, behavior, relationship in the team.

Multidimensional technology VE. Steinberg

Help in a significant strengthening of the technological and instrumental equipment of the teacher and the process of learning knowledge of students can use multidimensional didactic technology (MDT) or technology of dydactic multidimensional tools (DMI) developed used and described by Dr. E. E.Steinberg (Russia). It is a multidimensional didactic technology and with the help of didactic multidimensional tools, it allows you to provide knowledge in the rolled and deployed form and manage the activities of students on their learning, processing and use.

The main idea of \u200b\u200bMDT. - and the idea of \u200b\u200bmultidimensionality of the surrounding world, a person, educational institution, educational process, cognitive activity. It is a multidimensional didactic technology that allows you to overcome the stereotype of a one-dimensionality using traditional forms of presentation of educational material (text, speech, schemes, etc.) and include students in active cognitive activity on learning and processing knowledge as to understand and memorize educational information, so for development Thinking, memory and effective ways of intellectual activity.

The MDT is based on a number of principles:

1. Principle of multidimensionality (multi-term), integrity and systematic system of structural organization of the surrounding world.

2. Principle of splitting - Combining elements in the system, including:

· Splitting of educational space on external and internal training plans and their association into the system;

· Splitting of multidimensional knowledge of knowledge into semantic groups and their association into the system;

· Slipping information on conceptual and figurative components and their association in system variations - models.

3. The principle of biqueness of activity, on the basis of which the single-channel thinking is overcome, due to the fact that:

Channel feed - perception information is divided into verbal and visual channels;

Channel interaction "Teacher - Student" - on information and communication channels;

Channel design - on the direct channel of designing training models and the reverse channel of relatively evaluated activities using technological models.

4. The principle of coordination and polydialogue of external and internal plans:

· Coordination of the content and forms of interaction of external and internal activities;

· Coordination of the intermetrous verbal - shaped dialogue in the internal plan and coordination of the interpalane dialogue.

5. The principle of the triadness of the presentation (functional completeness) of semantic groups:

· Triad "World objects": nature, society, man;

· The Triad of "Spheres of Peace": science, art, morality;

· Triad "Basic activities": knowledge, experience, evaluation;

· Triad "Description": structure, functioning, development.

6. The principle of versatility, i.e., all-condition of tools, suitability for use in the lessons of different types, in different subjects, in vocational and management activities.

7. Principle of programmability and repeatability of basic operations performed with a multidimensional presentation and analysis of knowledge: the formation of semantic groups and "granulation" of knowledge, coordination and ranking, semantic binding, reformulation.

8. The principle of autodium-haul, implemented in dialogues of various types: the internal intermetal dialogue of the mutual overweight of information from the form-shaped in a verbal form, an external dialogue between the thinking and its reflection in the external plan.

9. The principle of thinking - Supports on the model of a reference or generalized nature in relation to the designed object, supports on the model when performing various activities (preparatory, educational, cognitive, search), etc.

10. The principle of compatibility of the properties of the image and model in accordance with which the holistic, shaped characteristic nature of a certain knowledge is implemented, which allows combining a multidimensional presentation of knowledge and orientation.

11. The principle of the sharing of the shaped and conceptual reflection In accordance with which, in the process of cognitive activity, the languages \u200b\u200bof both hemispheres of the brain are combined, thereby increasing the degree of efficiency of operating information and her assimilation.

12. The principle of quasi-infractance deploying multidimensional models of representation of values \u200b\u200bon the repetition of a limited number of operations.

The main goal of the introduction of MDT - reduce the complexity and increase the effectiveness of the work of the teacher and the activities of the student through the use of multidimensional didactic tools.

The most efficient and promising for use in the educational process tool of multidimensional didactic technology islogic-semantic models (LSM) knowledge (themes, phenomena, events, etc.) in the form of coordinate and matrix frame-of-node type frames for a visual, logical and consistent presentation and learning information.

Logic - meaning model - This is a knowledge presentation tool for natural language In the form of image - models.

The semantic component of knowledge represent the keywords placed on the frame and forming the associated system. In this case, one part of the keywords is located in the nodes on the coordinates and represents the relationships and the relationship between the elements of the same object. In general, each element of a substantially connected keyword system receives accurate addressing in the form of the "Coordinate - Node" index.

The development and construction of LSM facilitates the teacher preparation for the lesson, enhances the visibility of the material being studied, allow you to algorithmize the educational and cognitive activity of students, make operational feedback.

The ability to present large arrays of educational material in the form of a visual and compact logical - semantic model, where the logical structure is determined by the content and order of coordinates and nodes, gives a double result: first, time is released to test skills and learning skills, and secondly, The constant use of LSM in the learning process forms a logical idea of \u200b\u200bthe studied topic, a section or course as a whole.

When using MDT, a transition from traditional learning to personally oriented is developing design - technological competence of both teacher and students, a qualitatively different level of teaching and learning process is achieved.

Let's start our analysis from fixing a number of peculiar myths of "innovativeness" or simply misunderstandings. The first misunderstanding is that innovation and innovation (Novation) - this is the same; The second is that innovative activity and production, the creation of innovations (innovations) is also the same, then it is TRIZ (the theory of rationalization and inventions). The third misunderstanding is associated with language naturalism: as innovation is a separable noun, it must be monoptered.

In fact, innovation (in-new) appears in Latin somewhere in the middle of the XVII century and means entering a new one in some sphere, impact on it and the generation of a number of changes in this area. So, innovation is, on the one hand, the reproduction process, implementation, implementation, and on the other, it is an activity to speed innovation into a certain social practice, and not at all.

Innovative activities in its most complete scan assumes a system of interrelated types of work, the aggregate of which ensures the emergence of valid innovations. Namely:

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

● Project activities aimed at developing special, instrumental and technological knowledge about how on the basis of scientific knowledge in the specified conditions it is necessary to act in order for what may or should be ("innovative project");

● Educational activities aimed at the professional development of subjects of certain practices on the formation of each personal knowledge (experience) about what and how they should do that the innovative project is embodied in practice ("Sales").

What is 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"? This is a complex of three interrelated components:

1. Modern content that is transmitted to the student, suggests not so much the development of objective knowledge, how much development competenceAdequate modern business practice. This content must be well structured and presented in the form of multimedia training materials that are transmitted using modern means of communication.
2. Modern teaching methods are active methods for the formation of competencies based on the interaction of students and their involvement in the educational process, and not only on the passive perception of the material.
3. Modern learning infrastructure, which includes informational, technological, organizational and communication components, allowing to effectively use the benefits of remote forms of learning.

At the moment, a wide variety of pedagogical innovations apply in school education. It depends primarily on the traditions and status of the institution. Nevertheless, it is possible to distinguish the following most characteristic innovative technologies.

1. Information and Communication Technologies (ICT) in subject learningThe introduction of ICT into the content of the educational process involves the integration of various subject regions With computer science, which leads to informations of the consciousness of students and understanding the processes of informatization in modern society (in its professional aspect). The awareness of the emerging trend of the school informatization process is essential: from the development of primary information on computer science to the use of computer software in the study of general education items, and then to the saturation of informatics elements of the structure and the content of education, the implementation of the fundamental restructuring of the entire educational process information technologies. As a result, new information technologies appear in the school methodological system, and graduates of schools are preparing for the development of new information technologies in future work. This area is implemented through inclusion in the curriculum of new items aimed at studying computer science and ICT. Application experience showed: a) open-type school information environment, including various forms remote education, significantly increases the motivation of students to the study of subject disciplines, especially using project methods; b) Teaching informatization is attractive for a student that the psychological tension of school communication is removed by moving from the subjective relationship of the "student teacher" to the most objective relations of the "student-computer-computer", the effectiveness of student labor increases, the share of creative work, it is expanding the possibility in obtaining additional education on the subject in the walls of the school, and in the future a targeted selection of universities, prestigious work is aware;

c) Teaching informatization is attractive for a teacher in that it makes it possible to increase the productivity of its work, increases the general information culture of the teacher.

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

First of all, it psychological and Pedagogical Design developing educational processes within a certain age range, creating conditions for the formation of a person with a genuine subject of their own life and activity: in particular, training - as the development of general ways of activity; formation - as the development of perfect forms of culture; Education is like mastering the norms of the hostel in different types of people's community.

Next - that's socio-pedagogical design educational institutions and developing educational environments, adequate to certain types of educational processes; And most importantly - adequate traditions, estimates and prospects for the development of the specific region of Russia.

And finally, actually pedagogical design - How to build educational educational practices, educational programs and technologies, methods and means of pedagogical activities.

It is here that there is a special task of design activities to ensure the transition from traditional education (traditional schools, traditional management systems, traditional learning and education) to the formation of an innovative, implementing general principle of human development.

So, in the psychology of development, it is necessary to special design of age-related standards (as a certain complex of individual abilities of the child in a specific age range) and development criteria at different stages of ontogenesis.

In the pedagogy of development is the design of educational educational programs, adequate to age norms translated into the language of educational technologies, i.e. through what? And How? This development will be implemented.

In educational practice is the design of children's adult communities in their cultural and activity, i.e., the design of such an educational space, where this development can be implemented.

In other words, the design of a system of educational and developing education is possible if it is simultaneously carried out: a psychological study of age-regulatory models of personality development, pedagogical design of educational programs and technologies for the implementation of these models, the coalganization of all participants in the educational process, the design of the conditions for the achievement of new objectives and tools for solving problems development.

Examples project workwhich is conducted in modern domestic education, you can already have, probably already hundreds. Denote by only a few types of such work:

● at the level of a separate teacher is the design of educational programs that include educational, educational, pedagogical subprogrammes;

● At the level of the educational structure, it is a design type of education provided by the system of specific educational programs;

● At the management level in education is the design of the development of educational structures of different types, the set of which is adequate to the cash contingent of children, students, students;

● At the level of policies in education is the design of the educational system as a sociocultural infrastructure of a particular region or the country as a whole.

2. Personal - oriented technologies In the teaching of the subject

Personal-oriented technologies put the personality of the child in the center of the entire school educational system, ensuring comfortable, conflict-free and safe conditions of its development, implementing it natural potentials. The identity of the child in this technology is not only the subject, but also the subject priority;she happens to be purposethe educational system, and not a means of achieving any distracted goal. It is manifested in the development of individual educational programs in accordance with their capabilities and needs.

3. Informational - analytical support of the educational process and management

quality of schoolchild education

The use of such an innovative technology as an information - an analytical methodology for managing learning quality allows us to objectively, impartially trace the development of each child's time separately, class, parallels, schools in general. With some modification, it may become an indispensable tool in the preparation of a cool - generalizing control, studying the state of teaching any object of curriculum, studying the system of work of a separate teacher.

4 . Monitoring of intellectual development

Analysis and diagnosis of the quality of learning of each student using testing and building graphs of the dynamics of academic performance.

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

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

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

There may be implemented both already known and proven receptions and new ones. This is an independent work with the help of an educational book, game, design and protection of projects, training with the help of audiovisual hardware, the system "Consultant", group, differentiated learning methods - the system of "small groups", etc. Usually in practice various combinations of these techniques are used in practice. .

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

in the educational school process

It is assumed to scientific and pedagogical substantiation of the use of certain innovations. Their analysis on the methodical councils, seminars, consultation with leading experts in this area.

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

New educational standards are introduced new direction of appraisal activities - Evaluation of personal achievements. This is due to the implementation humanistic paradigm Education I. personal-oriented approach To learning. For society, it becomes important to objectify the personal achievements of each subject of the educational process: student, teachers, families. The introduction of personal achievements ensures the development of the following components of the personality: the motivation of self-development, the formation of positive landmarks in the structure of the I-concept, the development of self-esteem, volitional regulation, responsibility.

Therefore, in standards, the final assessment of the student turns on and accumulated assessment characterizing the dynamics of individual educational achievements Throughout all years of school training.

As an optimal method of organizing a storage system, the assessment is portfolio . This is a way fixing, accumulation and evaluation of work, the results of the student, testifying to its efforts, progress and achievements in various fields for a certain period of time. In other words, this is a form of fixation of self-expression and self-realization. The portfolio provides the transfer of "pedagogical stress" with an assessment for self-esteem, with the fact that a person does not know and does not know how he knows and knows how. A significant portfolio characteristic is its integitivity, including a quantitative and qualitative assessment, involving the cooperation of the student, teachers and parents during its creation, and the continuity of the evaluation replenishment.

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 (supports educational objectives formulated by standard);

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

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

you should still add:

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

● Corrective (stimulates development in conditionally specified standard and society framework).

For student portfolio is the organizer of his study activities, for teacher - feedback tool and valuation tool.

Some are known types of portfolio . The most popular are the following:

● Portfolio achievements

● Portfolio - Report

● Portfolio - self-esteem

● Portfolio - planning of my work

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

Choicethe type of portfolio depends on the purpose of creating it.

A distinctive feature Portfolio is his personal-oriented character:

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

● The student collects material;

● The basis of the evaluation of the results is self-esteem and mutualization

An important characteristic Portfolio technology is its reflexivity. Reflection is the main mechanism and method of self-satiestation and self-dedication. Reflection- The process of knowledge based on self-observation of its inner world. / Ananyev B.G. Man as a subject of knowledge. - L. - 1969.: "The Psychological Mirror of Himself."

In addition to the general educational skills, collecting and analyzing information, structure and represent it, the portfolio allows you to reach the development of the intellectual skills of a higher order - the skills of meticient.

Student must learn :

● Select and evaluate information

● accurately determine the goals that he would like to achieve

● Plan your activity

● Give assessments and self-esteem

● Track your own errors and correct them

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

Most. best way To get acquainted with the portfolio technology is his practical embodiment.

The fundamental difference must be carried out between concepts Novationand "innovation". The basis of such discrimination should be concrete forms, the content and scale of educational activities. So, if the activity is short-lived, wears a holistic and systemic nature, puts its task update (change) of only individual elements of some system, we are dealing with innovation. If the activity is carried out on the basis of a certain conceptual approach, and its consequence becomes the development of this system or its principal transformation - we are dealing with innovation. You can enter a number and more specific criteria for distinguishing these two concepts.

Additional differences in the conceptual apparatus innovative activity It is possible to carry out if you build a diagram of a complete cycle of the emergence and implementation of any innovation in a particular public practice:

● Source of innovation (science, politics, production, economy, etc.);

● Innovative offer (innovation, invention, opening, rationalization);

● activities (technology) on innovation (training, implementation, broadcast);

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

● New type or new form of social practice.

We give only one example Deploying the full cycle of innovative transformations - From the history of domestic education:

● The source of innovation is the level of development of pedagogical and age psychology in the USSR in the 50s;

● Innovative proposal - the scientific team of Elkonin-Davydova proves the possibility of forming the foundations of theoretical thinking among younger students;

● Implementation technology - are developed fundamentally new learning programs for the main subjects in elementary school;

● An innovative process - the opening of laboratories and experimental schools in different regions of the country to form educational activities in the younger school age;

● New practice form - "Developing learning system" as a new type of educational practice.

In conclusion, ask yourself - is there Russian education prospects for the transition to innovative development and self-development? And if there is, under what conditions does this turn out to be possible? We note three types of such conditions in the three spheres of providing innovative education.

In science, these prospects are associated with larger than today, the grounds for the implementation of the main directions of design and research activities; First of all, it is the humanitarian and anthropological foundations of the formation and development of a person in the space of education. Only in this case, meaningful design methodology and research of innovative education are possible; general theory of development of individual subjectivity and adult community in educational processes; Technology implementation and expertise of different-scale innovative educational projects.

In the system of vocational education and professional development:

● This is a consistent introduction to the contents of the education culture of the design of innovative educational practices;

● This is the formation of psychological literacy, wider - psychological culture of pedagogical labor;

● This is the development of norms and culture management of education, the activities of professional pedagogical teams.

In the field of educational policy:

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

Classification of innovative portfolio technology

1. In relation to the structural elements of educational systems

● In the control, in the evaluation of the results

2. in relation to personal formation Subjects of education

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

● in the development of their knowledge, skills, skills, ways of activity, competencies

3. In the field of pedagogical application

● in the educational process

4. According to the type of interaction of participants in the pedagogical process

● In collective learning (personally oriented)

In individual, frontal, group form

● in family learning

5. According to functionality

● Innovations - Products (Pedagogical Tools, Projects, Technologies, etc.)

6. According to the methods of implementation

● Systematic

7. The scale of distribution

● internationally

● at school

● at the federal level

8. Selection of a sign of scale (volume) of innovation

● Systems covering the entire school or the entire university as an educational system

9. According to socio-pedagogical significance

● in educational institutions of any type

10. In the sign of innovative potential

● Combinatorial

● Innovations

11. In relation to its predecessor

● Replacing

● Opening

Innovative potential of the educational institution

determined when analyzing an educational institution for the following positions:

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

● aimed at changing goals, content, organization technologies, assessment approaches educational results Students

● integration of teaching, teachings and evaluation; Combining a quantitative and qualitative assessment of student's abilities by analyzing a variety of educational and educational products

● Solution of important pedagogical tasks:

Create an emotionally comfortable educational environment

Maintain high learning motivation of schoolchildren

Encourage their activity and independence

Expand training and self-study

Develop the skills of reflexive and evaluative activities of students

Forming the ability to learn - set goals, plan and organize your own training activities

Develop communication skills and skills

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

1. Orientation of innovation on solving educational institutions

● change in the training method, search for new forms of organization of the learning process, changing performance requirements, and in general - to the quality of education

● Form of continuous assessment in the process of continuous education

● Teacher's portfolio - as an alternative form of evaluating its professionalism and performance of work in carrying out an examination for compliance with the declared qualification category

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

1. Resource Opportunities Educational Institution

● Systematic work to improve teacher qualifications

● Experience to create electronic portfolio

● Network Computer Equipment of Cabinets (3 Computer Class, Personal Computers in Cabinets Supplements, Administrative Network)

● Course Methodical

Work folder

Official portfolio forms (app to Class 9 certificate)

Diagnostic materials

Tables and schemes for keeping a "working folder"

Memo and instructions for students

Exemplary lessons with students

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

● A promising form of representation of the individual orientation of academic achievements of a particular student that meets the tasks of prefigure training and in the future - profile training

● Optimization of the mechanisms for the formation of 10 profile classes

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

● OU has long been engaged in the search for authentic (individualized) estimation methods, oriented not only on the evaluation process, but also to self-standard

(It is used in practical-oriented education and provides for estimating the formation of skills and skills of students in the context of placing them into a situation as close as possible to real life)

● Many methodological finds have been accumulated, pedagogical technologies have already been developed, allowing to get rid of obsessive labels like "weak triple" or "strong good"

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

● Implementation requires both a teacher and from a student of new organizational and cognitive skills

● Time problem: requires more time to implement than the traditional evaluation system

● Real assessment of the possibilities and readiness of students, teachers, parents in providing materials for fixing the dynamics of its individual progress

Transfer of pedagogical accent with self-esteem assessment

Students have a weakly developed motivation of achievements, there are difficulties in matters of targeting, independent planning and organizing their own training activities, the ability to systematize and analyze their own collected material and experience

Inappropriateness of the parents to the realization of the importance and significance of the portfolio as a document confirming the level of knowledge of students and make the right choice of further learning profile

In all positions, the article presents an analysis of a specific educational institution (GOU GYMNAZATION No. 116 of the Primorsky District of St. Petersburg)

Bibliography:

1. Amonashvili S.A. Educational and educational functions of assessing schoolchildren's teachings. M.: Enlightenment. - 1984.
2. Voynilenko N.V. Improving the assessment processes as a factor in the quality of primary general education. // World of science, culture, education. - № 4 (23) - 2010. - C.148-150
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Traditional (reproductive) technology

The trainee is given the role of the performing functions of a reproductive nature. The actions of the teacher are associated with an explanation, actions showing, assessing their execution by students and adjustment.

Technology of educational training

Authors: L.S. Vygotsky, L.V. Zankov, D.B. Elkonin, V.V. Davydov and others. The development of the child, in particular the development of intellect, is followed by learning and development. The development of schoolchildren can be accelerated by learning efficiency. The principle of learning at a high level of difficulty, a rapid pace, the leading role is given to theoretical knowledge. Stimulating students' reflection in various educational situations.

Phased formation technology mental actions

Authors: Galperin P.Ya., Elkonin D. B., Talyzina N.F. Knowledge, skills and skills cannot be learned and saved outside the human activity. For an errorless execution of actions, a person should know what happens to which aspects of what is happening it is necessary to pay attention to. Six stages of assimilation: actualization of motivation, awareness of the approximate framework of activities, the implementation of actions in an external materialized form, the external stage, the stage of the internal speech, the transition of actions to the inner plan (Interiorization of actions)

Collective interaction technology

Authors: Rivin A.G., Archipova V.V., Dyachenko V.K., Sokolov A.S. Organized dialogue, a combination dialogue, a collective way of learning, the work of students in vapor variables. During the occupation, everyone worked out its part of the information, exchanges it with a partner, he in turn is looking for a new partner for mutual education.

Technology complete assimilation

Authors: Americans J. Caroll and B. Bloom. In Russia, described in detail M.V. Clain. The technology sets the one for students a fixed level of mastering knowledge, skills and skills, but makes variables for each study time, methods, forms, working conditions. The targets of cognitive activity include: knowledge, understanding, application, generalization, assessment. All material is divided into training units. The correctional didactic material is developed for each educational unit, which gives a student the opportunity to choose the suitable methods of perception, comprehension and memorization. Over the topic, the standard of its complete assimilation is determined. Mark for mastering the topic is set after the final reference inspection.

Technology of multi-level learning

The technology of multi-level learning provides for level differentiation by dividing flows to mobile and relatively homogeneous groups of the group, each of which seizes the software material in various educational areas on the base and variational levels (the base level is determined by the state standard, the variable - is creative, but not lower Basic level). Three options for differentiated learning are used: differentiated training involves a voluntary choice of each student of the learning level of educational material (not lower than Gosstandart), organization independent work students at different levels, advanced training according to an individual plan.

Adaptive learning technology

Adaptive learning technology is a type of technology of multi-level learning, it involves a flexible system of organizing training sessions, taking into account the individual characteristics of the student. The central place in this technology is given to the trainee, its activities, the qualities of his personality. Special attention is paid to the formation of educational skills. Priority when using adaptive learning technology is given to independent work. This technology makes it possible to purposefully vary the duration and sequence of learning steps.

Technology of programmed learning

In the origins of programmed training stood American psychologists and Didakta N. Krader, B. Skinner, S. Press. In domestic science, Programmed learning technology was developed by P. Ya. Galperin, L.N. Landa, A.M. Matyushkin, N.F. Talyzin. The characteristic features of programmed learning technologies are the technology of independent individual training on a previously developed training program with the help of special funds, it provides each student the possibility of exercising the exercise in accordance with its individual characteristics (the rate of training, level of training, etc.). The main means of implementing programmed learning technology is training programs. It prescribes a sequence of actions to master a certain unit of knowledge. Training programs can be decorated in the form of a programmable textbook or other types of printable benefits, or programs supplied using computer equipment.

Computer learning technology.

Computer learning technology make it possible to solve almost all didactic tasks. Computers issue certain information, check whether its students learned and to what extent shall form appropriate theoretical knowledge and practical skills, open access to electronic libraries, to the main domestic and international databases. Some computer programs can adapt the pace of learning to individual characteristics of students, analyze each response and on this basis to establish regular portions of educational material, etc.

Problem technology

With problematic training, the teacher does not report knowledge at the finished form, but he puts the task before the student, interests him, awakens his desire to find a way to resolve it. According to the degree of cognitive independence of students, problem learning is carried out in three basic forms: problem presentation, partially search activities and independent research activities.

Modular learning technology.

In the domestic didactics, the most fully foundations of modular training were studied and developed by P. Yutseviche and T.I. Shmakova. The module is a target functional unit, which combines the learning content and technology of mastering them. Module Composition: Target Action Plan, Information Bank, Methodological Guide to achieve didactic purposes. Modules are divided into three types: cognitive used in the study of the basics of sciences; Operational, which are necessary for the formation and development of ways of activity, and mixed, containing the first two components. With modular training, the maximum amount of time is given to independent training, special attention is paid to self-control and self-esteem.

Technology of concentrated learning

The basis of the technology of concentrated learning lies well-known in the pedagogical practice method "Immersion in the subject". This technology was developed and used by P. Blonsky, V.F. Shatalov, M.P. Schetinin, A. Tubelsky. The essence of concentrated learning is that the lessons are combined into blocks; During the day, the week is reduced by the number of parallel learned academic disciplines. To prevent the forgetting of the material learned in the lesson, it is necessary to work on its consolidation on the day of perception, i.e. It is necessary for some time more thoroughly "plunge" in the subject.

Technology of project training.

Project learning technology is one of the options for practical implementation of the idea of \u200b\u200bproductive training. Productive training is characterized by the fact that the educational process has an individual experience of productive activities at the exit. This technology is based on the ideas of Dewey on the organization of training activities on solving practical tasks taken from daily activities. The purpose of productive learning is not to master the amount of knowledge and not the passage of educational programs, but the real use, development and enrichment of their own student experience and their ideas about the world. Each child gets the possibility of real activity in which it can not only show his individuality, but also enrich it. Pedagogical Technology Education Innovative

Technology guaranteed learning

Author: Monakhs V.M. The guaranteed learning technology is a model of the joint pedagogical activity of the teacher and students on programming and implementation of the educational process. A teacher in this technology designs a technological map, which presents: goal-making, diagnostics, extracurricular independent work (homework), the logical structure of the project, correction. Diagnostics involves establishing the fact of achieving a specific microceneter. Some tasks complies with the requirements of the State Standard, which the student must achieve.

Distance learning technology.

Distance learning technology is to obtain educational services without visiting the study meeting, with the help of modern telecommunications systems, such as email, television and the Internet. Having received training materials, the study can master the knowledge of the house, in the workplace or in a special computer class. Consultations for remote learning They are one of the forms of managing the work of trainees and assist them in an independent study of discipline.

Thus, pedagogical technologies were improved throughout long period. At the moment, pedagogical technologies are used comprehensively.

The common goal of all technologies is, firstly, the achievement of guaranteed results in training (or upbringing); Secondly, their repeatability and reproducibility. At the same time with the lowest time of time, funds, physical and intellectual forces. But technology has their own specific goals.

So, the purpose of adaptive technology-- learning techniques of independent work, self-control, receptions of research activities; Development and improvement of skills to work independently, to produce knowledge, and on this basis - the formation of a schoolboy's intelligence.

The purpose of the integral technology is to stimulate learning interest, the development of mental abilities, enrichment of integrated knowledge of high school students.

The purpose of the technology of complete learning of knowledge is to teach all children to seek sufficiently high results in the assimilation and application of knowledge and skills.

The purpose of the technology of problem learning is to stimulate the intellectual activity of students; development of the process of thinking, individual characteristics of the mind; the formation of the internal motives of the teachings, methods of mental activity of students, their creative abilities; Independent search for solving problems. Also - the formation of creative, non-standard thinkingreleased from familiar stereotypes and stamps.

Consideration of technologies from the position of their target focus provides the basis for bringing the initial provisions of their application. Thus, the use of technologies in the educational process involves:

• - awareness of the possibilities of different technologies that can implement the goals;
• - Accounting for the individual and age features of children, level of training and degree of trained;
• - a number of technologies can be successfully used only on a limited period of time, to implement short-term purposes, for the further use of these technologies will not contribute to the achievement of the training strategy will be unproductive;
• - phased introduction of technologies in the educational process and adapting students to work in technological mode;
• - availability of complete technological tools and conditions, teacher's preparedness for such work.

The use of pedagogical technologies in the educational process is promising. But it faces a number of difficulties and problems. We have almost no technologies designed in the fourth level. In existing methodological developments Technological aspects are generally outlined, at a high level of abstraction ("do so, do so and so"), but what exactly ...? And every teacher (teacher) begins to create in his own way of understanding, as he understands. But not always under the power of the teacher to create theoretically and practically justified technology, test it in the conditions of the school.

In pedagogical theory and practice, consideration of both classification signs of technologies and their technological opportunities to improve the quality of the educational process are important. And this, in turn, will help more specifically designate the scope of their application.

Pedagogical technologies can be divided into two large groups: flame and machinery (using training machines, computers, video equipment). Both flames and machinery technologies have their advantages and disadvantages that need to be taken into account in the educational process. TO weaknesses Machine technologies can be attributed to what they cause a shortage of communication, limit the possibility of formulating their thoughts and the development of creative thinking, limit the conditions for the development of social properties and the qualities of students.

This aspect deserves attention as the manufacturability of the learning content, that is, the ability to undergo training information to technological coding and not lose its training capabilities. there is training informationThat is impossible to translate into a technological language without distortion and deformations, maintain its study and scientific integrity. In this case, the information that is presented with students lose its initial significance. So, for example, art, literary information is not amenable to translate to the technological language. It is almost impossible to convey the essence of "ideas in motion, development, theory and conceptual approaches, a variety of estimates, pluralistic opinions, contradictions. The absolutization of coding and limiting the learning process of literature, art, social science, history, ethics and psychology of family life, purely technological approaches leads to thoughtless sucking, to formalism in knowledge and weariness in education.

In principle, technology is opposed to creativity, for the technology is algorithm, programming. And this is incompatible with the work.

At the same time, much in the educational process is well amenable to technology. She justifies itself, for example, in terms of the formation of skills and skills, when learning languages, solving problems according to formulas, when led by labor and physical education exercises, etc. The release of students to the level of ability to perfection and skills is the necessary condition for the development of creative abilities. Based on the above, you can designate the following "for" and "against" technologies.

For: The ability to diagnose the purpose and results of the educational process;

• - achieving a guaranteed result in training;
• - repeatability and reproducibility of results;
• - the focus of technologies to achieve specific goals in training or upbringing;
• - the formation of skills and skills brought to perfection;
• - saving time, funds, forces for achieving goals;
• - With reasonable application, they can be viewed as a base for the development of creative thinking and abilities.

• - the complexity of the transition to the technological mode of training;
• - the impossibility of translating all information on the technological language of learning;
• - strengthen the shortage of communication;
• - do not work on the development of creative thinking and creative abilities (especially machine technologies); The exception is the technology of problem, heuristic training;
• - Work on the basis of modeled algorithms and programs. Evaluating the advantages and disadvantages of pedagogical technologies, you need to remember that there are no technologies that can replace living human communication in all the beauty of its manifestations and opportunities in the educational process. Our reasoning, apparently, will contribute to the formation of more complete judgments on the choice and use of technologies in the pedagogical process.

In the psychological theory of learning, interactive is a training based on the psychology of human relationships. Interactive learning technologies are considered as methods of learning knowledge, the formation of skills and skills in the process of relationships and interactions of the teacher and trained as subjects of educational activities. The essence of them is that they are based not only on the processes of perception, memory, attention, but, above all, on creative, productive thinking, behavior, communication. At the same time, the learning process is organized in such a way that the learners learn to communicate, interact with each other and other people, learn to critically think, solve complex problems based on the analysis of production situations, situational professional tasks and relevant information.

In interactive teaching technologies, the role of the learning (instead of the role of an informator - the role of the manager) and trainees (instead of the object of exposure - the subject of interaction), as well as the role of information (information is not a goal, and means for the development of actions and operations).

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

Non-dotational technologies do not intend to build models of studied phenomenon or activity. The imitation technologies are based on imitation or simulation-gaming modeling, i.e., reproduction in learning conditions with one or another measure of the adequacy of the processes occurring in the real system.

Consider some forms and methods of interactive learning technologies.

The problem lecture involves the formulation of the problem, the problem situation and their subsequent permit. The problem lecture simulates the contradictions of real life through their expression in theoretical concepts. The main goal of such a lecture is to acquire knowledge of students with direct effective participation. Among the modeled problems there may be scientific, social, professional associated with the specific content of educational material. The formulation of the problem prompts students to active mental activity, to an attempt to independently answer the question, is of interest to the outlined material, activates the attention of the student.

The seminar dispute involves a collective discussion of any problem in order to establish ways to reliably. The dispute seminar is carried out in the form of a dialogic communication of its participants. He implies high mental activity, instills the ability to defend the controversy, discuss the problem, protect his views and beliefs, concisely and clearly present thoughts. Functions acting persons At the seminar, the dispute may be different.

Educational discussion is one of the methods of problem learning. It is used in the analysis of problem situations when it is necessary to give a simple and unambiguous answer to the question, and alternative answers are assumed. In order to engage in the discussion of all those present, it is advisable to use the methodology for cooperative training (training cooperation). This technique is based on mutual learning when working together to students in small groups. The basic idea of \u200b\u200beducational cooperation is simple: students combine their intellectual efforts and energy in order to fulfill the overall task or achieve a common goal (for example, find options for solving the problem).

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

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

Federal Agency for Education FGOU VPO

"Amur Humanitarian Pedagogical state University"

Department of Pedagogy and Innovative Educational Technologies

Course work

By discipline: "Pedagogical technologies"

Topic: "Innovative Pedagogical Technologies

Performed: student of the 3rd course of FTID

Groups of 33

Eremin Alexey Konstantinovich

Checked: Ph.D., Associate Professor, Pirota Department

Poncrattenko Galina Fedorovna

Komsomolsk-on-Amur

Introduction

1.1 Pedagogical innovation

1.2.3 Computer technologies

2. Chapter: Practical Approaches to Problem Innovative Pedagogical Technologies

2.2 Innovative pedagogical technologies at the legislative level

Conclusion

Bibliographic list

Introduction

Development is an integral part of any human activity. Accumulating experience, improving ways, methods of action, expanding their mental capabilities, there is a constantly developing man.

The same process is applicable to any human activity, including pedagogical. At different stages of its development, society has made more and more new standards, requirements for labor. This necessitated the development of the education system.

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

The problem of innovative technologies was engaged and a large number of talented scientists and teachers continue to engage. Among them, V.I. Andreev, I. P. Podlavy, Professor, Doctor of Pedagogical Sciences K.K. Colin, Doctor of Pedagogical Sciences V.V Shapkin, V.D. Simonenko, V.A. Saturenin and others. They all made an invaluable contribution to the development innovative processes in Russia.

The object of study is given term paper is the process of developing education as a holistic pedagogical system, and the subject of research is innovative pedagogical technologies, as an integral part of the object of the study.

The goal of the same course work includes identification of species, difficulties, methods of introducing innovative technologies, as well as their specificity in Russian Federation.

1. Chapter: Theoretical Approaches to Problem Innovative Pedagogical Technologies

1.1 Pedagogical innovation

1.1.1 Essence, Classification and Direction of Pedagogical Innovation

Scientific innovations promoting advance progress cover all areas of human knowledge. There are socio-economic, organizational and managerial, technical and technological innovations. One of the species of social innovation is pedagogical innovation.

Pedagogical innovation is an innovation in the field of pedagogy, a targeted progressive change in the educational medium stable elements (innovations), which improve the characteristics of both its individual components and the most educational system as a whole.

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

The connection of intensive and extensive paths of development of pedagogical systems allows the so-called "integrated innovations", which are built at the junction of diverse, multi-level pedagogical subsystems and their components. Integrated innovations, as a rule, do not look far-fetched, purely "external" events, but are conscious transformations originating from the deplitude needs and knowledge of the system. Subscribing "narrow" places with the latest technologies, it is possible to increase the overall effectiveness of the pedagogical system.

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

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

Update of education; Change and development of new technologies of training and education;

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

Improving training pedagogical personnel and raising their qualifications;

Design of new models of the educational process;

Ensuring the psychological, environmental safety of students, the development of the health of saving teaching technologies;

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

Development of textbooks and tutorials of the new generation, etc.

Innovation can be carried out at various levels. TO higher level Innovations affecting the entire pedagogical system.

Progressive innovations arise on a scientific basis and contribute to the promotion of practice forward. In pedagogical science, a fundamentally new and important direction emerged - the theory of innovation and innovative processes. Education reforms are a system of innovations aimed at fundamental transformation and improving the functioning, development and self-development of educational institutions and the management systems of them.

1.1.2 Technologies and conditions for innovative processes

Pedagogical innovations are carried out according to a specific algorithm. P.I. The patch allocates ten stages of developing and implementing pedagogical innovations:

1. Development of a criteria apparatus and meters of state of the pedagogical system to be reformed. At this stage, you need to identify the need for innovations.

2. Comprehensive verification and assessment of the quality of the pedagogical system to determine the need for its reform using a special toolkit.

Examination must be subject to all components of the pedagogical system. As a result, it should be accurately established that it is necessary to reform as an outdated, inefficient, irrational.

3. Searches for samples of pedagogical solutions that are carrying out and can be used to model innovations. Based on the analysis of the Bank of Advanced Pedagogical Technologies, it is necessary to find the material from which you can create new pedagogical structures.

4. A comprehensive analysis of scientific developments containing a creative decision of relevant pedagogical problems (Information from the Internet may be useful).

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

6. Executive integration of reform. At this stage, it is necessary to personalize the tasks, determine responsible, tools for solving problems, establish the forms of control.

7. Working out of the practical implementation of the well-known law of labor change. Before introducing in the practice of innovation, it is necessary to accurately calculate its practical significance and efficiency.

8. Building an algorithm for introducing innovation. In pedagogy, similar generalized algorithms have been developed. They have such actions as an analysis of the practice to search for areas to be updated or replaced, modeling innovation based on analyzing experience and data of science, developing a program of experiment, monitoring its results, introducing the necessary adjustments, final control.

9. Introduction to the professional vocabulary of new concepts or rethinking former professional dictionary. When working out terminology, it is guided by the principles of dialectical logic, the theory of reflection, and others to be implemented into practice.

10. Protection of pedagogical innovation from pseudonovators. At the same time, it is necessary to adhere to the principle of feasibility and justification of innovations. History indicates that they sometimes spend tremendous efforts, material resources, social and intellectual forces on unnecessary and even harmful transformations. Damage from this happens irrelevant, so false pedagogical innovation cannot be allowed. As a false innovation, which only imitate innovative activities, you can bring the following examples: a formal change of signs of educational institutions; The present of reproduced old as a fundamentally new one; Transformation into the absolute and copying the creative method of any teacher-innovator without its creative processing, etc.

However, real barriers exist for innovative processes. IN AND. Andreev allocates the following of them:

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

Blind followed by Type: "We have everything well";

Lack of necessary pedagogical personnel and financial resources to maintain and stimulate pedagogical innovation, especially for teachers experimenters;

Adverse socio-psychological conditions of a specific educational institution, etc.

When organizing innovation, it should be remembered that:

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

"Alien" the experience of the teacher must "pass through himself" (through his psyche, established views, ways of activity, etc.) and produce its own method, to the greatest extent to the level of its personal and professional development;

Innovative ideas should be clear, convincing and adequate real educational needs of man and society, they must be transformed into specific goals, tasks and technologies;

Innovation should master the minds and means of all (or most) members of the pedagogical team;

Innovative activity should be morally and financially stimulated, it is necessary to ensure the legal support of innovation;

In pedagogical activity, not only results, but also methods, funds, methods of their achievement are important.

Despite the obvious need for innovation in pedagogy, nevertheless there are a number of reasons for preventing them in the educational process, which is undoubtedly the development of pedagogy inhibits a certain extent.

1.1.3 Innovative educational institutions

According to I.P. Sub-clause, the educational institution is innovative if the educational process is based on the principle of environmentalism, pedagogical system Environmentally evolving in the humanistic direction, the organization of the educational process does not lead to overloads of students and teachers, improved results of the educational process are achieved through the use of the system not disclosed and not previously involved, the productivity of the educational process is not only a direct consequence of the implementation of expensive means and media systems.

These criteria allow you to really determine the degree of innovation of any educational institution, regardless of its name. Features of the innovative educational institution can be identified compared with traditional institutions (Table 1).

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

Table 1 Comparative characteristics Traditional and innovative educational institutions

Comparable Pedagogical Process Parameters	Educational institutions
	Traditional	Innovative
	Transfer of knowledge, skills and passing education, mastering social experience	Promoting self-realization and self-affirmation
Orientation	For the needs of society and production	For the needs and personality opportunities
Principles	Ideologically transformed	Scientific, objective
	Scattered items with low-rise interdisciplinary connections	Humanized and personal-oriented cultural values
Leading methods and forms	Informational reproductive	Creative, Active, Individual-Differentiated
Relationship of educational and students	Subject object	Subject-subject
The role of the teacher	Source and knowledge control	Consultant assistant
Main results	Level of training and socialization	Level of personal and professional development, self-actualization and self-realization

1.2 Modern Innovative Technologies in Pedagogy

In the context of educational reforms, innovative activities aimed at introducing various pedagogical innovations have been particularly important in vocational education. They covered all sides of the didactic process: the form of its organization, the content and technology of education, educational and educational activities.

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

1.2.1 Interactive learning technologies

In the psychological theory of learning, interactive is a training based on the psychology of human relationships. Interactive learning technologies are considered as methods of learning knowledge, the formation of skills and skills in the process of relationships and interactions of the teacher and trained as subjects of educational activities. The essence of them is that they are based not only on the processes of perception, memory, attention, but, above all, on creative, productive thinking, behavior, communication. At the same time, the learning process is organized in such a way that the learners learn to communicate, interact with each other and other people, learn to critically think, solve complex problems based on the analysis of production situations, situational professional tasks and relevant information.

In interactive teaching technologies, the role of the learning (instead of the role of an informator - the role of the manager) and trainees (instead of the object of exposure - the subject of interaction), as well as the role of information (information is not a goal, and means for the development of actions and operations).

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

Non-dotational technologies do not intend to build models of studied phenomenon or activity. The imitation technologies are based on imitation or simulation-gaming modeling, i.e., reproduction in learning conditions with one or another measure of the adequacy of the processes occurring in the real system.

Consider some forms and methods of interactive learning technologies.

The problem lecture involves the formulation of the problem, the problem situation and their subsequent permit. The problem lecture simulates the contradictions of real life through their expression in theoretical concepts. The main goal of such a lecture is to acquire knowledge of students with direct effective participation. Among the modeled problems there may be scientific, social, professional associated with the specific content of educational material. The formulation of the problem prompts students to active mental activity, to an attempt to independently answer the question, is of interest to the outlined material, activates the attention of the student.

The seminar dispute involves a collective discussion of any problem in order to establish ways to reliably. The dispute seminar is carried out in the form of a dialogic communication of its participants. He implies high mental activity, instills the ability to defend the controversy, discuss the problem, protect his views and beliefs, concisely and clearly present thoughts. The functions of the actors on the seminar-dispute may be different.

Educational discussion is one of the methods of problem learning. It is used in the analysis of problem situations when it is necessary to give a simple and unambiguous answer to the question, and alternative answers are assumed. In order to engage in the discussion of all those present, it is advisable to use the methodology for cooperative training (training cooperation). This technique is based on mutual learning when working together to students in small groups. The basic idea of \u200b\u200beducational cooperation is simple: students combine their intellectual efforts and energy in order to fulfill the overall task or achieve a common goal (for example, find options for solving the problem).

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

Formulation of the problem;

The formation of small groups (microgroups of 5-7 people), the distribution of roles in them, explaining the teacher about the expected participation in the discussion;

Discussion of problems in microGroups;

Presentation of the results of the discussion in front of the entire educational group;

Continued discussion and summing up.

The "brainstorm" aims to collect as much as possible ideas, the liberation of students from the inertia of thinking, the activation of creative thinking, overcoming the usual movement of thoughts in solving the problem. "Brainstorm" allows to significantly increase the effectiveness of generating new ideas in the educational group.

The basic principles and rules of this method are the absolute ban of criticism offered by the participants of ideas, as well as the promotion of all sorts of replicas and even jokes.

The didactic game acts as an important pedagogical means of enhancing the process of learning in a vocational school. In the process of the didactic game, the trainee must perform actions similar to those that may occur in his professional activities. As a result, accumulation, actualization and transformation of knowledge in the skills and skills, accumulation of personality experience and its development are occupied. The technology of the didactic game consists of three stages.

Involvement B. didactic game, the gaming development of professional activity on its models contributes to a systemic, integer development of the profession.

Internship with the execution of a job role is an active method of learning, in which the "model" acts as a professional activity, reality itself, and imitation affects mainly the performance of the role (position). The main condition of the internship is the implementation of certain actions under the control of the curriculum (teacher) of certain actions.

Simulation training involves working out certain professional skills and skills to work with various technical means and devices. The situation is simulated, the situation of professional activity, and as a "model" is the technical means (simulators, devices, etc.).

Game design is practical occupationIn the course of which engineering, design, technological, social and other types of projects are being developed in gaming conditions, as soon as possible reality. This method is characterized by a high degree of combination of individual and collaboration trainees. The creation of a common project requires, on the one hand, from each knowledge of the design technology of the design process, and on the other hand, the ability to communicate and support interpersonal relationships In order to solve professional issues.

1.2.2 Project Training Technologies

Game design can move into real design, if its result is a solution to a specific practical problem, and the process itself will be moved to the conditions of the current enterprise or in training workshops. For example, work on the order of enterprises, work in the design student bureaus, the manufacture of goods and services related to the field of professional activity of the student. Project training technology is considered as a flexible model of the organization of the educational process in a vocational school, focused on creative self-realization of the personality of the student by developing its intellectual and physical abilities, volitional qualities and creative abilities in the process of creating new goods and services. Result project activities There are training creative projects, the execution of which is carried out in three stages.

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

An explanatory note should be reflected:

Choosing and justifying the topic of the project, historical reference on the problem of project, generation and development of ideas, building reflection reference schemes;

Description of the design stages of the object;

Choice of material for the object, design analysis;

Technological sequence of product manufacturing, graphic materials;

Selection of tools, equipment and organization of the workplace;

Labor protection and safety when performing work;

Economic and environmental substantiation of the project and its advertising;

The use of literature;

Appendix (sketches, schemes, technological documentation).

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

The technology of project training contributes to the creation of pedagogical conditions for the development of creative abilities and the qualities of the student's personality, which he needs for creative activities, regardless of the future specific profession.

1.2.3 Computer technologies

Computer learning technologies are the processes of collecting, processing, storing and transferring information to the trainee through a computer. To date, such technological directions in which the computer is:

A tool for granting educational material with students in order to transfer knowledge;

Means of information support for educational processes as an additional source of information;

Means to determine the level of knowledge and monitoring the learning material;

Universal simulator to purchase skills practical application knowledge;

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

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

At the present stage, many professional educational institutions are developed and used both separate software products and automated training systems (AOS) on various academic disciplines. AOC includes a complex of educational and methodological materials (demonstration, theoretical, practical, controlling), computer programs that manage the learning process.

With advent operating system Windows in vocational training has opened new features. First of all, it is the availability of dialog communication in the so-called interactive programs. In addition, there was a widespread use of graphics (drawings, diagrams, diagrams, drawings, cards, photographs). The application of graphic illustrations in educational computer systems allows you to transfer information to the learner and improve its understanding at the new level.

The increased productivity of personal computers made it possible to widely use multimedia technologies. Modern vocational training is already difficult to submit without these technologies that allow you to expand the areas of application of computers in the educational process.

New opportunities in the system of vocational education opens up hypertext technology. Hypertext (from the English Hypertext - "supercons"), or a hypertext system, is a set of diverse information that can be located not only in different files, but also on different computers. The main feature of the hypertext is the possibility of transitions for the so-called hyperlinks, which are presented either in the form of a specially formed text or a specific graphic image. At the same time, there may be several hyperlinks on the computer screen, and each of them defines its travel route.

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

Automated training systems based on hypertext technology provide better learningability not only thanks to the visibility of the information provided. Using dynamic, i.e., a varying, hypertext allows you to diagnose the trainee, and then automatically select one of the possible levels of study of the same topic. Hypertext training systems present information so that the trainee itself, following graphic or text links, can use various work schemes with the material.

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

Development of the student's personality, preparation for independent productive professional activities;

Implementation of social order due to the needs of modern society;

Intensification of the educational process in a professional school.

Innovative training technologies that reflect the essence of the future profession are forming professional qualities of a specialist, are a kind of polygon, on which students can work out professional skills in the conditions close to real.

2. Chapter: Practical Approaches to Problem Innovative Pedagogical Technologies

2.1 Innovative trends in vocational education

2.1.1 World experience of professional education innovation

International experience is convinced that the quality of personnel training was, there will be a priority in the field of vocational education. Based on the analysis of the Soviet Professional school and modern Russia, it should be noted that this issue has always been paid to a lot of attention both to the management bodies for the formation of all levels and the institutions of the professional formation. Unfortunately, the result was not always like that I would like to have.

In the Soviet period, the technology "Closing" the quality of knowledge, skills and skills of future workers and specialists directly at state-owned enterprises worked. In the new market conditions, this technology no longer works, the owners of small and large enterprises do not need unskilled personnel and are not going to be patrony of their training. This is one of the main contradictions of this time.

Such a state of affairs pushes leaders of educational institutions to finding new technologies to improve training efficiency. There are many interesting and, most importantly, practical-oriented developments at the Institute for the Development of Professional Education of the Ministry of Education of the Russian Federation, the authors of which are Professor I.P. Smirnov, A.T. Glazunov, Academician E.V. Tkachenko et al. Paradox in the fact that in the Russian regions they know about it and from all new, including those tested, developments are embarrassed, as from the annoying flies, networks at the absence of necessary recommendations. Causes are obvious: unwillingness to immerse themselves in the specified problem; lack of specialists in innovative pedagogical technologies; Lack of necessary conditions contributing to their implementation.

Perennial cooperation between the professional lyceum number 12 of the old Oscole of the Belgorod region with the professional cols of Germany, and in particular the city of Salzgitter, confirms the importance and relevance of permanent and close attention to the quality of vocational learning.

The differences between the Russian and German professionals are as follows:

The vocational education of Germany is based as it is known on the dual system, which involves not only the interest of the professional schools and enterprises - customer personnel, but also responsibility for compliance with the standard of education, the availability of highly qualified teaching staff, the highest professional level of production training masters working in enterprises, the availability of modern educational and material and technical base and, finally, independent commissions accepting exams both at the stage of certification and on final qualifying exams;

Democratization of the educational process in German vocabulables, permeating all of its participants: from student to leadership. The awareness of the learners of the need to obtain knowledge in order to further apply them in practice, as well as the fact that the success of professional activities depends on the level of their qualifications, and therefore well-being, a place in society;

Quality for the Germans is primarily a moral category that formulates a sense of pride for itself, his work, its country.

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

Justice should recognize that in domestic institutions of professional formation there are many creative teams. An example is the trade hoists of Tatarstan, Belgorod, Orenburg, Chelyabinsk regions, Krasnodar and Khabarovsk region. However, the overall quality of personnel training in the vocational education system remains quite low. The main and well-known reasons for this are: low wages of workers of professional schools, from here their low qualifications, lack of motivation for the use of new pedagogical technologies; bad influence The quality of professional training of the Institute of Basic Enterprises, which were guarantors of professional educational institutions. The same problem generates graduate uncertainty in tomorrow. I note that the experience of countries with a developed economy shows: the well-being of owners directly depends on the well-being of young people, which is in demand in the labor market.

Due to the existing objective reasons (the collapse of the USSR, the low wages of employees of the educational sphere, outdated equipment) Implementation of innovations in the educational system of the Russian Federation is difficult. While the Western system of education is subject to change significantly more. However, in our country there are institutions in which the pedagogical process takes place on innovative technologies. This is largely the merit of enthusiast teachers.

2.1.2 Innovations of vocational education in Russia

The change in the role of education in society led to most of the innovative processes. Of the passive, rutinized, the education performed in traditional social institutions becomes active. The educational potential of both social institutions and personalities is updated.

Previously, the unconditional formation of education in Russia was the formation of knowledge, skills, skills, ensuring readiness for life, understood as the ability to adapt the person in society. Now education is increasingly focused on the creation of such technologies and ways of influencing the identity in which the balance between social and individual needs is ensured and which, the launching mechanism of self-development, prepare the personality to implement their own individuality and changes in society.

Public transformations in our country brought to the fore the problem of modeling in the educational sphere. The exit of Russia from the crisis, justification of the development strategy of education, the definition of the nearest and long-term programs require innovative actions and widespread modern thinking. Modeling occupies a special place as a high-tech method of scientific analysis and foresight.

Modeling is a specific multifunctional technology, but the main task is to play on the basis of similarity with the existing other, replacing object (model). Its objectives, on the one hand, are the reflection of the state of the problem at the moment, identifying the most acute contradictions, and on the other - the definition of the development trend and the factors whose influence can adjust undesirable development; The intensification of the activities of state, public and other organizations in search of an optimal solution to problems.

We highlight two groups of requirements that the model must answer:

Be simple, more comfortable; give new information; facilitate the improvement of the object itself;

Promoting the improvement of the characteristics of the object, rationalization of the methods of its construction, management or knowledge.

Therefore, when drafting a model development algorithm, on the one hand, rigid focusing, linking its parameters with expected results, and on the other, is provided with sufficient "freedom" of the model so that it is capable of transformation depending on the specific conditions and circumstances, Could be alternative to have the highest number of options.

Significant changes occur in the system of primary vocational education. So on March 25, an expanded meeting of the Academic Council of the Kuzbass Regional Institute for the Development of Vocational Education with the participation of directors of institutions of primary vocational education of the Kemerovo region was held. On it are honored by the reports of the IROP I. P. Smirnova, Academician of the Russian Academy of Sciences V. Tkachenko "On the new principles of the NGO organization"

Meeting participants noted the relevance of the proposed new principles of the organization of primary vocational education. This binds to the fact that in the concept of modernization of Russian education for the period up to 2010, the task of an advanced development of primary and secondary vocational education, which is new on its formulation. This implies the formation of an open education system, its interaction with the outside world, primarily with labor markets and educational services.

Today, a more intensive scientific study is required to transition to a public-public model of professional education management, the redistribution of a number of functions in favor of employers, including them in the formation of content state standards Vocational education, curriculum and programs. The primary vocational education system needs to be exempted from social closure, giving it an open nature and the ability to self-development on the basis of new principles of the organization oriented and social partnership.

Discussion of new ways to modernize NGOs in Kemerovo is one of the stages of the public initiative to implement the Government of the Russian Federation, but "the" leading development of NGOs "slogan. This initiative has been nominated on December 26, 2003 at a joint meeting of the Rosproftech Association, the Academy of Vocational Education and the Russian Club of Directors.

2.2 Innovative pedagogical technologies on the legislative

During the time who has passed since the adoption of the Federal Law "On Approval of the Federal Development Program", significant changes occurred in the Russian education system and its financial support. The implementation of numerous average and long-term large-scale experiments on the development of elements of the modernization of education at various levels has begun. In 2001-2003, the Russian government approved a number of federal educational programs in the field of education, which are implemented in parallel with the federal development program. The amount of funding is approaching the amount of financing of this program, and according to such a program, as "the development of a single educational information environment", noticeably exceeds.

For the modern stage of development of Russian education, increasing integration into the world educational space is characteristic. In 2000, Russia, like most countries in the United Nations, signed Dakar agreements on the implementation of the Education for All Program. In 2003, Russia was among the European countries participating in the Bologna process. Therefore, to develop a federal education program for the new period, it was necessary to clarify the appointment, status and structure of the program from the standpoint of their longer regulation.

It should be noted that a number of issues were resolved when the Federal Law No. 122 was published in August 2004, which made changes to the law "on" education. In particular, the provisions were excluded on the competitive procedure for the development of the federal education program and its legislative assertion, and according to the status it was equated to other targeted federal programs.

The result of the voltage work of the team created by the Ministry of Education and Science of the Russian Federation, active participation RUSSIA, a large group of scientific and practical workers became projects of the concept of the Federal Program for the Development of Education and the Program itself integrated with the Federal Target Program "Development of a Unified Educational Information Environment". Thus, the Federal Task Force Development Program is a logical continuation of these combined programs, a document, which is largely determining the financial fate of Russian education in the coming years.

Protocol of the Russian Government meeting of August 11, 2005, the Federal Task Force Development Program is included in the list of federal targeted programs for 2006. Taking into account the comments received from the Ministry of Economic Development, the Ministry of Finance, other ministries and departments, the text of the program was refined and submitted to the Russian government, and its activities are closely interconnected with the priority directions of reforming the educational system of the Russian Federation.

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

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

The fundamental differences of the new program from the 1992 sample program are, primarily in approaches to its formation and implementation. The most important among them is the focus on the achievement of measured results, assessed on the basis of socio-economic indicators, and supporting "growth points" (so-called development programs and development projects); All-Russian and system-wide importance of solving problems and alleged changes; Selection of projects in terms of their compliance with modern educational and information technology and world quality criteria: active attraction of civil society institutions to the formation and implementation of events. For the first time, a comprehensive approach to the implementation of projects is also applied, including scientific and methodological support, testing and dissemination of the results obtained, regulatory, personnel and logistical support, the introduction of information and communication technologies.

The Federal Task Force Development Development Program for 2006-2010 is a complex of interconnected resources and deadlines covering changes in the structure, content and technology of education, the management system, organizational and legal forms of subjects of educational activities and financial and economic mechanisms. It is noteworthy that in a new program, considerable attention is supposed to pay projects related to the decision actual problems modern school: update the content and technology of education, improving the quality of educational services, the introduction of new model remuneration models of pedagogical workers and regulatory budget financing, the introduction of new state standards on the basis of a competence approach, profile training in high school, public-public administration models in educational institutions, the creation of the All-Russian Systems for assessing the quality of education, the development of the infrastructure of a single informational educational space.

For example, to the present time, the issue of the formation of a single educational space throughout Russia was engaged federal programs development and education (the content of education, development of educational techniques and technologies) and a unified educational information environment (computerization of educational institutions). As a result of the integration of these programs in subsequent years, these directions will be implemented in a single key: primarily by filling the educational Internet resources and ensure online access to students and teachers.

The increase in the contribution of the state should be accompanied by the strengthening of the efficiency of the use of the funds of the system itself and the elimination of non-target expenses.

An important strategic feature of the new program will be the actual refusal to the targeted allocation of funds to the subjects of the Russian Federation. It is assumed that the regions themselves will have to determine the best, promising educational institutions that are able to go along the path of innovative development. They will participate in the competition, whose winners will be provided to the Gospass on the development of educational infrastructure, the purchase of equipment, internships of students abroad and other purposes. Thus, the winners will be megaprojects that will allow you to get a systematic product at the exit. In addition, it is assumed by autonomization to provide educational institutions with independent economic activities to obtain additional sources of income. And educational institutions that do not meet the necessary levels of learning, generally can be deprived of funding.

The Federal Target Program also implies the implementation of such an important project of the country of the project as the introduction of regulatory per capita financing of educational institutions.

The program consists of a system of measures in accordance with the main tasks of grouped into four large blocks in the main directions of activity. The peculiarity of such a block structure is that if financial resources are not enough for any event, it will be excluded, and the funds between other activities will not be redistributed.

According to the development of developers, among whom specialists of Russian, the main task of the program is the system transformation of the Russian school as a whole (both general education and higher) for a significant increase in the efficiency of the use of budgetary funds and creating a unified educational information environment.

In accordance with the concept of the Federal Target Program for the Development of Education, its strategic goal is to ensure the conditions for meeting the needs of citizens, society and the labor market in high-quality education by creating new institutional and public mechanisms for regulating the educational sphere, to update its structure and content, develop the fundamental and practical orientation of educational programs, form a system of continuous education. To achieve a strategic goal it is necessary to solve a complex of specific tasks in the following specific areas: improving the content and technology of education; development of a system for ensuring the quality of educational services; improving management efficiency in the education system; Improving economic mechanisms in education.

The main result of the program should be to ensure the leveling of access to high-quality education through the introduction of educational programs for children of senior preschool age, introducing profile training in high school, introducing the system for assessing the quality of education, creating a system of continuous vocational education. Among the expected results should be particularly called the leading development of a number of leading universities designed to become the integration centers of science and education, exemplary training of highly professional personnel.

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

To assess the effectiveness of solving the tasks of the program, a system of indicators and indicators characterizing the course of its implementation and the impact of program activities on the state of the education system are developed. The most significant of them, reflecting strategic priorities, is the development of human capital and the preparation of professional personnel resources of the necessary level of qualifications; Promoting the strengthening of civil society institutions, improving the quality of life of the population.

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

The funding of the activities of the Program, in addition to the funds of the federal budget, the funds of the budgets of the constituent entities of the Russian Federation will be attracted, and funds from extrabudgetary sources will be focused on the implementation of joint projects within the framework of federal and regional education development programs.

The implementation of the Federal Task Force Development Development Program In 2006-2010, funds were allocated in the amount of 61.952 billion rubles (in prices of the respective years), including from the federal budget - 45.335 billion rubles, at the expense of budgets of the constituent entities of the Russian Federation - 12.502 billion rubles, from extrabudgetary Sources - 4.116 billion rubles.

The state-owned coordinator of the Federal Target Program for the Development of Education is the Ministry of Education and Science, and the state customers - Roshogram and Rosnayuk.

2.3 Innovative pedagogical activities in the capital

In the message of the President of the Russian Federation V. V. Putin, the Federal Assembly, documents of the State Council dated March 24, 2006, it was clearly defined that the future of our country is determined by non-raw materials and natural resources, but by intellectual potential, level of development of science, high technologies.

For this, education in Russia is obliged to switch to a special innovative development regime, in which it is possible to maintain the best traditions of our national education and at the same time take into account the global trends in educational systems, relate our education with world standards and standards.

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

The most important step on this path is the priority national project "Education", which puts the strategic objectives of innovative development of education.

In the materials of the report on the State Council, it is said: "... Pedagogical universities (and without a very weak level of the Russian Higher School) are extremely ineffective both in professional attitude and in terms of using budgetary public funds. Meanwhile, this provision is quite satisfied with pedagogical universities In terms of their corporate interests, which preserves their excessive number, prevents from the non-core species of educational activities and concentrate on the main tasks for the preparation of the teacher of the new time, in demand by modern society and all the levels of Russian education. Higher reform pedagogical education Must become ahead of school in relation to reform. "

And the capital shows an example. It was at the universities of the Department of Education of the city of Moscow that the new content of pedagogical education is being established, without waiting for the introduction of a new generation of state standards of pedagogical education:

A significant increase in the share of psychological and pedagogical, philosophical and cultural and ecological and hygienic cycles;

Practicoriented training - development innovative Formsmethods; technologies of educational, educational, organizational, project, psychological and advisory activities and communications;

Introduction of simultaneous preparation of each future teacher general education school, both in the main subject, and additionally (optional) one-two;

Including in the preparation of the teacher of the elementary school of specializations in various directions of musical, artistic, theatrical, technical, applied and folk creativity;

Preparation of pedagogical frames for free proficiency, the use of information and telecommunication technologies, knowledge bases in the educational process;

Oriental mandatory teaching practice (internship), including writing and protection of qualification work on the basis of understanding the experience of its own pedagogical activity in the context of broad educational practice, as well as the passage of state exams;

Creating a system of basic educational institutions in pedavices for innovative and resource-methodical centers for the development of education in accordance with the needs of regions, as well as to organize effective forms of pedagogical practice and internship.

Pedagogical universities of the Department of Education of the city of Moscow work in innovative mode. Directly innovative field of Moscow city pedagogical University Provide the following blocks.

1. Material and technical unit:

Modern equipment (more than 1,200 computers, local optical fiber network, 41 computer class, 22 multimedia class), various service services, modern laboratories for classes;

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

Fundamental Scientific Library (650 thousand storage units, digital catalogue, Russian and international book exchange, system of a single reader ticket).

2. Block of scientific and pedagogical composition:

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

Continuity and preparation of scientific and pedagogical shift (graduate school, doctoral studies in 35 scientific specialties, dissertation councils, Russian teacher support fund, competitions "Teacher of the Year" in the nomination "Pedagogical debut", "Leader of Education");

Moral and material incentives (various premiums, surcharges from VFU, awards, diplomas, diplomas, gratitude).

3. Educational unit:

Structure and content of the training of a specialist (preparation of 35 specialties and 48 areas; Continuous pedagogical practice; Electric author courses and programs, courses for choosing);

Quality control of specialists training (certification and accreditation, center of quality of education of the university; University Scientific and Educational District).

4. Research block:

Informational and analytical work (participation in government funds, commissions, competitions; monitoring service; days of science, conference, "round tables"), expertise.

At the Interuniversity Scientific and Practical Conference, organized by the Department of Education of the City of Moscow on the basis of Moscow State Pedagogical University last summer Last year, the most important issue was raised to develop the formation of the Russian Federation on innovative areas in pedagogical activities:

First Deputy Head of the Department of Education of the city of Moscow, Doctor of Economics, Professor V.I. The Lisov noted the validity and significance of the highest school in the innovative development of the department of the capital of the capital, its special role in the implementation of the priority national project "Education", in creating basic prerequisites for a breakthrough in innovative development and strengthen the competitiveness of the educational system. They have powerful scientific, methodological and educational potential, are actively involved in the implementation of a set of activities that ensure the full-scale inclusion of the Russian higher education in the Bologna process; in improving the quality and strengthening of the practical-oriented nature of the professional formation that meets the current and promising needs of the region; In the development of university complexes.

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

Rector of the Moscow City Psychological and Pedagogical University, Doctor of Psychological Sciences, Professor, Academician RAO V.V. Rubtsov noted that the increase in education is not only in the training of specialists, but also in how it affects social culture societies. The university became a head organization in the development of the work of the practical psychology of education, in which about 3 thousand psychologists are currently working. Created about 46 centers of the psychological and social accompaniment of the younger generation, i.e. Practice begins to determine the specifics of the work of specialists.

Rector of the Moscow Institute of Open Education, Doctor of Physical and Mathematical Sciences, Professor, Corresponding Member Rao A.L. Semenov touched upon the topic of innovative pedagogy and information technologies in additional vocational education, specifying that the implementation of informatization ideas leads the educational system in line with the needs of the information society, providing her wide opportunities for development.

Rector of the Moscow Humanitarian Pedagogical Institute, Doctor of Pedagogical Sciences, Professor A.G. Kutuzov expressed the view that the standards of pedagogical education are not docked with general education standards, all of them, practically, without exception, are focused on the ability of the teacher to prepare students only for socialization and nothing more. Therefore, it is necessary to combine efforts to create an interuniversity group, which will be able to develop fundamentally new standards and test them on its base.

Moscow rector state Academy Business administration, doctor of philosophical sciences, Professor T. Kostina touched upon the problem of the formation of a new system of interaction of educational institutions with all subjects of the labor market, as well as regional government aims aimed at maximizing and implementing the interests of all participants in this process by organizing a permanent dialogue on mutually beneficial and Equal-based basis, stressing that in the new socio-economic conditions, universities are doomed to be innovative.

Director of the Research Institute for the Development of Vocational Education, Doctor of Philosophy, Professor, Corresponding Member Rao I.P. Smirnov familiarized themselves with the tasks of modernizing the average pedagogical education of the capital, offering to calculate the economic efficiency of using the city budget for him. As pedagogical universities are transferred to the functions of preparing teachers of preschool and primary education, the mission of medium-sized pedagogical education may be reduced to the training of specialists for the additional education sector. The inevitable reduction in the future training of teachers with secondary professional will allow reloading a number of pedagogical colleges to educational institutions of the economic profile with the organization of training on professions that do not require large financial costs (social worker, surrowing, secretary-referment, clerk, Logistics, etc.), Freeing from these functions of economic colleges of the city. On the basis of one of them, it would be possible to implement the concept of a social college specializing in learning disabled.

In conclusion, the conference participants summarized that innovative activity is not a tribute to fashion, but an engine upgrade engine, a growth point. The highest school of the capital makes a significant contribution to the solution of various problems, not only education, but also in general social sphere cities.

It is clear that Moscow and the Moscow region has the greatest opportunity to integrate innovations in the pedagogical process. This is due to many factors, such as: proximity to Europe, a significant concentration of funds, in addition, the overwhelming part of the outstanding minds of the Russian Federation lives in the capital.

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

Conclusion

Pedagogy, like any other science, is subject to numerous changes, development. This is due primarily to the fact that society has ever new and new requirements for specialists. NTP facilitates the pedagogy to find more effective, effective ways to transform a simple person into a socially significant personality.

The consequence of continuous development, the improvement of pedagogy methods has become innovative technologies, i.e. technology, thanks to which the integrative process of new ideas in education occurs.

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

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

Bibliographic list

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