Best pedagogical practices. Educational practices in the direction of “educational space of teenage school in the logic of growing up” in the context of the existing experience of the MKOU Gymnasium

Let's begin our analysis by identifying a number of peculiar myths of “innovation” or simply misunderstandings. The first misunderstanding is that innovation and novelty (novation) are the same thing; the second is that innovative activity and production, the creation of innovations (innovations) are also one and the same thing, then this is TRIZ (the theory of rationalization and inventions). The third misunderstanding is related to linguistic naturalism: since innovation is a verbal noun, it must be mono-subject.

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

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

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

● project activities aimed at developing special, instrumental-technological knowledge about how, on the basis of scientific knowledge in given conditions, it is necessary to act in order to achieve what can or should be (“innovative project”);

● educational activities aimed at the professional development of subjects of a certain practice, at developing each person’s personal knowledge (experience) about what and how they should do in order for an innovative project to be translated into practice (“implementation”).

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

What is “innovative educational technology”? This is a complex of three interconnected components:

1. Modern content, which is transmitted to students, involves not so much the mastery of subject knowledge, but rather the development competencies, adequate to modern business practice. This content should be well structured and presented in the form of multimedia educational materials that are transmitted using modern means of communication.
2. Modern teaching methods are active methods of developing competencies, based on the interaction of students and their involvement in the educational process, and not just on passive perception of the material.
3. Modern training infrastructure, which includes information, technological, organizational and communication components that allow you to effectively use the benefits of distance learning.

Currently, a variety of pedagogical innovations are used in school education. This depends, first of all, on the traditions and status of the institution. However, the following most characteristic innovative technologies can be identified.

1. Information and communication technologies (ICT) in subject teaching The introduction of ICT into the content of the educational process implies the integration of various subject areas with computer science, which leads to the informatization of students' consciousness and their understanding of the processes of informatization in modern society (in its professional aspect). Of essential importance is the awareness of the emerging trend in the process of school informatization: from schoolchildren mastering initial information about computer science to the use of computer software in the study of general education subjects, and then to saturating the structure and content of education with elements of computer science, implementing a radical restructuring of the entire educational process based on the use of information technologies. As a result, new information technologies appear in the school methodological system, and school graduates are prepared to master new information technologies in their future careers. This direction is being implemented through the inclusion of new subjects in the curriculum aimed at studying computer science and ICT. Application experience has shown: a) the information environment of an open school, including various forms of distance education, significantly increases the motivation of students to study subject disciplines, especially using project method; b) informatization of education is attractive for the student in that the psychological stress of school communication is relieved by moving from the subjective “teacher-student” relationship to the most objective “student-computer-teacher” relationship, the efficiency of student work increases, the share of creative work increases, and the opportunity to in obtaining additional education in the subject within the walls of the school, and in the future, a purposeful choice of a university and a prestigious job is realized;

c) informatization of teaching is attractive for teachers because it allows them to increase their productivity and improves the general information culture of the teacher.

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

First of all, this psychological and pedagogical design developing educational processes within a certain age interval, creating conditions for a person to become a true subject of his own life and activity: in particular, learning - as the development of general methods of activity; formation - as the development of perfect forms of culture; education - as mastering the norms of community life in different types of communities of people.

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

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

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

Thus, in developmental psychology it is necessary to specially design age standards (as a certain set of individual abilities of a child in a specific age interval) and development criteria at different stages of ontogenesis.

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

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

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

There are probably hundreds of examples of project work carried out in modern domestic education. Let us outline just a few types of such work:

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

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

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

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

2. Personally-oriented technologies in teaching the subject

Personality-oriented technologies They place the child’s personality at the center of the entire school educational system, providing comfortable, conflict-free and safe conditions for her development, the realization of her natural potentials. The child’s personality in this technology is not only a subject, but also a subject priority; she happens to be purpose educational system, and not a means to achieve some abstract goal. It manifests itself in students’ mastery of individual educational programs in accordance with their capabilities and needs.

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

quality of student education

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

4 . Monitoring intellectual development

Analysis and diagnosis of the quality of learning for each student using testing and plotting graphs of progress dynamics.

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

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

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

Both already known and proven techniques and new ones can be implemented here. These are independent work with the help of a textbook, games, design and defense of projects, training with the help of audiovisual technical means, the “consultant” system, group, differentiated teaching methods - the “small group” system, etc. Usually, various combinations of these techniques are used in practice .

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

into the educational process of the school

A scientific and pedagogical justification for the use of certain innovations is assumed. Their analysis at methodological councils, seminars, consultations with leading experts in this field.

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

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

Therefore, the standards include in the student’s final grade accumulated assessment characterizing the dynamics of individual educational achievements throughout all years of schooling.

The optimal way to organize a cumulative assessment system is portfolio . This is the way recording, accumulation and evaluation of work, a student's results indicating his efforts, progress and achievements in various areas over a period of time. In other words, it is a form of fixation of self-expression and self-realization. The portfolio ensures a transfer of “pedagogical emphasis” from assessment to self-assessment, from what a person does not know and cannot do to what he knows and can do. A significant characteristic of a portfolio is its integrativeness, which includes quantitative and qualitative assessments, presupposes the cooperation of the student, teachers and parents during its creation, and the continuity of replenishment of the assessment.

Technology portfolio implements the following functions in the educational process:

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

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

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

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

you should still add:

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

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

For student portfolio is the organizer of his educational activities, for the teacher – a feedback tool and an assessment tool.

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

● portfolio of achievements

● portfolio – report

● portfolio – self-assessment

● portfolio – planning my work

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

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

Distinctive feature portfolio is its personality-oriented nature:

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

● the student collects material;

● self-assessment and mutual assessment are the basis for evaluating results

Important characteristic technology portfolio is its reflexivity. Reflection is the main mechanism and method of self-attestation and self-report. Reflection– the process of cognition based on introspection of one’s inner world. / Ananyev B.G. Man as an object of knowledge. – L. – 1969./ “psychological mirror of oneself.”

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

Student must learn :

● select and evaluate information

● accurately define the goals he would like to achieve

● plan your activities

● give assessments and self-assessments

● track your own mistakes and correct them

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

The best way to get acquainted with portfolio technology is to put it into practice.

A fundamental distinction must be made between the concepts "novation" And "innovation". The basis for such a distinction should be the specific forms, content and scale of transformative activity. Thus, if the activity is short-term, is not holistic and systemic in nature, and aims to update (change) only individual elements of a certain system, then we are dealing with innovation. If an activity is carried out on the basis of a certain conceptual approach, and its consequence is the development of a given system or its fundamental transformation, we are dealing with innovation. It is possible to introduce a number of more specific criteria for distinguishing these two concepts.

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

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

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

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

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

● a new type or new form of social practice.

Let's give just one example deploying a full cycle of innovative transformations- from the history of domestic education:

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

● innovative proposal - the scientific team of Elkonin-Davydov proves the possibility of forming the foundations of theoretical thinking among younger schoolchildren;

● technology of implementation - fundamentally new curricula are being developed in basic subjects in primary school;

● innovation process - opening laboratories and experimental schools in different regions of the country to develop educational activities at primary school age;

● a new form of practice - a “system of developmental education” as a new type of educational practice.

In conclusion, let’s ask ourselves: does Russian education have any prospects for transitioning to a mode of innovative development and self-development? And if so, under what conditions is this possible? Let us note three types of such conditions in three areas of providing innovative education.

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

In the system of professional education and professional development:

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

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

● this is the development of norms and culture for managing the development of education and the activities of professional teaching teams.

In the field of educational policy:

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

Classification of innovative technology PORTFOLIO

1. In relation to the structural elements of educational systems

● in control, in evaluating results

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

● in the field of developing certain abilities of students and teachers,

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

3.By area of ​​pedagogical application

● in the educational process

4. By types of interaction between participants in the pedagogical process

● in collective learning (person-centered)

In individual, frontal, group form

● in family education

5. By functionality

● innovations-products (pedagogical tools, projects, technologies, etc.)

6. By methods of implementation

● systematic

7. By scale of distribution

● internationally

● at school

● at the federal level

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

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

9. According to social and pedagogical significance

● in educational institutions of any type

10. Based on innovative potential

● combinatorial

● innovations

11. In relation to his predecessor

● substitute

● opening

Innovative potential of an educational institution

determined by analyzing the educational institution according to the following positions:

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

● Aimed at changing the goals, content, technology of the organization, approaches to assessing the educational results of students

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

● Solving important pedagogical problems:

Create an emotionally comfortable educational environment

Maintain high academic motivation of schoolchildren

Encourage their activity and independence

Expand opportunities for learning and self-learning

Develop students' reflective and evaluative skills

Develop the ability to learn – set goals, plan and organize your own learning activities

Develop communication skills

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

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

● Changing the method of learning, searching for new forms of organizing the learning process, changing requirements for effectiveness, and in general – for the quality of education

● Continuous Education Assessment Form

● A teacher’s portfolio – as an alternative form of assessing his professionalism and work performance during an examination for compliance with the declared qualification category

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

1. Resource capabilities of an educational institution

● Systematic work to improve the qualifications of teachers

● Experience in creating an electronic portfolio

● Network computer equipment for classrooms (3 computer classes, personal computers in the classrooms of subject teachers, administrative network)

● Methodological support of the course

Work folder

Official portfolio forms (appendix to the 9th grade certificate)

Diagnostic materials

Tables and diagrams for maintaining the “Working Folder”

Reminders and instructions for students

Sample options for activities with students

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

● A promising form of representing the individual orientation of the educational achievements of a particular student, meeting the objectives of pre-professional training and, in the future, specialized training

● Optimization of mechanisms for the formation of 10 specialized classes

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

● The educational institution has long been searching for ways of authentic (individualized) assessment, focused not only on the assessment process, but also on self-assessment

(used in practice-oriented education and involves assessing the development of students’ skills and abilities when placing them in a situation as close as possible to real life)

● A lot of methodological discoveries have been accumulated, pedagogical technologies have already been developed that make it possible to get rid of obsessive labels such as “weak C student” or “strong student”

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

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

● Instructional time problem: requires more time to implement than traditional assessment system

● Real assessment of the capabilities and readiness of students, teachers, parents in providing materials to record the dynamics of their individual progress

Shifting the pedagogical emphasis from assessment to self-assessment

Students have poorly developed achievement motivation, have difficulties in matters of goal setting, independent planning and organization of their own educational activities, the ability to systematize and analyze their own collected material and experience

Unpreparedness of parents to understand the importance and significance of the portfolio as a document confirming the level of students’ existing knowledge and to make the right choice of further educational profile

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

Bibliography:

1. Amonashvili Sh.A. Educational and educational functions of assessing schoolchildren's learning. M.: Enlightenment. – 1984
2. Voynilenko N.V. Improving control and evaluation processes as a factor in quality management of primary general education. // World of science, culture, education. - No. 4 (23) – 2010. – p.148-150
3. Zagashev I.O., Zair-Bek S.I. Critical thinking. Development technology. SPb.: Alliance "Delta". - 2003
4. Zair-Bek S.I., Mushtavinskaya I.V. Development of critical thinking in the classroom. M.: Enlightenment. - 2010
5. Kolyutkin Yu.N., Mushtavinskaya I.V. Educational technologies and pedagogical reflection. SPb.: SPb GUPM. – 2002, 2003
6. Kotova S.A., Prokopenya G.V. Portfolio system for a new primary school. // Public education. - No. 5. – 2010. – pp. 185-191
7. Mettus E.V. Live assessment: Program “Portfolio at school” M.: Globus, 2009. – 272 p.
8. Mushtavinskaya I.V. Technology for the development of critical thinking in the classroom and in the teacher training system. SPb.: KARO. – 2008
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Educational practices in the direction of “The educational space of a teenage school in the logic of growing up” in the context of the existing experience of MKOU Gymnasium 91, Zheleznogorsk Director Tatyana Vladimirovna Golovkina Deputy Director Larisa Anatolyevna Malinova

Strengths of the educational environment of a teenage school (see Business card of the Gymnasium) - High quality of education (results of final certifications) - is born as a result of the interaction of 1 (classroom) and 2 (extracurricular) components of the educational process. - Use as a response to children’s initiative, request*: 1. Social practices. 2. Research method and research practices. 3. Project methods 4. Club spaces. *: 1,3,4 – used as the basis for organizing 2 half days (extra-curricular) Adult – organizer of practices, projects and spaces – teacher and educator (separate staff unit), specialist (choreographer, chess player, etc.) 2 – “end-to-end” practice used as a method in the lesson, form and method in the 2nd half of the day

Speaking of concepts, the main positions were considered based on a review of educational practices presented by the head of the laboratory of management of educational institutions of the Institute of Educational Management of the Russian Academy of Education, candidate of pedagogical sciences, associate professor A.M. Moiseev. A set of practices: cognitive, emotional-value, self-determination, personal self-realization, subjective, valeological, creative, educational. Supplemented with the concept of “social practices”, which is relevant today. See about this: Program-targeted management of education development: experience, problems, prospects: A manual for heads of educational institutions and territorial educational systems / Ed. A.M. Moiseeva. M.: Ped. island of Russia, p.

Cognitive practice - cognitive-informational Result of learning = mastery of learning skills/competencies, formation of methods of mental and practical activity. The goal is to prepare a skilled and mobile person who can fit into the realities of market socio-economic processes relatively painlessly.

Social practice is introduced with the aim of: creating conditions for the conscious choice of individual educational trajectories of students; creating conditions for the formation of unique acts of action in students, such as “responsibility”, “decision”, “choice”, “understanding”; creating conditions for acquiring the skill of social competence, greater openness to the realities of the world, mental and moral education.

Objects of social practice participation in volunteer movements of various types (“Help me go to study”, “Hurry to do good”, “Help our smaller brothers”, “Gift to a warrior”, “Victory Banner”, “Victory Salute!”; employment in socially useful work for the improvement and landscaping of the microdistrict, the territory of the Gymnasium (TOS); within the framework of patronage, jointly with social workers, the implementation of all possible assistance to socially vulnerable segments of the population (the elderly, disabled and veterans in social welfare institutions and at home, large families, low-income families); participation in activities for the maintenance and functioning of cultural and sports institutions; participation in patronage of pupils of preschool educational institutions, junior schoolchildren, assistance in organizing their leisure time and employment outside of school hours (Crossroads club); practical work in children's and youth public associations and organizations for the implementation of their programs and initiatives that have socially significant value (center for “Social Management”).

Cycle of events Quest game “Chance” (8-11 grades) Portfolio, or diary of personal achievements of students” (1-11 grades) Essay competition “My professional career” (5-11 grades) Role-playing game “I choose my own” future!" (3-11 grades) Projects for high school students, implemented with primary and teenage schoolchildren: 1. “Open microphone” (1-11 grades) 2. Center for “Social Management” (1-11 grades) 3. Intellectual game for students of grades 1-11 “Erudites of the Planet”. 4. School newspaper “Vivat, Gymnasium!” (1-11 grades) 5. Project “Shadow of my profession!” (8-11 grades)

“MODEL OF WORKING HOURS” introduced students to the following specialties: Manager, psychologist, journalist, director of cultural events, director - director of the theater for young spectators, artist investigator, head of the criminal investigation department, criminologist, architect, physics engineer, chemical engineer, doctor.

Practice of personal self-realization Results of education = how fully each student has realized the inclinations and abilities inherent in him, how fully he has satisfied his interests and needs. Tracked through the Portfolio of high school students, updated at pedagogical consultations

Research method (research practice) The nature of student work involves researching literature, photographic documents, archival materials, conducting conversations, interviews, and questionnaires. The “finished product” is an educational and research work in printed form and/or a message formatted as a multimedia resource. The results of the research are presented in lessons, extracurricular activities, and defended at scientific and practical conferences at various levels.

Work in research groups: organization (at the starting stage) Students are divided into mini-groups of 2-4 people. Formulate questions to be answered during the research. Determine the form for presenting the results. Students are encouraged to create either a multimedia or printed product, but the use of ICT is a prerequisite. Research groups gather to develop a general work plan: deadlines for completing the work are planned, methods for collecting, processing and recording research results are discussed. The teacher acts as a consultant and helps to adjust the work if necessary.

Work in research groups: reflection (at the final stage) After the implementation of the project, general reflection is organized. Both oral and written reflection are used. Oral reflection is possible in the form of a round table, at which the following questions are discussed: 1. What goals did we set in this study? (What was the fundamental question that guided our work?) 2. Were these goals achieved? (Is the fundamental question answered?) 3. How did we achieve the goal? 4. What means were used to achieve the goal? 5. What actions were taken to achieve the goal? Have we done everything we could? 6. Why were the goals not achieved? For written reflection, each participant is asked to individually answer questions that will help analyze the work of a particular group. Subsequently, it is possible to discuss the results of written reflection within the group.

From the experience of the department of history and social studies Cognitive practice in history and social studies lessons Goals: Formation of information competence of students (the ability to perceive information coming from various sources, the ability to take notes, the ability to annotate, the ability to collect information on a given problem, etc.) Formation critical thinking (the ability to distinguish between factual information and value judgments, the ability to distinguish between facts and assumptions, the ability to detect factual and logical errors in reasoning, etc.) To achieve these goals, various work options are offered in history and social studies lessons. For example: 1. study of information (facts, concepts, definitions, laws, dates, etc.). You can study on your own, then check with the class, or with the help of a lecture; 2. Preparation of abstracts, reports; 3. solving social science problems; 4. work with maps and handouts; 4. writing an essay; 5. news column Research of general educational skills 1) Perception and processing of information given in written form; Drawing up a plan for the written text; Representation of connections between concepts in the form of a graph diagram; Highlighting initial judgments and logical conclusions in the text; Verification of the truth of initial judgments; Detection of unfounded judgments and erroneous or missing conclusions in the text; Detection of value judgments in the text; Written and oral presentation of written text; Drawing up abstracts of the studied written text; Writing a summary of the studied text; Preparation of an abstract on a given topic; 2) Perception and processing of information given orally; Taking notes of oral speech; Commenting on oral presentation; Asking clarifying and additional questions for oral presentations; Participation in discussion; 3) Search skills: Searching for information in dictionaries and reference books; Searching for information in the media; Searching for information on the Internet. Teaching aids: visual aids, training, modeling and monitoring programs, sources of information on paper and electronic media (textbooks, anthologies, reference books, books, articles, illustrations, audio recordings, the Internet, etc.), etc.

Social practices Social practices in history and social studies lessons are situations in which the student gains social experience. Such situations arise as a result of: Formal (business) communication and joint activities of children with representatives of different professions Independent search at school or in the outside world: places of work or internship for those who need help and care (orphanages, boarding schools, nursing homes, low-income people, animals) places in need of improvement (yards, unrepaired non-residential buildings, storefronts, parks, etc.), etc. The forms of organizing practical actions are: 1. - excursion 2 - interview 3. - meeting with a competent representative 4. - survey 5. - press conference 6. - observation 7. - sociological research 8. - round table 9. - participation in activities For example: the Political Circle project is currently being implemented, thanks to which students, meeting with representatives of the local administration, discuss topical issues (corruption, terrorism, etc.). Practical activities in lessons in the field of protecting the rights and interests of youth, business games, etc. From the experience of the Department of History and Social Sciences

Practice of self-realization 1. Self-realization of students in subjects is carried out in the process of preparing for scientific and technical training, participation in competitions, olympiads, quizzes, and school events. In the process of preparing for the lesson (presentation, production of visual material, projects, etc.) From the experience of the department of history and social studies

Addition (questions) to completing the original assignment: Reveal the mechanism of using the research method as the leading practice in organizing the educational space 2 half days at the Gymnasium: How are children’s “tests” initiated? How are the results “packaged” and “presented”? How is the mass interest (the interest of not one, but many) in this activity maintained? How are the 1st and 2nd half of the day connected (maybe in the context of research practice)? What exactly and how does it work in the 1st half of the day? What organizational forms are used in different subject blocks (physics, mathematics, natural sciences, humanities)?

How are children's “trials” initiated? The main place where a teenager’s “test” is detected is most often the first half of the day, a lesson. Forms and options for initiating a “test”: 1. Teacher “provocation”: raising a problematic question that cannot be resolved during the lesson (problem-based learning method). The search for an answer provokes an individual/group test. 2. Teenager’s initiative (subject-specific): children, in an independent search, discover a question that they want to solve (i.e., the student himself identifies the area of ​​his ignorance, often finds it even before introducing the subject into the circle of his study) - and present it to the teacher in class. This is where motivation to study a new subject or part of its content is born. 3. Teenager’s initiative (interdisciplinary): an idea appears, some experience that the student wants to demonstrate. For example, student T. gave a report on geology, and brought it with a request to help him create a website for computer science on this basis (he couldn’t do it entirely himself, but really wanted to tell everyone about his work). 4. Teenager’s initiative (subject, lesson, extracurricular): please organize a personal exhibition. * the uniqueness of the gymnasium educational process (continuous) formed a) a situation where the children became acquainted with the research method already in elementary school, got an idea of ​​​​different types of presentation of experience (therefore, their presentation of the first test, even in a new format, a new subject, occurs in cultural forms) – through competitions for young researchers “Eidos”, research competitions and conferences for junior schoolchildren and other forms. b) confidence that any experience that will be presented in the gymnasium community will create a situation of confirmation of the value of such a “test”, its availability for general consideration and the generation of responses.

How are the results of teenagers’ “tests” “packaged”? “Packaging” is born from the essence of the question: 1. Initiated by the teenager (he chooses the form himself - presentation, etc.) 2. Coordinated (if necessary, the teenager seeks advice) with the teacher 3. Offered to choose from the teacher The main form is research

As handouts, in the form of an oral report, poster report, booklet, website, presentation, exhibition, etc. - in the classroom - at gymnasium (Lomonosov) readings - as a defense of network projects on a school website - at scientific and practical conferences of various levels - as element of the design of the Gymnasium How and where are the results of the “tests” of teenagers “presented”?

How is the scale of this activity maintained? 70% of the class begins to become interested, and on average 30% of the teenage class reaches the level of results - today’s Gymnasium practice. Conditions for maintaining a high percentage of “research samples” due to: Research practice is fundamental in the classroom. The system of work is the use of not only the second half of the day, but also lesson time. Popularization in lessons, publications in the school newspaper, on the website, presentations of success on the radio. Development of samples in different subject areas. Entering into interdisciplinary projects

How to connect 2 and 1 half of the day? Through Children's Departments (associations of young researchers, Olympiad participants, creative children interested in a specific subject or scientific direction), while they lack external attributes (there are emblems, but there is nothing that a teenager can do to stand out among their peers externally) - network projects - Lomonosov Readings - poster presentations (with audience choice prizes) Features of the internal environment. Motivation for external results. Confidence in recognition.

What resources does the 2nd half-day research method rely on? Mainly due to the teacher’s personal time, points in the portfolio and also - lecture hours - clubs, correspondence school - pre-professional preparation - project groups. There is not enough normative elaboration of the issue (hours of research practices)

"Best practice in domestic education"

Currently, pedagogical science is constantly searching for the most effective ways to educate people of different ages, for which it turns to the experience of the best educational practices.

What is practice? Practice is an artificially organized activity, formed on the basis of theoretical and mental support. Activity without this support cannot be reproduced and cannot be recorded in culture as experience.

According to Solomatin A.M., pedagogical practice is not limited only to the processes of teaching, upbringing and development of the student. It is much broader and also includes activities to create the necessary conditions for interaction with students.

There are many criteria for best educational practices:

Compliance with social development criteria

High efficiency and effectiveness of teaching activities

Optimal use of efforts and resources of teachers and children to achieve positive results

Stability of results

Presence of elements of novelty

Relevance and prospects

Representativeness

Compliance with modern achievements of pedagogy and methodology, scientific validity

In my opinion, the aspect of the environment in which the process of learning and education is carried out is also important.

Below I will give an example of the following domestic educational practices, the experience of which deserves not only study, but also dissemination.

Peer education – E.E. Shuleshko’s system.

" It seems to us that the most important dividing line between different approaches to education is the type of behavior they incline children to: opportunism relative to the rules set by adults - or self-expression of their capabilities among their peers.
Consolidating the readiness to adapt is the first habit of a person to be a dependent, not a person. And it is difficult for a dependent to respect himself and value others.
The research of Evgeniy Shuleshko and his associates began with the question of how to make sure that there are no poor students. How can we break the prejudice that every child cannot master written language freely? To do this, Shuleshko looked for, linked with each other, and twisted half-forgotten scientific traditions, discoveries of practitioners, theatrical techniques, countless games into new cycles... Solutions were found. To date, the lives of tens of thousands of children have shown that written language can be mastered by all children just as naturally and successfully as oral language - and any classes in elementary school can become classes without failures.
The main concern of teachers, the main (and perhaps the only) goal proclaimed by the “Shuleshkin method” is the friendly connections of children, their tendency to act together, the desire and ability to cooperate, and the consolidation of a friendly business style of communication.
" What is form for you is content for us; What is content for you is form for us “- this is how the assessments of Shuleshko’s followers and traditional methodologists are immediately amusingly differentiated.
Exactlythe nature of the children's relationships Shuleshko declares the content of pedagogical work. And program topics, skills being practiced, even methods of intellectual or emotional development - in those forms and means with the help or about which pedagogical situations are built, the true - interpersonal - content unfolds.

“Update and self-education” is the most common name of the program created by Evgeny Shuleshko, his associates and followers.
Everyone is accustomed to the fact that in schools and kindergartens something needs to be formed, something taught, and, at best, something developed. The task of preserving and preserving what is original and immediate that arose in childhood is rarely taken seriously.
If we recognize such a task as a priority, then the image of the desired changes also changes. Then this image is a rapid evolution, a tirelessly and imperceptibly renewed tradition, where changes are similar not to technical improvements, but to natural ones - how quickly spring comes.

For example: Moscow, where they have been successfully working under Shuleshko’s “Update and Self-Education” program for many years.

Personality-oriented education (A.A. Pligin, V.V. Serikov, E.V. Bondarevskaya, I.S. Yakimanskaya)

In student-centered education, the student is the main character of the entire educational process. Personally-centered education implies a focus on the training, education and development of all students, taking into account their individual characteristics:

age, physiological, psychological, intellectual;


educational needs, orientation to different levels of complexity of program material available to the student;


identifying groups of children according to knowledge and abilities;


distribution of children into homogeneous groups: academic performance, abilities, professional orientation;


treating every child as unique.

A special psychological and pedagogical task is the education of gifted children. We are talking about diagnostics, both general () and special - musical, sensorimotor, literary, etc.

Personality-oriented education significantly increases the role and volume of psychodiagnostic research for the optimal solution of educational and educational problems.

In the concept of education of E. V. Bondarevskaya, personality-oriented education in preschool and early childhood is the process of “feeding” and ensuring the health of the child, the development of his natural abilities: intelligence, moral and aesthetic feelings, needs for activity, mastering the initial experience of communicating with people , nature, art.

V.V. Serikov is developing the essential foundations of personality-oriented education. In his model, the student is a subject of life activity, therefore V.V. Serikov proposes to build education on the basis of his life experience (not only the experience of cognition, but also communication, productive activity, creativity, etc.). In his opinion, it is important to ensure, first of all, personal growth, developing abilities for strategic activity, creativity, criticality, meaning-making, a system of needs and motives, abilities for self-determination, self-development, a positive “I-concept” and more.

In the concept of I. S. Yakimanskaya, the goal of personality-oriented education is to create the necessary conditions (social, pedagogical) for the disclosure and subsequent purposeful development of the child’s individual personality traits, their “cultivation,” transformation into socially significant forms of behavior that are adequate to the sociocultural norms developed by society .

GBOU Academic Gymnasium No. 56 (St. Petersburg)

Gymnasium No. 56 has existed for 25 years and, being one of the most popular schools in St. Petersburg, shows a high level of student learning from year to year. The total number of students is about 2500 children. In 2013, it entered the top 25 best schools in Russia according to the following criteria: the results of passing the Unified State Exam and the results of participation in subject Olympiads.

A distinctive feature of the Gymnasium is that it is a mass school (that is, the school does not select more gifted and capable children) and that students of different ages study in different buildings, but feel themselves to be part of a single school community. This is facilitated by a system of school traditions and holidays in which the entire school participates. Junior and middle school students have the opportunity to use the premises and equipment of the high school (media library, concert hall).

The school actively interacts with advanced centers of pedagogical science, such as the Russian State Pedagogical University named after. A. I. Herzen, studies the best teaching experience and introduces achievements into work practice. Numerous projects (Weekend Portfolio, Reading with Passion, High School Tournament) testify to this.

The school program is as flexible as possible and is structured in such a way as to overcome the contradiction between the personal needs of students and general requirements. Starting from the 8th grade, students are offered several educational routes: socio-economic, physical and mathematical, humanitarian, natural science. Since the school operates according to unified teaching materials and unified programs, students do not have problems moving from class to class. In the 10th grade, the number of specializations increases, while the wishes of children and parents are taken into account.

In addition, the school boldly and actively cooperates with progressive centers of additional education, such as the Center for Biological Education, and transfers part of the training to these institutions.

A special feature of the Gymnasium is a widely developed school network of free additional education, which gives children the opportunity to try themselves in completely different directions and find their own path.

In addition, the school promptly responds to the needs of society, making appropriate adjustments to curricula and programs. Thus, to prepare students in grades 9 and 11 for state exams, the Gymnasium operates a “School of Test Culture”, and the “Educational Minimum” project is being implemented at all stages of education. The school website helps create “openness” by informing children and parents about all school events, schedules, excursions, homework, and regularly provides reports on the activities of the Gymnasium.

The school has built a powerful system of psychological and pedagogical support for students, a system of assistance in career guidance and resolving difficult or conflict situations.

The Gymnasium pays special attention to the professionalism of teachers - a whole system of scientific and methodological support has been built, a system of short-term advanced training courses, a system of attending open lessons, a system of participation in professional competitions, etc. It is important to note that the preparation of programs, curricula, and training are carried out during the holidays, and the workload is evenly distributed among all members of the team, which contributes to more effective work of teachers.

Creating a comfortable learning environment is also an achievement of the Gymnasium. Computerization of classrooms is 100%, the school has rest and relaxation areas for both children and adults, the menu in the school canteen consists of at least 20 different dishes.

In general, Academic Gymnasium No. 56 in practice implements the most important provision of the concept of the program for the modernization of Russian education and the priority of the national project "Education" - ensuring the availability of quality education, i.e. providing the largest number of consumers with quality training and education.

Sowe can say that there is a huge number of domestic educational practices, both widely known and not. All of the practices presented above are worthy of further study.

Used Books:

Gubar I.B. “Person-oriented approach as a modern educational paradigm." http://nenuda.ru

Official website of Gymnasium No. 56 (first 25 years)

Educational and training complex “Modern problems of science and education”. – St. Petersburg, 2013.

Shuleshko E.E. Understanding literacy. – St. Petersburg, 2011.

Innovation in the field of education is everything related to the introduction of advanced pedagogical experience into practice. The educational process, which occupies a leading place in modern science, is aimed at transferring knowledge, skills, and abilities to students, and at the formation of personality and citizenship. Changes are dictated by time, changes in attitudes towards training, education, and development.

The importance of innovation in education

Innovative technologies in education make it possible to regulate learning and direct it in the right direction. People have always been frightened by everything unknown and new; they have a negative attitude towards any changes. Stereotypes that exist in the mass consciousness, affecting the usual way of life, lead to painful phenomena and interfere with the renewal of all types of education. The reason for people’s reluctance to accept innovations in modern education lies in the blocking of life’s needs for comfort, security, and self-affirmation. Not everyone is ready for the fact that they will have to re-study theory, take exams, change their consciousness, and spend personal time and money on it. Once the update process starts, it can only be stopped using special techniques.

Methods of introducing innovations

The most common ways to check the effectiveness of reforms launched in education are:

• Method of specifying documents. In order to evaluate innovations in the education system, the possibility of extensive introduction of innovations into the educational process is suppressed. A separate school, university, or educational institution is selected, and an experiment is conducted on their basis.
• Piecewise embedding method. It involves the introduction of a separate new innovative element.
• “Eternal experiment” involves evaluating the results obtained over a long period of time.

Parallel implementation presupposes the coexistence of the old and new educational processes and an analysis of the effectiveness of such a synthesis.

Problems of innovation implementation

Innovative technologies in education are “slowed down” for various reasons.

1. Barrier to creativity. Teachers, accustomed to working according to old programs, do not want to change anything, learn, or develop. They are hostile to all innovations in the educational system.
2. Conformism. Due to opportunism, reluctance to develop, fear of looking like a black sheep in the eyes of others, or appearing ridiculous, teachers refuse to make unusual pedagogical decisions.
3. Personal anxiety. Due to lack of self-confidence, abilities, strengths, low self-esteem, and fear of expressing their opinions openly, many teachers resist any changes in the educational institution until the last possible opportunity.
4. Rigidity of thinking. Teachers of the old school consider their opinion to be the only, final, and not subject to revision. They do not strive to acquire new knowledge and skills, and have a negative attitude towards new trends in modern educational institutions.

How to embrace innovation

Innovative behavior does not imply adaptation; it implies the formation of one’s own individuality and self-development. The teacher must understand that innovative education is a way to educate a harmonious personality. “Ready-made templates” are not suitable for him; it is important to constantly improve your own intellectual level. A teacher who has gotten rid of “complexes” and psychological barriers is ready to become a full-fledged participant in innovative transformations.

Education technology

It is a guide for the implementation of the goals set by the educational institution. This is a systemic category that is focused on the didactic use of scientific knowledge, the organization of the educational process using empirical innovations of teachers, and increasing the motivation of schoolchildren and students. Depending on the type of educational institution, different approaches to education are used.

Innovation in universities

Innovation in higher education involves a system consisting of several components:

• learning objectives;
• content of education;
• motivation and teaching tools;
• process participants (students, teachers);
• performance results.

The technology refers to two components related to each other:

1. Organization of activities of the trainee (student).
2. Control of the educational process.

When analyzing learning technologies, it is important to highlight the use of modern electronic media (ICT). Traditional education involves overloading academic disciplines with redundant information. In innovative education, the management of the educational process is organized in such a way that the teacher plays the role of a tutor (mentor). In addition to the classic option, a student can choose distance learning, saving time and money. The position of students regarding the option of studying is changing; they are increasingly choosing non-traditional types of acquiring knowledge. The priority task of innovative education is the development of analytical thinking, self-development, and self-improvement. To assess the effectiveness of innovation at the top level, the following blocks are taken into account: educational and methodological, organizational and technical. Experts are involved in the work - specialists who can evaluate innovative programs.

Among the factors hindering the introduction of innovations into the educational process, the leading positions are occupied by:

• insufficient equipment of educational institutions with computer equipment and electronic means (some universities do not have a stable Internet, there are not enough electronic manuals, methodological recommendations for performing practical and laboratory work);
• insufficient qualifications in the field of ICT of teaching staff;
• inattention of the management of the educational institution to the use of innovative technologies in the educational process.

To solve such problems, retraining of teachers, seminars, video conferences, webinars, creation of multimedia classrooms, and educational work among students on the use of modern computer technologies should be carried out. The optimal option for introducing innovations into the higher education system is distance learning through the use of global and local world networks. In the Russian Federation, this method of teaching is in its “embryonic” state; in European countries it has long been used everywhere. For many residents of villages and villages remote from large cities, this is the only way to obtain a diploma of specialized secondary or higher education. In addition to taking entrance exams remotely, you can communicate with teachers, listen to lectures, and participate in seminars via Skype.

Innovations in education, examples of which we have given, not only “bring science to the masses,” but also reduce the material costs of getting an education, which is quite important given the global economic crisis.

Innovations in preschool education

Innovations in preschool education are based on the modernization of old educational standards and the introduction of the second generation Federal State Educational Standards. A modern teacher constantly tries to educate himself, develop, and look for options for the education and development of children. A teacher must have an active civic position and instill love for the homeland in his students. There are several reasons why innovation has become necessary for early childhood education. First of all, they help to fully satisfy the needs of parents. Without innovation, it is difficult for preschool institutions to compete with other similar institutions.

To determine the leader among kindergartens, a special competition for innovations in education has been developed. The holder of the high title “Best Kindergarten” receives a well-deserved reward - a huge competition for admission to a preschool institution, respect and love of parents and children. In addition to the introduction of new educational programs, innovation can occur in other areas: working with parents, with personnel, and in management activities. When used correctly, a preschool institution functions without failures and ensures the development of a harmonious personality in children. Among the technologies that represent innovation in education, examples include the following:

• project activities;
• student-centered learning;
• health-saving technologies;
• research activities;
• information and communication training;
• gaming technique.

Features of health-saving technologies

They are aimed at developing preschoolers’ ideas about a healthy lifestyle and strengthening the physical condition of children. Considering the significant deterioration of the environmental situation, the introduction of this innovative technology into preschool education is relevant. The implementation of the methodology depends on the goals set by the preschool institution.

1. The main task is to preserve the physical health of children. This includes health monitoring, nutrition analysis, and the creation of a health-preserving environment in the educational institution.
2. Improving the health of preschool children through the introduction of breathing, orthopedic, finger gymnastics, stretching, hardening, and hatha yoga.

In addition to working with ordinary children, the development of children with developmental disabilities is also ensured by modern innovations in education. Examples of projects for special children: “Accessible environment”, “Inclusive education”. Increasingly, in classes with children, educators use color, fairy tale, and art therapy, ensuring the full development of children.

Project activities

According to the new educational standards, both educators and teachers are required to participate in project activities together with students. For preschool institutions, such activities are carried out together with the teacher. Its goal is to solve a specific problem, to find answers to questions posed at the initial stage of work. There are several types of projects:

• individual, frontal, group, pair (depending on the number of participants);
• gaming, creative, informational, research (according to the method of conduct);
• long-term, short-term (by duration);
• including cultural values, society, family, nature (depending on the topic).

During the project work, the children educate themselves and gain teamwork skills.

Research activities

When analyzing innovations in education, examples can be found in research. With their help, the child learns to identify the relevance of a problem, determine ways to solve it, choose methods for an experiment, conduct experiments, draw logical conclusions, and determine the prospects for further research in this area. Among the main methods and techniques necessary for research: experiments, conversations, modeling situations, didactic games. Currently, for beginning researchers, with the support of scientists, leading higher educational institutions of the Russian Federation hold competitions and conferences: “First steps into science”, “I am a researcher”. The kids get their first experience of publicly defending their experiments and conducting a scientific discussion.

ICT

Such innovations in professional education in the age of scientific progress have become especially relevant and in demand. The computer has become a common sight in preschool institutions, schools, and colleges. A variety of exciting programs help children develop an interest in mathematics and reading, develop logic and memory, and introduce them to the world of “magic and transformations.” Those animated pictures that flash on the monitor intrigue the baby and concentrate his attention. Modern computer programs allow the teacher, together with the children, to simulate different life situations and look for ways to solve them. Taking into account the individual abilities of the child, you can tailor the program to a specific child and monitor his personal growth. Among the problems associated with the use of ICT technologies, the leading position is occupied by the excessive use of computers in classrooms.

Methodology of personality-oriented development

This innovative technology involves creating conditions for the formation of the individuality of a preschooler. To implement this approach, corners for activities and games and sensory rooms are created. There are special programs according to which preschool institutions operate: “Rainbow”, “Childhood”, “From childhood to adolescence”.

Game techniques in remote control

They are the real foundation of modern preschool education. Taking into account the Federal State Educational Standard, the child’s personality comes to the fore. During the game, children get acquainted with various life situations. There are many functions performed by games: educational, cognitive, developmental. The following are considered innovative gaming exercises:

• games that help preschoolers identify certain characteristics of objects and compare them with each other;
• generalization of objects according to familiar characteristics;
• exercises during which kids learn to distinguish reality from fiction

Inclusive education

Thanks to innovations introduced in recent years into the educational process, children with serious health problems have received a chance for full-fledged education. The Ministry of Education of the Russian Federation has developed and tested a national project, which indicates all the nuances of inclusive education. The state has taken care of equipping not only the children, but also their mentors with modern computer equipment. Using Skype, the teacher conducts distance lessons and checks homework. This type of training is important from a psychological point of view. The kid understands that he is needed not only by his parents, but also by his teachers. Children with problems with the musculoskeletal and speech apparatus, who cannot attend regular educational institutions, are trained with tutors according to individual programs.

Conclusion

Pedagogical innovations introduced in educational institutions of modern Russia help to implement the social order: to cultivate in schoolchildren and students a sense of patriotism, civic responsibility, love for their native land, and respect for folk traditions. Information and communication technologies have become commonplace in kindergartens, schools, academies, and universities. Among the latest innovations affecting educational institutions: conducting a unified state exam online, sending examination papers by preliminary scanning. Of course, Russian education still has many unresolved problems, which innovation will help eliminate.