Presentation "modern educational technologies". Presentation on the topic: modern learning technologies Presentation of modern technologies in the educational process

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A bad teacher teaches the truth, a good teacher teaches to find it

A.Disterweg

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Traditional Pedagogy

• Teacher teaches - student learns
• The teacher knows everything - the student knows nothing
• The teacher thinks - the student reproduces knowledge
• Teacher speaks, student listens
• The teacher controls - the student obeys
• The teacher is active - the student is passive
• The teacher determines the content of the training - the student adapts to it
• The teacher is authoritarian - the student is not free
• Teacher-subject of learning - student-object of learning

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National educational initiative "Our new school"

The result of education is not only knowledge in specific disciplines, but also the ability to apply them in everyday life, to use in further education. The student must have a holistic socially-oriented view of the world in its unity and diversity of nature, peoples, cultures, religions. This is possible only as a result of the unification of the efforts of teachers of different subjects.

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State of development and approval of standards

1. The Federal State Educational Standard of Primary General Education was approved by Order No. 373 of October 6, 2009 (registered by the Ministry of Justice of Russia on December 22, 2009 No. 15785)
2. GEF of basic general education approved by order of the Ministry of Education and Science Russian Federation dated December 17, 2010 No. 1897 and registered by the Ministry of Justice of the Russian Federation dated February 01, 2011 No. 19644.
3. GEF of secondary (complete) general education - introduced to the Standards Council in November 2010. On completion

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The sequence of introduction of GEF

• Introduction of the Federal State Educational Standard as soon as it is ready
• Mandatory introduction of GEF

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• Approximate basic educational program of basic general education to the results of education, structure (content), conditions for its implementation.
• Standard as a set of requirements for the program of the GEF school of basic general education Art. 7 of the Law "On Education".

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Standard as a set of three systems of requirements for OOP

• OOP structure requirements
• Requirements for the results of mastering OOP
• Expected achievements of education
• Requirements for the implementation conditions of the OOP
• Ensuring organizational and pedagogical conditions for the activities of the educational system of the educational institution
• Resources: personnel, material base, information, finance

Art. 7 of the Federal Law of the Russian Federation "On Education" (achievement of personal, meta-subject, subject results, through the development of the "ability to learn" throughout the entire learning process)

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Transition to new educational standards

1. From standards containing a detailed list of topics in each subject that are mandatory for each student to study, to new standards - requirements for what school programs should be like, what results children should demonstrate, what conditions should be created at school to achieve these results
2. Two parts: compulsory and one that is formed by the school. The older the stage, the greater the choice
3. The new standard provides for extracurricular work
4. The result of education is not only knowledge, but also the ability to apply them in everyday life.
5. The school should create personnel, material and technical and other conditions that ensure the development of educational infrastructure in accordance with the requirements of the time
6. Financial support will be built on the principles of per capita financing. At the same time, the funds will go to the municipalities and to each school according to the standard, regardless of the form of ownership.

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New quality of education

• Knowledge (subject)
• Personal growth (personal)
• Application of knowledge in life (meta-subject)

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About the system-activity approach

• The development of modern standards of school education is based on the idea of ​​education as an institution of socialization of the individual, arising from the main provisions of the cultural and historical concept of the mental development of the school of L. S. Vygotsky ...
• … where the system-activity approach is an ideal form that sets the standard for the socially desirable characteristics of the individual, designing attitudes, determining the main tasks and directions for the development of the education system. (from the materials "Standards of the second generation")

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The basis of the Standard is a system-activity approach that provides:

• formation of readiness for self-development and continuous education;
• designing and constructing the social environment for the development of students in the education system;
• active educational and cognitive activity of students;
• construction of the educational process, taking into account individual age, psychological and physiological features students.

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Changing the role of participants in the pedagogical process

In the traditional system of the educational process

1. Teacher
2. Organizes student activities in an innovative educational environment

1. Student
2. Get ready information

Carries out:

• Search
• choice
• analysis
• systematization and presentation of information
• Broadcasts information

1. New quality of education
2. New educational result
3. "Competences to update competencies" and motivation for learning at different stages of development of the personality of students

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In life, we constantly have to solve problems! Does the school teach this?

The structure of a traditional lesson:

1. The teacher checks the children's rooms.
2. The teacher announces a new topic.
3. The teacher explains the new topic.
4. The teacher organizes the consolidation of knowledge by students.

Solving problems in life:

1. Life puts us in a difficult situation. We formulate a goal: “What do we want to achieve?”
2. We consider possible solutions, determine whether there is enough knowledge and skills.
3. We try to solve the problem (acquiring new knowledge if necessary)
4. Having received the result, we compare it with the goal. We conclude whether we have achieved our goal or not.

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New didactic model of education

When developing the Standard, the process of formation of a new didactic model of education, which is objectively taking place in the conditions of the information society, was based on the competence-based educational paradigm, which implies the active role of all participants in the educational process in the formation of a motivated competent person capable of:

• quickly navigate in a dynamically developing and updated information space;
• receive, use and create a variety of information;
• make informed decisions and solve life problems based on the acquired knowledge, skills and abilities.

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Innovative educational space of the lesson

• Modern educational technologies
• Multi-level content of education
• Competency-activity approach in education
• Cooperation

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GEF: what is evaluated as a result of education?

STUDENT ACTIVITIES:

• the ability to solve learning problems based on the formed subject and universal methods of action (skills, not knowledge!)
• the ability to learn - the ability to self-organize in solving educational problems
• progress in personal development (emotional, cognitive, self-regulation)

New regulation on certification of teachers: 1st and highest categories only with the introduction of new EDUCATIONAL TECHNOLOGIES

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• The new standard focuses the attention of teachers on the need to use modern educational technologies that can ensure the development of students. It is no coincidence that it is the use of advanced technologies that becomes the most important criterion teacher success. Thanks to modern technologies, the activities of students are deployed in the classroom.

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Educational technologies

The documents of the Federal State Educational Standard formulate requirements for the teacher, including:

• be able to choose and use modern educational technologies
• use evaluation technologies
• modern technologies educational environment design

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The criteria that make up the essence of pedagogical technology:

• unambiguous and strict definition of learning objectives (why and for what);
• content selection and structure (what);
• optimal organization of the educational process (how);
• methods, techniques and teaching aids (with the help of what);
• taking into account the necessary real level of teacher qualification (who);
• objective methods for assessing learning outcomes (is it so).

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Educational technology:

• easily fits into the educational process;
• allows you to achieve the goals set by the program and the standard of education for a particular academic subject;
• ensures the implementation of the main directions of the pedagogical strategy: humanization, humanitarization of education and a student-centered approach;
• ensures the intellectual development of children, their independence;

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• provides goodwill towards the teacher and towards each other;
• a distinctive feature of most technologies is a special attention to the individuality of a person, his personality;
• a clear focus on the development of creative activity.

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Three levels of pedagogical technologies:

• There are three levels of pedagogical technologies: general pedagogical, particular methodological, locally modular.
• General pedagogical technology characterizes a holistic educational process in this educational institution, region. In this case, pedagogical technology reflects a complex pedagogical system: it includes a set of goals, content, means and methods of management, an algorithm for the activity of subjects and objects of the process.
• At the particular methodological (subject) level, pedagogical technology covers certain areas, aspects of the pedagogical system, corresponding, for example, to particular methods, i.e. a set of methods and means for the implementation of a certain content of education and upbringing within the framework of one subject, class, teacher.
• The local-modular level of technology refers to the individual parts of the educational process: technology certain types activities, concept formation technology, new knowledge assimilation technology, material repetition and control technology, independent work technology, etc.

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Technology:

Developmental education;
-problem learning;
- multi-level training;
-collective learning system (CSE);
- technology for solving inventive problems (TRIZ);
-research teaching methods;
- project teaching methods;
-technology "debate";
- technology of modular and block-modular education;
- lecture-seminar - credit system of education;
-technology for the development of "critical thinking";
- technology of using gaming methods in teaching: role-playing, business and other types of educational games;
-learning in cooperation (team, group work);
-information and communication technologies;
- health-saving technologies;
- the system of innovative assessment "portfolio";
- distance learning technology
- workshop technology
- group training

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The following educational technologies have become widespread:

• modular technology;
• project-based learning technology;
• technology of intra-class differentiation;
• problem learning technology;
• didactic game technology.

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PROJECT TECHNOLOGY

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about the project

• Project - purposeful change management, fixed in time
• Design and creativity
• Design and management
• Design and development

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Structure of project activity

Result Oriented!

1. Description (fixation) of the result
2. Fixing the deadline for achieving the result
3. Preliminary planning of actions to achieve the result
4. Programming (timing of individual actions)
5. Implementation of actions with their simultaneous monitoring and correction
6. Obtaining a product of project activities

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• The project method is a method of organizing the cognitive and labor activity of students, which involves determining the needs of people, designing a product of labor in accordance with these needs, manufacturing a product or providing a service, assessing quality, and determining the real demand in the goods market.

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Basic principles of instructional design

• Reliance on the interest of children, as well as previously learned material;
• Perhaps greater independence of students;
• Creative orientation;
• Practical feasibility of the project;
• Communication with the needs of society.

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Basic requirements for educational projects

• Organizational and pedagogical;
• Psychological and physiological;
• Technological and economic.

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Main components of the project

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Project implementation

• The activities of students in the implementation of the chosen idea:
• Research;
• Manufacture of the final product.

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Stages of project activity

Completion of the topic:

• From the information found, each child highlights the most important and, with the help of their parents, enters the selected information on a sheet of a single format (A4)
• In practice, this sheet is made by the parents themselves, because the task is not the child's self-expression, but the opportunity for other children to get acquainted with the results of the student's search for new information.
• Design: large clear type, thick paper, illustrations and simple diagrams are desirable
• Result: a card file or album compiled from separate sheets and stored in the public domain with a table of contents created by the teacher or parents

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Presentation of results:

• Conducted with the active participation of parents in the school after school hours
• Events are held, crafts and expositions are presented, defended (represented) research projects
• All events, presentations and defenses are photographed
• Result: completed projects, completed several pages of the class life history album

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Project activities at school

Project activity develops all universal learning activities!

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Technology of design and research activities

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The activities of the teacher to achieve the goals of the school of project culture:

Develop educational programs that include educational routes (for parallel classes, for a class, for groups, for individual students);
- develop software, methodological and didactic support of the educational process;
- form educational, information-communicative, reflective competence;
- design independent work of schoolchildren with educational literature, additional sources of information, including Internet resources;
- carry out diagnostics of the readiness of older students for further education;
- create conditions for the development of subjective activity of schoolchildren in educational and extracurricular activities.

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• The project activity of students is a joint educational, cognitive, creative or play activity of students, which has a common goal, agreed methods, methods of activity, aimed at achieving a social result of activity.
• The research activity of students is the activity of students associated with the solution of problems by students with a previously unknown solution and assuming the presence of the main stages characteristic of research in the scientific field, normalized based on the traditions accepted in science.

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• Design and research activity - the activity of designing one's own research, involving the identification of goals and objectives, the identification of the principles for selecting methods, planning the course of the study, determining the expected results of the study, determining the necessary resources.

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The difference between research activities and design and constructive

The main result of research activity is an intellectual product that establishes one or another truth as a result of the research procedure and presented in standard form. The result of project activities are products that have practical significance, social significance.

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The essence of technology

• Stimulate students' interest in certain problems, solving these problems, the ability to practically apply the acquired knowledge.
• Enables effective design of the educational process.

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Functions of design and research technology

• conversion function;
• Function of thinking;
• Evaluation function

Functions of design and research technology

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Principles of organization of design and research technology

• individualization;
• problematic;
• availability;
• amateur performances;
• cooperation.

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Stages of design technology

• Informational (introductory lesson, communication about the goals and objectives of the project, the formation of motivation for the implementation of the project).
• Planned.
• Search.
• Generalizing. (structuring information, systematization of data, built a logical system, conclusions).
• The stage of presentation and protection. (Protection, presentation, result).
• Analytical. (Reflection)

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Positive sides

The use of design and research technologies in the classroom is very promising, as it allows solving a number of important educational tasks:

• put forward project topics,
• develop an independent approach to solving the problem,
• acquire knowledge and skills in the process of planning and performing work.
• The experience gained in the process of project activities is based on the interests of students.
• Contributes to the formation of interdisciplinary and suprasubject communications.
• The real contribution of students to changing the social situation in the educational community.

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Disadvantages of the design methodology

• uneven load at different stages of activity;
• increasing the emotional burden on teachers and students.

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TECHNOLOGY OF PROBLEM-DIALOGUE TRAINING

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Domestic research:

problem-based learning: I.A. Ilnitskaya, V.T. Kudryavtsev, M.I. Makhmutov.

psychology of creativity: A.V. Brushlinsky, A.M. Matyushkin, A.T. Shumilin.

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Technology of problem-dialogical learning

• Lesson explaining new material
• Lesson "discovery" of knowledge

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Traditional lesson

1. Checking d / s students by the teacher
2. Announcement of the topic by the teacher
3. Explanation of the topic by the teacher
4. Consolidation of knowledge by students

Problem-dialogical lesson.

1. Creation of a problem situation by the teacher and formulation of the problem by students
2. Actualization by students of their knowledge
3. Finding a solution to the problem by students
4.Decision expression,
5. Application of knowledge by students

Problem-dialogical technology (since 1999) Purpose - to teach independent problem solving. Means - the discovery of knowledge with children

• Textbooks.
• Submission of material.
• Regulatory UUD.
• Learn to identify and formulate a learning problem together with the teacher.
• To make plan.
• Working according to the plan, compare your actions with the goal.
• Determine the degree of success of your work.

(From the UUD formation program).

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An example of a problem situation through the contradiction of two opinions

Lena: It's hot in the south.

Misha: What about the South Pole?

• Compare two statements - what is the contradiction?
• What is the question?

LEARNING PROBLEM: Where on Earth is it warm and where is it cold?

SOLUTION: It all depends on whether direct or oblique rays of the sun fall on the surface of the Earth.

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What educational outcomes does problematic dialogue provide?

1. Regulatory - ability to solve problems
2. Communicative - to conduct a dialogue
3. Cognitive - extract information, draw logical conclusions, etc.
4. Personal - if the problem of a moral assessment of the situation, civil choice was raised

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PROBLEM DIALOGUE:

1. Gives solid knowledge.
2. Stimulates intellectual development.
3. Brings up an active personality.
4. Health-saving technology.

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SCHOOLCHILD OF A NEW TYPE -

internally free, loving and able to relate creatively to reality, to other people, able not only to solve the old, but also to pose a new problem, able to make an informed choice and independent decisions.

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TECHNOLOGY for the development of critical thinking

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1. Technology for the development of critical thinking

• Critical thinking is the ability to analyze information from the standpoint of logic and a person-centered approach in order to apply the results to both standard and non-standard situations, questions and problems. Critical thinking is the ability to ask new questions, develop a variety of arguments, and make independent, thoughtful decisions.

The purpose of the technology is to ensure the development of critical thinking through the interactive inclusion of students in the educational process.

Initial scientific ideas: Critical thinking:

• Promotes mutual respect of partners, understanding and productive interaction between people;
• Encourages understanding of different "views of the world";
• Enables students to use their knowledge to make sense of situations with high level uncertainty, create a basis for new types of human activity.

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1. Technology for the development of critical thinking. Criteria for evaluating the result

Critical thinking does not mean negativity or criticism, but a reasonable consideration of a variety of approaches in order to make informed judgments and decisions. Orientation towards critical thinking assumes that nothing is taken for granted. Each student, regardless of authority, develops his own opinion in the context of the curriculum.

Criteria for evaluating the result in terms of technology for the development of students' critical thinking. The main criterion for evaluating the result is the criticality of thinking, which can be revealed through the following indicators:

• Evaluation (Where is the error?)
• Diagnosis (What is the reason?)
• Self-control (What are the disadvantages?)
• Criticism (Do you agree? Refute. Give counterarguments?)
• Forecast (Build a forecast).
• Results: Schoolchildren's critical thinking about their subjective experience.

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A. V. Khutorskoy

Methodology of student-centered learning

• How to train everyone differently?

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Student-centered learning systems:

1. System of Socrates.
2. Free school of L. Tolstoy.

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Student-centered education is the development and self-development of the student's personality based on his individual characteristics as a subject of cognition and objective activity.

View all slides

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Acquaintance with educational technologies

Concept Examples of individual technologies

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A bad teacher teaches the truth, a good teacher teaches to find it.

A.Disterweg

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Traditional Pedagogy The teacher teaches - the student learns The teacher knows everything - the student knows nothing The teacher thinks - the student reproduces knowledge The teacher speaks - the student listens The teacher manages - the student obeys The teacher is active - the student is passive The teacher determines the content of learning - the student adapts to it The teacher is authoritarian - the student is not free Teacher - subject of learning - student - object of learning

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National educational initiative "Our new school"

The result of education is not only knowledge in specific disciplines, but also the ability to apply them in everyday life, to use in further education. The student must have a holistic socially-oriented view of the world in its unity and diversity of nature, peoples, cultures, religions. This is possible only as a result of combining the efforts of teachers of different subjects.

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State of development and approval of standards

1. GEF of primary general education approved by order of October 6, 2009 No. 373 (registered by the Ministry of Justice of Russia on December 22, 2009 No. 15785) 2. GEF of basic general education approved by order of the Ministry of Education and Science of the Russian Federation of December 17, 2010 No. 1897 and registered by the Ministry of Justice of the Russian Federation dated February 01, 2011 No. 19644. On completion

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The sequence of introduction of GEF

Grade 1 September 1, 2010 September 1, 2011 September 1, 2012 September 1, 2013 September 1, 2014 September 1, 2015 Grade 10 Grade 5 September 1, 2016 September 1, 2017 September 1, 2018 September 1, 2019

Introduction of the Federal State Educational Standard as soon as it is ready

Mandatory introduction of GEF

Slide 8

Approximate basic educational program of basic general education

to the results of education, structure (content), conditions for its implementation

Standard as a set of requirements for the school program

GEF basic general education

Art. 7 of the Law "On Education"

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Standard as a set of three systems of requirements for OOP

OOP structure requirements

Requirements for the results of mastering the OOP

Requirements for the implementation conditions of the OOP

Art. 7 Federal Law of the Russian Federation "On Education"

(achievement of personal, meta-subject, subject results, through the development of "ability to learn" throughout the entire learning process)

Slide 10

Transition to new educational standards

From standards containing a detailed list of topics in each subject that are mandatory for each student to study, to new standards - requirements for what school programs should be like, what results children should demonstrate, what conditions should be created at school to achieve these results Two parts : obligatory and the one that is formed by the school. The older the level, the greater the choice The new standard provides for extracurricular employment The result of education is not only knowledge, but also the ability to apply them in everyday life. The school should create personnel, logistical and other conditions that ensure the development of the educational infrastructure in accordance with the requirements of the time. Financial support will be built on the principles of normative per capita financing. At the same time, the funds will go to the municipalities and to each school according to the standard, regardless of the form of ownership.

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New quality of education

Knowledge (subject) Personal growth (personal) Application of knowledge in life (meta-subject)

slide 12

About the system-activity approach

The development of modern standards of school education is based on the idea of ​​education as an institution of socialization of the individual, arising from the main provisions of the cultural and historical concept of the mental development of the school by L. S. Vygotsky ... ... where the system-activity approach is an ideal form that sets the standard for the socially desirable characteristics of the individual , designing installations, defining the main tasks and directions for the development of the education system. (from the materials "Standards of the second generation")

slide 13

The basis of the Standard is a system-activity approach that provides:

formation of readiness for self-development and continuous education; designing and constructing the social environment for the development of students in the education system; active educational and cognitive activity of students; construction of the educational process, taking into account the individual age, psychological and physiological characteristics of students.

Slide 14

In the traditional system of the educational process

Organizes student activities in an innovative educational environment

Changing the role of participants in the pedagogical process

Get ready information

Carries out: search choice analysis systematization and presentation of information

Broadcasts information

New educational result

"Competences to update competencies" and motivation for learning at different stages of development of the personality of students

slide 15

In life, we constantly have to solve problems! Does the school teach this?

The structure of a traditional lesson 1. The teacher checks the students' backgrounds. 2. The teacher announces a new topic. 3. The teacher explains the new topic. 4. The teacher organizes the consolidation of knowledge by students.

Solving problems in life Life puts us in a situation of difficulty. We formulate a goal: “What do we want to achieve?” 2. We consider possible solutions, determine whether there is enough knowledge and skills. 3. We try to solve the problem (acquiring new knowledge if necessary) 4. Having received the result, we compare it with the goal. We conclude whether we have achieved our goal or not.

slide 16

New didactic model of education

When developing the Standard, the process of forming a new didactic model of education, which is objectively taking place in the conditions of the information society, was fully taken into account, based on the competence-based educational paradigm, which implies the active role of all participants in the educational process in the formation of a motivated competent person, capable of: quickly navigating in a dynamically developing and updating information space; receive, use and create a variety of information; make informed decisions and solve life problems based on the acquired knowledge, skills and abilities.

Slide 17

Innovative educational space of the lesson

Cooperation

Slide 18

GEF: what is evaluated as a result of education?

ACTIVITIES OF STUDENTS: the ability to solve learning problems based on the formed subject and universal methods of action (skills, not knowledge!) the ability to learn - the ability to self-organize in solving learning problems progress in personal development (emotional, cognitive, self-regulation)

New regulation on certification of teachers: 1st and highest categories only with the introduction of new EDUCATIONAL TECHNOLOGIES

Slide 19

The new standard focuses the attention of teachers on the need to use modern educational technologies that can ensure the development of students. It is no coincidence that it is the use of advanced technologies that becomes the most important criterion for the success of a teacher. Thanks to modern technologies, the activities of students are deployed in the classroom.

Slide 20

Educational technologies

The GEF documents formulate requirements for a teacher, including: be able to choose and use modern educational technologies use assessment technologies modern technologies for designing an educational environment

slide 23

The criteria that make up the essence of pedagogical technology:

unambiguous and strict definition of learning objectives (why and for what); content selection and structure (what); optimal organization of the educational process (how); methods, techniques and teaching aids (with the help of what); taking into account the necessary real level of teacher qualification (who); objective methods for assessing learning outcomes (is it so).

slide 24

Educational technology:

easily fits into the educational process; allows you to achieve the goals set by the program and the standard of education for a particular academic subject; ensures the implementation of the main directions of the pedagogical strategy: humanization, humanitarization of education and a student-centered approach; ensures the intellectual development of children, their independence;

Slide 25

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Three levels of pedagogical technologies:

There are three levels of pedagogical technologies: general pedagogical, particular methodological, locally modular. General pedagogical technology characterizes a holistic educational process in a given educational institution, region. In this case, pedagogical technology reflects a complex pedagogical system: it includes a set of goals, content, means and methods of management, an algorithm for the activity of subjects and objects of the process. At the particular methodological (subject) level, pedagogical technology covers certain areas, aspects of the pedagogical system, corresponding, for example, to particular methods, i.e. a set of methods and means for the implementation of a certain content of education and upbringing within the framework of one subject, class, teacher. The local-modular level of technology refers to separate parts of the educational process: technologies for certain types of activities, technology for the formation of concepts, technology for mastering new knowledge, technology for repeating and controlling material, technology for independent work, etc.

Slide 27

Technology:

Developmental education; -problem learning; - multi-level training; -collective learning system (CSE); - technology for solving inventive problems (TRIZ); -research teaching methods; - project teaching methods; -technology "debate"; - technology of modular and block-modular education; -lecture - seminar - credit system of education; -technology for the development of "critical thinking"; - technology of using gaming methods in teaching: role-playing, business and other types of educational games; -learning in cooperation (team, group work); -information and communication technologies; - health-saving technologies; - the system of innovative assessment "portfolio"; - technology of distance learning technology of workshops group training, etc.

Slide 29

The following educational technologies have become widespread:

modular technology; project-based learning technology; technology of intra-class differentiation; problem learning technology; didactic game technology.

slide 30

Slide 31

about the project

Project - purposeful change management, fixed in time Design and creativity Design and management Design and development

slide 32

Structure of project activity

Result Oriented! 1. Description (fixation) of the result 2. Fixation of the deadline for achieving the result 3. Preliminary planning of actions to achieve the result 4. Programming (time planning of individual actions) 5. Implementation of actions with their simultaneous monitoring and correction 6. Obtaining the product of project activities

Slide 33

The project method is a method of organizing the cognitive and labor activity of students, which involves determining the needs of people, designing a product of labor in accordance with these needs, manufacturing a product or providing a service, assessing quality, and determining the real demand in the goods market.

slide 34

Basic principles of instructional design

Reliance on the interest of children, as well as previously learned material; Perhaps greater independence of students; Creative orientation; Practical feasibility of the project; Communication with the needs of society.

Slide 35

Basic requirements for educational projects

Organizational and pedagogical; Psychological and physiological; Technological and economic.

slide 36

Slide 38

Collection of information (search for information) It is carried out mainly at home (possibly at school after school hours) It is carried out with the active participation of parents If possible, information is collected from observations on excursions (to nature, to enterprises, to museums, etc.) Takes time 1-2 weeks Result: information found

Slide 39

Project implementation

The activities of students in the implementation of the chosen idea: Research; Manufacture of the final product.

Slide 40

Completion of work on the topic From the information found, each child highlights the most important and, with the help of their parents, enters the selected information on a sheet of a single format (A4) In practice, this sheet is made by the parents themselves, because the task is not the child’s self-expression, but the opportunity for other children to get acquainted with the search results student of new information Design: large, clear type, thick paper, illustrations and simple diagrams are desirable Result: collected from separate sheets and stored in the public domain a file cabinet or album with a table of contents created by the teacher or parents

Slide 41

Presentation of the results Held with the active participation of parents at the school after school hours Events are held, crafts and expositions are presented, research projects are defended (presented) All events, presentations and defenses are photographed Result: completed projects, filled in several pages of the class life history album

Slide 42

Project activities at school

Project activity develops all universal learning activities!

slide 43

Slide 44

The activities of the teacher to achieve the goals of the school of project culture:

Develop educational programs that include educational routes (for parallel classes, for a class, for groups, for individual students); - develop software, methodological and didactic support of the educational process; - form educational, information-communicative, reflective competence; - design independent work of schoolchildren with educational literature, additional sources of information, including Internet resources; - carry out diagnostics of the readiness of older students for further education; - create conditions for the development of subjective activity of schoolchildren in educational and extracurricular activities.

Slide 45

The project activity of students is a joint educational, cognitive, creative or play activity of students, which has a common goal, agreed methods, methods of activity, aimed at achieving a social result of activity. The research activity of students is the activity of students associated with the solution of problems by students with a previously unknown solution and assuming the presence of the main stages characteristic of research in the scientific field, normalized based on the traditions accepted in science.

Slide 46

Slide 47

The difference between research activities and design and constructive

The main result of the research activity is an intellectual product that establishes this or that truth as a result of the research procedure and is presented in a standard form. The result of project activities are products that have practical significance, social significance.

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The essence of technology.

Stimulate students' interest in certain problems, solving these problems, the ability to practically apply the acquired knowledge. Enables effective design of the educational process.

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conversion function; Function of thinking; Evaluation function

Functions of design and research technology

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individualization; problematic; availability; Amateur activities; cooperation.

Principles of organization of design and research technology

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Informational (introductory lesson, communication about the goals and objectives of the project, the formation of motivation for the implementation of the project). Planned. Search. Generalizing. (structuring information, systematization of data, built a logical system, conclusions). The stage of presentation and protection. (Protection, presentation, result). Analytical. (Reflection)

Stages of design technology.

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Positive sides.

The use of design and research technologies in the classroom is very promising, as it allows solving a number of important educational tasks: putting forward project topics, developing an independent view of solving a problem, acquiring knowledge and skills in the process of planning and performing work. The experience gained in the process of project activities is based on the interests of students. Contributes to the formation of interdisciplinary and suprasubject communications. The real contribution of students to changing the social situation in the educational community

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Disadvantages of the design methodology.

uneven load at different stages of activity; increasing the emotional burden on teachers and students.

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Technology of problem-dialogical learning

Lesson explaining new material

Lesson "discovery" of knowledge

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Traditional lesson

Problem-dialogical lesson 1. Creation of a problem situation by the teacher and formulation of the problem by students 2. Actualization by students of their knowledge 3. Search for a solution to the problem by students 4. Expression of a solution, 5. Application of knowledge by students

Problem-dialogical technology (since 1999) Purpose - to teach independent problem solving Means - discovery of knowledge together with children

Textbooks Submission

Regulatory UUD Learn to identify and formulate a learning problem together with the teacher. To make plan. Working according to the plan, compare your actions with the goal. Determine the degree of success of your work. (From the UUD formation program)

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An example of a problem situation through the contradiction of two opinions

Lena: It's hot in the south.

Misha: What about the South Pole?

Compare the two statements - what is the contradiction? What is the question? LEARNING PROBLEM: Where on Earth is it warm and where is it cold? SOLUTION: It all depends on whether direct or oblique rays of the sun fall on the surface of the Earth

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What educational outcomes does problematic dialogue provide?

Regulatory - the ability to solve problems Communicative - conduct a dialogue Cognitive - extract information, draw logical conclusions, etc. Personal - if the problem of a moral assessment of the situation, civil choice was raised

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TECHNOLOGY for the development of critical thinking

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1. Technology for the development of critical thinking

Critical thinking is the ability to analyze information from the standpoint of logic and a person-centered approach in order to apply the results to both standard and non-standard situations, questions and problems. Critical thinking is the ability to ask new questions, develop a variety of arguments, and make independent, thoughtful decisions. The purpose of the technology is to ensure the development of critical thinking through the interactive inclusion of students in the educational process. Initial scientific ideas: Critical thinking: Promotes mutual respect of partners, understanding and productive interaction between people; Encourages understanding of different "views of the world"; Allows students to use their knowledge to fill the meaning of situations with a high level of uncertainty, to create a basis for new types of human activity.

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1. Technology for the development of critical thinking. Criteria for evaluating the result

Critical thinking does not mean negativity or criticism, but a reasonable consideration of a variety of approaches in order to make informed judgments and decisions. Orientation towards critical thinking assumes that nothing is taken for granted. Each student, regardless of authority, develops his own opinion in the context of the curriculum. Criteria for evaluating the result in terms of technology for the development of critical thinking of students. The main criterion for evaluating the result is critical thinking, which can be revealed through the following indicators: Evaluation (Where is the error?) Diagnosis (What is the reason?) Self-control (What are the shortcomings?) Criticism (Do you agree you? Refute. Give counterarguments?) Prediction (Build a forecast). Results: Schoolchildren's critical thinking about their subjective experience.

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Patterns:

The educational productivity of students increases if they consciously participate in the definition of learning objectives, the choice of its forms and content. An increase in the share of open tasks in the educational process that do not have uniquely predetermined solutions and answers increases the intensity and efficiency of the development of students' creative qualities. Diagnostics of a student's personal educational increments has a more effective impact on the quality of education than diagnostics and control of his educational results in relation to externally set standards.

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The main elements of the individual educational activity of the student:

The meaning of the activity (why am I doing this); Setting a personal goal (anticipating the result); Activity plan; Implementation of the plan; Reflection (awareness of one's own activity); Grade; Adjustment or redefinition of goals.

Description of the presentation on individual slides:

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Description of the slide:

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Description of the slide:

Technology is a set of techniques used in any business, skill, art ( dictionary). Pedagogical technology - a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching methods, educational means; it is an organizational and methodological toolkit of the pedagogical process (B.T. Likhachev).

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Description of the slide:

Pedagogical technology is a meaningful technique for the implementation of the educational process (V.P. Bespalko). Pedagogical technology is a description of the process of achieving the planned learning outcomes (I.P. Volkov). Technology is art, skill, skill, a set of processing methods, changes in state (V. M. Shepel). Teaching technology is an integral procedural part of the didactic system (M. Choshanov).

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Description of the slide:

Thus, pedagogical technology functions both as a science that studies the most rational ways of learning, and as a system of methods, principles used in teaching, and as a real learning process. Pedagogical technologies: 1. Ped. technologies based on the effectiveness of management and organization of the educational process; 2. Pedagogical technologies based on the activation and intensification of students' activities.

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Description of the slide:

Technology of level differentiation of training based on mandatory results. This technology proposes the introduction of 2 standards: for education (the level that the school should provide to an interested, capable graduate) and the standard of compulsory general education (the level that everyone should achieve).

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Description of the slide:

Multi-level learning is a pedagogical technology for organizing the educational process, within which a different level of mastering the educational material is assumed, that is, the depth and complexity of the same educational material is different in groups of levels A, B, C, which makes it possible for each student to master the educational material according to individual items school curriculum at different levels (A, B, C), but not lower than the basic level, depending on the abilities and individual characteristics of each individual. This means that student A learns mathematics at an intermediate level with student B, but in Russian falls into a strong level with student C, and foreign language works with student D in the base group. The transition of a student from level to level is possible and in practice occurs painlessly, since the content (topic) is the same for all levels. Multi-level learning technology developed and implemented in | Moscow Technological School in 1994.

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Description of the slide:

Technologies of computer training. Computer technologies are used at all stages of the learning process: when explaining new material (source educational information), with repetition (didactic materials); to control knowledge (tests), in order to organize a leisure environment.

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Description of the slide:

Technology of project-based research training The purpose of this training is to create conditions under which students: independently and willingly acquire the missing knowledge from different sources; learn to use the acquired knowledge to solve cognitive and practical problems; acquire communication skills by working in different groups; develop research skills (identifying problems, collecting information, observing, conducting an experiment, analyzing, building hypotheses, generalizing); develop systems thinking. “If a person does not learn to create at school, then in life he will only imitate and copy” L.N. Tolstoy.

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Description of the slide:

Technology of the lecture-seminar credit system The use of the lecture-seminar system of teaching at school has a number of significant advantages: 1. Students' awareness of the learning process; 2. The possibility of active inclusion in it; 3. Planning their activities; 4. The ability to build the educational process on different levels difficulties; 5. Opportunity to widely use non-traditional forms of education.

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Description of the slide:

Technology of problem-based learning Today, problem-based learning is understood as such an organization of training sessions that involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them, as a result of which there is a creative mastery of professional knowledge, skills, abilities and the development of mental abilities. The purpose of problem technology is the acquisition of ZUN, the assimilation of methods of independent activity, the development of cognitive and creative abilities. A pedagogical problem situation is created with the help of activating actions, questions of the teacher, emphasizing the novelty, importance, beauty and other distinctive qualities of the object of knowledge. The creation of a psychological problem situation is purely individual. A cognitive task that is neither too difficult nor too easy does not create a problem situation for children. Problem situations can be created at all stages of the learning process: during explanation, consolidation, control.

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Description of the slide:

Gaming technologies Gaming technologies are related to game form interaction between the teacher and students through the implementation of a certain plot (games, fairy tales, performances, business conversation). At the same time, educational tasks are included in the content of the game. Implementation of game techniques and situations in the lesson form of classes takes place in the following main areas:  didactic goal is set for students in the form of a game task;  learning activities are subject to the rules of the game;  teaching material is used as its means, in learning activities an element of competition is introduced, which translates the didactic task into a game one;  successful implementation didactic task associated with the game result.

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Modern pedagogical technologies and their role in the educational process Prepared by: Bogdanova L.A. English teacher, MOBU "Secondary School No. 3 of Sol-Iletsk"

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The use of modern technologies is one of the innovative directions in the development of modern didactics

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Technologies and methods
What is the difference between methodology and technology? (according to V.I. Zagvyazinsky) Teaching methodology is a set of methods and techniques used to achieve a certain class of goals. The methodology can be variable, dynamic, depending on the nature of the material, the composition of the students, the learning situation, and the individual capabilities of the teacher. Well-established standard methods are transformed into technologies. Technology is a rather rigidly fixed sequence of actions and operations that guarantees the achievement of a given result. The technology contains a certain algorithm for solving problems. The use of technology is based on the idea of ​​complete controllability of learning and reproducibility of standard educational cycles.
Modern educational technologies

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Definition Pedagogical technology
V.M. Monakhov "A model of pedagogical activity thought out in all details, including the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for students and teachers."
G.Yu. Ksenozov "Such a construction of the teacher's activity, in which all the actions included in it are presented in a certain integrity and sequence, and the implementation involves the achievement of the desired result and has a probabilistic predictable character."
V.V. Guzeev "This is an ordered set of actions, operations and procedures that instrumentally ensure the achievement of the predicted result in the changing conditions of the educational process."
V.P. Bespalko "A set of means and methods for reproducing the processes of education and upbringing, which make it possible to successfully achieve the educational goals."
UNESCO "A systematic method of creating, applying and defining the entire process of teaching and learning, which sets as its task the optimization of forms of education."
M.V. Klarin "The system set and the order of functioning of all personal, instrumental, methodological means used to achieve pedagogical goals."
Modern educational technologies

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Manufacturability criteria
Educational technology must meet the basic requirements (technological criteria): Conceptuality Consistency Manageability Efficiency Reproducibility
Modern educational technologies

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Classification of pedagogical technologies
by type of pedagogical activity; by the type of management of the educational process; on the prevailing (dominant) methods and ways of teaching; on the approach to the child and educational orientation; alternative technologies, etc.

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Selevko German Konstantinovich (1932-2008) - Honored Worker high school, academician of IANP, professor, candidate of pedagogical sciences, author of the Encyclopedia of Educational Technologies, author of the school of personal self-development
Modern educational technologies

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Modern educational technologies

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Cooperation Pedagogy
Features of the methodology: humane-personal approach to baby - new a look at the personality as the goal of education, the humanization and democratization of pedagogical relations, the rejection of direct coercion as a method that does not give results in modern conditions, the formation of a positive self-concept. Didactic activating and developing complex: - the content of training is considered as a means of personal development, - training is primarily generalized knowledge, skills, ways of thinking, - variability and differentiation of training, - creating a situation of success for each child
Modern educational technologies

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Technology for the development of critical thinking
Critical thinking is the ability to analyze information from the standpoint of logic and a person-centered approach in order to apply the results obtained to both standard and non-standard situations, questions and problems. Critical thinking is the ability to ask new questions, develop a variety of arguments, and make independent, thoughtful decisions. The purpose of the technology is to ensure the development of critical thinking through the interactive inclusion of students in the learning process.
Modern educational technologies

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Project based learning technology
The original slogan of the founders of the system of project-based learning: "Everything from life, everything for life." The purpose of project-based learning: to create conditions under which students: independently and willingly acquire the missing knowledge from various sources; learn to use the acquired knowledge to solve cognitive and practical problems; acquire communication skills by working in different groups; develop research skills (ability to identify problems, collect information, observe, conduct an experiment, analyze, build hypotheses, generalize); develop systems thinking.
Modern educational technologies

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Gaming technologies
The game is the freest, natural form of human immersion in real (or imaginary) reality with the aim of studying it, manifesting one's own "I", creativity, activity, independence, self-realization. The game has the following functions: psychological, relieving stress and promoting emotional relaxation; psychotherapeutic, helping the child to change his attitude towards himself and others, change the way of communication, mental well-being; technological, allowing to partially withdraw thinking from the rational sphere into the sphere of fantasy, transforming reality.
Modern educational technologies

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Problem learning
Problem-based learning is the organization of training sessions, which involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them. The result of problem-based learning: Creative mastery of knowledge, skills, abilities and development of mental abilities.
Modern educational technologies

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Technology of level differentiation
Differentiated learning is a form of organization of the educational process, in which the teacher works with a group of students, compiled taking into account the presence of any significant for the educational process. general qualities(homogeneous group). Individually psychological features children, which form the basis for the formation of homogeneous groups: * by age composition (school classes, age parallels, groups of different ages), * by gender (male, female, mixed classes, teams), * by area of ​​​​interest (humanitarian, physical and mathematical, biological and chemical and other groups) * by the level of mental development (level of achievement), * by the level of health (physical education groups, visually impaired groups, etc.) Intra-class (intra-subject) differentiation (N.P. Guzik): * intra-class differentiation of teaching , *developing cycle of lessons on the topic.
Modern educational technologies

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Computer (new information) learning technologies
Goals: the formation of skills to work with information, the development of communication skills, the preparation of the personality of the "information society", to give the child as much educational material as he can learn, the formation of research skills, the ability to make optimal decisions. main feature methods of computer learning lies in the fact that computer tools are interactive, they have the ability to "respond" to the actions of the student and teacher, "enter" with them in a dialogue.
Modern educational technologies

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Developmental learning technologies
Personally-oriented developmental education
Developmental learning technologies
Technology of self-developing learning (G.K. Selevko)

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Portfolio
Portfolio - a technology that allows solving the problem of objective performance assessment Portfolio - a professional career planning technology Types of achievements portfolio, thematic presentation, complex New forms of portfolio Electronic portfolio Passport of competencies and qualifications European language portfolio (a single European model adopted by the Council of Europe)
Modern educational technologies

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Any activity can be either technology or art. Art is based on intuition, technology is based on science. Everything begins with art, ends with technology, so that everything starts all over again. V.P.Bespalko
Modern educational technologies

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Creative success and effective work
Modern educational technologies