EntranceModern educational technologies lecture high school. Basic Research
The word "technology" comes from the Greek words: "techne" - art, skill, skill and "logos" - science, law. Literally, “technology” is the science of craftsmanship.
Among the main reasons for the emergence of new psychological and pedagogical technologies are the following:
- the need for a deeper consideration and use of the psychophysiological and personal characteristics of students;
- awareness of the urgent need to replace ineffective verbal(verbal) way of transferring knowledge using a systematic - activity-based approach;
- design possibility educational process, organizational forms of interaction between teacher and student, ensuring guaranteed learning results.
In the context of implementing the requirements of the Federal State Educational Standard, the following technologies become the most relevant:
- Information and communication technology
- Project technology
- Developmental education technology
- Problem-based learning technology
- Gaming technologies
- Quest technology
- Modular technology
- Workshop technology
- Case – technology
- Integrated learning technology
- Pedagogy of cooperation.
- Level differentiation technologies
| Educational technologies | Achieved results |
| Problem-based learning | Creation in educational activities problem situations and the organization of active independent activities of students to resolve them, as a result of which creative mastery of knowledge, abilities, skills occurs, and mental abilities develop. |
| Multi-level training | The teacher has the opportunity to helpthe weak, pay attention to the strong,the desire of strong students is realizedadvance faster and deeper in education.Strong students are confirmed in theirabilities, the weak get the opportunityexperience academic success, increaseslevel of learning motivation. |
| Project-based teaching methods | Working with this method makes it possibledevelop individual creativestudents' abilities, more consciouslyapproach professional and social self-determination |
Research methods in training | Allows students to independently expand your knowledge, delve deeply intothe problem under study and suggest ways to solve itdecisions, what is important when formingworldview. This is important for determiningindividual development trajectory of each schoolboy. |
Lecture-seminar- credit system | This system is mainly used inhigh school, because it helps studentsprepare for studying at universities. Givesthe ability to concentrate material intoblocks and present it as a single whole, andcontrol is carried out in advancepreparing students. |
Technology of use in teaching game methods: role-playing, business, and others types of educational games | Expansion of horizons, developmentcognitive activity, formationcertain skills and abilities,necessary in practical activities,development of general educational skills. |
Collaborative learning (team, group Job) | Collaboration is treated as an ideajoint development activitiesadults and children, The essence of the individualapproach is not to go from the educationalsubject, and from child to subject, go from thoseopportunities availablechild, apply psychologicalpedagogical personality diagnostics. |
Information communication technologies | |
Health-saving technologies | The use of these technologies allowsdistribute evenly during the lesson different types of tasks, alternatemental activity with physical exercises,determine the time of submission of complex educationalmaterial, allocate time to conductindependent work, normativeapply TSO, which gives positivelearning results. |
Innovation system portfolio assessments | Formation of personalized accountingachievements of the student as an instrumentpedagogical support for socialself-determination, trajectory determination individual personality development. |
Health-saving technologies – these are the conditions for a child’s education at school (lack of stress, adequacy of requirements, adequacy of teaching and upbringing methods); rational organization of the educational process (in accordance with age, gender, individual characteristics and hygiene requirements); compliance of educational and physical activity with the age capabilities of the child; necessary, sufficient and rationally organized motor mode.
Tasks health-saving educational technologies in the light of the implementation of the Federal State Educational Standard - preserving and strengthening the health of students, developing their values and culture of health, choosing educational technologies that eliminate overload and preserve the health of schoolchildren.
- Dynamic games and pauses
- Kinesiological exercises
- Eye exercises
- Facial exercises.
- Relaxation
- Breathing-voice games and exercises
Gaming technologies
The nature pedagogical process The following groups of games are distinguished:
a) teaching, training, controlling and generalizing;
b) cognitive, educational, developmental;
c) reproductive, productive, creative;
d) communicative, diagnostic, career guidance, psychotechnical, etc.
Thus, the classification of games according to G.K. Selevko includes the following groups of games:
By area of activity:
- physical,
- intellectual,
- labor,
- social
- and psychological.
According to the gaming method: subject, plot, role-playing, business, simulation and dramatization games.
A quest is a form of interaction between a teacher and children, which promotes the formation of skills to solve certain problems based on a choice of options, through the implementation of a specific plot. The quest game involves integration various types children's activities, which is one of the requirements of the Federal State Educational Standard for Additional Education to the structure of the educational program of additional education and its volume (chapter 2, clause 2.6)
Quest is games in which players need to look for various objects, find a use for them, talk with various characters in the game, solve puzzles, etc. This game can be played both indoors and outdoors. Quest - This is a team game, the idea of the game is simple - the team, moving around the points, completes various tasks. But the highlight of such an organization play activity is that, having completed one task, children receive a hint to complete the next one, which is an effective means of increasing motor activity and motivational readiness for knowledge and research.
Case technology
Case technology is the general name for teaching technologies, which are methods for analyzing situations.
Case technology is an interactive technology for short-term training, based on real or fictitious situations, aimed not so much at mastering knowledge, but at developing new qualities and skills in students.
Module - This is a target functional unit that combines educational content and technology for mastering it. The module includes:
target action plan;
information bank;
methodological guidance for achieving didactic goals.
Modular learning technology
A module can be considered as a training program, individual in content, teaching methods, level of independence, and pace of student activity.
The essence of modular learning is that the student independently achieves specific goals of educational and cognitive activity in the process of working with the module. The teacher’s tasks are to motivate the learning process, manage the educational and cognitive activities of students through the module and directly advise them.
Modular learning technology opens up wide opportunities for individualization of learning. In didactics, the principle of an individual approach involves taking into account such characteristics of the student that affect his educational activities and on which the results of the study depend. Such features primarily include learning ability, educational skills, training and cognitive interest.
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Technology for developing critical thinking
“Tell me and I will forget.
Show me and I will remember
Involve me and I will learn.”
(Confucius)
Currently, when person-centered learning has been chosen as the priority direction of training, our goal is to make it, on the one hand, meaningful and practical, and, on the other hand, accessible and interesting.
According to Russian teachers, the characteristic features of critical thinking are evaluativeness, openness to new ideas, one’s own opinion and reflection of one’s own judgments. Sergey Zar-Bek says that critical thinking is open thinking that does not accept dogmas, developing by imposing new information on life's personal experience. Critical thinking is sometimes called directed thinking because it aims to produce a desired outcome.
The purpose of technology for the development of critical thinking is to develop the thinking skills that children need in later life(the ability to make informed decisions, work with information, highlight the main and secondary, analyze various aspects of phenomena).
The relevance of this technology is that it allows lessons to be conducted in an optimal manner, children’s level of performance increases, and the acquisition of knowledge in the lesson occurs in a process of constant search.
This technology is aimed at the development of the student, the main indicators of which are evaluativeness, openness to new ideas, own opinion and reflection of one’s own judgments.
In the traditional education system, the goal was to develop the basics of literacy in children, when the teacher shows and explains, and the student remembers and repeats; and communication in the lesson, as a rule, was frontal. TRKM changes the activity of a student who is accustomed to receiving ready-made knowledge, submission, obedience, monotonous work in class, and therefore changes his semantic attitudes. When using TRCM, students are subjects in determining the goals of educational work and the criteria for assessing its results; Children have the opportunity to correct and edit their work. Such lessons give students the opportunity to express themselves, show their vision of the proposed topics and problems, and provide greater freedom of creative exploration.
The basic model of technology fits into the lesson and consists of three stages (stages): the challenge stage, the comprehension stage and the reflection stage.
Stages | Methodical techniques | Teacher activities | Student activities |
Stage I Call (awakening existing knowledge and interest in obtaining new information) |
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Stage II Understanding the content (receiving new information) |
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Stage III Reflection (comprehension, birth of new knowledge) |
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Stage I challenge
While working at this stage, all versions are accepted. Children included in active search, they reproduce information. The child asks himself the question “what do I know? on this problem, an idea is formed of what he does not know and wants to know. During the discussion, ideas are not criticized, but disagreements are recorded.
Brain attack.
How methodical technique Brainstorming is used in critical thinking technology to activate existing knowledge at the “challenge” stage. In the first stage, students are asked to think and write down everything they know or think about a given topic; on the second, students exchange information. Pedagogical experience shows that paired brainstorming is very helpful for students who find it difficult to express their opinions in front of a large audience. Having exchanged opinions with a friend, such a student more easily comes into contact with the entire group. In addition, working in pairs allows you to express yourself more more students.
"Plus - minus - question."
This technique is aimed at updating emotional relationships in connection with the text. When reading the text, it is proposed to record in the relevant chapters of the table information reflecting:
Column “P” contains information that, from the student’s point of view, is positive, column “M” is negative, the most interesting and controversial facts are entered in column “I”. It is possible to modify this table when the column “And” is replaced by the column “?” ("Have questions").
When using this technique, information is not only more actively perceived (listened to, recorded), systematized, but also evaluated. This form of organizing the material allows for discussion and debate on controversial issues.
“True and false statements” or “do you believe”
Students choose the “true statements” from those proposed by the teacher, justify their answer, describe a given topic (situation, setting, system of rules). After familiarizing themselves with the basic information (text of a paragraph, lecture on this topic), you need to return to these statements and ask students to evaluate them reliability using the information received in the lesson.
"Basket" of ideas.
This is a technique for organizing individual and group work of students at the initial stage of the lesson, when their existing experience and knowledge is being updated. It allows you to find out everything that students know or think about the topic being discussed in the lesson. You can draw a basket icon on the board, which will conventionally contain everything that all students know together about the topic being studied.
Cluster.
This is a way of graphically organizing material that makes it possible to visualize the mental processes that occur when immersed in a particular topic. The sequence of actions is simple and logical:
1. In the middle of a blank sheet of paper (chalkboard) write a keyword or sentence that is the “heart” of the idea or topic.
2. Place words or sentences around that express ideas, facts, images that are suitable for this topic. (Model “planet and its satellites”)
3. As you write, the words that appear are connected by straight lines to the key concept. Each of the “satellites”, in turn, also has “satellites”, and new logical connections are established.
The result is a structure that graphically displays our thoughts and determines the information field on this topic.
When working on clusters, the following rules must be observed:
1. Don't be afraid to write down everything that comes to mind. Give free rein to your imagination and intuition.
2. Continue working until time runs out or ideas run out.
3. Try to build as many connections as possible. Don't follow a predetermined plan.
The cluster system allows you to cover an excessive amount of information. In further work, analyzing the resulting cluster as a “field of ideas,” the directions for the development of the topic should be specified.
Key terms.
Students using keywords written on the board, after listening to the material, must distribute them in a certain sequence, and then, at the comprehension stage, find confirmation of their proposals by reading a paragraph in the textbook.
Stage II of comprehension.
At the stage of comprehension is given the opportunity to track the process of new ideas, that is, the student gains experience working with the text as an active and thinking reader using the following techniques of critical thinking technology: “insert”, “keeping double diaries”, “keeping logbooks”.
Insert – this is marking the text with icons as it is read:
٧ – already knew
New
Thought differently
? – I don’t understand, I have questions
Mark the margin if what you read matches what you know. | Put it in the margins sign if what you are reading is new to you. | Put it in the margins sign if what you read contradicts what you knew or thought you knew. | Put it in the margins sign if what you read is not clear, or you would like more detailed information on a given issue. |
Logbooks– general name various techniques educational writing, according to which students write down their thoughts while studying a topic. In the simplest version, students write down answers to the following questions in a logbook:
1. What do I know about this topic?
2. What did I learn new from the text on this topic?
The left column of the logbook is filled in at the call stage. When reading, during pauses and stops, students fill in the right one.
Table of “thin” and “thick” questions.
At the stage of understanding the content, the technique serves to actively fix questions as you read and listen; during reflection - to demonstrate understanding of what has been covered.
The table of “thin” and “thick” questions looks like this: on the left side are simple “thin” questions, on the right side are questions that require a more complex, detailed answer.
It is advisable to use a table in the lesson.
Work on the issues is carried out in several stages.
Stage 1 – students learn to ask questions using a table, writing down the continuation of each question in the table. First, the guys come up with “thin” questions themselves, then “thick” ones.
Stage 2 – students learn to write down questions based on the text: first, “thin” questions, and then “thick” ones.
Stage 3 - when working with the text, children write down one question for each part in each column of the table, which they ask their friends after reading. In order for children to have time to write down questions, the teacher must stop while reading.
One of the ways of graphic organization and logical and semantic structuring of material. The form is convenient as it provides A complex approach to the content of the topic.
Step 1: Before reading the text, students independently or in a group fill out the first and second columns “I know”, “I want to know”.
Step 2: As they get acquainted with the text or in the process of discussing what they read, students fill out the “Learned” column.
Step 3: Summing up, comparing the contents of the graph.
Additionally, you can offer children 2 more columns - “sources of information”, “what remains unrevealed”.
"Reading with stops"
The technique works both during independent reading and when perceiving the text by ear. The work is organized as follows.
At the first stage, students’ existing knowledge related to the text, its author, and the context in which this work is studied is updated; interest in obtaining new information is evoked and stimulated; new text designed by name reference words, its content and issues are predicted.
At the stage of understanding the content, the text, previously divided into parts, is read. After reading each part, a discussion takes place, ending with an obligatory question - a forecast: “What do you think will happen next and why?”
At the reflection stage, the text is considered as a whole. Students return to their initial assumptions and forecasts and relate them to the final conclusions. After interpreting what has been read, creative processing of the information received is organized.
The material on which the technology is implemented is literary text.
"Tree of Predictions"
This technique helps to make assumptions about the development of the plot line in a story or story. The rules for working with this technique are as follows: the trunk of the tree is the topic, the branches are assumptions that are made in two main directions - “possible” and “probably” (the number of “branches” is not limited), and, finally, the “leaves” - the rationale for these assumptions , arguments in favor of one opinion or another.
When using this technique, remember the following:
- You should not use the technique more than once in a lesson.
- all versions must be substantiated
- After reading, children should definitely go back to their guesses and see which guesses were correct and which were not and why.
"Six Thinking Hats"" - these are six ways of thinking.
White hat : In this situation, detailed and necessary information is accepted and discussed. Just the facts. They are clarified, specified if necessary, and new data is selected.
Yellow hat: Research possible benefits and positive aspects. Not just a positive assessment of this event, phenomenon, fact, but the search for evidence, arguments.
Black hat: A critical attitude towards an event or phenomenon. It is necessary to express doubt about the feasibility, to find arguments against it.
Red hat: Feelings, guesses and intuitions. That is, the emotional perception of what was seen and heard, without substantiating the reasons for doubt.
Green hat: Focus on creativity, alternatives, new possibilities and ideas.
Blue hat: Management of thought processes. Organization of thinking. Thinking about thinking. What have we achieved? What needs to be done next?
Reception "Cube"
This technique is used at the comprehension stage. This technique:
– allows students to implement various focuses of consideration of a problem, topic, task;
– creates a holistic (multifaceted) understanding of the material being studied in the lesson;
– creates conditions for constructive interpretation of the information received.
A cube is glued together from thick paper. One of the following tasks is written on each side:
1. Describe it... (Describe color, shape, size or other characteristics)
2. Compare this... (What is it like? How is it different?)
3. Associate this... (What does this remind you of?)
4. Analyze it... (How is it made? What does it consist of?)
5. Apply it... (What can you do with it? How is it used?)
6. Give pros and cons (Support or refute it)
Students are divided into groups. The teacher rolls a dice over each table and thus determines from what perspective the group will think about a particular topic of the lesson. Students can write written essays on their topic or give a group presentation.
« Two-part diary"
This technique allows the reader to connect the content of the text with his own personal experience. Double diaries can be used when reading text in class, but working with this technique is especially productive when students are tasked with reading a large amount of text at home. On the left side of the diary, students write down those moments from the text that made the greatest impression on them, evoked some memories, associations with episodes from their own lives, puzzled them, caused protest or, conversely, delight, surprise, quotes in which they "stumbled". On the right, they should give a comment: what made them write down this particular quote. At the reflection stage, students return to working with double diaries, with their help the text is sequentially analyzed, students share the comments they made on each page. The teacher introduces students to his own comments if he wants to draw students’ attention to those episodes in the text that were not heard during the discussion.
Quote | Comments |
"Three-Part Diary"
Here, students answer their own questions after some time has passed. The contents of the "diary" columns may be changed.
3rd stage of reflection
At the reflection stage, all of the above techniques “work.” Tables and diagrams become the basis for further work: exchange of opinions, essays, research, discussions, etc.
"Sinquain" derived from French word“cing” – five. This is a poem consisting of five lines: short literary work, characterizing the subject (topic), which is written according to certain rules. Sinkwine is used to record emotional assessments, describe one’s current impressions, sensations and associations.
Rules for writing syncwine:
1 line – one word – the title of the poem, theme (usually a noun);
2nd line – two words (adjectives or participles) - description of the topic (words can be connected by conjunctions and prepositions);
3 line – three words (verbs): actions related to the topic;
4 line – four words – a phrase that shows the author’s attitude to the topic in the 1st line;
5 line – one word – an association, a synonym that repeats the essence of the topic in the first line, usually a noun.
"Essay"
The meaning of this technique can be expressed in the following words: “I write in order to understand what I think.” This is a free letter on a given topic, in which independence, manifestation of individuality, discussion, originality of problem solving, and argumentation are valued. Usually the essay is written directly in class after discussing the problem and takes no more than 5 minutes.
"RAFT" (translated as raft – “raft”)
R(ol) A(audience) F(form) T(ema).(description, narration or reasoning on behalf of the selected character)
The idea is that the writer chooses a certain role for himself, i.e. writes the text not on his own behalf. For timid, insecure students, this is a salvation, since such a move removes the fear of speaking independently. Then you need to decide for whom the text to be written is intended (for parents, students, etc.). The above parameters will largely dictate the format of the text being created (letter, essay, etc.). And finally, a topic is chosen. In fact, all this can happen in reverse order or at the same time. The choice can be made individually, but at first it is better to work in pairs, and then bring the proposed options to the whole class for discussion.
Discussion.
The form of group discussion contributes to the development of communication and the formation of independent thinking. Discussion can be used both at the challenge stage and at the reflection stage. The class is divided into two groups, and a task is given for discussion in groups.
As a result, each group must create a reminder and protect it.
Advantages of TRKM
Teachers working with children within the framework of critical thinking note the following advantages of this technology:
- working in pairs and in a small group doubles or triples the intellectual potential of the participants, and their vocabulary significantly expands;
- joint work contributes to a better understanding of difficult, information-rich text;
- there is an opportunity to repeat and master the material;
- dialogue about the meaning of the text is intensified (how to recode the text to present the received information to other participants in the process);
- respect for one's own thoughts and experiences is developed;
- a greater depth of understanding appears, a new, even more interesting thought arises;
- curiosity and observation become more acute;
- children become more receptive to the experiences of other children: working together forges unity, students learn to listen to each other, and are responsible for a joint way of knowing;
- written language develops reading skills in children and vice versa;
- during the discussion, several interpretations of the same content are revealed, and this once again works for understanding;
- develops active listening;
- the fear of the white sheet of paper and the audience disappears;
- provides an opportunity to shine in the eyes of classmates and teachers, dispel stereotypes of perception of a particular child, and increase self-esteem.
Difficulties that teachers experience while working
in this technology.
- It is very difficult to fully implement a lesson in this technology within the framework of a class-lesson system (like any other). It is better to double the lesson if possible.
- Not all children are able to work with a large amount of information. Not everyone's reading technique is the same; not everyone can work synchronously.
- Technology is not always effective in weak classes (like any other developmental technology).
- You need to familiarize yourself with the technology in detail, take the necessary courses, attend seminars, and lessons from colleagues. This is one of the conditions.
- Misunderstanding of strategies and methods.
- Non-acceptance of some techniques by children, unloved (creative nature and work with a large amount of information).
- There are a huge number of techniques in technology, making it difficult to choose.
- Difficulty in selecting material (from different sources).
- Small numbers of children in classes may hinder the implementation of CM technology.
- Large moral, time and material costs.
Educational results
- ability to work with an increasing and constantly updated information flow in different fields of knowledge;
- use different ways to integrate information;
- ask questions, formulate your own hypothesis;
- solve problems;
- develop your own opinion based on understanding various experiences, ideas and perceptions;
- express your thoughts (orally and in writing) clearly, confidently and correctly in relation to others;
- argue your point of view and take into account the points of view of others;
- the ability to independently engage in one’s studies (academic mobility);
- to take responsibility;
- participate in joint decision making;
- build constructive relationships with other people;
- ability to collaborate and work in a group, etc.
Modern life sets its priorities: not simple knowledge of facts, not skills as such, but the abilityuse what you have purchased;not the amount of information, but the ability to receive it and model it; not consumerism, but creation and cooperation. Organic inclusion of work on the technology of developing critical thinking into the system school education provides the opportunity for personal growth, because such work is addressed, first of all, to the child, to his individuality.
ANNEX 1
Cluster
Topic "Noun"
Part of the sentence: subject, object, predicate
Changes according to animate and inanimate cases
varies according to numbers proper and common nouns
Noun
Part of speech varies by gender
answers the questions Who? What? denotes an object, phenomenon, sign
"True - False Statements"
Topic "Pronoun".
1. Only pronouns are written here: she, to him, alone, I, they, with me.
2. In a sentence, pronouns are only subject.
3. In a sentence, pronouns are a minor member or a subject
4. Pronouns can be 1st, 2nd or 3rd person.
5. Pronouns change according to cases and numbers.
6. In the sentence “He waited for a long time by the sea for an answer, but when he didn’t get it, he returned to the old woman,” the pronoun is a minor member.
Sinkwine
"Notes in the margins"
A noun is a part of speech that denotes an object and answers the questions who? or what? V
Nouns can be masculine, feminine or neuter. V Nouns change according to numbers and cases. ?
There are six cases in Russian: nominative, genitive, dative, accusative, instrumental, prepositional. +
Changing the endings of nouns according to questions is called changing by cases, or declension. There are nouns that are not declined: coat, metro, radio, cinema, highway. Nouns come in 1st, 2nd and 3rd declension. In plural nouns do not differ in declensions +
Nouns in the nominative case are the subject of a sentence. V
Nouns in the accusative case are a minor member in a sentence. +
"Thick and thin questions"
Theme by N. Nosov “Cucumbers”
Table “Z-H-U” (“I know – I want to know – I found out”)
The world. Topic: "Taiga".
"RAFT"
Let's define 4 parameters of the future text:
1.R - role (drop)
2. A – audience (students of the class)
3. F – form (fairy tale)
4. T – theme “Journey of a Droplet”
Completed by a primary school teacher
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QUEST - TECHNOLOGIES IN DOW
Relevance
On modern stage development of the educational system in Russia, new technologies and forms of interaction with students and their parents are emerging, which are based on the activation of the former and the inclusion of the latter in direct participation in the educational process of preschool educational institutions.
They combine especially well in quest technology, or as it is also called an educational quest, which is most often popular among teenagers and adults due to the extraordinary organization of educational activities and an exciting plot. But also in kindergarten We also use this technology and it is familiar to us under the name “station game”.
So what is a “quest”? Where did he come to us from? And what do we mean when we talk about an educational quest, about quest technology?
If we turn to the dictionary, then the very concept of “quest” will actually mean a game, a search that requires players to solve certain mental problems in order to overcome obstacles and move along a plot that can be defined or have many outcomes, where the choice will depend on the actions of the player himself.
From the history of quests
The ancestors of “real” quests are computer games in which players had to solve puzzles and overcome obstacles in order for their computer hero to reach the end of the game. Only all these tasks were performed in the virtual world. Unlike computer quests, quests in “reality” are still developing, and their history does not even last a decade..
The first attempt to transfer a virtual computer quest into reality was made in Asian countries in 2007, after which it began to be implemented in Europe, and then in Russia (2013). As you can see, this is a fairly new, young innovation, but despite this it is confidently gaining momentum and becoming a popular and sought-after trend.
Educational quest – this is absolutely new form educational and entertainment programs, with the help of which children are completely immersed in what is happening, receive a charge of positive emotions and are actively involved in activities, because what could be more exciting than a good game? A live quest not only allows each participant to demonstrate their knowledge and abilities, but also contributes to the development of communication interactions between players, which stimulates communication and serves in a good way to unite the players.
There is an element of competition in quests, as well as the effect of surprise (unexpected meeting, mystery, atmosphere, scenery). They contribute to the development of analytical abilities, develop imagination and creativity, because participants can add to live quests as they progress. The use of quests allows you to move away from traditional forms of teaching children and significantly expand the scope of the educational space.
In order for the quest to be truly exciting and at the same time educational, to involve all participants and give everyone the opportunity to express themselves, the teacher is required to be highly professional both in terms of preparing such a game and during its implementation.
There can be many ideas for quests, but the most important thing is to implement everything correctly. The script should beclear, detailed, thought out to the smallest detail.
When preparing and organizing educational quests, it is necessary to determine the goals and objectives that the organizer sets for himself, taking into account the category of participants (children, parents), the space where the game will take place and write a script. The most important thing, and probably the most difficult, is to interest the participants.
Now let's move on to what is commonly called motivation in achieving the set goal. It's simple.There should be a prize at the finish line!
Like any technology, the educational quest has its own structure, which is presented on the slide., it all comes down to this:
Stage | |
I would like to draw your attention to the following steps: |
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Execution order. | Bonuses Fines |
Grade. Prize. Reflection (summarizing and evaluating the event) | The teacher focuses on 4 types of reflection to evaluate the event:
A mechanism for stimulating reflection can be conversation questions: “What new did you learn?”, “What was interesting?”, “What surprised you?”, “What was difficult?”, “Did everything work out the way you wanted?”). |
Stages of organization
So: Organizational moment.Introductory remarks by the presenter in order to switch children’s attention to the upcoming activity, increase interest, and create an appropriate emotional mood:
Dividing children into groups;
Discussion of quest rules;
Distribution of maps and guides showing the order of passage of zones.
Stages of the game. During the game, players move sequentially through stages, solving various tasks (active, logical, search, creative, etc.).
Passing each stage allows a team of playersmove to the next stage. The team receives the missing information, hint, equipment, etc.But the highlight of this organization of play activity is that, having completed one task, children receive a hint to complete the next one, which is an effective means of increasing motor activity and motivational readiness for cognition and exploration. Also, while completing tasks, children receive bonuses (chips) and fines.
Types of quests
When planning and preparing a quest, the plot itself and the educational space where the game will take place play an important role. Will it be a closed space or a wider field of activity, how many participants and organizers will there be, where will the participants start, will they move in a certain sequence or choose their own route. Depending on this, quests can be divided into three groups.
To create a route you can usedifferent variants:
⎯ Route sheet (it can simply have stations written in sequence and where they are located; or there can be riddles, rebuses, an encrypted word, the answer to which will be the place where you need to go);
⎯ "Magic Ball"(on a ball of thread there are notes sequentially attached with the name of the place where you need to go. Gradually unwinding the ball, the children move from station to station);
⎯ Map (schematic representation of the route);
⎯ "Magic Screen"(tablet or laptop, where photographs of the places where participants should go are sequentially located)
⎯ Participants can learn where to go next after completing a task at a station (from the organizer; the answer to the task is the name of the next station; you need to find a hidden clue in a certain area), etc.
Most often we use linear quests in our work, where participants go from one point along a certain route and meet at another point, at the final station.
Principles of organizing quests
In order to effectively organize children's quests, you should adhere to certain principles and conditions:
All games and tasks must be safe (children should not be asked to jump over a fire or climb a tree); the tasks assigned to children must correspond to the age of the participants and their individual characteristics; under no circumstances should the dignity of a child be violated in any way; It is necessary to introduce different types of activities into the content of the scenario, since children of the specified age, according to their psychological and age characteristics, cannot perform monotonous tasks; tasks must be thought out in such a way that they are consistent and logically interconnected; the game should be emotionally charged with the help of scenery, music, costumes, and equipment; preschoolers must clearly understand the goal of the game they are striving for (for example, find a treasure or save a good character from an evil one); you should consider time intervals during which children will be able to complete the task, but will not lose interest in it; The role of the teacher in the game is to guide the children, “push” them to the right decision, but the children must make the final conclusions on their own.
In kindergarten, quests can be carried out in different age groups, starting with the youngest. But most often in older groups, where children already have skills and a certain amount of knowledge and abilities. Not only children, but also parents take part in many quests.
The quest, with its almost limitless possibilities, provides invaluable assistance to the teacher, providing the opportunity to diversify the educational process, make it unusual, memorable, exciting, fun, and playful.
Advantage this technology is that it does not require any special training teachers, purchasing additional equipment or investing money. The main thing is the great desire of the teaching staff to lay the foundations of a full-fledged socially successful personality during preschool childhood.
Quest is a technology that has a clearly defined didactic task, a game concept, must have a leader (mentor), clear rules, and is implemented with the goal of increasing children’s level of knowledge and skills.
The role of the teacher -mentor in a quest gameorganizational, i.e. The teacher determines the educational goals of the quest, draws up storyline games, evaluates the process of children’s activities and the final result, organizes search and research educational activities.
Main quality criteriaThe quest features its safety for the participants, originality, logic, integrity, subordination to a certain plot, and not just a theme, and the creation of an atmosphere of the gaming space.
CONCLUSION : the most important thing is that quests help us activate both children, parents, and teachers. This is a game that simultaneously uses the participants' intellect, their physical abilities, imagination and creativity. Here it is necessary to show ingenuity, observation, resourcefulness, and ingenuity, this is training of memory and attention, this is the development of analytical abilities and communication skills. Participants learn to negotiate with each other, distribute responsibilities, act together, worry about each other, and help. All this contributes to the unity of not only the children’s team, but also the parent community, and also improves parent-child relationships. It is also important that parents become active participants educational process in a preschool educational institution, trusting kindergarten-family relationships are strengthened and formed.
Target : Introducing teachers to the use of the case method in the educational process
Tasks :
1. Introduce case technology and its application in the educational process.
2. Build skills practical work above the case.
Participants: educators
Didactic material: presentation on the topic “Case technologies in preschool education.”
Equipment and materials: multimedia projector, screen, presentation, cards for work.
Expected results: Participants will gain knowledge:
- what is case technology;
- varieties of case technologies that correspond to different learning goals;
- rules for developing cases for training;
Develop skills:
- apply the method of analyzing a specific learning situation;
Event plan:
1. Introduction – 2 min.
2. Theoretical part – 10-15 min
3. Practical part – 10 min
1. Introduction | Rapid dynamics modern life requires the search and development of new effective technologies. It is important that truly innovative pedagogical technologies are aimed at the learning outcomes for the future of the student. One of the most relevant today is the use of case technologies in preschool education. |
Theoretical part | 1. History of the case methodbegins in the 17th century, when theologians took from life real cases and analyzed them. The homeland of the case method is the USA. Now the method is most widely used not only in pedagogy, but also in management, mathematics, economics, medicine and law. In Russia, this technology began to be implemented only in the last few years. |
2. Name case technologycomes from the Latin “casus” - a confusing, unusual case; and also from the English “case” - briefcase, suitcase. |
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3.Case technologyis the general name for teaching technologies, which are methods for analyzing situations. Case technology is an interactive technology for short-term training, based on real or fictitious situations, aimed not so much at mastering knowledge, but at developing new qualities and skills. Preschoolers should study the situation, understand the problem, and then offer the teacher possible ways solutions and, together with an adult, choose the most optimal way to solve the problem. |
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4.What is the case for? The case makes it possible to get closer topractice, take the position of a person, reallydecision maker, learn from the mistakes of others. |
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5. What can the case contain? Text material – interviews, articles and literary texts (or fragments thereof) Illustrative material – photographs, diagrams, tables, films, audio recordings |
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5. First of all, we must create the cases themselves. To do this you need: 1. Determining the topic and research question - should be interesting to children. 2. Selection of the object of study - “a specific situation”; 3. Definition of context; 4. Planning a case study, collecting and analyzing material; 5. Search for solutions, discussion of possible scenarios for further development of the situation; 6. Description and editing of the case; 7. Formulation of a question for further discussion of the situation. |
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Question | Where exactly do you think case technology can be used in working with preschoolers? |
6. Stages of working with a case different types the following: - First stage: preparatory. - Familiarize children with the situation. Capturing their attention. A positive attitude towards the situation is created. Children, together with the teacher, identify the problem and determine the target setting. Students independently understand the purpose of the search. - At the second stage, the teacher activates children with the help of key questions, supports the emotional experience of children, carries out coordination work during search activity pupils. - Third stage: (decision-making analysis), the teacher involves children in the process of drawing up an action plan, the children demonstrate the ability to reason logically. - On the fourth, the evaluative-reflective stage, students put forward arguments, reflect, and apply the acquired knowledge. |
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7. Let's look at some case technology methods in more detail using examples. Case illustrationis an illustration that is used to examine a problematic situation. The purpose of working with it is to analyze the essence of the problem, analyze possible solutions and select the best one. A case illustration differs from a visual one in that it always has a problem. Looking at the illustrations, children discuss the information received, reason, make decisions, and can make assumptions and make a forecast based on this. The problem is not presented to children in an open form. The situation we choose should illustrate the problems that a child may encounter in life or has already encountered. Naturally, this situation should hook the child. First, the teacher presents an illustration with problematic situation children, organizes a discussion of the situation. - Children get acquainted with the illustration and identify the problem. - Divide into subgroups and discuss their ideas and solutions with peers. - Present their ideas and solutions in a presentation of the case solution. Presenting a second illustration helps maintain interest. |
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8. “Photo-case” technologyis relevant because it makes it possible to formulate a decision-making strategy with the help of which a child in the future will be able to overcome independently encountered life situations of varying complexity. The essence of the technology provided is the analysis of the problem situation. IN"photo - case"included: 1. Photo, the subject of which reflects a problem. 2. Text for the case, which describes a set of events. 3. The task is a correctly posed question. It must be motivated to solve the problem. Example photo case “Children having lunch”: Goal: create motivation for the need to eat soup. The case consists of: 1. Photo “Children having lunch” 2. Text:It's lunch time in kindergarten. The cooks did their best and prepared a tasty and healthy soup. A delicious smell wafted throughout the garden. The attendants set the table. The children sat down at the table and began to eat. And only Yegor sat over the plate. 3. Questions:Why doesn't the boy eat soup? What are the benefits of soup? What would you do if you were in Yegor's place? The stages of working with a photo case are the same. The photo itself arouses more interest in children than an illustration. Children examine, comment on the situation, and pay attention to details. |
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Practical part. | And now, I suggest you work with cases. I need 2 groups of 3 teachers. Some work with case illustrations, others with photo cases. You receive a card and tables that need to be filled out. When everyone is finished, we will discuss what happened. |
Conclusion | Almost any educator who wants to introduce case technologies will be able to do this quite professionally, having studied special literature and having teaching situations on hand. The teacher can use any case with different purposes and at different stages of educational activity, both for motivation before class, and as an independent lesson. Can also be used in ethical conversations, teaching preschoolers rules traffic, training in cultural and hygienic skills, etc. |
In conclusion…Mental pursuits have such a beneficial effect on a person as the sun has on nature; they dispel the gloomy mood, gradually lighten, warm, and uplift the spirit.V. Humboldt |
First stage: Preparatory |
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Activities of a teacher | Children's activities |
Shows photo, reads text | Get to know the situation |
Second stage: Motivational |
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Activities of a teacher | Children's activities |
- forms the essence of the problem; - creates a task; - motivates to find a solution. | - realize the problem; - concentrate on finding solutions in a given situation. |
Third stage: “Brainstorming” |
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Activities of a teacher | Children's activities |
- activates children with key questions; - helps to analyze the decision made. | - present their solutions; - find a joint solution; - formulate conclusions. |
Fourth stage: evaluative-reflective |
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Activities of a teacher | Children's activities |
- encourages children to search for situations in which they can apply the acquired knowledge | - reflect, put forward arguments; - apply the acquired knowledge |
The use of innovative technologies in the educational process of a university is currently an extremely important and necessary element of the learning process. This also applies to the university’s training of qualified lawyers.
By innovative technologies in the educational process of a university we mean the use and application of new methods and techniques of interaction between teachers and students, ensuring the effective achievement of results in educational activities.
Among the innovative teaching methods at the university, the following should be highlighted: the use of computer technologies; usage interactive learning; project activities; conducting practical training sessions; modeling professional activity in the educational process; game simulation; use of health-saving teaching technologies; application of telecommunication technologies, etc.
The task of innovative development of the education system is provided for in a number of regulatory legal acts Russian Federation.
For example, in the Strategy for Innovative Development of the Russian Federation for the period until 2020, approved by Decree of the Government of the Russian Federation dated December 8, 2011 No. 2227-r, one of the main tasks of innovative development in the field of education is to create conditions for the formation of such innovation competencies among citizens as : ability and readiness for continuous education, continuous improvement, retraining and self-training, professional mobility, desire for something new; ability to critical thinking; ability and willingness to take reasonable risks, creativity and entrepreneurship, ability to work independently, willingness to work in a team and in a highly competitive environment; knowledge of foreign languages, which presupposes the ability to communicate freely in everyday life, business and professionally. At the same time, the education system at all stages in terms of content and methods and technologies of education (teaching) should be focused on the formation and development of skills and competencies necessary for innovative activities.
In the Fundamentals of the State Youth Policy of the Russian Federation for the period until 2025, approved by Order of the Government of the Russian Federation dated November 29, 2014 No. 2403-r, one of the priority tasks of the state youth policy is the development of educational work with youth, innovative educational and educational technologies, as well as creating conditions for self-education of young people.
The need to form a flexible and diversified system vocational education, meeting the requirements of the labor market and the needs of the innovative economy, both in terms of educational programs, and in terms of conditions and material and technical equipment of the learning process, is provided for in the forecast of long-term social economic development of the Russian Federation for the period until 2030, developed by the Ministry of Economic Development of the Russian Federation.
Decree of the Government of the Russian Federation dated May 23, 2015 No. 497 approved the Federal Target Program for the Development of Education for 2016-2020, the purpose of which is to create conditions for effective development Russian education, aimed at ensuring the availability of quality education that meets the requirements of modern innovative socially oriented development of the Russian Federation, and one of the tasks is the creation and dissemination of structural and technological innovations in higher education.
Thus, the development and application of innovative technologies in the educational process of a university is a task of paramount importance, the significance of which is confirmed at the legislative level, which makes the study and development of innovative educational technologies relevant for each participant in the educational process, and first of all, for the teacher.
Innovative educational technology must be used by an educational organization. The leader who carries out such work will be among the leaders in his field. After all, the application of each new knowledge helps maintain the organization’s competitiveness among other educational organizations.
Most managers believe it is important to improve the skills of their employees, considering training as a means of self-improvement and self-education of the employee. Thus, according to the “Andersen model”, self-learning is considered through the concept “any knowledge is based on a conceptual apparatus.”
Any activity educational organization implies movement forward, towards development, otherwise self-destruction will follow. To do this, the organization determines the goals of its activities: operational and strategic. From the current state, the organization must move forward towards its development prospects, using various innovative technologies. Any pedagogical technology must include an element of personal development. Every goal, every innovative technology should be filled with comprehension of activity, which will allow innovative pedagogical technologies to be used most effectively.
For example, V.P. Bespalko believes that “...modern technologies in education are considered as a means by which a new educational paradigm can be implemented. Trends in the development of educational technologies are directly related to the humanization of education, which promotes self-actualization and self-realization of the individual.
IN modern conditions in higher education there is an urgent task of updating the content and methods of teaching through the active use of the results and technologies of scientific research in the educational process, increasing the efficiency of independent creative work students, development of cognitive activity, creative abilities, creating a situation of success, organizing counter efforts of the teacher and students.”
For a self-learning organization, the following stages of development can be distinguished:
1) convincing people of the need for change (it is necessary to overcome the inertia of thinking);
2) a breakthrough in knowledge (any new knowledge will be a breakthrough in thinking);
3) a breakthrough in thinking is one of the goals of the educational process.
In the activities of an educational organization, multi-level consciousness becomes important, through which, using emotional methods, it is necessary to formulate a vision of the situation that will allow us to evaluate collective work, and involvement in the final result is extremely important in the work of the organization.
Currently, a person strives for a job that would be strong, stable and active for him. An important condition for an employee, including a teaching worker and a student, will be his competitiveness, i.e. the ability to teach yourself to learn faster and better than your competitors. A teacher or student must have competence - a motivated ability to complete the assigned work.
In the process of learning, a person develops a system for applying new knowledge, the implementation of which in practice will allow him to become a special person. If a person is not able to work or does not want to work, then there are the following ways to train him:
1) single-loop training (certain adaptation);
2) double-circuit training (training in elements of self-development and self-improvement);
3) deuterium training (a person is not only able to master the technology, he becomes a generator of further development).
There are three basic approaches in educational technologies:
1) Prussian (strictly regulating);
2) French (more free approach);
3) modern approach(a specific area of activity).
According to G.K. Selevko, pedagogical (educational) technology is a system of functioning of all components of the pedagogical process, built on scientific basis, programmed in time and space and leading to the intended results. The structure of pedagogical technology is considered by him in the system of three main interconnected components:
1) scientific: technology is a scientifically developed (developed) solution to a specific problem, based on the achievements of pedagogical theory and best practice;
2) formalized-descriptive (descriptive): technology is represented by a model, description (verbal, text, diagram) of goals, content, methods and means, action algorithms used to achieve planned results;
3) procedural-activity: technology represents the process of carrying out the activities of objects and subjects, their goal setting, planning, organization, implementation of goals and analysis of results.
Consequently, pedagogical technology functions both as a science (the field of pedagogical theory), researching and designing the most rational ways of teaching, and as a system of algorithms, methods and regulations of activity, and as a real process of teaching and upbringing. It can be represented either by the entire complex of its aspects, or by a scientific development (project, concept), or by a description of an algorithm (program) of action, or by a process actually carried out in practice.
As scientific research has shown, the activity of teachers in implementing the pedagogical strategy for training lawyers consists of designing and implementing in practice technologies for teaching specialists in higher education based on specific pedagogical concepts of teaching.
Currently, basic teaching concepts are widely used at universities: associative-reflexive, phased formation of mental actions, problem-based activity, etc. Their requirements are manifested in the design of specific teaching technologies and logically interconnected sequences of didactic cycles of training sessions.
The optimal design of technology for teaching students at a university is achieved by answering the following questions: what to study? – how to study? – in what order? – in what form? – in what training sessions?
The concept of associative-reflexive learning includes the following provisions:
1) the process of assimilation of professional knowledge, its formation in students is nothing more than the formation in the mind of a future lawyer of a system of associations, starting with the simplest - reflexes. Hence, learning based on this concept is the process of developing conditioned reflexes and a system of reflex-associations in the student;
2) the mechanism for assimilation of knowledge and the formation of associative systems among students has the logic of “perception - comprehension - memorization - application in practice.”
The main element of the mechanism for assimilation of knowledge by a student in the learning process is its comprehension.
Research into the teaching practice of universities shows that a future lawyer acquires a specific amount of professional knowledge and develops his skills when the student and teacher implement the following stages of the learning process in various classes: perception, comprehension, memorization and application in practice.
The highest form of development of learning at a university based on the associative-reflexive concept is problem-based learning. Conducted scientific research has shown that in the technology of traditional teaching, the stage of “comprehension” is expanded by substages: creating problem situations in the classroom, developing students’ interest in thoughtful intellectual activity, modeling the mental activity of students with a focus on creativity. To organize problem-based learning, new forms and methods of teaching students are being developed: intellectual warm-up, methods round table", organizational and mental games, etc.
The next concept of learning is the theory of the gradual formation of mental actions. Basic provisions of the concept:
The process of assimilation of knowledge and formation of skills occurs during the student’s mastery of certain activities(by performing specific actions, the lawyer gains knowledge about them);
The assimilation of knowledge and the formation of skills in students proceeds through the gradual transformation of “material” actions (external activities) into an internal (mental) plan;
Training based on the theory of the gradual formation of mental actions does not involve the student’s preliminary memorization of knowledge for further application, but rather the mastery of certain actions, during which the future lawyer acquires professional knowledge.
A study of the pedagogical theory and practice of training specialists at a university shows that this teaching technology should include eight interrelated sequential didactic stages:
1) First stage, ensuring students’ understanding of the significance and necessity of forming specific professional actions, stable motivation to study;
2) key stage, at this stage through problem presentation educational material schemes of the approximate basis of action are created, i.e. systems of instructions on how to perform specific actions;
3) the stage of materialized action performed by the student on the basis of specific samples of documents using layouts, models, diagrams, documents, while simultaneously pronouncing each operation loudly, which ensures the formation of primary skills in presenting theoretical material and solving a typical problem using a given algorithm;
4) external speech stage;
5) the stage of external speech “to oneself”;
6) stage of mental activity;
7) stage of final generalization;
8) stage of monitoring the success of training.
Pedagogical teaching technology based on the concept of the gradual formation of mental actions is implemented in the educational process of the university through didactic cycles of classes, in which preference is given to practical exercises.
The weaknesses of this teaching technology include: high level creative learning listeners; excessive fragmentation of educational material; not all educational material can be programmed; the possibility of updating the content of knowledge in a specific specialty is reduced, etc.
Based on the problem-based concept of learning, the design of pedagogical teaching technology and didactic cycles of classes with future specialists is carried out.
This concept was created on the basis of two approaches to training specialists: problem-based and activity-based approaches. The use of this teaching technology at a university is carried out through the implementation of specific didactic stages by teachers in the classroom. For example, the assimilation of content and methods of practical activity by future specialists begins with introductory classes. Future professional activity appears to students as a general idea and description of the system of actions that they need to master. At this stage, the selection and construction of lesson content must meet the following criteria: a general demonstration of the place and role of this content in professional development specialist, demonstration practical significance solid assimilation of knowledge.
The next stage should be teaching reproductive strategy, developing reproductive knowledge, skills and abilities in students to perform specific types of activities. The content of training is characterized by the following criteria: limitation of the volume of educational material; its repeatability; modeling standard professional situations of the future profession. At this stage, teachers need to introduce productive activities. All activities of teachers in classes for productive training of students should consist not so much in consolidating knowledge (this is a function of reproductive training), but in constructing, together with future specialists, new knowledge and ways to solve complex social situations. The main stages of students’ cognitive activity when implementing this strategy will be: perception and comprehension of the problem situation created by the teacher, identification of the underlying contradiction, awareness of the essence of the difficulty; justification and design of a model of possible actions to resolve the problem situation; individual practical actions in accordance with the created model; analysis of the action taken, checking the correctness of the problem solution; reflection of thinking during the action.
At the same time, practical professional activity requires specialists to comprehensively apply the acquired knowledge from various academic disciplines and develop complex professional skills. To implement these requirements, teachers must introduce complex classes into the educational process that can ensure the formation of a system of knowledge and complex skills in students, as well as the development of active thinking and activity in them.
The current pedagogical practice of universities indicates that problem-based learning technology is implemented through the following didactic cycles of training sessions using active and interactive teaching methods: multivariate professional games; interdisciplinary didactic cycles of training sessions, game complexes; professional trainings, role-playing games; case study; intellectual attack on the problem, etc.
In modern pedagogical practice of law universities, new requirements have emerged for the introduction of interactive student learning in law schools. Psychological and pedagogical analysis of this training shows that interactive training is a type of problem-based activity training for students. The main features of interactive learning for students are equal pedagogical interaction (pedagogical cooperation) between teachers and students in the classroom (interaction), a high level of student independence and the availability of work results for each student.
Interactive learning (eng. interact - interact; be in interaction, act, influence each other) is joint problem-based learning through action. Collaboration of participants with the teacher and with each other. Participants interact, work in a team, the teacher helps them as an organizer.
Training consists of solving practical problems that participants face or may face in their professional activities.
An important part of the training is the independent activity of the participants, the presence of a specific work result for each student. Recommendations for the use of interactive methods for organizing the educational activities of participants relate to the structure of the lesson and the teacher’s work technique. The following stages of the interactive lesson can be distinguished:
1) formation of student motivation;
2) agreement with students on expected results;
3) providing students with the necessary professional information;
4) determining the rules of interactive interaction during the lesson;
5) summing up the lesson.
In the learning process, teaching tools are used, which include:
Tools given to the teacher and students (speech, facial expressions, gestures);
Educational literature;
Visual aids;
Software and methodological support for computer technologies;
Special equipment (simulators, audio classes).
The most effective teaching aids in modern training of higher education specialists are computer-based educational and methodological complexes (AOS, electronic textbooks, etc.). It is promising to create a new type of training for specialists based on external information networks such as the Internet. For example, training specialists through distance education, i.e. by providing a complex of educational programs with the help of specialized information and educational environment based on computer teaching aids (e-mail, teleconferences by e-mail, electronic bulletin boards, digital libraries, electronic textbooks, online teleconferences, electronic lectures, etc.). Distance learning can compete with distance learning specialists and, partly, with full-time and distance learning.
IN Lately Universities pay attention to didactic (educational) support for the process of training specialists, the creation of educational and methodological complexes as a means of didactic support for modern training of higher education specialists. An educational and methodological complex is a broader concept than a collection of normative documents. It also includes the software that is intended for use in all types of classes (plans for seminars and practical classes, questions for an individual interview, a list of basic and additional literature used didactic materials, technical training aids, etc.). Research has shown that the educational and methodological complex is an effective means of didactically supporting the process of training lawyers in higher education.
Among innovative techniques student training used by universities can be distinguished:
1) Goal – setting goals;
2) Realitu - examination of the current situation for reality;
3) Options – defining a list of options and action strategies;
4) Way/Will – intention, will.
The educational process uses such types of intensive technologies as an active educational lecture, seminar, buzzing group technology, mind maps, a folder with incoming documents, an information labyrinth (basket method), etc.
A detailed analysis of intensive interactive technologies used in the educational process is given in the work of A.P. Panfilova.
Situation analysis technologies for active learning include the following: situational analysis and its types, traditional analysis of specific situations (method of situational exercises, situational tasks; method of situational learning; method of case analysis; method of “incident”; method of analysis of critical incidents); method of playing roles (dramatization); game design.
Among the innovative technologies, one can highlight the technology of brainstorming (brainstorming): reverse brainstorming; shadow brainstorming; combined brainstorming; individual brainstorming; shuttle brainstorming; method "635"; brainstorming on a whiteboard; solo style brainstorming; visual brainstorming; brainstorming in Japanese (K. Jay method), brainwriting.
Heuristic techniques for intensive idea generation are divided into: the method of morphological analysis; dismemberment technique; inversion method; nominal group method; program-role method; technique for eliminating deadlock situations; forced relationship method.
Comprehensive active learning technologies include: group discussions; Balint session; Master Class; creative workshop; assessment center.
In the learning process, methods of educational discussion and group games are actively used. Discussion involves developing the knowledge of each group member based on the knowledge of other participants. For example, A.G. Sanina considers discussion as “the most important tool for the formation of one of the key competencies - communicative, and a properly conducted discussion, unlike a traditional lecture, allows you to see that each statement can be interpreted differently, that a seemingly unchangeable truth can be considered with different points vision, without claiming that it is the only and objective one.”
The group game method is a simplified model of any aspect of life; such learning models give the result of individual and group freedom; they are actively used in the innovative educational process. So, according to P.V. Usanova, “business games allow you to increase the efficiency of learning lecture material and diversify the teacher’s seminar portfolio. This will allow you to better navigate and understand the essence of the processes being carried out in the future when carrying out professional activities.”
An experimental study showed that the widespread introduction of various educational activities into the traditional pedagogical process of training lawyers in higher education improves the traditional didactic cycle of classes, for example, lectures - independent work– game, independent work – lectures – game; eliminates the uniformity of the didactic lesson cycles themselves; improves the quality of modern training of specialists in higher education.
In the Federal State Educational Standard of Higher Professional Education (FSES) in specialty 030900 – “Jurisprudence” there is no academic discipline “Introduction to the Profession”. Consequently, students at the university do not purposefully and plannedly form a professional portrait of a specialist. This academic discipline should be introduced into the educational process of preparing a lawyer.
The training of lawyers in higher education should be carried out through the implementation of such pedagogical techniques and methods that would contribute to the formation and development of students as professionally trained specialists.
It has been established that the introduction at a university of a pedagogical system of didactic design, experimentally tested in the study, ensures the formation of stable ideas about the future profession in students, increases their motivation to master their specialty, and develops specific types of professional activities in future specialists. And, as a result, it increases the level of preparedness of graduates to perform their chosen profession.
Training of lawyers is a complex and multifactorial process, the implementation of which requires the resolution of many problems, including: professional design of the didactic profile of a specialist; design and implementation of a multi-stage pedagogical process for training a specialist; justification of the content of strategies for its preparation in each semester of study; selection of pedagogical teaching technologies for each strategy; designing new didactic cycles of classes and educational and methodological complexes, etc., and in this process, undoubtedly, an important place should be given to the use of innovative pedagogical technologies by the university.
Bibliography
1. Bespalko V.P. Pedagogy and progressive teaching technologies. – M.: Institute of Prof. arr. RAO, 1995. – 336 p.
2. Sanina A.G. Organization of tripartite discussion in the educational process based on the integration of science, education and business / method. allowance: Modern technologies studying at a university (experience of the National Research University Higher School of Economics in St. Petersburg) / ed. M.A. Malysheva - St. Petersburg. 2011. pp. 94-95.
3. Selevko G.K. Encyclopedia of educational technologies. In 2 volumes. T.1. – M.: Public Education, 2005. P. 37-38.
4. Modern training of lawyers: bachelors, specialists and masters at Russian universities (experience in design and implementation): monograph / edited by. ed. ON THE. Davydova. – Moscow: Prospekt, 2016. – 208 p.
5. Orinchuk V.A., Tuvatova V.E. Practice of using innovative educational technologies in higher education / InvestRegion. – 2014. – No. 3. – P. 58-61.
6. Panfilova A.P. Innovative pedagogical technologies: Active learning: textbook. aid for students higher textbook establishments / A.P. Panfilova. – M.: Publishing center “Academy”, 2009. – 192 p.
7. Usanov P.V. Using business games in the educational process / method. allowance: Modern technologies of teaching at a university (experience of the National Research University Higher School of Economics in St. Petersburg) / ed. M.A. Malysheva - St. Petersburg. 2011. P. 44.
1The article presents ways of using modern educational technologies in the educational process of a university. As an example, we used working materials for conducting classes in the disciplines “Philosophy” and “Foreign Language” with students of Tomsk Polytechnic University. The authors describe in detail the experience of using such educational technologies as the “Intelligence Map”, the “6 Thinking Hats” method and the “case study” method. A turn to the individuality of the student can have a decisive influence, since the problem of understanding captures not only the text with which the main work takes place within the framework of the educational process at the university, but also turns out to be a way of comprehending the author (scientist), the reader (as self-knowledge through the prism of new knowledge) and the whole human reality. It is concluded that the use of such technologies in practice makes it possible to speed up the learning process, activate the creative abilities of students through information visualization, and also evaluate the work of the group qualitatively and objectively, which avoids conflict situations related to criticisms.
case study.
"6 thinking hats"
"mind map"
educational technology
innovation
research university
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2. Demidova O.M. Creation of a textbook on professional English based on authentic materials of the professional discipline. Philological sciences. Questions of theory and practice. – Tambov: Certificate, 2015. – No. 5 (47): in 2 parts. Part I. – P. 86-90.
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In the 21st century, in the modern educational space, a new model of a university is being formed - an innovative research university, which creates conditions for training specialists competent in solving a wide range of issues. Modern specialists must be prepared both to solve problems posed earlier and to pose new problems and options for solving them. The formation itself research university innovation type is an innovative process, focused on obtaining new knowledge and new technologies.
Since the innovative university model is an updated version of the classical university, the methods of the new model must be updated. As such an update, it is permissible to discuss the use of teaching methods in the educational process that would be focused on stimulating the student’s creative abilities.
It is impossible to limit the understanding of a person in the process of cognition only to the role of the knowing subject. Based on the already constructed concepts of cognition, it can be argued that the schemes of social existence, considering a person not as an individual, but as an abstract subject of the process of cognition, came to serious contradictions, because the person and his desire for transformation disappear from the cognitive process.
A turn to individuality can have a decisive influence in the process of education, since the problem of understanding captures not only the text, but also turns out to be a way of comprehending the author (scientist), the reader (as self-knowledge through the prism of new knowledge) and the entire human reality.
In order to create a successful educational activity, there is a need for personal interest of both the teacher, so that students understand the material as best as possible, and a meaningful desire of students to understand new things.
As you know, human intelligence by its nature strives for self-preservation. When another intelligence with an already established system enters into communication with us value orientations and beliefs, at the initial stage we try to resist the influence exerted on us from the outside. It is a natural process to resist someone else's idea. The system of views formed on the basis of our own life experience has already been tested and constitutes our ideological position, which is not at all easy to abandon. The intellect resists, but by changing the attitude towards new knowledge, we can say that the interlocutor is ready to perceive other people’s thoughts. He's not convinced by us yet, but he's already on his way.
In the educational process we often encounter similar problems. The use of modern educational technologies in the educational process can help us strengthen the motivation of students, which will allow us to perceive new knowledge not as alien and imposed from the outside, and therefore unacceptable, but as independently obtained and experienced, and therefore understandable, and as a result, used.
A modern university uses a significant amount of educational technologies. To implement the student’s cognitive and creative activity in the educational process within the framework of the innovative research university model, new generation educational technologies should be used, which make it possible to improve the quality of education, use study time more efficiently and meet the educational needs of each student in accordance with his individual characteristics - memory cards (intelligence), case method (case study), portfolio method, etc.
Innovative pedagogical technologies can be presented as an interconnected didactic system. In our work, we propose to discuss the possibility of using the Mind Map technology, the Six Thinking Hats method and the Case Study method. method/case-study - method of specific situations/method of situational analysis), successfully used in the educational process in the courses “Philosophy” and “Foreign Language”, aimed at students of Tomsk Polytechnic University (hereinafter referred to as TPU).
"Mind Map" and "Six Thinking Hats"
Let’s consider the possibilities of using the “Intelligence Maps” technology proposed by the American scientist and businessman T. Buzan and the “Six Thinking Hats” method (six expert hats) by E. de Bono using the example of a seminar lesson on the topic “Ancient Philosophy”. So, the target group is 2nd year students of all TPU specialties, who often do not have research skills and knowledge in the “Philosophy” course. On average there are 15-20 people in a group.
At the beginning of the lesson, you should discuss with students the specifics of the discipline, the features of the proposed educational technology and the strategy for conducting the lesson, as well as the assessment system. Discussion of the specifics of completing the task takes approximately 10-15 minutes. The beginning of the lesson sets a certain framework for future work and motivates students.
The Mind Mapping method is based on the theory of radiant thinking, the central idea of which can be presented as follows: “What happens in the brain when a person chews a juicy pear, enjoys the aroma of flowers, listens to music, watches the flow of water in a stream, hugs a loved one or is he just remembering what he experienced? Every bit of information entering the brain - every sensation, memory or thought (including every word, number, taste, smell, line, color, rhythmic beat, note, tactile sensation of touching an object) - can be represented as a central spherical an object from which tens, hundreds, thousands and millions of “hooks” radiate. Each “hook” represents an association, and each association, in turn, has an almost infinite number of connections to other associations. The number of associations used can be considered what is called memory, i.e. a database or archive... As a result of the use of this multi-channel information processing and storage system, the brain at any given time contains “information maps”, the complexity of which would be the envy of the best cartographers of all times, if they were able to see these cards."
It is worth noting that the “Mind Maps” method can be used in educational activities to develop interest in the subject. Many problems associated with the process of perception and memorization of new information by students can be solved using information visualization technology, when instead of a linear arrangement of text in a student’s notes, we create, using our own creative abilities, a color information project that allows us to make new information observable. This is exactly what the “Intelligence Map” method allows you to do. Visualization of information allows us not only to better remember information that is new to us (transfer it from short-term to long-term memory), but also to speed up the learning process, since the creative abilities of students will be involved.
Students should be divided into 2 groups (7-10 people each). Representatives of the first group will draw up a project on the topic “Natural Philosophy”, the second - on the topic “Philosophy of Plato and Aristotle”. Each group is provided with material for constructing a memory card (paper, markers, colored stickers, etc.). Organizational work should take no more than 5 minutes.
Next, students carry out a creative project in a group, record the main features of the direction, basic principles, features of the philosophical concepts of representatives of natural philosophy (for the first group) and the philosophy of Plato and Aristotle (for the second group). The main topic (task) is located in the center of a sheet of white paper in A4/A3 format, from which ideas of secondary importance radiate “rays” in different directions, in which details of the main topic are revealed. On the “rays” from above in block letters a key word or phrase is written down, which should serve as a guide for the narrator, prompting a certain memory within the framework of the topic under discussion. It is preferable to highlight each sub-question in color and supplement it with pictures or color objects that attract attention. This activity takes approximately 20 minutes.
The next stage - defense of the creative project of the first group with the presentation of the “map” to the rest of the students - takes approximately 10 minutes.
It is more interesting and effective to discuss the results of work using the “Six Thinking Hats” technology by E. de Bono.
Students are given 6 colored hats made of paper. Each hat has a specific role assigned to it:
- An expert in a green hat talks about the presence of a creative component in group work, presenting her project, about the originality of the work;
- An expert in a yellow hat notes positive aspects in the work, namely, what can be praised for the group’s work indicates successful findings;
- An expert in a red hat highlights the emotional component of the work, draws attention to the level of activity of participation of all representatives of the group in presenting the project, how much they empathized with the problems discussed and worried about the common cause;
- An expert in a white hat demonstrates a neutral position, gives an objective and impartial assessment of the group’s work, and indicates the reliability of the information. The teacher can play this role.
- An expert in a black hat points out the shortcomings of the work, its weak sides, mistakes made that should be corrected and avoided in the future;
- An expert in a blue hat sums up the work, analyzes and summarizes the assessments of his fellow experts, and evaluates the group’s work from the standpoint of completeness and quality of completion of the assigned task.
The Six Thinking Hats method helps you decide difficult questions arising when it is necessary to give an objective assessment of the work of another person. Evaluating work in six areas allows the student to distance himself from personality-colored experiences to an objective analysis of the work done in accordance with the chosen role of the expert. In addition, in our opinion, such a “division of labor” in work assessments allows us to avoid conflicts, since the expert gives an assessment not on his own behalf, but on behalf of his character.
Discussion of the work by experts takes approximately 5-10 minutes. Then the whole procedure is repeated for the second group. Members of the group that have already presented their project become experts.
A mandatory element, in our opinion, is the so-called “Unpacking” - summing up the work with clarification of the results obtained, which allows for an analysis of the work, taking an “external” position in relation to the described activity. Unpacking can be presented within 10 minutes. Creative projects can be subsequently placed in the student’s educational portfolio as a result of the work done.
Case study method
Let's consider the possibilities of the “Case Study” method, first used by teachers at Harvard Business School back in 1924 in the USA, using the example of the final lesson on the topic “Testing goods on animals” (from English testing of goods on animals) within the framework of the studied topic “Science” and Technology". The target audience is a group of 10-12 1st year students of various TPU specialties, studying under the Elite program technical education at Tomsk Polytechnic University (IT TPU) on the course “Professional English language for academic mobility." By the time of this lesson, students have already mastered vocabulary on a given topic and basic grammatical structures. This lesson is general and final. However, the specificity of the subject content makes it possible to use this case when studying foreign language for other educational programs.
The case study method is a teaching technology that uses a real economic, social or business situation containing a problem. Students must explore the given situation, understand the essence of the problem, propose possible solutions to the problem and choose the best one. A special feature of this technology is a collective analysis of the problem based on the proposed materials (case). In the process of analysis, students' knowledge is updated through independent work with texts and involving them in joint activities. In Russia, this method has been widely used since the late 90s, but more often to solve business cases.
In the educational process it is customary to use following types cases:
- practical ones that reflect situations from real life;
- teaching, whose main goal is learning;
- scientific research, which are focused on conducting research work.
In case study technology, work on a problem situation is carried out in 3 stages:
1. Immersion in joint activities.
The main task of this stage is to create motivation for joint activities. Prepare material (case) for completing tasks. On average, the immersion stage takes 15-20 minutes of classroom time, depending on the preparedness of the students. At this stage, the teacher reads out the text on the topic of the lesson, announces the topic of the lesson, names the technology, describes the stages of working with the case, and distributes students into groups. Division into groups is carried out at the discretion of the teacher, both freely and mandatory, i.e. students can independently choose a “role”, in this example it is a randomly selected image of a character, whose opinion the students will represent further. So the teacher suggests 5 groups: Scientists (scientists), Animals (animals), Greenpeace (representatives of organizations protecting the interests of animals), Consumers (consumers who approve of animal testing), Companies (representatives of manufacturing companies). From the experience of using this method, we can conclude that there is not enough time to conduct a lesson using case study technology. Therefore, the immersion stage must be carried out in advance, thereby providing students with the opportunity to prepare and form their attitude towards the proposed case.
2. Organization of joint activities.
The main task of this stage is to organize joint activities to solve the identified problem. Introduce students to the contents of the “case”. Analysis, diagnosis of the problem and search for ways to solve it in the process of discussion with other participants in joint activities in organized groups or individually. The teacher writes down questions on the board that group representatives must answer at the end of the lesson. In order to record answers, it is possible to use whatman paper.
Setting the goal of the work: To form a general opinion on conducting tests on animals.
To achieve this goal, the teacher provides each group with an individual package with materials on the topic of the lesson to form their opinion. In this case, these are articles from newspapers and scientific journals, information about manufacturing enterprises downloaded from Internet resources, etc.
Work in groups. Group conversation
3. Analysis and reflection of joint activities.
The main task of this stage is making decisions on the problem during the discussion in class.
Discussion of group responses.
Based on the table and the students’ presentation, a general conclusion is made about the (not) testing of animals.
Organizing students’ reflection on their activities in class based on questions:
- What types of work have you been involved in?
- How interesting was the presented material to you personally?
- What new have you learned?
- Have the goals and objectives of the lesson been achieved?
To successfully complete the case and achieve the set goals, the teacher must prepare in advance a package of materials individual for each group of participants.
The use of the case study method ensures interest in a given problem, develops the correct professional skills, and ensures the training of a specialist who is able to think competently and make decisions. optimal solutions, helps solve educational problems with high efficiency. This method can be used in various educational programs.
An important feature of modern education is its continuous improvement. In the context of the transition to new generation standards in the educational process of the university, there is an urgent need to use modern educational technologies. Scientific and technological progress and informatization of society require students to master special qualities in the modern educational process. The labor market requires specialists who are able to analyze problems and situations that arise in professional activities and who are able to propose ways to solve these problems. A personality must be multifaceted, capable of introspection, self-esteem and self-development. Therefore, it is necessary to use teaching methods that would promote the development of creative, communication and analytical skills, as well as intensify the educational process, making it more productive and interesting for the students themselves.
The use of modern teaching methods ensures interest in a given problem, develops the correct professional skills, ensures the training of a specialist who is able to think intelligently and make optimal decisions, and helps solve educational problems with high efficiency. These methods can be used in various educational programs.
Reviewers:Sokolova I.Yu., Doctor of Pedagogical Sciences, Professor, Professor of the Department of Pedagogy of Postgraduate Education of the Institute of Educational Theory of the Federal State Budgetary Educational Institution of Higher Professional Education "Tomsk State pedagogical university", Tomsk;
Kornienko A.A., Doctor of Philosophy, Professor of the Department of History and Philosophy of Science and Technology, Institute of Social and Humanitarian Technologies, National Research Tomsk Polytechnic University, Tomsk.
Edward de Bono - head of the Center for the Study of Thinking at Oxford University, specialist in the field of creative thinking
Bibliographic link
Pankova N.M., Kabanova N.N. MODERN EDUCATIONAL TECHNOLOGIES AT UNIVERSITY // Modern problems of science and education. – 2015. – No. 2-3.;URL: http://science-education.ru/ru/article/view?id=23746 (access date: November 25, 2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
In modern higher education, technologization acts as one of the norms for designing the educational process, which confirms the requirement - when designing OOP HPE, indicate (in section work program"Educational technologies") educational technologies used in the implementation of various types of educational work.
In modern pedagogical theory and practice, a stable tradition has developed under technologization of education understand the systematization of the learning process: consolidation and standardization in the teacher’s activities of goals, forms, organizations, procedures, results, etc. A more accurate understanding of the essence of the terms “pedagogical technology” and “technologization of the educational process” requires reference to the history of their origin.
The concept of “educational technology” entered science in the 1960s. Initially, the term “pedagogical technology” was associated only with the use of technical means and programmed teaching tools in teaching. In the 1970s this concept began to be interpreted more broadly, and to “pedagogical technologies” in English speaking countries began to include everything related to improving the educational process. Thus, initially the concept of “pedagogical technology” in the Anglo-American science of education was identical to the concept of “methodology” in Soviet pedagogy, and the existing semantic differences were explained only methodologically different approaches Western and domestic scientists and teachers to solve problems of improving the educational process.
Since the 1970s, under the influence systematic approach in foreign pedagogy, a general setting of pedagogical technology is being formed: “... to solve didactic problems in line with the management of the educational process with precisely defined goals, the achievement of which must be amenable to clear description and definition.” Within the framework of this interpretation, pedagogical technology is focused on reproducible moments of the educational process. By reducing the expenditure of time and effort on the necessary reproductive part of education, it, according to a number of scientists, frees up the capabilities of the teacher and students to implement a heuristic, creative approach to solve the developmental problems of the educational process.
To achieve effective (“guaranteed”) learning results, foreign scientists have developed, within the framework of the concept of pedagogical technology, a special way of setting learning goals, characterized by increased instrumentality. Learning objectives are formulated through learning outcomes expressed in the skills of students (the actions they have mastered), and those that a teacher or other expert can identify. This is achieved in two main ways:
- 1) building a clear system of goals, within which their categories and successive levels are identified - such systems or hierarchies are called pedagogical taxonomies (B. Bloom, D. Kravtol, etc.);
- 2) creating the clearest, most specific language to describe learning goals, into which the teacher can translate insufficiently clear formulations (J. Block, L. Anderson, N. Gronlund, etc.).
Focus on clear diagnostic goals has determined the special role of assessment within the framework of educational technology.
The goal is considered to be set diagnostically if the following conditions:
- – such an accurate description of the predicted learning outcome is given that it can be accurately identified among any others;
- – there is a method, a “tool”, a criterion for unambiguously highlighting this result;
- – there is a rating scale based on measurement results.
Since the goal is described diagnostically, the entire course of training can (and should) be guided by it as a standard. During training, assessment plays the role of feedback and is subordinated to the achievement of a standard goal. If the goal is not achieved, then it is necessary to make adjustments to the course of training. In this regard, the current assessment is not accompanied by a mark, and the final assessment states the achievement (degree of achievement) of the standard goal. Thus, it is built training cycle, which contains the following main elements: general statement of the learning goal - transition from the general formulation of the goal to its specification - preliminary (diagnostic) assessment of the level of students' learning - a set of educational procedures - correction of learning based on feedback - evaluation of the result. Thanks to this reproducible structure, the educational process acquires a modular character, consisting of relatively separate units that are filled with different content, but have a common structure. These are the main results of the development of the concept of educational technology in Western countries in the 1960–1980s.
It is obvious that more or less strict reproducibility of pedagogical results can be achieved only if the educational process is based on more or less strict psychological and pedagogical laws, the effect of which is independent of the characteristics of the situation. At the same time, attempts to build a didactic theory based on such “strict” laws constantly encounter serious difficulties, pointing out to which, Corresponding Member Russian Academy education I. I. Logvinov admits: didactics still operates on “principles” and not “regularities”.
At the turn of the XX–XXI centuries. interest in pedagogical technology in international (including Russian) science and educational practice intensified, and the perspective of its consideration changed somewhat. The development of pedagogical technologies has begun, which operationally prescribe the goals and actions of the educational process no longer “from the teacher,” but “from the student.” “The change from a pedagogical-centric to a child-centric paradigm of school education means different scientific approaches to... assessing the effectiveness of school education.”
The point is that, unlike traditional methodological developments, intended for the teacher, pedagogical teaching technology offers a project of the educational process that determines the structure and content of the student’s activity. This opinion about the difference between methodology and pedagogical technology seems, although justified, to be flawed. In foreign science of education, “education technology” still refers to issues of improving the entire educational system, including the student, the teacher, and the teaching aid, while the term “strategy” is used to denote the operationally (technologically) developed activity of the student in the educational process. teachings)".
Apparently, it is more correct to talk about the “technological approach in didactics and subject-matter methods” than about “pedagogical technology” as a special section pedagogical science in general (or didactics). As an analysis of many sources shows, both approaches – both traditional for didactics (methodology) and “technological” – are based on the same methodological premises, on the results of the same scientific research and, moreover, may involve the use of the same forms, methods and means of teaching. At the same time, the features of the technological approach to learning are as follows:
- – it is strictly aimed at increasing the efficiency of the learning process;
- – relies on the idea of diagnostic goal setting in teaching, which is new for didactics and subject-matter methods;
- – comes from the priority of self-education over education and, accordingly, the student’s goals over externally specified learning goals - “teacher’s goals.”
So, the main features of pedagogical technology are the following:
1. Diagnostics of learning goals. Diagnostic goals are understood as goals that are correlated with specific learning outcomes specified “from the student” (what knowledge, skills and abilities he must master, what experience he must gain). Thus, diagnostic goals are “output goals” (“what must be mastered”), in contrast to “entry goals” or “teacher goals” (“what must be taught”), which are traditionally used by the methodology. This is the main feature of pedagogical technology, which allows us to use the following fairly simple definition: educational technology (teaching technology ) is a way of organizing the activities of students and teachers, which involves achieving pre-set diagnostic goals.
The next two features of pedagogical technology inevitably follow from the first.
- 2. Availability of the clearest criteria for assessing achieved results.
- 3. Mandatory final reflection of students (And teacher ), i.e. correlation of achieved results with planned ones, (self) assessment and, if necessary, correction leading to bridging the gap between the achieved and planned learning outcome.
Finally, all pedagogical technologies have one more characteristic feature.
4. Correlation of goal setting with a certain time cycle: or with one training session, or with the “full life cycle” of a project, event research, collective creative activity, etc.
To achieve the same pedagogical goal, various pedagogical technologies can be used, differing in the trajectories of achieving this goal, i.e. various forms, methods, techniques and means of teaching used within their framework. The choice of specific pedagogical technologies is determined primarily by pedagogical expediency, as well as resource capabilities.
Technologization of the university educational process involves a transition from learning based only or primarily on the transfer of information to learning through activities and activities oriented both to the present and to the future. At the same time, the content of education changes: not “information about activities plus a little activity,” but activities based on information.
Objects technologization in educational activities may include goals, content, organizational methods of perception, processing and presentation of information, forms of interaction between subjects of educational activities, procedures for their personal and professional behavior, self-government and creative development.
Products technologization of the educational process (from the student’s point of view) can be personal, socially and professionally significant algorithms and stereotypes of behavior, the measure of the feasibility of their effectiveness is the success and competitiveness of graduates of educational institutions.
The technological approach to organizing the educational process changes the forms of interaction between teachers and students, as well as students among themselves. Traditional forms are being replaced by forms of active and interactive innovative learning (see paragraph 3.6). Changing the goals, content and forms of training has a significant impact on the nature of communication between the teacher and the student, on the atmosphere of their interaction. Partnership, equality of individuals in choice, actions, responsibility, a positive emotional background - all this becomes a permanent dominant feature of the relationship.
Requirements for modern university teaching technologies. Educational technologies at a university should:
- – provide each student with the opportunity to learn in an optimal way individual program, taking fully into account his cognitive characteristics, motives, inclinations and others personal characteristics, maintaining an optimal balance of frontal, group and individual forms of training;
- – contribute to the optimization of the learning process in educational environment university;
- – provide training without conflicting with traditional didactic principles;
- – act as a tool in the process of self-education, providing the student with the necessary information about the degree to which he has achieved his learning goals at a certain stage and “putting him in front of the need to comprehend the schemes and rules in accordance with which he acts.”
It is necessary, however, to emphasize that the technologization of the educational process has serious limitations, since it carries with it serious risks. Natural boundaries technologization, behind which it turns into evil, are determined and determined by sociocultural values accepted in society, a particular educational institution and shared by each teacher.
By now, it is becoming more and more obvious that over-rationalized, “result-guaranteing” technologies in the field of education:
- a) can hardly be developed both at the theoretical-methodological and at the operational level: trying to embody a certain part of the total social experience in the personality structure, we are trying to algorithmize the process of interaction (i.e. dialogue, understanding and mutual completion) of two highly complex self-organizing systems – human and culture, which seems fundamentally impossible;
- b) can be dangerous, since the reduction of the field of internal random deviations (fluctuations) in the system makes it impossible for the mechanisms of self-organization of society to operate.
In any case, it is important to remember that “spontaneity and uncontrollability are fundamentally important and unavoidable for education and in education,” and the results of the educational process are of a probabilistic nature and therefore cannot be “guaranteed” in the full sense.
1. Technological approach to education
3. Didactic foundations for designing professionally oriented teaching technologies at a university.
4. Innovative pedagogical technologies and their characteristics.
1. Technological approach to education
The emergence of the term “technology” in pedagogy was facilitated by the rapid development of scientific and technological progress in various fields of theoretical and practical human activity, as well as the desire of teachers to achieve guaranteed results in their professional work.
There are serious scientific discussions around the concept of “learning technology” all over the world, which do not allow us to give an unambiguous, universally understood definition.
The concept of “technology” firmly entered the public consciousness in the second half of the 20th century and became a kind of reference point for scientific and practical thinking. Its regulatory impact is that it encourages researchers and practitioners in all fields human activity, including in the field of education:
· find reasons for the effectiveness of the process;
· mobilize the best achievements of science and experience to ensure that the required result is obtained;
· build activities on an intensive, i.e., as scientific as possible, and not on an extensive basis, leading to unjustified expenditure of effort, time and resources;
· pay great attention to forecasting and designing activities in order to reduce the number of procedures for its possible adjustment;
· use the latest information tools in the process of their development, automate routine operations as much as possible.
Manufacturability is becoming a dominant characteristic of human activity and means a transition to a qualitatively new level of efficiency, optimality, and knowledge intensity of the educational process.
Technology is not a tribute to fashion, but a style of modern scientific and practical thinking. It reflects the focus of applied research (including pedagogical research) on the radical improvement of human activity, increasing its effectiveness (subject to guaranteeing the achievement of the goal), intensity, instrumentality, and technical equipment. Technology is an activity that maximally reflects the objective laws of the subject area and therefore ensures the greatest correspondence of the results to the goals under given conditions.
Technology (as a process) is characterized by three features:
· dividing the process into interconnected stages;
· coordinated and step-by-step implementation of actions aimed at achieving the desired result (goal);
· unambiguous implementation of the procedures and operations included in the technology, which is an indispensable and decisive condition for achieving results adequate to the set goal.
All technologies developed and currently used in the world can be divided into two types: industrial and social. Moreover, this division is not conditional, but fundamental.
Industrial technologies include technologies for processing natural raw materials (oil, gas, wood, etc.) or obtaining finished products from them (metal, rolled products, individual parts and assemblies, etc.). Social technology is a technology in which the initial and final result is a person, and the main parameter subject to change is one or more of its properties (qualities).
The peculiarities of social technologies and their difference from industrial ones are that they are, first of all, more flexible; they are not so rigidly determined. Selection of a certain sequence of even the most effective processes or activities cannot guarantee full effectiveness. The fact is that a person is too multifactorial a system and is influenced by a huge number of external influences, the strength and direction of which are different, and sometimes opposite, as a result of which it is often impossible to predict in advance the effect of one or another influence. Social technologies adapt to any conditions: they are able to correct the shortcomings of individual processes and operations that make up the technological process. The peculiarity of social technologies is that they play a huge role Feedback, which allows even the repetition of individual elements of the technological process to be organized at the correction stages. And finally, social technologies are more complex in their organization. The difference between social technologies and industrial ones is due primarily to the fact that the sphere pedagogical activity cannot be characterized by a clear substantive definition, an unambiguous set of functions, or the separation of professional actions themselves from spontaneous communication and experience. The operational side of pedagogical activity cannot be separated from its personal-subjective parameters, rational regulation - from the emotional one. Subjectivity, delay, and variability of the result do not allow us to ensure the same level of predictability and guarantee as in industrial areas.
It should be emphasized that any technology is an intermediate link between a certain science and the corresponding production. The well-known truth about the need for such a link, unfortunately, is completely ignored in the education system. It is clear that the law of physics cannot be directly used in production, bypassing their technologization.
Meanwhile, in hundreds of works on educational problems, as well as in official documents, we are talking about the direct implementation of the results pedagogical research into teaching practice, although this is impossible in principle. In pedagogy, teaching technology now acts as such an intermediate link, representing, as it were, a projection of the theory of learning onto the activities of teachers and students.