Terms of use of interactive pedagogical technologies. Psychological and pedagogical conditions for the effective use of interactive methods

Olga Pronyaeva
Modern interactive pedagogical technologies in working with preschool children

Currently, the rapid development of information and communication technologies there is a need to modernize the content and structure of all areas preschool education... This is reflected in the new educational Standards. It was the requirements of the Federal State Educational Standards, their introduction that became the incentive for the implementation interactive learning and interactive technologies in the work of a preschool institution.

V pedagogy there are several models learning:

With a passive teaching method, information comes from teacher to pupil.

With an active teaching method - interactions teacher and pupil.

At the heart of interactive learning lies in the interaction in the structure « teacher-child-child» .

Interactive teaching methods are ways of purposeful interaction of an adult with children that provide optimal conditions for their development.

Interactive learning for preschoolers is a specific form of organization of educational activities, the purpose of which is to provide comfortable conditions for interaction, in which each child feels his own success and, performing a certain intellectual work, achieves high performance.

Interactive Teaching methods provide learning that enables children in pairs, micro-groups or small groups to work through the learning material by talking, arguing and discussing different points of view.

Basis of activity teacher in an interactive learning is a student-centered approach. The main requirements of it compliance:

Humane pedagogical position;

Valuable attitude to the child, his creativity;

Creation of a cultural-informational and subject-developmental environment in the classroom;

Possession of the methodology and fundamentals of educational technologies;

Purposeful development of the individuality of children.

Structure interactive gcd

1. Motivational and indicative stage

The teacher introduces the topic, selected on the basis of a preliminary analysis of tasks, educational needs, problems, etc. It is reported in what form will be carried out Work.

2. Search stage

Based on the results of the analysis of the information received from the participants, the goals and objectives of the upcoming work, a plan is drawn up.

3. The main stage

Implementation time of the basic active learning method chosen educator in accordance with the content of the topic under consideration, the cognitive and behavioral characteristics of children. It may to be: "Brainstorm", KVN, project, etc.

4. Reflexive-evaluative stage

Evaluation of the effectiveness of the work, compliance of the result with the set goals, identification of personal acquisitions (what new have I learned, what have I learned, etc.).

Interactive technologies dealt with in two meanings:

technologies based on interaction with a computer and by means of a computer - these are Information and Communication technologies(ICT)

organized interaction directly between children and educator without using a computer. -this is interactive pedagogical technologies

Please look at the slide for the main differences between forms and methods. interactive learning from traditional

Distinctive features interactive lessons:

The utmost clarity, compactness, and high information content of the educational material are required.

Logical interdependence, interconnection integrated subjects.

Free placement of visual material.

Change of dynamic poses.

Involvement of narrow specialists and parents in conducting classes.

Interactive methods and technologies there are over a hundred. In our kindergarten, most often we use the following interactive methods in organizing educational process:

Microphone

Foresight

Synthesis of thoughts

Carousel

Discussion

Brainstorm

Aquarium

Multichannel activity method

Knowledge tree

Case method (analysis of specific, practical situations)

"Cluster"

A cluster is a method to help you think freely and openly about a topic. This is a non-linear form of thinking. The clustering is very simple.

A picture with the image of the keyword is hung on the board and the children are invited to name the words related to this word. This method can be used both in a group and individually with each child, who is offered several pictures and find a connection between them.

« Working in pairs»

Children learn to interact with each other, pairing up at will and completing the proposed task. Working in pairs, children improve the ability to negotiate, consistently, jointly carry out work. Interactive training in pairs helps work out skills of cooperation in a situation of chamber communication. Examples of pair work:

The children take turns describing the picture.

-"Name the first sound in a word"

-work on mnematables

"Microphone"

Microphone - method work, during which the children, together with the teacher, form a circle and, passing each other a simulated or toy microphone, express their thoughts on a given topic. For example, a child takes a microphone, talks about himself in several sentences, and passes the microphone to another child. All children's statements are accepted, approved, but not discussed.

"Foresight"- method work with children which proposes "Predict" possible solutions to the problem.

For example, ask the children to name all the autumn months, talk about what they expect from each month.

Later, imagine yourself in the place of one of the months and talk about your predictions: “I am the first month of autumn - September. I am a very warm month. All children love me because they start going to school. "

The next child continues to talk about this very month. (work in pairs) .

"Round dance"

At the initial stage, the adult is the leader, since the children cannot independently complete the task in turn. The teacher, with the help of the subject, teaches children to complete the task in turn, thereby instilling in them such qualities as the ability to listen to answers and not interrupt each other.

reception "Round dance" contributes to the formation of initial skills of voluntary behavior in children preschool age.

The teacher, with the help of a ball or other object, teaches children to complete tasks in turn, thereby instilling in them such qualities as the ability to listen to answers and not interrupt each other.

"Edible - not edible"

"Name it affectionately" children practiced word formation.

"Opposites"

« Synthesis of thoughts»

Synthesis of thoughts - method of work, during which children are united in small groups, performing a specific task, for example, drawing on a piece of paper. When one group draws, then transfers the drawing to another group, whose members finalize the completed task. Finishing work make up a general story about what was completed and why.

"Carousel"

Such technology implemented for the organization work in pairs... It is the dynamic couple that has great communication potential, and this stimulates communication between children.

Interactive technology"Carousel" forms in the child such moral and volitional qualities as mutual assistance, cooperation skills.

To do this, you need to find yourself a mate and agree on who will be in the outer circle and who will be in the inner one. Children in the inner circle call a hard consonant, and children in the outer circle call a soft consonant. Children actively interact with each other, consolidate hard and soft consonants.

"Discussion"

Discussion is a method of brainstorming a difficult issue. All participants in the educational process are preparing for the discussion, all children are actively involved.

At the end of the discussion, a single collective solution to the problem, problem or recommendation is formulated. Questions (tasks) you must offer no more than five. They should be formulated in such a way that there is an opportunity to express different views on the problem raised. Children learn to express their own opinion: "I think.", "I think.", "In my opinion.", "I agree, but.", "I disagree because.".

"Brainstorm"

"Brain attack (brainstorm)"Is one of the methods that contributes to the development of creativity in both the child and the adult. This method is useful when discussing complex problems or issues.

Time is given for individual reflection on the problem (it can even be up to 10 minutes, and after a while additional information about the decision-making process is collected.

Children - participants Brainstorming must express all possible (and impossible from the standpoint of logic) solutions to the problem that need to be listened to and the only correct decision to be made.

"Aquarium"

"Aquarium"- a form of dialogue, when children are invited to discuss a problem "In front of the public". Interactive technology"Aquarium" consists in the fact that several children act out the situation in a circle, while the rest observe and analyze.

What does this technique give preschoolers?

Possibility see their peers from the outside, see how they communicate, how they react to someone else's thought, how they settle an imminent conflict, how they argue their thought.

"Method of multichannel activity"

Multichannel Activity Method - Method work with children, during which various analyzers: sight, hearing, touch, taste, smell.

For example, when looking at a picture, it is advisable to use the following subsequence: selection of objects depicted in the picture; representation of objects through perception by various analyzers.

After considering all the objects depicted in the picture, it is worth giving the children creative tasks:

"listen" picture sounds through "headphones"; conduct virtual dialogues on behalf of the depicted characters;

Feel "Flavor" the colors shown in the picture; "Go beyond what is shown";

Mentally touch the picture, determine what its surface is (warm, cold, what kind of weather (windy, rainy, sunny, hot, frosty) etc.

For example, when considering a painting "Walk in the woods" it is worth asking the following questions: What do you think the girls are talking about? Consider the bark of trees, what is it? Listen to the sounds of foliage rustling, magpie chirping, etc.

Knowledge tree- method work which includes several stages: Selecting a problem that does not have an unambiguous solution, for example, "What does a tree need to be happy?"... Consideration of a scheme in which the rectangle is "trunk"(which denotes this problem, the straight lines are - "Branches"(ways to solve it, and the circles - "Leaflets" (solution)... Solution Problems: children in subgroups agree, discuss and draw, for example, a butterfly, a bird, and the like, placing them on Decision tree and explain their choice.

"Case- technology»

Case - technologies Is a way of organizing short-term training based on real or fictional situations.

Case types - technologies:

Photo - case;

Case - illustrations;

Analysis of specific situations;

Role playing (role-based design).

Most often in we use technology for working with children"Photo case" and "Case illustrations". Technology"Case illustration" is relevant because it makes it possible to form a decision-making strategy with the help of which the child in the future will be able to overcome life situations that have arisen on their own of varying complexity. Essence provided technologies is the analysis of the problem situation.

This technology contains:

An illustration corresponding to real events, which shows a simulated or real problem situation;

The teacher describes this problem situation;

The teacher asks questions that motivate children to analyze the problem and make the best solution to the problem.

Children argue, express their opinion, analyze, as a result of which they come to the correct solution to the problem.

The teacher shows a photo of the correct solution to the problem.

Conclusion:

Thus, interactive learning is undoubtedly interesting, creative, promising direction pedagogy... It helps to realize all the possibilities of children preschool age taking into account their psychological capabilities. Usage interactive technologies in direct educational activity relieves nervous stress preschoolers, makes it possible to change their forms of activity, to switch attention to the issues of the topic of the classes.

Usage interactive technologies makes it possible to enrich the knowledge and ideas of children about the world around them, about relationships with peers and adults. Encourages children to actively interact in the system of social relations.

Designing an individual educational route preschoolers in preschool conditions.

One more modern technology is the design of an individual educational route preschoolers.

Priority area in the organization of the educational process preschool institutions should become an individual approach to the child, preservation of intrinsic value preschool childhood and nature itself preschooler.

In practice, the process of education and upbringing is mainly focused on the average level of the child's development, therefore, not every pupil can fully realize his potential. This puts before preschool educators educational institution the task of creating optimal conditions for the realization of the potential capabilities of each pupil. One of the solutions in this situation is the preparation and implementation of an individual educational route (IOM)... Individualization of training, upbringing and correction is aimed, first of all, at overcoming the discrepancy between the level set by educational programs and the real capabilities of each pupil.

An individual educational route is a purposefully designed differentiated educational program (SV Vorobyova, N. A. Labunskaya, A. P. Tryapitsyna, Yu. F. Timofeeva, etc.). An individual educational route is determined by the educational needs, individual abilities and capabilities of the pupil (level of readiness to master the program).

When compiling an IOM, it is necessary to take into account certain principles that will be observed interests child and are focused on educational needs, individual abilities and capabilities of the pupil.

Principles:

The principle of reliance on the child's learning ability;

The principle of correlating the level of current development and the zone of proximal development;

Compliance principle interests of the child;

The principle of close interaction and consistency work"teams" of specialists, in the course of studying the level of development of the child;

The principle of continuity, when the child is guaranteed continuous support at all stages of assistance in solving the problem;

The principle of refusal from averaged rationing;

The principle of reliance on children's subculture.

Role teacher consists in creating conditions for the free creative activity of children and organizing the educational process by the method of real co-creation (with educator, parents, others children) in different forms of interaction.

For the teacher the role of an assistant, a partner in a common cause and a consultant is assigned. He performs the difficult task of creating optimal conditions for the child's self-realization in the educational environment as a free personality.

Thus, the activity the teacher is sent, first of all, to create conditions for a meaningful choice children an individual educational strategy, for individual assistance to each child in planning their activities, for advice on the use of certain information sources, didactic aids, art materials and tools.

Target (IOM):

Creating a kindergarten environment conducive to positive socialization preschooler, his social and personal development, which is inextricably linked with the general processes intellectual, emotional, aesthetic, physical and other types of development of the child's personality.

Tasks:

Create a favorable subject-development environment for the development of the child;

Organize a unified system administration work, teaching staff, the medical staff of the preschool educational institution and parents on the development of the child;

Improve communication style a teacher with a child: to adhere to a psychologically correct style of communication, to achieve respect and trust of the pupil;

Create conditions for the development of a positive attitude of the child towards himself, other people, the world around him, the communicative and social competence of children;

Form a child's self-esteem, awareness of their rights and freedoms.

The route is created in order to maximize the educational and social needs of children. In an individual educational route, a child-specific ratio of forms and types of activity, an individualized volume and depth of content, specific psychological pedagogical technologies, teaching materials.

Development and the implementation of an individual educational route in preschool educational institution carry out educators, specialists (educational psychologist, teacher speech therapist) in close cooperation with the child's family. When designing an individual educational route, specialists and preschool teachers institutions are guided by educational needs, individual abilities and capabilities of the pupil.

To determine the level of development of the child and in the construction of the IOM, the educator can use various methods.

Methods used in work:

Conversations, observations, games, classes, exercises;

Interaction with parents.

When compiling an IOM, there is a certain system that helps teacher plan your work and create an individual development path for each child. The essence of IOM is that it reflects the process of change (speakers) in the development and learning of the child, which allows you to correct the components on time pedagogical process... An individual educational route can be implemented in all types of activities, at any time, it all depends on the child's desire, on his choice, self-determination.

An individual educational route is a personal way of realizing a child's personal potential (pupil) in education and training.

IOM fully allows you to implement the principle of individualization, which consists in preschooler, is able to go his own way, purposefully mastering what is a priority for him, relying on his strengths, natural inclinations and abilities.

An example of an individual route in our kindergarten (on the slide)

Thus, by building individual educational trajectories for the development of children, we provide our pupils with equal starting opportunities.

“A child may not be a great scientist, but an independent person, able to analyze his actions, behavior, improve himself, realize himself in the world around him, he needs to learn.”

Everyone will probably agree that the educational aspect of the lesson is no less important than the educational one; and also with the fact that these two aspects are interrelated. How will the child get used to doing his work, which is teaching? Will she captivate him? Make you think, critically rethink? All this and much more depends on what conditions in the lesson are created for the children.

As you know, in secondary school education there are many teaching methods, different types of lessons that pursue one single goal - the assimilation of knowledge by students. The introduction of innovations is welcomed, or as it is now fashionable to say innovations, and their harmonious infusion into the established structure of the lesson. Among the learning models are: passive, active and interactive... A similar division of learning models can be found in V.V. Guzeev, but named in a different way: extraactive, intraactive and interactive modes, respectively.

Features passive model or extractive mode is the activity of the learning environment. This means that students learn material from the words of the teacher or from the text of the textbook, do not communicate with each other and do not perform any creative tasks. Examples of such a model can be traditional forms of lessons, for example, in the form of a lecture. This model is the most traditional and quite often used, although modern requirements for the structure of the lesson is the use of active methods that cause the child to be active.

Active or intraactive methods involve stimulating cognitive activity and student independence. This model assumes the presence of creative (often homework) assignments and communication in the student-teacher system as mandatory. The disadvantage of this model is that students act as subjects of learning for themselves, teaching only themselves, and do not interact at all with other participants in the process, except for the teacher. So, this method is characterized by its one-sided orientation, namely for the technologies of independent activity, self-study, self-education, self-development, and does not at all teach the ability to exchange experience and interact in groups.

The interactive model aims to organize a comfortable learning environment in which all students actively interact with each other. It is the use of this teaching model by the teacher in his lessons that speaks of his innovative activity. The organization of interactive learning involves the modeling of life situations, the use of role-playing games, the general solution of issues based on the analysis of the circumstances and the situation, the penetration of information flows into the mind, causing its vigorous activity. It is clear that the structure of an interactive lesson will differ from the structure of a regular lesson, this also requires the teacher's professionalism and experience. Therefore, the structure of the lesson includes only elements of the interactive learning model - interactive technologies, that is, specific techniques and methods that make the lesson unusual and more intense and interesting. Although it is possible to conduct fully interactive lessons.

So what is interactive technology? Interactive technologies are those in which the student acts in a constantly fluctuating subject-objective relationship with respect to the teaching system, periodically becoming its autonomous active element.

Consider the features of the organization of interactive technologies, their conceptual positions and target orientations.

Philosophical basis: humanistic, nature-friendly.

Methodological approach: communicative.

Leading development factors: sociogenic.

Type of management of the educational process: support.

Type of management of the educational process: peer education.

Prevailing methods: dialogical.

Organizational forms: any.

The approach to the child and the nature of educational interactions: interactive, democratic, cooperation.

The most common task of a teacher in interactive technology is facilitation(support, facilitation) - guiding and assisting the information exchange process:

- Revealing the diversity of points of view;
- referring to the personal experience of the participants;
- support of the participants' activity;
- combination of theory and practice;
- mutual enrichment of the experience of the participants;
- facilitation of perception, assimilation, mutual understanding of the participants;
- encouraging the creativity of the participants.

Interactive technologies are based on the direct interaction of students with the learning environment. The learning environment acts as a reality in which the student finds for himself an area of ​​mastery of experience. The learner's experience is the central activator of learning cognition.

In traditional teaching, the teacher plays the role of the "filter”, Passing educational information through itself, in interactive - the role of the helper in work, activating the mutually directional flows of information.

Compared to traditional ones, interaction with the teacher also changes in interactive learning models: his activity gives way to the activity of students, the teacher's task is to create conditions for their initiative... In interactive technology, students are full participants, their experience is no less important than the experience of a teacher, which does not so much provide ready-made knowledge as encourages students to search for themselves.

The teacher performs in interactive technologies in several main roles. In each of them, he organizes the interaction of participants with a particular area of ​​the information environment. As an expert informant the teacher presents text material, demonstrates a video sequence, answers questions from participants, monitors the results of the process, etc. As an organizer-facilitator he establishes the interaction of students with the social and physical environment (breaks down into subgroups, encourages them to independently collect data, coordinate assignments, prepare mini-presentations, etc.). As a consultant the teacher turns to the professional experience of the students, helps to look for solutions to the already posed problems, independently set new ones, etc.

The disadvantages of the role of a facilitator include the high labor costs of the teacher in preparation, the difficulty of accurately planning the results.

The source of interference in the interactive mode can be a difference in perception, due to which the meaning in the processes of encoding and decoding information can change.

Let's get acquainted with some interactive technologies and methods through which an interactive learning model can be introduced within the framework of the lesson:

Small group work - in pairs, rotating triplets, “two, four, together”;

Carousel method;

Problematic lectures;

Heuristic conversation;

Lessons seminars (in the form of discussions, debates);

Conferences;

Business games;

Use of multimedia facilities (computer classes);

Full cooperation technology;

Modeling technology, or method of projects (rather as an extracurricular activity);

In the legislation of the Russian Federation, it is enshrined, as one of the fundamental, principle of humanization educational process. NS This requires a revision of the entire training content, namely, the recognition of the creative nature of the personality of each child. The presence of internal activity in it leads to a refusal to assimilate a certain amount of relevant knowledge as the main goal of the educational process. The main goal is the holistic development of the student's personality... The means of personality development, revealing its potential internal abilities, is independent cognitive and mental activity. Consequently, the teacher's task is to provide such activities in the classroom, which are facilitated by modern interactive technologies. In this case, the student himself opens the path to knowledge. The assimilation of knowledge is the result of his activities.

And there is one more important point that I would like to mention.

The understanding of the need to create such a teaching model (which they called ideal), in which the essence of teaching will not be reduced to the transfer of ready-made knowledge to students, or to independent overcoming of difficulties, or to the students' own discoveries, is gaining strength among domestic researchers of methodologists. It is distinguished by a reasonable combination of pedagogical management with its own initiative and independence, the activity of a student. And it is only such a learning model that relies on the entire body of current knowledge about learning mechanisms, goals and motives of cognitive activity. It will be suitable for the implementation of the main goal - the comprehensive and harmonious development of the individual.

And if so, then a wide field of activity opens up before us teachers - to create, experiment and look for the ideal teaching option.

I would like to end my article with the words of the famous didactic IP Podlasovy: “Pedagogical theory is an abstraction. Its practical application is always a high art ”. And let everyone judge the meaning of these words, as he sees fit for himself.

Bibliography:

1. Podlasy I.P. Pedagogy. New course: textbook for student pedagogical universities. - M .: VLADOS, 1999. - Kr. 1: General basics. Learning process. - 576 p .: ill.
2. Selevko G.K. Pedagogical technologies based on the activation, intensification and effective management of educational institutions. M .: Research Institute of School Technologies, 2005.
3. Materials from the site eurokid.com.ua

15 minutes

Part 1. Using an interactive learning model

Speech by the presenter (head of the educational organization or his deputy). After the expressed theses, the participants discuss important points and debate.

Thesis 1. New forms and methods of working with students are needed

Leading:

Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" contains a definition of the concept of "upbringing" - it is "activities aimed at personal development, creating conditions for self-determination and socialization of the student on the basis of socio-cultural, spiritual and moral values ​​and rules and norms of behavior in society in the interests of a person, family, society and state ”.

In the Federal State Educational Standard of Basic General Education, approved. by order of the Ministry of Education and Science of Russia dated December 17, 2010 No. 1897(as amended on 31.12.2015, hereinafter referred to as the FSES of basic general education), the following features of educational work are approved:

• orientation to the ideal;
• value judgments;
• following a moral example;
• dialogical communication with significant others;
• identification;
• poly-subjectness of education and socialization;
• joint solution of personally and socially significant problems;
• systemic activity organization of upbringing.

It is necessary to choose new methods and forms of work with students. There is a need for interactive technologies aimed at:

• on the development of the student's communicative culture;
• ensuring the conditions for its effective socialization;
• personality development;
• education of personality in situations of communication and interaction of people with each other.

Thesis 2. Technology is a tool for the teacher's professional activity

Leading:

The success of the implementation of the goals and objectives determined by the FSES of basic general education depends on the close interaction of teachers and parents of students. It is necessary to apply new technologies not only in educational activities, but also in working with their parents.

What is pedagogical technology?

Participant:

Strictly scientific design and accurate reproduction of the pedagogical actions guaranteeing the success.

Leading:

The teacher is required to be able to organize his impact in such a way that his end result is personal interaction at the pedagogically optimal level. The technology applied in this case should be optimal from the point of view of the influence of the teacher on the students, to form their value attitudes towards the world.

The central component of technology is a clearly defined end goal built on a diagnostic basis. An accurate definition of the final and intermediate goals allows you to develop an optimal algorithm for achieving them, select tools for tracking planned results and, if necessary, make step-by-step adjustments. Technology is a tool for a teacher's professional activity.

Pedagogical technology is distinguished by:

• concreteness and clarity of purpose and objectives;
• the presence of stages: primary diagnosis; selection of content, forms, methods and techniques for its implementation;
• the use of a set of means in a certain logic with the organization of intermediate diagnostics of the achievement of the goal, criterion assessment.

Thesis 3. The interactive model of education and upbringing focuses on the personality of the child

Leading:

In modern pedagogy, the most significant types of technologies include technologies of personality-oriented education and training of schoolchildren. Their guiding principle is taking into account the personality traits of the student, the individual logic of his development. In the process of teaching and upbringing, you need to focus on children's interests and preferences in the content and types of activities. Pedagogical activity with a focus on the personality of the student naturally contributes to his prosperous existence, and therefore health.

What learning models are used in pedagogy?

Participant:

There are several models of education:

• passive - the student acts as an “object” of learning (listens and looks);
• active - the student acts as a "subject" of learning (independent work, creative tasks);
• interactive - inter (mutual), act (act) - the learning process is carried out in conditions of constant, active interaction of all participants in educational relations; the teacher and the student are equal subjects of the educational process.

Leading:

An interactive model of teaching and upbringing is an imitation of life situations, the use of role-playing games, project activities, and the joint resolution of problem situations.

Interactive technology is a holistic system that covers a specific part of the educational process. It includes sequentially games and exercises that form the personal qualities of students, which ensure the effectiveness of entering society, their self-realization in accordance with interests and opportunities.

The advantages of interactive technologies, including gaming technologies:

• activation and intensification of educational relations;
• creation of interpersonal interaction;
• making collective decisions in various situations simulating real conditions;
• flexible combination of various techniques and methods of work;
• the ability to simulate almost any type of activity.

What are the principles of interactive learning and education.

Participant:

Dialogue interaction; work in small groups based on cooperation and collaboration; active role playing and training forms of work.

List interactive forms and methods of work.

Participant:

Discussion: dialogue, group discussion, analysis of situations from practice, analysis of situations of moral choice, etc.

Game: didactic and creative games, including business / management games, role-playing games, organizational-activity games.

Training: forms of conducting classes (communication trainings, training of sensitivity), which may include discussion and play methods of teaching.

Leading:

In the extracurricular activities of students, interactive technologies can perform the following functions:

• value-orientational (translation of social norms for solving urgent problems of social interaction);
• individual orientation (self-determination in status and function in social interaction);
• instrumental-orientational (gaining experience of orientation in various social situations);
• the function of self-realization (getting pleasure from the process of interaction, realizing one's own capabilities and needs);
• stimulating (motivation to participate in extracurricular activities, to achieve success, to analyze and reflect on one's own behavior);
• constructive, diagnostic and corrective.

At today's pedagogical council, held in the form of an organizational-activity game, we have to develop a set of conditions that ensure the effectiveness of the use of interactive technologies in the activities of our school.

25 minutes

Part 2. Organizational-activity game

It is useful to play the game with parents of students at parent-teacher meetings and with high school students at classroom hours, and discuss the results at the pedagogical council.

Leading:

Break into 4 equal teams: administration, teachers, parents, students. Assignments have been prepared for you, where questions are indicated from the standpoint of four social groups.

The game will start on all teams at the same time. 15 minutes are given for reflection.

After completing the first task, the teams change places ("move" to the next social group), etc. You must play the roles of representatives of each social group.

The results of the discussion of issues in each group are recorded, then collectively discussed, analyzed, and corrected.

Leading:

Now let's start developing a system for the organization's activities to introduce interactive pedagogical technologies.

Participants summarize the results of the game. The expert group selects the most acceptable options for solving the problems posed and prepares the decision of the pedagogical council.

Leading:

The Pedagogical Council decides:

1. With the aim of teachers mastering modern interactive pedagogical technologies, the methodologist should develop and conduct theoretical and practical lessons with the team.
2. To generalize the experience of teachers who effectively use interactive pedagogical technologies in working with students and their parents.
3. A psychologist to organize individual and group consultations, the purpose of which is to correct the activities of teachers to introduce interactive technologies into the educational process.
4. Administration to develop and provide organizational and pedagogical conditions that provide opportunities for the use of interactive pedagogical technologies in the educational space of the school.
5. Create a new organizational management structure in the educational organization, ensuring the inclusion of teachers and parents of students in self-government activities within the framework of the use of interactive technologies.
6. Class teachers at parent-teacher meetings to familiarize students' parents with the results of the pedagogical council.
7. To the deputy heads of the educational organization for educational and educational work to create a bank of interactive pedagogical technologies for working with parents and students, taking into account age characteristics and various directions of educational activities.

The common goal of different teaching methods and types of lessons is the assimilation of knowledge by students. At the same time, the introduction of innovations is encouraged, so that they fit harmoniously into the already established structure of the lesson. Learning models are divided into passive, active, interactive.

Classification of learning models

Passive the model (extractive mode) assumes the activity of the learning environment. This means that the material is assimilated by students from the text of the textbook or from the words of the teacher, there are no creative tasks and communication between them. A prime example of such a model is a lecture or a traditional lesson. This model is used quite often, despite the fact that modern requirements for the structure of the lesson imply the use of active methods that would cause the child to be active.

Active the model (intraactive method) is characterized by stimulating the independence of students and stimulating cognitive activity. In such a model, creative assignments (usually homework) and compulsory communication between teacher and students are encouraged. But it also has disadvantages, for example, the student acts as a subject of learning for himself, teaching only himself, who does not interact at all with the participants in the educational process, excluding the teacher. That is, the direction of this method is one-sided, aimed at independent activity, self-education, self-study, self-development; but it does not imply interaction in groups and the ability to share experiences.

Currently, it is widely used interactive teaching, such as is based on active interaction with the teacher. In essence, this is one of the options for communication technologies, since their classification parameters coincide. In interactive learning, a well-organized relationship, a two-way exchange of information, arises between the subject and the learning object. Interactive learning technology is the organization of the learning process in such a way that the student participates in an interaction-based, mutually complementary, collective learning process.

Application of the interactive model

The purpose of the interactive model is to organize a comfortable learning environment when all students actively interact with each other. When organizing interactive learning, they simulate life situations, use role-playing games, solve questions based on an analysis of the situation and circumstances. Therefore, the structure of an interactive lesson is significantly different from the structure of an ordinary one, which means that it requires the experience and professionalism of the teacher. The structure of the lesson is based on the elements of an interactive learning model - interactive technologies that make the lesson interesting and rich.

It is permissible to use interactive work in the classroom, where the mastering of the presented new material takes place, in the lessons where knowledge is applied, in special lessons, as a generalization or survey. At the initial stages of training, work in pairs is quite effective. Its huge advantage is the opportunity to speak out to each child, to exchange their own ideas with a partner, and then voice them to the whole class, and most importantly, every student will be involved in the work.

The main requirements that ensure the success of learning using interactive technology are:

1. A positive relationship in which there is an understanding by all members of the group that the shared learning activity will benefit each student.
2. Direct interaction, in which all members of the group are in close contact with each other.
3. Individual responsibility, in which each student must study the proposed material and be responsible for helping others (more capable students do not do someone else's work).
4. Development of teamwork skills, that is, students master the skills of interpersonal relationships that are necessary for successful work (planning, distribution, questioning).
5. Job Evaluation, in which a dedicated time is allocated for the group to assess the success of their work.

Implementation of an interactive model in the lesson

Interactive technologies allow students to play various personal and job roles in the educational playing field, to master them when creating a future model of human interaction in an industrial situation. When using interactive technologies in teaching, the student is as close as possible to the conditions of the educational material, is included in the studied situation, is encouraged to take active actions, experiences a state of success and motivates his behavior.

As part of the lesson, the interactive model can be implemented using the following interactive technologies:

1. Works in small groups - 2,3,4 people.
2. Exercise "Carousel". Students are divided into two equal groups, one of which is the inner circle and the other is the outer circle. In this case, the students sit facing the members of the other circle, forming pairs with them. The teacher sets the topic for discussion and roles, for example, the outer circle of students is the audience, who can ask clarifying questions, and the inner circle is the storytellers who answer the questions. Every 2 minutes, the teacher gives a command, and the outer circle moves one person to the side, thereby changing pairs, while the members of the circles change roles among themselves. In this way, you can discuss no more than 3 topics at a time, and it is imperative that they have a positive orientation, for example, student achievements.
3. Lectures with problematic presentation, in which a problematic situation for students is modeled, and it is assumed that they will find a new way to solve it, since the student cannot solve the situation using the known one.
4. Lesson-seminar (debate, discussion).
5. A heuristic conversation, in which the teacher does not communicate ready-made knowledge to the students, but with correctly asked questions allows them to approach new concepts on the basis of existing skills and knowledge.
6. Lesson conference.
7. Lesson using multimedia.
8. Modeling technology.
9. Full collaboration technology.

Interactive game

One of the most productive pedagogical technologies is an interactive game that creates optimal conditions for self-realization and development of students. Its purpose is to change and improve the models of activity and behavior of subjects of pedagogical interaction, and their conscious assimilation of these models. Interactive games stimulate activity and social development, create a magical world where everyone accepts its laws and regulations. Children do not hide their emotions, communicate freely with the participants in the game verbal and non-verbal methods, make decisions, try different roles.

During the game there is interaction, which supports the development of personality and socialization, allows you to determine the development and integration of those knowledge and skills that students already have. Active participants in the game study more intensively, motivate themselves more, but those who focus on the leader - on the contrary. Interactive games help children to quickly establish contact with each other, the game helps to increase the rate of reaction, makes it possible to express their emotions, both negative and positive. The list of themes for interactive games is endless: exploring your body, seasons, colors, mood illustration, mutual feelings, friends or family, home or school, gifts. Also, games can take place as genre performances, improvisations.

The main directions, according to which the game situations are realized during the lesson, are as follows:

• The didactic goal is set in the form of a game task;
• Educational activities are carried out according to the rules of the game;
• Educational material is used as a means of play;
• The element of competition is included in educational activities, and the didactic task becomes playful;
• A successfully completed didactic task is associated with the results of the game.

In order to correctly combine the elements of play and learning, to determine the place and role that are assigned to game technologies in the educational process, the teacher must understand the classification and functions of pedagogical games. There are four main traits such games:

1. direct and indirect rules;
2. rivalry and emotional elation of activity;
3. active, improvisational, creative nature of the activity;
4. free developmental activity, which is undertaken only at the request of the child.

Didactic play is one of the most effective ways to awaken a keen interest in the subject being studied. The desire to play inherent in children must be used, directed to the solution of various educational and educational tasks. For the game to be interesting and accessible to children, the teacher must think over and prepare it well, the rules of the game must be clear and concise. How effective the game will be depends on the teacher's interest and emotional attitude to the game, the course of its development and the result. How effective a didactic game will be depends on how systematically it is used, what is the purposefulness of the game program.

A business game is an activity in which various practical situations are imitated. Game technology involves game modeling, when a mock is created that replaces a real object in a situation, when mockups are manipulated to replace real experiments with artificially constructed patterns of behavior. The rules of the game can be taken from a real situation, or they can be invented.

During business games, the participants form different positive attitudes:

• Interest in activities and problems that are modeled and acted out in the course of the game;
• Assimilation of a large amount of information, which contributes to the creative search for solutions to problems;
• The ability to adequately analyze the real situation;
• Formation of objective self-esteem of students;
• Development of analytical, innovative, economic and psychological thinking.

For a business game to give the desired result, it must be based on theoretical knowledge, ideas about the field of activity that is being imitated.

Since one of the fundamental principles of the educational process is humanistic, you should pay attention to the fact that the goal of education should not be the assimilation of a certain amount or set of knowledge by the child, but the integral development of his personality. The means of personality development, capable of revealing its potential abilities, is independent thinking and cognitive activity. Hence the conclusion - the teacher should set himself the task of ensuring such independent and mental activity in the lesson, and this is facilitated by interactive technologies, in which the student independently opens the path to knowledge, and the assimilation of knowledge is the result of his activities.

Revealing the conditions for the effective organization of the educational process using interactive methods, it is important to recall the words of A.N. Leontyev, who argued that any activity is mediated by a person's relationship to other people. The author of the theory of contextual learning A.A. Verbitsky concludes that "any objective action takes place in a social context, is socially conditioned, involves the participation of other people and their response, personal and social responsibility for what is done." Therefore, it is important for a teacher to operate not only with the subject-technological component of his activity, but also with its social context. With regard to social interaction, G.M. Andreeva notes the activity of each side. The leading side is often called "initial" and the second is reactive. But since the state of each of the parties is active, then the one who is outwardly passive (reactive) carries out the action of accepting-not accepting the influence of the active party, making a decision about participation-non-participation in joint activities. These provisions allow us to make an unambiguous and simple conclusion that, in the educational process, the teacher assumes responsibility for the student's acceptance of the impact and his participation in the planned activities.

The deepest and most complete is the systematization of the main types of intersubjective interaction that determine the structure of D.A. Leontyev. YES. Leontiev considered all practical implementation in the educational process, revealing a variety of situations of interaction. In his opinion, the scheme of subject-subject interaction is incomplete, since in the philosophical understanding the subject exists only in opposition to the object. Therefore, it is important to see the subject of the interacting people and transform the scheme into "subject-object-subject". Individual human activity, being collective in origin, transforms a linear scheme of interaction into a jointly distributed, cooperative, in which subject-subject interaction acts as a form of coordination and integration of individual actions of the participants.

Such activity has a common not only operational, but also a motivational and semantic structure.

IN AND. Panov, performing a psychological analysis of pedagogical activity, also proceeds from the paradigm of "subject-subject" relations in the educational process. According to this paradigm, the main attention is paid to the learning activity of the student, the task of the teacher is to organize the learning activity so as to achieve the objectives of the lesson. Note that in modern pedagogy, the methodology of working in this paradigm has not yet been developed and presents significant difficulties for the teacher. The main difficulty in implementing the subject-subject approach is that the teacher must set a goal that must be accepted by the student. Only by accepting the goal, the latter turns into a subject of educational activity. Each of the components of the structure of a lesson, lesson is influenced by external conditions (in relation to the teacher, these are the states of students, characteristics of the external environment, events occurring in the micro- and macrosociety) and internal conditions, which are determined by the teacher's ability to assess the situation and make a decision adequate to external conditions. their actions. That. the teacher must be competent in the field of professional activity, i.e. ready for the manifestation of knowledge, skills, abilities and personal qualities, allowing to successfully solve functional tasks that are the essence of professional activity. However, the question remains as to how much the position of the subject is formed by the teacher himself. The teacher purposefully implements his professional activity in the form of certain professional competencies (actions), and the unit of analysis and the criterion for the formation of professional pedagogical activity is the formation of the teacher's subjectivity, i.e. the formation of his ability to be the subject of pedagogical actions.

IN AND. Panov emphasizes that in order for pedagogical activity to acquire the highest form of its development - the form of pedagogical activity, this stage-by-stage formation is necessary.

• Stage 1. Ability to perceive and form an image (perceptual model) of the required action. At this stage, the subject must develop a perceptual model, the subject examines, listens, peers, a perceptual, conceptual model of what needs to be done is formed. In other words, there is a perceptual internalization of the sample action. There is no monitoring function.
• Stage 2. Performing an action through imitation without monitoring the correctness of its implementation. This is the stage of development of the subject of reproductive reproduction, the subject of imitation. At this stage, the principle of assimilation to what a person sees as a model for reproduction is implemented. The means for control is a perceptual model of what needs to be done.
• Stage 3. Execution of a sample action with external control over the correctness of this execution. This stage is characterized as the stage of apprenticeship (student position), when the subject is able to voluntarily perform the required action, but with external control over the correctness of the performance, which is carried out by the teacher (external locus of control). This is the stage at which the process of interiorization begins again, but the interiorization is no longer so much of the action itself as the function of monitoring the correctness of the performance of this action.
• Stage 4. Reproduction of a sample action in the presence of subjective, internal control (the internalized control function, i.e., voluntary regulation, is a stage in the development of the subject of voluntary performance of an action under internal control, when, performing the required action, the subject himself is able to assess the correctness of his performance of this action (position master).
• Stage 5. The implementation of external control of the educational activity of students, when the object of this control is educational actions (the exteriorized function of voluntary regulation) - this is the stage of development of the subject of exteriorization of control, the subject of expert assessment of the correctness of performing the required action by other individuals (the position of an expert). The subject returns to the situation where the action took place. In this case, there is an exteriorization of both the executive and the regulatory (controlling) aspects of the action required to be performed.

Based on this model, it follows that the ability to be the subject of an action includes the ability not only to perform an action, but also to exercise conscious control over the correctness of its implementation. Moreover, the action is internalized first, and only then the control function. At the same time, there are two cycles of implementation of the principle of unity "interiorization - exteriorization": at the level of formation (intrinsicization) of the perceptual model and its exteriorization in the form of imitation, and at the level of formation of the function of control over the correctness of the required action and the ability to exteriorize it. But it is clear that a teacher becomes a real subject of pedagogical activity only when he is ready to reflect and ex- priorize the action, which occurs at the last stage.

The presented theoretical model of the formation of the subject, the formation of activity to the "form" of activity is an ideal model, in reality, the identified stages (stages) of the development of subjectivity are superimposed on each other, and the formation of some of them, possibly, outstrips the development of others.

One of the determining factors for the success of pedagogical activity is the ability to develop subject-subject relations, which is also impossible without the formed subjectivity of the teacher himself.

IN AND. Panov includes relations in the system of ecopsychological interactions, which is understood as a set of human interactions with the environment and acts as a system-forming factor for the unification and development of “man” and “environment” into the systemic relation “man - living environment”. The type of interaction between the components of the specified relationship is determined by the role position of each of its components. The following six types are distinguished as basic types of ecopsychological interaction:

• - object-object, when the interaction in the system "student - teacher (educational environment)" has a purely abstract and formal character and is characterized by passivity, and in this sense, three-dimensional, on both sides;
• - subject-object, when a student, taking a passive position in the learning process, plays the role of an object of influence from the educational environment, in particular, in the form of pedagogical influence from the teacher;
• - subject-object, when the educational environment acts as an object of perception, analysis, design, examination (assessment) by a teacher or a student (possibly together with a teacher) as a subject of specified or other active actions in relation to the educational environment, its components, and subjects;
• - subjective-subjective, when the components of the "student - teacher (educational environment)" system take an active role position in relation to each other. However, this interaction can also be of different types:
  • a) a subject-isolated, when each of the components takes an active position, but not taking into account and not taking into account the subjectivity of the other component. The educational situation has the character of mutual misunderstanding and even rejection of each other;
  • b) jointly subjective, when the interaction of a student and a teacher has the character of a joint action, subordinate to the achievement of a common goal, but at the same time does not require a change in the own subjectivity of the interacting subjects;
  • c) subject-generating, when the interaction in the system "student - teacher (educational environment)" has a jointly distributed nature, since it is subordinated to a single goal, the achievement of which is impossible without uniting its subjects into a certain subjective community. In turn, this requires from its subjects a mutual exchange of methods and operations of a jointly performed action, their appropriation (intrinsicization and expriorization) and, consequently, a change in their own subjectivity.

Thus, jointly distributed, cooperative and generating the subjectivity of its participants, the activity requires the teacher to seriously rethink the usual ways of implementing professional tasks in the educational process. This is important because the main differences of the interactive learning model are, firstly, the real, and not the declared joint activity of teachers and students at all stages of the educational process; secondly, the use of the existing experience of students as a source of learning.

The core of interactive forms of learning is group work, including in small groups, which largely determines the educational effect and generates the following characteristics of joint activities:

• - high activity of all participants in the educational process, due to the presence of a single goal and common motivation; dividing the process of activity between its participants in accordance with the individual capabilities, experience and abilities of the group members; taking responsibility for the overall result;
• - the comfort of interaction generated by working in a small group. Working in a small group, the participants are more free and confident. Psychological barriers to learning are removed, everyone's opinions are accepted and appreciated by the group. Close psychological contact is established;
• - the development of personal qualities, an increase in the self-esteem of the participants in the interaction. Everyone has the opportunity to learn both the leading role and the role of an ordinary participant in a group decision situation, develop the ability to openly interact with others while maintaining their own individuality, learn to subordinate personal interests to the interests of a common cause, and build constructive communication models.
• - development of the ability to speak in front of an audience, to concisely and clearly express your thoughts.

Active and interactive methods and techniques have become increasingly included in such a traditional form of teaching as a lecture. For example, a lecture-conversation, a lecture with pre-planned mistakes, a lecture with the use of elements of "brainstorming" (brsynstorming), a lecture with analysis of microsituations imply direct contact with the audience, allow you to draw the attention of students to the most important issues of the topic, determine the content and pace presentation, taking into account the specifics of the audience, to expand the range of opinions of students, to use collective experience and knowledge. Such techniques activate the cognitive activity of the audience, make it possible to manage the opinion of the group, use this opinion to change the negative attitudes and erroneous opinions of some students; lecture with intense feedback.

Summarizing what has been said, it is important to emphasize that in interactive learning, two processes are going on in parallel: mastering the content of education and the communicative process. There is no doubt that each teacher is a specialist in the content of his academic subject, but besides this, one must remember the following psychological and pedagogical conditions for achieving efficiency in educational interaction:

• 1. Creation of a favorable psychological climate, reflecting the quality side of relations and characterized by the desire for jointness, mutual assistance, the desire to achieve a constructive result, positive emotions;
• 2. Dialogue communication style, implying high personal involvement of participants, mutual respect, equality, co-creation, active listening;
• 3. Taking into account the phases of group dynamics (the content of the concept of "group dynamics" will be disclosed in the second chapter of the manual);
• 4. Development of group interaction skills, which occurs through the organization of activities in pairs, triplets, small groups with a dynamic, changing composition;
• 5. Reflective summing up, which helps each participant to determine the personal level of advancement, and the group - to develop the rules for effective joint activities.