Innovative pedagogical technologies are significant. Innovative pedagogical technologies. Types of innovative technologies covered

Technology – from the Greek words technë (mystery, craft, science) and logos (understanding, understanding). In the dictionary of foreign words: “technology is the totality of the knowledge of methods and techniques for carrying out manufacturing processes (metals, chemicals...).”

The problem of technologicalization of the pedagogical process is gaining relevance due to the need to improve its effectiveness.

p align="justify"> Pedagogical technology conveys “scientific design and creation guarantee the success of pedagogical processes” [V. P. Bespalko]. Signs that are fundamental to the specificity of pedagogical technology guarantee success, i.e., the achievement of the mark, scientific design, the accuracy of the implementation of the designed pedagogical process.

The technology can be thought of as a less rigidly programmed process between the input and students, which ensures that the target is achieved. Technology is understood as an algorithm in the beginning, as a song program for the process of beginning, condensation of some knowledge until it reaches the mark - the formation of songs of particularity, cognitive skills, ways of thinking, songs of hundreds and so on.

It should be noted that pedagogical technology is not didactics and a private methodology, like a didactic-methodological system, it is specific and specific to any subject. Pedagogical technologies can vary from different parts, goals and objectives, structures.

The main signs of pedagogical technologies are:

Diagnostic purposefulness, effectiveness - so that the achievement of goals and ensuring the effectiveness of the process of initiation and treatment are guaranteed;

Economy - searching for the reserve of the initial hour, optimizing pedagogical work, achieving the maximum possible results in just a few hours;

Algorithmization, design, integrity - the ability to describe the technology described in different presentations from different groups of scientists and minds;

Coordination - the possibility of creating an operational connection that consistently focuses on a clearly defined goal;

Visualization is the development of various audiovisual and electronic computing technologies, as well as the development and establishment of original didactic techniques.

The core of any technology is a methodology, but traditional methods weakly focus on diagnosing the real initial capabilities of scientists, so that they do not take into account the influence of various factors on the result of learning. They do not recognize the different aspects of the process and do not recognize the need to optimize the processes of interaction between all components and participants in the process. Pedagogical technologies, however, include diagnostics, directly targeted methods and methods of intensification of instruction. The methodology is focused on the teacher, the technology focuses on the interaction between the teacher and the student, it predicts the result, optimizes the work. І methodology, і diagnostics, practical guidelines and algorithms.

The criteria for choosing technology are based on the thought of M.I. Makhmutova, the goal orientation, the type of specificity of the place, individualization and differentiation beginning, the readiness of the teacher before the implementation of technology, cost-effectiveness, material and technical security. The observed criteria may have a rather didactic character and obstacles when choosing a particular type of initial investment; the technologies themselves are beginning to develop specific specifications depending on the type of initial investment in which they are implemented.

You can see the peculiarities of pedagogical technologies in a secondary vocational school.

The first feature is associated with the specific specifics of professional training and lies in the orientation of technology towards a young profession, which means the adoption of specific solutions related to the removal of the profession ii.

Another feature of a lesser order is determined by the inclusion of students in three main types of initial activities: theoretical, laboratory-practical and experimental-practical, the role of which is determined by the specifics of the specialist’s training in To the subordinate stage of illumination. This transfers priming and design technology to these types of initial activities.

The third feature is closely related to the other and lies in the form of specific theoretical knowledge, laboratory-practical work, and laboratory-practical activity. Thus, the peculiarities of a specific technology of theoretical knowledge may be related to different types of activity, the need to consolidate knowledge in practice. For the practical, the new technology is directly applied to the molding of the mind, the beginner is well informed about the labor activity associated with the rights of the chosen profession.

Pedagogical science and practice have accumulated a significant fund of various pedagogical technologies: modular, contextual, problem-based, computer, concentrated learning, etc. All of them are characterized by specific goals, directness, dominant forms, methods and methods of initiation and development, a system of evaluation and control. The effectiveness of these technologies is determined by the quality of the material studied, the level of preparation of students and input, and other factors.

Educational technologies	Results that can be achieved
Problem not started	The creation of problematic situations in the initial activity and the organization of active independent activity of students from them is the highest, as a result, more creative knowledge, knowledge, skills, develop There are all kinds of richness.
Riznorivneve navchannia	The reader has the opportunity to help the weak, give respect to the strong, and realize the desires of the strong students in the clearest way and to shine a deeper light. Strong students become more confident in their abilities, weak ones gain the ability to experience initial success, and the level of motivation increases.
Design methods	Working with this methodology makes it possible to develop students’ individual creativity, which is more suitable for professional and social self-esteem.
Pre-Slednytska methods of learning	It gives students the opportunity to independently update their knowledge, to delve deeply into the problem that is being studied, and to make decisions that are important when shaping the light. It is important to determine the individual trajectory of the development of the skin student.
Lecture-seminar-hall system	This system is especially important for high school students, because... This helps students prepare before starting work with VNZ. It makes it possible to concentrate the material in blocks and present it as a whole, and control the advanced preparation of students.
The technology has been used in modern gaming methods: role-playing, business and other types of initial games	Expanding one's horizons, developing cognitive activity, developing basic skills and abilities necessary for practical activities, developing basic skills and abilities.
Navchannya u spіvpratsi (team, group robot)	Neurobiology is interpreted as the idea of the healthy developing activity of adults and children. The essence of the individual approach is to go not from the initial subject, but from the child to the subject, to go from these possibilities, as And the child is born, to establish psychological and pedagogical diagnostics of specialness.
Information and communication technologies	Change and access to a wealth of information, access to integrated courses, and access to the Internet.
Healthy saving technologies	The use of these technologies allows you to regularly distribute different types of work during the lesson, carry out Rozumov’s activities with physical exercises, determine the time for submitting foldable initial material, see the time for carrying out independent work, normatively establish TSO, which gives positive training results.
System of innovative assessment "portfolio"	The formation of a personified image is accessible to the teaching as a tool for pedagogical support of social self-esteem, a significant trajectory of individual development of specialness.

The use of a wide range of pedagogical technologies makes it possible for the teaching staff to productively study at the beginning and achieve high results for students.

Current innovative technologies in pedagogy

In the minds of educational reforms of particular importance, innovative activity has emerged in professional education, aimed at promoting various pedagogical innovations. The stench has permeated all aspects of the didactic process: the forms of its organization, the replacement and technology of innovation, the initial cognitive activity.

Advances in innovative technologies: interactive technologies, design technologies and computer technologies.

Interactive technologies advanced

In psychological theory, interactive learning is called learning, which is based on the psychology of human interactions. Interactive learning technologies are viewed as ways of acquiring knowledge, forming knowledge and training in the process of interaction and interaction between the teacher and learning as subjects of initial activity. Their essence is that the stench emanates from the processes of perception, memory, respect, ale, rethinking, creativity, productive thinking, behavior, and drinking. In this case, the process begins to be organized in such a way that scientists begin to collide, interact with one another, begin to think critically, solve complex problems based on the analysis of general situations, situations They provide professional assignments and related information.

Project science technologies

Game design can be transferred from real design, since the result will be the development of a specific practical problem, and the process itself will be transferred to the minds of the active enterprise or to the initial production masters. For example, work in manufacturing enterprises, work in design research bureaus, production of goods and services that fall within the scope of professional activity of students. The technology of project development is seen as a model for organizing the initial process in a vocational school, focused on the creative self-realization of the student’s specialties, the development of his intellectual and physical abilities, willpower. and creative potential in the process of creating new products and services.

The technology of project-based learning encourages the development of creative ideas and unique features of learning by pedagogical minds, which are necessary for creative activity, regardless of the specific profession of the future.

Computer technologies

Computer technology is the beginning of the process of collecting, processing, saving and transmitting information using a computer.

At the current stage, many professional beginners are being divided and differentiated from both software products of primary use and automated primary systems (ABS) from various primary disciplines. AOS includes a complex of initial methodological materials (demonstration, theoretical, practical, control), computer programs that manage the process of learning.

The increased productivity of personal computers has been driven by the widespread use of multimedia technology. Today's professional skills are also important to recognize without these technologies, which allow expanding the scope of computer use in the initial process.

The use of computer technologies in the vocational education system coincides with the implementation of current pedagogical goals:

Development of academic skills, preparation for independent productive professional activity;

Implementation of social agreement, inspired by the needs of daily marriage;

Intensification of the educational process in a vocational school.

Innovative technologies reflect the essence of the new profession, form the professional core of a fakhist, and become a testing ground where scientists can develop professional skills. vichki in the minds, close to the real ones.

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Meta course work - identifying the features of innovative technologies.

Course work department:

The significance of the features of innovative technologies is based on a theoretical analysis of philosophical and psychological-pedagogical literature;

Identification of the main reasons for the rise of innovative technologies;

The importance of the features of a particularly oriented technology;

Identification of criteria for the effectiveness of a lesson in a system of specially oriented learning.

The subject of research is innovative technologies.

The subject of research is specifically oriented technology.

The research hypothesis is the use of innovative technologies to promote the effectiveness of the core pedagogical process, as well as the development of students’ specialization.

The methodological basis for the research was the principles of actional (Yu.V. Gromiko, N.M. Leontyev, G.P. Shchedrovitsky and in.), systemic (O.S. Anisimov, A.P. Belyaeva, N.V. Kuzmina, V. .V.Yudin and in), a specially oriented approach (M.V. Klarin, I.S. Yakimanska and in) about the patterns of child development (L.S. Vigotsky).

Research methods are used to study and analyze the current state of the problem in theory and practice from literary sources.

The concept of “change” is largely synonymous with the word “innovation”. During this period, strategic approaches to current innovations begin to take shape. Born in 1962 Everett Rogers's work "Rise of Everyday Innovation" was published, which was a lot more than seen and received analysis from all over the world. And today, the model of expanded innovation is used as a basis for conducting research on various levels.

In the 90s, a lot of work appeared dedicated to the problem of innovative awareness. The reasons for this problem can be seen in the report of V. E. Shukshunov and his co-authors. One of them is for the fact that “the system of “supportive learning” that was formed in the past no longer responds to the forces of post-industrial civilization that is taking shape.”

Novelty always has a concrete historical character. Popularized at a specific time, progressively increasing in the singing stage, innovations can become widespread, the norm, a popular practice, or become old, become obsolete, or even develop later. This reader needs to constantly keep up with innovations in lighting and develop innovative activities. Before the main functions of the innovative activity of the teacher, there must be progressive (so-called defect-free) changes in the pedagogical process of its components: change for the purpose (for example, a new method is the development of individuality schoolchildren), change in education (new standards of education), new learning features (computer) Southern learning), new ideas of learning (Yu.P. Azarov, D. Bayard, B. Spock), new ways of learning (V.F. Shatalov), development (V.V. Davidov, L.V. Zankov ), education of young schoolchildren (Sh.A. Amonashvili) then.

The advancement of current technologies depends on the readiness of the subjects of the educational process (first of all, the contributors) to innovation, the formation of an innovative pedagogical idea, and the awakening of the mentality of the participants in the beginning.

All teaching aids emphasize the importance of two principles: respect for the age-old characteristics of students and modern education based on an individual approach. Psychological and pedagogical research over the past decade has shown that it is not so much the learner’s knowledge of the world and individual characteristics that is of primary importance, but rather the type of special characteristics and abilities of the learner. The special approach that underlies the change in illumination is understood as a support on a special basis. The remaining characteristics determine the most important characteristics - directness of individuality, value orientations, life plans, formation of attitudes, dominant motives for activity and behavior. Neither century, taken separately, nor individual characteristics (character, temperament, will and others), analyzed and isolated from the names of conductive cells, do not provide sufficient bases for a high-quality special agent. The expected spiritual result. Valuable orientations, life plans, directness of particularity are, of course, related to age and individual characteristics. It is better not to bring the priority of the main special indicators to the correct appearance of these aspects.

innovative innovation special

1. Concepts about innovative technologies

1.1 Understandable concepts about innovative lighting technologies

The word “innovation” comes from the Latin inovatis (in – in, novus – new) and in translation means “renewal, novelty, change.” Pedagogical innovation is a change created to enhance the development, training and education of students.

Innovations mean changes in the middle of the system. Also, in the pedagogical interpretation, innovation means introducing something new, changing, upgrading and improving the existing pedagogical system.

Pedagogical innovative technology is the integrity of a scientifically grounded and rationally selected place and organizational forms that create the minds for motivation, stimulation and activation initially. the initial activities of students. Pedagogical technology has a skin element and stage of the initial process of formation, aimed at objectively diagnosing the result.

At the stage of development of marriage, there is a sharp increase in the need to promote innovative technologies in the modern process, based on new achievements in economics, pedagogy and psychology.

In ancient history, pedagogy and psychology have established the position that the development of specialness in the process begins to lie both in external and internal minds. Before external ones lie:

§ pedagogical mastery of the book;

§ rationalization of initial programs;

§ selection of optimal learning methods.

These outer minds are always breaking down through individual peculiarities, and their struggles with other people become the inner minds of development. The remaining psychological factors are determined by the peculiarities of the study itself: the level of pink development, the level of development, the peculiarities of self-organization and others. Individual characteristics.

p align="justify"> There are a lot of psychological factors that include the formation of a system of powerful glances and savors, the identification of standards and assessments, the placement of people, etc. Well, technology alone cannot be a recipe for all types of pedagogical activity. These officials are eager to explore new technologies.

The concept of innovative technology includes a number of criteria and principles, the implementation of which will ensure the effectiveness of the initial results.

1.2 Essence and change of the concept of innovative technology

p align="justify"> Pedagogical technology is a complex, integrated process that includes people, ideas, methods and ways of organizing activities to analyze problems and plan, ensure, evaluate and manage problems, etc. about enjoying all aspects of acquired knowledge. Such understanding of current pedagogical technology means directly the theoretical and practical considerations of lighting technology.

1.2.1 Principles of development of innovative technologies

The results of the research on educational technologies show that their prospects are connected with the development of three models of educational technologies: semantic, structural and parametric. Under this model of pedagogical technology, we understand that there is a direct breakdown in the main components of the student learning process that occurs and leads to an increase in the effectiveness of the functioning of the entire process. ї pedagogical system. Modeling conveys important information about the beginning (what is the next thing?), inspiration and inspiration for illumination (what?), the organization of the initial process (how?), methods and techniques (for the sake of what?), the interaction of depositors and students (who?).

With the established semantic model of technology, students’ learning of the subject of research is surrounded by the framework of pedagogical activity: what kind of learning it is, the form of organization of the initial process, the results and their evaluation system. However, in the early minds of the equipment of the pedagogical process, depending on the level of pedagogical mastery of the compilers, the readiness of students to accept and process the initial information, the essence of the main technological assets changes. In connection with this, semantic modeling explores changes and the permissible possibility of replicating author’s technologies in specific minds in the pedagogical process.

The specification of the semantic model depends on the method by which it is broken down. On this basis, one can see a number of direct details of the basic semantic model of educational technology:

The model can be formed based on the principles of new technology, which conveys the development of innovative, scientific and pedagogical thought;

The model can be used to specifically define the norms and principles of innovative activity in pedagogy;

The model can be used in a methodical work with the maintenance of innovators - leaders in the design, programming and organization of innovative technologies;

The model can be particularly inspired by innovative pedagogical activities.

The creation of a structural model of innovative technologies begins with the identification of the most important characteristics, the totality of which allows us to evaluate the place and role of a specific technology among other possible ones, to equalize the advantages and disadvantages of the results. antiv.

The methods of seeing the structure of innovative technology are: a description of a specific pedagogical innovation, taken as a unique phenomenon, a continuous analysis of extracted data and statistical analysis. Based on such a step-by-step analysis, one can see the structure of the model of innovative technology as the current sequence of stages:

1) awareness of the problem, identification of rubbing on the basis of fixing the difference between the existing and the existing;

2) the process of making a decision (identifying goals, creating a theoretical model, searching for alternatives and choosing a decision, following a normative model);

3) creation and first mastery of the project (experiment, further development of the normative model before the project, verification of the project on the level of pedagogical technology, preparation of the project before development);

4) development (development of forms for supporting the project, basic methods of disseminating the project);

5).

The design stage of innovative technology transfers a form of tension to the pedagogical system. The search for parameters that arise in the pedagogical middle situational structures as a reaction to innovation is a priority of scientific activity in Galusia, the creation of innovative technologies.

During the examination, the experts indicated a high level of prospects for the development of structural technologies.

However, the creation of innovative technology is a very complex and reliable process. In addition, to the extent that it is necessary to analyze and interpret, it is necessary to determine how effective the technology will be in the process of development, and how effective the entire pedagogical system will be. Currently, three models of pedagogical technologies are being developed: semantic, structural and parametric. After the pedagogical technology has gone through all these stages, it takes away the right to implement the pedagogical process. Although there is a great number of fragments of pedagogical technologies, it is necessary to classify them for a better orientation of their presentation.

1.2.2 Classification of innovative technologies

The classification of innovative technologies can be based on specific criteria based on which they are carried out. The first criterion is the method of initiation of the innovative process, the other is the breadth and depth of innovative approaches, and the third is the basis on which innovations appear and emerge.

Depending on the method of creation, these innovations can be divided into:

a) systematically, planned, planned in advance;

b) elemental, spontaneous, contented.

Regardless of the breadth and depth of innovative approaches, we can talk about:

a) mass, great, global, strategic, systematic, radical, fundamental, substantive, deep etc.;

b) private, small, small, etc.

The basis on which innovations appear and appear is:

a) pedagogical technologies based on humanization and democratization of teaching fields. These technologies are based on a procedural orientation, the priority of specific inputs, an individual approach, gentle democratic management and a clear humanistic directness to the place.

These include specially oriented technology, educational pedagogy, humanely special technology (S.A. Amonashvili), a system of publishing literature as a subject that shapes people (I.M. Ilina) and so on;

b) pedagogical technologies based on the activation and intensification of the activities of students. Applications: gaming technologies, problem science, technology science from selected summaries of reference signals V.F. Shatalova, communication skills O.I. Pasova ta in;

c) pedagogical technologies based on the effectiveness of the organization and process management. Applications: programmed science, technologies of differential science (V.V. Firsov, N.P. Guzik), technologies of individualization science (A.S. Granitska, Inge Unt, V.D. Shadrikov), promising advanced science from Vikoristan yum supporting circuits commented management (S.N. Lisenkova), group and collective methods of learning (I.D. Pervin, V.K. Dyachenko), computer (information) technologies and others;

d) pedagogical technologies based on the methodical thoroughness and didactic reconstruction of basic material: enlarged didactic units (UDE) P.M. Erdnieva, technology “Dialogue of Cultures” V.S. Biblera and Sy. Kurganova, system “Ecology and dialectics” L.V. Tarasova, technology for implementing the theory of step-by-step formation of mental processes M.B. Volovicha ta in;

e) nature-like, inspired methods of folk pedagogy, which revolve around the natural process of child development: learning from L.M. Tolstoy, the inspiration of literacy by A. Kushnir, the technology of M. Montessori and others;

f) alternative methods: Waldorf pedagogy by R. Steiner, technology of free practice by S. Frenet, technology of universal enlightenment by A.M. Pubic area

For the creation of this and other pedagogical technologies, it is important for mothers to provide the most complete description possible.

The structure of the description of pedagogical technology may include:

The identification of this pedagogical technology is consistent with the adopted systematization (classification system);

the name of the technology, which reflects the basic principles, the principle of the idea, the origin of the system of innovation that will be established, the main direction of modernization of the initial-edition process;

3) conceptual part (short description of core ideas, hypotheses, principles of technology that convey understanding, interpretation and function):

target settings;

basic ideas and principles (the main factor of development, which is being studied, the scientific concept has been mastered);

the child’s position in the lighting process;

4) re-interpretation of the place of illumination:

orientation to the specific structure;

obsyag and character zmіstu illuminate;

the structure of the initial plan, material, program, form and presentation is didactic;

5) procedural characteristics:

Features, methods and techniques;

Motivational characteristics;

Organizational forms of the initial process;

Control of the lighting process (diagnostics, planning, regulation, projection);

6) software and methodological security:

initial plans and programs;

basic and methodical assistants;

didactic materials;

basic and technical developments;

diagnostic tools

The structure of the description is also necessary in order to analyze these aspects of traditional and current technologies.

1.3 The transition to new technologies has begun

Traditional pedagogical science was formed from the minds of an authoritarian marriage based on a unique system of social values. The new furnishings have an excessive pedagogical theory that must be approached in the future.

In order to move on to more advanced technologies, it will take an hour of psychological training for both teachers, teachers, and fathers. It is possible to adapt (continue, make it more manual) the process of initiation and development goes back to its roots in the 14th century, if Y.A. Kamensky voted that one of the main principles of development is the principle of natural conformity.

The conceptual basis of the new (innovative) pedagogy is the affirmation that a person is a system that develops itself, because everything that a person brings into being, she passes through her intelligence and her soul. The need to move to a completely new level of organization of the pedagogical process is also indicated by the fact that currently 70-80% of all information is received by students not from the teacher and not in school, but on the street, in For fathers, and care for the lives of our families (including those from personal mass information).

The value orientation of the reader may also change. When starting to work in the new system, the new reader must realize that before him are not just children who need to be educated, but rather unique individualities, who need to be deeply respected, valued, who still have little knowledge, little social Real proof, bad smell loom an unforeseen advantage. before him - youth and thirst for knowledge. The main task of the teacher is to help students learn and master the knowledge of the older generation, to get rich and develop them. Difficult and serious problems in the process cannot be a basis for belittling the student’s specialness if he shows disrespect before her. Pedagogical coordination, encouragement and assistance to each student is the main function of a professional teacher.

The inclusion of learning before the initial process with an adaptive system is initially accepted as a resultant meta. Apparently, the initial process of adaptation may be carried out in such a way that it is suitable for the studies of different age groups, taking into account the typological and individual characteristics of students.

The principle of humanistic pedagogy: there may be two subjects of the same process, who work together, in parallel and simultaneously, as partners, to become more accomplished than less accomplished, and from the advantage of youth and agility i. And one of them is not to blame for standing above the other: they may interfere with the process of beginning.

1.3.1 The main ways of reforming the traditional system began

The implementation of a specially oriented approach in the beginning conveys three main direct reforms of the traditional system: local, organizational and procedural.

1. New lighting.

At the boundaries of the first direct reform - instead of the local one - the lighting system can be structurally composed of many interdependent components, providing for:

implementation of two standards of study: the standard of general (behind-the-light) preparation, which is required by the skin learner, and the standard of additional (advanced) preparation, which you can choose for yourself as a learner, what’s this curl; In order to evaluate the results, we begin to thoroughly focus on thematic areas that are developed to a different standard;

creation of minds for the early identification of potentially gifted children and the development of their talents;

development of the natural inclinations of all students in the subjects of aesthetics, creative art, music, rhythm, singing, spilting;

turbocharged about the socio-moral development of students, the accelerated adaptation of them in society through the creation of special programs to take up and “program” various life situations in part-time activities.

Particular respect is given to the implementation of the capabilities of potentially gifted and talented students. The study of the different forms of development of such studies is the most important scientific and practical task.

2. Organizational changes in the initial process.

One of the most important tasks is the optimal nutrition at the beginning of the day, the beginning of the day, and the beginning of the workout.

For example, it is obvious that it is impossible for their health to start all children from 6 to 17 years of age under a single regime without harm. At the highest level, the principle of avoiding over-emphasis is laid down, which transfers the shortest time to the obligatory initial task directly to the quick selection of materials and the implementation of the material, as well as the promotion of integrative courses, as well as in senior classes - for the selection of disciplines by students depending on the profile Their transferred professional activities.

Particular respect for educational organs is focused on the search for adaptive options for the education of children in primary school. This is associated with the emergence of completely new types of primary institutions for children aged 6-11, such as a school-complex, in the structure of which there is a kindergarten and a cob school. The main goal of such initial plans is to ensure a smooth and natural transition of the child to school, and to maximize the preschool period for the development of children, to ensure the transition between preschool and school.

Many giant schools rely on the territorial distribution of primary classes from the outer structure of the school and their placement in nearby areas with special facilities, playrooms and care for children. It allows you to provide children of young school age with the most manual work mode throughout the entire working day.

In children of primary classes, the process of adaptation follows the line “kindergarten - school”, in junior classes, students from 11 to 14 years of age may experience the maximum level of attention to the age-old characteristics, and in senior classes, at the final stage of learning, the student is obliged to adapt to the beginning among professional middle and high initial mortgages.

3. Procedural changes in initial activities.

At this time, all the innovations that are being introduced in schools, it is important to change the substitution of primary disciplines, private forms and methods of learning, so as not to go beyond the boundaries of primary technologies.

Changes in the procedural block of the pedagogical system to ensure its reorientation from current indicators to the development of special features, responsible for transferring the essence of the initial process to the replacement of the most sophisticated technologies This is a contribution that transfers other minds of the organization to the initial process, which ensures the continued satisfaction of the cognitive needs of students, the overall image of them interests, values, values.

The implementation of new conceptual frameworks is likely to address a number of problems that the lighting system has faced during recessions, including the main ones:

* reorientation of teachers from an initial disciplinary model to a special model of interaction with students;

* training of teachers before the gradual switching off of the Primus from the beginning, the inclusion of internal activity activators.

The challenge lies in the need to change the beginning so that the majority of students begin in line with the educational interests that will continue to develop, and only a hundred percent of them will need to come back. kannya.

On the psychological level, the exclusion of harsh outsiders can be achieved by ensuring freedom in the choice of values, forms and methods developed both from the side of the teacher and from the side of the children, as well as for the additional creation of an atmosphere of trust and confidence. Relations, mutual assistance for changing the assessment activities of teachers and students, and also control the activity of initial deposits of other organizations.

The most important tasks related to procedural internal changes in the initial process are transmitted to the attack:

active inclusion of the learning itself before the sound-based initial-cognitive activity, organized on the basis of internal motivation;

organization of educational activities, partnerships between students and students, inclusion of students up to pedagogical level in the process of initial activities;

ensuring dialogue between teachers and students, and between students in the process of acquiring new knowledge.

All these transformations are based on advanced technologies. Due to the proper preparation of the teacher, a quick transition to this mode of work is only possible with children in the first grades, as there is no need to wait for the interaction in the initial process. Teachers who work in the confines of age-old groups of schoolchildren need an early period for the adaptation of children and extensive work with their fathers.

Addendum A. An up-to-date table of pedagogical systems that use and do not support innovative technologies.

1.3.2 Main reasons for the rise of innovative technologies

Among the main spontaneous reasons for the vindication and practical development of new psychological and pedagogical technologies can be seen as follows:

the need for a comprehensive appearance and the need to improve the psychophysiological characteristics of students;

awareness of the need to replace the ineffective verbal method of transmitting knowledge with a systematic and actionable approach;

the possibility of designing the initial process, organizational forms of interaction between the teacher and training, which will ensure guaranteed results of the beginning;

the need to reduce the negative effects of an unskilled teacher.

Statements about pedagogical technology as being introduced into practice behind the designed initial process are conveyed, firstly, by their victorious fachians, who may have high theoretical preparation and rich practical evidence, and in another way, The choice of technologies is consistent with the goals, capabilities and minds of mutual partners. language activity. readers and students.

Nowadays, the introduction of innovative author's projects is subject to a low overflow:

The conservatism of the pedagogical system, which is largely explained by the fact that pedagogical workers have a marriageable information service, which ensures the adaptation of scientific access to the minds of the mass school;

Developing systems of early learning will not always ensure that they cope with the advancing stages of a child’s school life.

In the future, a new field of knowledge – pedagogical innovation – is becoming increasingly important. This is the field of science that develops new technologies, the process of developing schools, and introducing new practices.

Before diagnosing the effectiveness of innovative technologies, it is necessary to assess the current group of objects: a) the readiness of the subjects (investors and students) to the innovation, which is verified by a set of psychological tests; b) adaptability of innovative technologies, which have been tested and have undergone valeological examination; c) humanistic directness to ensure the individual’s right to light and universal development; d) novelty should be considered as an object of a complete pedagogical process, its block-modular nature in compliance with educational standards; e) variability and non-standardity of the procedural side, methods and forms of the initial cognitive process, organization of effective dialogue between cultures in a multicultural and multi-year environment; f) security of current technical features as attributes of innovative technologies; g) monitoring the results of the process of studying an additional set of diagnostic tools; h) economy (individual and social), which is limited, short-term, short-term beginning, mastering the program and forming smartly, beginner and yakki, which cannot be developed by other methods of learning.

The use of innovative technologies for molding allows students to understand both the characteristics of the material and the individual characteristics of students. The concept is to go through the process of identifying objects until they are identified, and then to their final designation in concepts.

Cognitive processes that flare up during the hour of initial activity may later be accompanied by emotional experiences. Therefore, at the beginning, it is necessary to create less positive emotions. This means that emotions become and feel like they give a regulating influx to the processes of perception, memory, thoughts, manifestations, special manifestations (value, needs, motives). Positive emotions consolidate and emotionally inhibit the most effective actions.

One of the most difficult tasks that are being addressed by innovative technologies is the formation of a self-regulation system in students, which is necessary for completing initial activities. The significance lies in the fact that in order to ensure that the student’s ability is consistent with the initial activity, the student is responsible for acknowledging his or her responsibility as a subject of the initial activity. It consists of such components as awareness of activities, models of meaningful minds, programs of action, evaluation of results and correction. The student, first of all, must be aware of and take the course of the initial activities in order to understand what is coming out of the account. Next, obviously, to a reasonable extent, the student will think through the sequence of actions and evaluate the achievements of this goal. The result of these actions is a subjective model on the basis of which student develops a program of actions, features and methods of work. In the process of completing initial activities, the student is responsible for attending one to one<модель условий>і<программу действий>. To assess the results of their activities, students must provide information about the extent to which they are considered successful.

In this way, the development of innovative technologies promotes the development of memory, mental understanding, scientific understanding, and self-regulation in students, promoting interest in the process of beginning, so that problems of immediate awareness arise.

2 Particularly oriented technology

2.1 The essence of specially oriented technology

Nowadays, the model of specifically oriented lighting is becoming increasingly relevant. It is related to the innovative type model that is developing.

The particular orientation of the approach conveys a view of the study as a feature - harmony of body, soul and spirit. It is not easy for the conductor to learn, i.e., transfer knowledge, skills, skills, and enlightenment, i.e., develop a special character with the coordination of integration of the processes of training, education, development. The main result is the development of universal cultural-historical characteristics of individuality, and, first of all, rational, communicative and creative.

The development of a specially oriented technology is based on the following outputs:

1) the priority of individuality, self-worth, self-worth of the child as an active bearer of subjective knowledge, which develops long before the influx of specially organized learning in school (learning does not stop, but initially the subject of knowledge );

2) lighting means the presence of two mutually adjacent warehouses: beginning and end;

3) the design of the lighting process can convey the ability to create individual activity from the transformation of socially significant standards of adoption, tasks from the beginning;

4) when designing and implementing the educational process, a special robot is required to identify the skin condition, its socialization, control over the complex methods of initial work, the training of the teacher and the teacher, directly to the exchange I'll tell you about everything; special organization of collectively divided activities among all participants in the lighting process;

5) in the investigative process, there is a “sustrich” of the suspense-historical investigation given to the beginning and the subjective evidence of the study implemented by him at the beginning;

6) the interaction of the two types may lead to their peaceful enjoyment, the recovery of everything that has been accumulated by the student as a subject of knowledge in his powerful life;

7) the development of the study as a special feature of the development of normative activity, and through gradual enrichment, the transformation of the subjective to the knowledge of an important professional development;

8) the main result now is the formation of cognitive values on the basis of the development of similar knowledge and meanings.

Thus, specially-oriented technology allows you to organize an effective initial process that affects the subject-subjective tissues and directs the overall development of the peculiarities of the skin structure.

2.2 Principles and patterns of specially oriented technology development

The basic principle of development of a specially oriented system is the recognition of the individuality of the study, the creation of the necessary and sufficient minds for its development.

Particularly oriented technology gives maximum support to the subjective evidence of skin studies, its analysis, alignment, selection of the optimal (from the standpoint of scientific knowledge) replacement of this evidence; translation from the system to understand, i.e., a kind of “cultivation” of subjective evidence. The discussion of the scholars is viewed from the standpoint of “right and wrong”, and from the point of view of originality, originality, individual approach, i.e., a different view of the problem being discussed.

The design of robots from the background in the educational process of subjective research transfers the development of didactic material, which will ensure:

1) identification of individual selectivity of study to type, type, form of material;

2) granting students freedom to choose material when acquiring knowledge;

3) identification of various methods of processing initial material, continuous use of them in the most diverse cognitive tasks.

Particularly oriented technology is responsible for ensuring the analysis and assessment of the front-line procedural side of the work and the result.

The technology of a specially oriented approach has the following principles that ensure its effective implementation:

1) the principle of algorithmization;

2) the principle of structuring;

3) activation principle;

4) the principle of creativity;

5) the principle of active directness.

The principle of algorithmization. The principle of algorithmization is:

formation of space on the basis of categorical settings in the context of a rich modular complex;

Value of the main components of the replacement;

The occurrence of local components is consistent with the logic of subject-object connections;

Implementation of changes in the dynamics of academic development.

The principle of algorithmization by the main didactic officials, who organize the entire space of the educational process, is based on the principles of science, systematicity and consistency. The two basic rules of Ya. A. Kamensky - from simple to complex, from close to distant - work effectively in a specially oriented manner.

The principle of structuring. It means an invariant structure, procedural mental development of learning in the learning process. This principle operates, culminating in local settings, defined by the principle of programming, by creating an atmosphere of living amalgamation as activity.

The principle of activation is such a pedagogical unit that means the technology of a specially oriented beginning as a process that promotes the development of creativity and specialness.

The principle of creativity. This is a pedagogical unit that means technology, which is seen as a mechanism that creates the minds for the creative activity of the subject of a specially oriented learning. Two categories - "creativity" and "activity" - are presented as fundamental for consideration in the context of the principle of creative activity, from the position of technology, subject-objective fluids, and the dynamics of self-reflection. a round of creative activity of the subject.

The principle of active directness of technology of specially oriented development. This is a pedagogical unit that means technology as a process of application to practice.

Practice from the position of a specially oriented beginning is perceived as a stage of self-destruction in creative activity. Moreover, the practical stage of self-destruction completes the formation of the clear importance of the container. The subject is the beginning of practical implementation of one’s life plans. It is impossible to complete the development of the subject’s melodious jaundicedness without bringing it to the level of practical implementation.

Regularities of technology of specially oriented technology:

1. The regularity of the dynamics of the goal, which is understood as a mechanism of anticipatory reflection clearly in response to the process of developing the spirituality of the team and its particularity.

2. The regularity of the epistemological movement.

The essence of the pattern lies in the algorithm of the development of culture, which is based on the observation of the intermediate understanding of the outcome before action, which is the discovery of the need for the development of culture (image - analysis - action).

3. The regularity of the diversification of technology methods to the stage of self-destruction of the spiritual intelligence of the subject of development.

The essence of the pattern lies in the fact that before any stage of self-destruction, the subject represents his method of technology, which promotes the actualization of the spiritual spiritual state.

4. The regularity of the dynamics of features is consistent with the modular triad (image - analysis - action).

The essence of the pattern lies in the fact that learning processes appear in the oblique triad (word, action, creativity), dominating at the cutaneous stage of the module one of the functions.

5. Regularity of the flow of the illumination process to creative activity.

The essence of the regularity lies in the fact that any procedural act of modular technology of a rich complex will not be completed, since it does not reach the active situation - the dialogue in which experiences are created. Experience the substrate dii. Thus, technology is transferred to a number of regularities that distinguish the mechanism for implementing the principles of technology.

2.3 Methods and forms of effective implementation of a specially oriented approach

With the development of technology of specially oriented production, it is important to correctly select the methods of production and adequate forms of their implementation. Each method has an invariant structure, which allows for the interpenetration of goals and technology features.

On the basis of this value, one can see four main methods that must be understood as fundamental technological structures that will establish their work at all levels of technology of a specially oriented approach. Channya: method of creating an image, method of personification (method of the symbolic center), sound method, method of singing.

As a result, we present a system of technology methods based on these few factors:

1. Organization of replacement of features with the help of invariant structures of methods.

2. Rukh of subject-objective notes (teacher-student).

3. Internal self-rule of the subject of a specially oriented technology.

4. Internal self-ruth of the main manifestations of the subject of technology.

The technology of specially oriented input transfers six especially significant enrichment complexes, the main ones forms.

1. Particularly meaningful complex of motivation.

2. A specially-meaning complex created by the image of the word “profession of specialness.”

3. Particularly meaningful complex of personified modeling.

4. Particularly meaningful complex of semantic modeling.

5. Particularly meaningful complex of practical modeling.

6. Particularly meaningful complex of real notes (practice).

2.4 Internal classification of specially oriented technology

This is the classification of the technology of specially oriented technology:

Completely acquired knowledge

Riznorivnevogo navchannya

Collective “mutualization”

Modular design

These pedagogical technologies make it possible to adapt the initial process to the individual characteristics of students, different levels of complexity of the beginning.

2.4.1 Technology of permanently acquired knowledge

The authors of the technology, as a working hypothesis, accepted the assumption that the learning abilities are determined not by the average, but by the optimal selection for a given child’s minds, which requires an adaptive learning system that allows all learning to be completely your program material.

J. Carroll showed respect for the fact that the traditional initial process always has a fixed beginning (the same for all the initial hours, the method of presenting information, etc.). The only thing that becomes unfixed is the result of inexperience. Carroll recommended that the result of the training be developed with a constant parameter, and the mental training be changed, as it adapts to the achievement of the desired result by the skin.

This is the approach of B. Bloom’s encouragement and apology, which, having promoted the merits of the study, determines the pace of learning not for the average, but with the minds optimally selected for this study. B. Bloom embraced the uniqueness of the study in the situation, as long as the time of learning the material did not stop. You saw the following categories of students:

Little help, as it is impossible to reach beyond the intended level, know and know how to tell at great expense in the initial hour;

Talanovits (close to 5%), which are often within the power of those with which all others cannot escape;

Learn how to become more (close to 90%) whose benefits you need to know before mastering and be able to lie at the expense of the initial hour.

These data formed the basis for the assumption that with the correct organization of the course, especially when the tight time frame is removed, about 95% of students will be able to take full advantage of the initial course. As far as the mind is concerned, however, for everyone, more is achieved than the “average” results.

Those who implement this approach, J. Block and L. Anderson, developed a learning technique based on the continuous acquisition of knowledge. The same moment of the methodology is the installation, I am a man, I am moving the teacher, the prazu for the most system: all the scientific and the all -in -the -tonty, uniconous mother at the radional organized process.

Next, the teacher is responsible for determining what the external knowledge entails and what results will be achieved by everyone. Precisely defining the criterion for complete mastery for the entire course is the most important point when working with this system.

This standard is set in a unified manner behind a hierarchy of pedagogical goals, divided into mental (cognitive), sensory (affective) and psychomotor spheres. Categories of goals are formulated through specific actions and operations that can be completed to confirm the achievement of the standard. Categories of cognitive activity goals:

Knowledge: learning memorizes and creates a specific initial unit (term, fact, concept, principle, procedure) - “memorized, created, recognized”;

Meaning: the scientist transforms the initial material from one form of expression into another (interprets, explains, briefly summarizes, predicts the further development of phenomena, ideas) - “explaining, illustrating, interpreting, translating from one ієї language in other words”;

Zastosuvannya: the study demonstrates the stagnation of the learned material in specific minds and in a new situation (through similar or changing situations);

Analysis: the study identifies parts of the whole, reveals the interconnection with them, informs the principles of the whole - “combining the parts from the whole”;

Synthesis: the study reveals the ability to combine elements to create a whole that is new (for example, a creative work, a plan for an experiment, a new problem) - “creating a new goal”;

Evaluation: the study evaluates the value of the initial material for a given specific mark - “by assessing the value and significance of the investment object.”

B. Bloom's taxonomy of goals has been presented and is widely expanded there. Vaughn is used in handbooks and didactic aids as a scale for measuring the results of training.

To implement this technology, a thorough reorganization of the traditional class-lesson system is required, which sets for all students the same starting hour, change, wash up, and the output is ambiguous and results. This system was adapted to the minds of the class-lesson system, giving rise to the name “Technology of different learning”.

2.4.2 Technology of different materials

Theoretical is the first technology to be based on the pedigree paradigm, and the main Masi Scabb dawn of the nasalist to an hour, the non -chief scientist for the all -in -law materials.

If each student is given an hour appropriate to his or her particular needs and abilities, the acquisition of the basic core of the school program can be ensured (J. Carroll, B. Bloom, Z.I. Kalmikova and others).

A school with a regional differentiation functions in the direction of educational flows in the crumbling and clearly homogeneous groups behind the warehouse, which generates software material in various light areas in the coming years. nyah: 1 - minimal (sovereign standard), 2 - basic, 3 - variable (Creative) .

The main principles of pedagogical technology were chosen as follows:

1) vain talent - there are no untalented people, and they are not busy with their right;

2) mutual advantage - if someone can turn out worse than others, it means that they can turn out better; There is no need to joke;

3) the inevitability of change - every thought about people cannot be taken into account by the rest.

Later, this technology received the name “technology based on a base without substructures.” The selection of significant individual characteristics of the child to ensure the effectiveness of the technology is carried out based on the category “structure of specialness”, which shows all aspects of the speciality in a normalized way.

The system of different disciplines as a basic one has a structure of specialness, defined by K.K. Platonov. This structure includes the following subsystems:

1) individual-typological characteristics, which are manifested in temperament, character, abilities, etc.;

psychological characteristics: thoughts, feelings, memory, respect, will, feelings, emotions and others;

information, which includes knowledge, intelligence, knowledge;

the directness of the particularity that expresses their needs, motives, interests, emotional and valuable information.

On the basis of this concept, a system of psychological and pedagogical diagnostics was formed for the development of a particular approach that includes the following elements:

wilfulness;

cognitive interest;

back-of-the-envelope memories and skills;

fund of virtuous knowledge (behind the ranks);

miscellaneous;

anxiety;

temperament.

The organizational model of the school includes three options for differentiation:

1) completing classes of a homogeneous warehouse from the beginning stage at the school on the basis of diagnosing the dynamic characteristics of the characteristics and level of ovulation with the initial stages;

Internal class differentiation in the middle Lanza, which is carried out through the additional selection of groups for separate studies at different levels (basic and variable) from mathematics and Russian language (procurement to groups is carried out on a voluntary basis and for the sake of educational interests of students); for obvious reasons, homogeneous groups become classes with the faded influence of other objects;

profile training in primary school and high school, organized on the basis of psychodidactic diagnostics, expert assessment, recommendations of readers and fathers, self-assessment of students.

This approach attracts teaching teams, in which the mature idea of promoting new technologies has begun with a guaranteed result of mastering basic knowledge by students and at the same time with the opportunity for each student to realize their strengths properties on the plain.

2.4.3 Technology of collective interaction

Before the popular specially oriented technologies, the technology of collective interaction of A.G. Rivina and yogo uchniv. Methods of O.G. There are different names: “organized dialogue”, “successful dialogue”, “collective mutualization”, “collective method of initiation (CSV)”, “work of students in pairs of exchange warehouse”.

“Working in pairs under strict rules” allows you to smoothly develop academic independence and communication skills.

You can see the following main advantages of SWR:

As a result, the skills of logical thinking and understanding are regularly repeated and strengthened;

During the promotion process, the skills of mystical awareness are developed, the work of memory is activated, during the mobilization and updating of up-to-date information and knowledge;

the skin feels tender and works at an individual pace;

excellence is promoted not only for one’s own successes, but also for the results of collective work;

Pedagogical innovation: essence and goals

Pedagogical innovation is the process of developing, promoting, testing and evaluating innovations in the field of education that help to effectively achieve the goal.

Innovations and goals are closely linked to each other: the lighting process is changing over time, the market is emerging in new ways to the next generation, and is now transforming. continues for new purposes, to achieve the required new pedagogical methods and methods.

The main criterion of innovation is its novelty and relevance.

Innovations in lighting help achieve the following goals:

Humanization, democratization of the enlightenment process;
Intensification of cognitive activities of students;
Improving the efficiency of the organization of initial and secondary work;
Changes to the basic material at a glance at methods and didactics.

New approaches that are actively introduced into the pedagogical process help to realize the goals. It is the basis for the development of new methods and techniques in initial deposits.

Innovative approaches to current lighting

The approach of the new generation is the basic principle, the totality of goals, which is the basis of new technologies.

The most urgent need for enlightenment lies not in giving students more knowledge, but in teaching them to learn independently, not only to know, but also to be able to handle the captured information.

Pedagogical innovations are based on two key approaches:

A specially oriented approach transfers the orientation of the lighting process to the particularity of the individual student/student. Modern pedagogy can provide unique evidence of the nature of skin learning, the development of its individuality and talents. The implementation of this approach includes reliance on the principles of choice (students can choose directly what they want to study), trust (avoidance of authoritarian pressure on the side of investors), creativity and success, subjectivity, individuality iduality;
The competency-based approach is new for the Russian school. It emphasizes respect for the results of training; its result is the totality of knowledge, and the complex of knowledge, the creation of learning to deal with problems, conflicts, and actions in various situations.

It’s not as important as learning knows. It is more important for you to respond to changes, show sensitivity, handle emotions and select the necessary information. This innovation will require a radical revision of the lighting system, reform of evaluation principles and organization.

Based on these approaches, teachers and methodologists develop innovative pedagogical technologies - a set of techniques, methods of transferring knowledge and assessment that are promoted in educational institutions.

New pedagogical technologies in the educational system

Modern pedagogy promotes such innovative pedagogical technologies.

Robot design

Project work is a type of activity that helps develop the creativity of students, formulate their skills in working with a team. The meta of the projects is to update and revise in practice, expand and destroy knowledge. Work on a project can be done individually, in pairs or in micro-groups, conveying the most common problems and searching for optimal solutions.

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

This innovation forms and develops complex thinking, intelligently analyzing, making connections and creating new ideas, creating a complete picture of the world.

Gaming technologies

Games have several functions: motivating, therapeutic, diagnostic, social. At the same time, students are engaged in meaningful activity, which develops a sense of satisfaction and effect not only in the result, but in the process.

In the modern process, the game is used as an element of broader technology, part of a lesson or part-time work. The pedagogical game has a clearly formulated strategy, which is presented in the form of a game task, all participants in the game are ordered to prepare and voice the rules.

Remote learning

Distance learning is an innovation that is being actively promoted in European countries and the United States. Courses are created at specially organized Maidans, which include a series of lectures, classes, and a schedule of face-to-face consultations and reports. Learn to independently organize your time and discipline yourself to self-indulgence.

There are a number of Maidans in which schools and universities offer various courses with free access (“Universarium”, “Lectorium”, and from abroad – “Coursera”). Schools and universities are developing powerful information resources to help students and students interact and exchange information about each other.

Interactive technologies

Interactive technologies are ways that help teachers and students change places. By interacting in groups, working on information, students discover new possibilities for self-initiation. This is a complex of methods and techniques of work, contributions to creative activity, in the process of which scientists interact with each other, work on solving complex problems.

Interactive technologies are implemented through the holding of seminars, debates, problem lectures, and discussions in schools, where students can submit their ideas and learn to argue for their ideas.

Portfolio

The portfolio helps to evaluate the dynamics of the current results. With this help you can visualize the initial achievements and progress. This innovation is implemented through the following methods of accumulating information: electronic portfolios, access folders, growth charts. All activities, projects are recorded, materials are collected that confirm participation in projects, discussions, and the results of creative activity.

The listed technologies are analyzed comprehensively based on the main approaches. By choosing technology, methods and methods, teachers take into account the special characteristics of students, their skills and needs.

Traditional (reproductive) technology

I teach the role of Vikonavian functions of a reproductive nature. The teacher's actions are related to explanations, demonstrations, evaluation of learning and corrections.

Technology

Authors: L.S. Vigotsky, L.V. Zankov, D.B. Elkonin, V.V. Davidov and others. Development of the child, for the development of the intellect, follow the development and development. The development of students can be accelerated with the additional effectiveness of training. The principle of high priority is given to theoretical knowledge at a rapid pace. Stimulating student reflection in various situations of initial activity.

Technology of step-by-step molding of pink processes

Authors: Galperin P.Ya., Elkonin D.B., Talizina N.F. Of course, these skills cannot be learned and preserved in human activity. For a bezpomilkovogo vykonannya action, a person must know what happens, on any aspects of what is expected, it is necessary to show respect. Six stages of mastery: updating motivation, awareness of the schemes of the orientational basis of activity, updating the action in the current materialized form, external stage, internal stage Existing language, transition from internal plan (interiorization of actions)

Technology of collective interaction

Authors: Rivin A.G., Arkhipova V.V., Dyachenko V.K., Sokolov A.S. Organized dialogue, combinatorial dialogue, collective method of learning, learning from pairs of different warehouses. During the course of the activity, the person collects his part of the information, exchanges with his partner, who then looks for a new partner for mutual relations.

Technology of permanent development

Authors: Americans J. Caroll and B. Bloom. In Russia, M.V. is described in a report. Clarinim. The technology sets a uniform level for students with knowledge, skills, and skills, but also changes for each study, methods, forms, and practices. The purposes of cognitive activity include: knowledge, understanding, stasis, identification, evaluation. All material is divided into initial units. Corrective didactic material is developed to each initial unit, which gives the student the opportunity to select different ways of coping, understanding and memorizing. Throughout the topic, the standard is set to be fully mastered. The icon for being acquired by those is displayed after the remaining check with the user.

Technology of different materials

The technology of different materials transfers natural differentiation to the distribution of flows on the loose and clearly homogeneous groups behind the warehouse, the skin of which is opane soft material in different lighting galuzes on basic and variable levels (the basic level is designated by the state standard, and the variable level is the creative nature of the basic level) . There are three options for differentiated training: Differential training transfers a voluntary choice to the skin scientists of the level acquired initial material (not lower than the national standard), organization of independent work of students in different countries nyah, we're making progress on the individual plan.

Technology of adaptive learning

The technology of adaptive learning is a different type of technology of different learning, it transfers the system of organizing the initial training to account for the individual characteristics of students. The central focus of this technology is the study of its activities and the details of its features. Particular respect is given to the molding of the stench of the initial minds. Priority in the chosen technology of adaptive learning is given to independent robots. This technology makes it possible to directly vary the severity and sequence of the initial stages.

Programmed technology

At the forefront of the programmed science were American psychologists and didactics N. Crowder, B. Skinner, S. Press. In Vietnamese science, the technology of programmed science was developed by P. Ya. Galperin, L.M. Landa, A.M. Matyushkin, N.F. Talizina. The characteristic features of the technology of programmed learning are the technology of independent individual learning behind a previously developed initial program with the help of special features. This will ensure that the skin learns the ability to undergo intensive treatment depending on your individual characteristics (tempo of development, level of development, etc.). The main purpose of implementing programmed technology is the initial programs. Vaughn punish the sequence of actions with a voluptuous singing unit of knowledge. Initial programs may be designed in the form of a programmable assistant or other types of other aids, or programs that are supported by additional computer technology.

Computer science technology

Computer technologies make it possible to complete all didactic tasks. Computers display new information, check what they have acquired in their studies and in every world, formulate additional theoretical knowledge and practical knowledge, provide access to electronic libraries, to the basics them domestic and international databases. Some computer programs can adjust the pace of learning to the individual characteristics of the students, analyze skin characteristics and, on the basis of this, determine the appropriate portions of the initial material.

Technology of problem science

If there is a problem with the beginning, the booklet does not provide knowledge to the finished student, but putting the task in front of the student, locks him in, awakens him to find a better way. Due to the equal recognition of academic independence, problems arise in three main forms: problematic research, part-time activity and independent follow-up activity.

Modular technology

In ancient didactics, the most advanced foundations of modular learning were taught and expanded by P. Yutsevichene and T.I. Shmakova. A module is a single-purpose functional unit, from which the initial replacement and technology have been derived. Module warehouse: purposeful action plan, bank of information, methodological guide for achieving didactic goals. Modules are divided into three types: knowledge, learning about the fundamentals of science; operations necessary for molding and development of methods of operation, and mixing to combine the first two components. With modular learning, the maximum amount of time is devoted to independent learning, with particular emphasis on self-control and self-esteem.

Technology of concentrated preparation

The technology of concentrated learning is based on the method of “learning about the subject”, which is familiar from pedagogical practice. This technology was developed and developed by P. Blonsky, V.F. Shatalovim, M.P. Shchetinin, A. Tubelsky. The essence of concentrated learning is that lessons are integrated in blocks; As the day goes on, the number of basic disciplines that are being taught in parallel disappears. To prevent forgetting the material learned during the lesson, follow the work from your assignment on the day of the lesson, then. it is necessary to “get intimate” with the subject for the next hour.

Design technology

The technology of project innovation is one of the options for the practical implementation of the idea of productive innovation. p align="justify"> Productive learning is characterized by the fact that the lighting process results in individual evidence of productive activity. This technology is based on Dewey's ideas about organizing initial activities to improve practical tasks taken from everyday activities. The method of productive learning is not the acquisition of knowledge and the completion of educational programs, but rather the development, development and enrichment of knowledgeable knowledge and views on the world. Each child recognizes the possibility of real activity, in which she can not only show her individuality, but also enrich it. pedagogical technology of education innovation

Guaranteed technology

Author: Monakhov V.M. The technology of guaranteed learning is a model of comprehensive pedagogical activity of the teacher and student with programming and development of the initial process. The reader of this technology designs a technological map in the form of: purposeful work, diagnostics, classroom independent work (homework), logical structure to the project, correction. Diagnostics conveys the fact of reaching a specific micrometeor. Part of the task corresponds to the requirements of the state standard, which is obligatory to achieve.

Technology of remote learning

The technology of remote learning is the interruption of important services without the initial meeting using current telecommunication systems, such as e-mail, TV and the Internet. Having removed the initial materials, those who begin can build up their knowledge at home, at work, or in a special computer class. Consultation during distance learning is one of the forms of care provided by robotic teachers and assistance provided to self-trained discipline.

p align="justify"> In this way, pedagogical technologies have been perfected throughout the three-year period. At the moment, pedagogical technologies are being studied in a comprehensive manner.

The fundamental goal of all technologies is, first of all, the achievement of guaranteed results; in other words, their repetition and creation. At what cost, at the lowest possible cost, of physical and intellectual strength. All technologies have their own specific purposes.

Thus, meta-adaptive technologies are the introduction of techniques of independent work, self-control, techniques of pre-surveillance activity; development and thoroughness are able to independently practice, acquire knowledge, and on this basis - the formation of the student’s intellect.

Meta integral technologies - stimulation of initial interest, development of intellectual abilities, enrichment of integrated knowledge of high school students.

Meta-technologies of permanently acquired knowledge - consider all children to achieve high results from acquired and stagnant knowledge and be smart.

Meta-technologies of problematic learning – stimulation of intellectual activity of students; development of the mental process, individual characteristics of the mind; the formation of internal motives for learning, methods of mental activity of students, and their creative abilities; the independent search of the nobles for the rise of problems. Also – the formation of creative, non-standard ideas, based on basic stereotypes and cliches.

Viewing technology from the position of its goal-oriented directness allows us to determine the output positions of their stagnation. Thus, the technology transfer to the initial process is:

- awareness of the possibilities of various technologies that can achieve the goal;
- the type of individual and age-old characteristics of children, the level of life and the stage of life;
- a number of technologies can be successfully used only at the same time, for the implementation of short-term goals, but further use of these technologies is not suitable for the current development strategy, it will be unproductive;
- step-by-step introduction of technology from the initial process and adaptation of teaching to work in a technological mode;
- The presence of new technological tools and minds, the teacher’s preparedness for such work.

The use of pedagogical technologies in the initial process is promising. Alevo is stuck with low folding and problems. We may not have the technologies that were fragmented on the fourth level. In other methodical technologies, the technological aspects are laid out in a more formalized manner, with a high level of abstraction (“do this, do this and this and that”), but how specifically...? And the teacher (the teacher) begins to create in his own reasonable way, as he understands. It is not yet possible for teachers to create theoretically and practically proven technology and test it in the minds of the school.

In pedagogical theory and practice, it is important to consider both the classification signs of technology and their technological capabilities in order to enhance the complexity of the initial process. And this, in its own way, will help to more specifically define the scope of their stagnation.

Educational technologies can be mentally divided into large groups: machineless and machine-based (including basic machines, computers, video technology). Both machineless and machine technologies have their advantages, but there are shortcomings that must be taken into account in the initial process. The weaknesses of machine technologies include those that indicate a shortage of liquids, the ability to formulate one’s thoughts and the development of creative thinking, and the ability to formulate the minds of social authorities and the abilities of scientists.

What deserves respect is the aspect of technology replacing technology, the ability to provide initial information to technological coding and not waste initial opportunities. This is the initial information, because it is impossible to transfer it to the technological world without causing deformation, to preserve its initial scientific integrity. And here the information submitted to the students loses its primary significance. So, for example, artistic and literary information cannot be translated by technological language. It is impossible to convey the essence of “ideas in Russia, development, theories and conceptual approaches, diverse assessments, pluralistic thoughts, protiritch. The absolutization of coding and the delineation of the process of literature, mysticism, marriage, history, and the psychology of family life with technological approaches has led to thoughtless memorization, to formalism in knowledge and without. activities of the doctor.

In principle, technology stands for creativity, while technology stands for algorithmization and programming. But it’s absurd because of creativity.

At the same time, there is a lot in the initial process that lends itself well to technology. It is true that, for example, the plan is to formulate a skill and a beginner, carefully, the highest task for formulas, with the mastery of labor and physical education rights, etc. The development of students to the level of perfection of knowledge and skills is necessary for the mental development of creative abilities. Based on what has been said, we can identify the following pros and cons of technologies.

PROS: the potential for diagnostics and results of the initial eddy process;

- achievement of guaranteed results;
- repetition and creation of results;
- directness of technologies to achieve specific goals of the newly developed and developed;
- molding and training, bringing them to perfection;
- saving time, costs, and achieving your goals;
- when primed and cured, they can be used as a base for the development of creative ideas and abilities.

- Ease of transition to the technological mode of beginning;
- the impossibility of transferring all information to technological language;
- to alleviate the shortage of spilkuvannya;
- do not invest in the development of creative ideas and creative abilities (especially machine technologies); to develop technologies for problematic, heuristic learning;
- work on the basis of modeled algorithms and programs. Assessing the advantages and shortcomings of pedagogical technologies, it is necessary to remember those that lack technologies, which will replace living human activity with all the beauty of its manifestations and capabilities in the initial-evolutionary process. Our world may be shaped by greater considerations in the selection and selection of technologies in the pedagogical process.

In interactive technologies, the roles of the initial (replacement of the role of the informant - the role of the manager) and the student (replacement of the object - the subject of mutual interaction) are constantly changing, as well as the role of information (information not meta, but useful for mastering this operation).

All interactive technologies are divided into non-imitation and imitation. The classification is based on the sign of creation (imitation) of the context of professional activity, and its model representation in the beginning.

Non-imitation technologies transfer individual models of the monitored item and activity. Simulation technologies are based on simulation or simulation-game modeling, which is created in the minds of different approaches to the adequacy of processes that are observed in real systems. i.

Let's take a look at the forms and methods of interactive learning technologies.

The problem lecture conveys the statement of the problem, the problem situation and its further development. The problematic lecture models the reality of real life through its expression in theoretical concepts. The main purpose of such lectures is to provide students with the necessary knowledge of their effective participation. Among the modeled problems may be scientific, social, professional, related to a specific location of the initial material. Posing a problem encourages students to engage in active mental activity, to independently test for food supply, to arouse interest in the material being presented, and to activate students’ respect.

The seminar-dispute conveys a collective discussion of any problems through the establishment of solutions and a reliable solution. The seminar-debate is held in the form of a dialogical gathering of its participants. He conveys a high level of Roseum activity, strives to conduct a debate, discuss a problem, express his views and interpretations, and express his thoughts concisely and clearly. The functions of active individuals at a seminar-discussion may vary.

Initial discussion is one of the methods of problem-solving. It is used when analyzing problem situations, if it is necessary to give a simple and unambiguous response to nutrition, in which alternative types are transmitted. By engaging all those present before the discussion, it is entirely necessary to establish the method of cooperative learning (initial spivrobitnitstva). This technique is based on mutual learning during the work of students in small groups. The main idea of the initial training is simple: learn to combine their intellectual strength and energy in order to complete their tasks or achieve their goals (for example, to find solutions to a problem).

The technology of the initial group of robots in the initial spіvrobitnitsya could be as follows:

- problem statement;
- formation of small groups (microgroups of 5-7 individuals), division of roles among them, explanation of the role of the discussion;
- discussing problems among microgroups;
- presenting the results of the discussion before the initial group;
- continued discussion and supply of pouches.