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Modern technologies as a tool for improving the quality of education. Pedagogical Council on the topic: "Modern technologies as a tool for managing the quality of education"

Municipal state institution of additional education

"House of childhood and youth"

Modern technologies

as a tool to improve the quality of education

Akulova Elena Evgenievna,

Deputy Director for MMR

Pike 2018

Conduct form : workshop using a group form of work.

Security: handout for each group, presentation

Target: understanding the need and possibility of using modern technologies as a tool to improve the quality of education

Tasks

1. Increase the motivation of teachers to use modern technologies in the educational process

2. Contribute to increasing the effectiveness of interaction between the teacher and students in the educational process.

3.Create conditions for active interaction of all participants of the seminar

Expected results: Teachers of additional education will take practical action based on the use of modern educational technology as a tool to improve the quality of education

List of used literature:

1. Pedagogical technologies: a textbook for students of pedagogical specialties / edited by V.S. Kukunina. - M .: ICC "Mart": - Rostov n / D, 2006.
2. Shchurkova N.E. Classroom leadership: gaming techniques. - M .: Pedagogical Society of Russia, 2002, - 224 p.
3. Khutorskoy A.V. Article “Technology for designing key competencies and subject competencies”. // Internet magazine "Eidos".
4. Ivanov D.A., Mitrofanov K.G., Sokolova O.V. Competence approach in education. Problems, concepts, tools. Teaching aid. - M.: APK and PRO, 2003. - 101 p.

Seminar progress:

1.Org. moment. Seminar participants are invited to choose keys according to the form. We offer to take their places in the form of the selected key

Leading:Good afternoon, dear colleagues! It's nice to see you in this audience, and I really hope that you and I will have an interesting and useful conversation.

I invite you to the fantasy playground. Today, the owner of this site will be you and me and modern pedagogical technologies. Our communication will take the form of a workshop "Who wants to become an expert in pedagogical technologies?"

2. Creating a Success Situation:

Let's start with this parable:

One day the king decided to put all his courtiers to the test in order to find out which of them was capable of occupying an important state post in his kingdom. A crowd of strong and wise men surrounded him.

"Oh, you, my subjects," - "I have a difficult task, and I would like to know who can solve it."

He led those present to a huge door lock, so huge that no one had ever seen before.

“This is the largest and heaviest castle that has ever been in my kingdom. Which of you can open it?” asked the king.

Some courtiers only shook their heads, others, who were considered wise, began to look at the castle, however, they soon admitted that they could not open it. Since the wise had failed, the rest of the courtiers had no choice but to also admit that this task was beyond their power, it was too difficult. Only one vizier approached the castle. He began to carefully examine and feel it, then tried to move it in various ways, and finally, with one jerk, pulled it.

Oh, miracle - the castle opened! It just wasn't fully latched.

Then the king announced: “You will get a place at court, because you rely not only on what you see and hear, but rely on your own strength and are not afraid to make an attempt.”

We teachers working according to the second generation of the Federal State Educational Standards also need to take courage and make an attempt to implement modern educational technologies (not just to know, but to use them in our practice)

3. Exercise “Presentation”

Before proceeding to the theoretical part of the seminar, I suggest

each participant to draw up in any form a business card to his neighbor, where he indicates his name. The name must be written legibly and large enough.

3-4 minutes are given for all participants to make their business cards and prepare for a mutual introduction

The task is to prepare to introduce your partner to the whole group.

They introduce their partner, starting the presentation with the words: “For Elena Evgenievna, the most effective technology is technology….., because……”.

4. Introduction

Epigraph of the seminar

Who does not want to use new means,
must wait for new troubles

Francis Bacon

Francis Bacon - one of the greatest scholars of the 17th century, a contemporary of Galileo and a predecessor of Newton, the author of the treatise "Experience and Instructions Moral and Political"

Teacher and student grow together:
learning is half teaching.

Li Ji

5. Theoretical part

The program of modernization of the content of education affects all aspects of the educational process. Its task is to achieve a new quality - a quality that meets the requirements for a person in today's rapidly changing socio-economic conditions.

Traditionally, the entire domestic education system was oriented towards knowledge as the goal of learning (KL). The transformations of Russian society in general and education in particular have led to a change in the requirements for students. The “knowledgeable graduate” has ceased to meet the demands of society. There was a demand for a “skillful, creative graduate” with value orientations. A competency-based approach to learning is intended to help solve this problem.

A student is considered competent according to the results of activity if he is able to apply what he has learned in practice, that is, to transfer competence to certain situations in real life.

Let's now find out what a teacher should be in order to prepare today's graduate.

To do this, we work in groups.

6. Practical part

Exercise 1. The participants of the seminar are divided into three groups: “students”, “teachers”, “experts”

First question for discussion : Groupstudents about answer the question"When is a student not interested in learning?"

Groupteachers answer the questionWhen is a teacher not interested in teaching?

Experts in the role of administrationanswer both questions

During the 5 minutes, participants brainstorm a list of reasons and present the group's response.

Second question for discussion :

students answer the questionWhat teacher would you like to see in your classes?

teachers answer the question:"Which teacher-colleague do you want to see next to you? Reflect on whatman today's teacher.

Experts answer the question"What should be a modern teacher?"

Within 5 minutes, the participants answer the question and present the answer of the group.

Task 2 for all groups. in front of you"suitcase" which contains cards with the names of educational technologies that you use in your classes. Using one technology as an example, tell us how it affects the quality of education.

During 5 minutes, the participants discuss the answer to the question and present the answer of the group.

Let's assume that the following technologies are selected:

– student-centered technologies provide for the priority of subject-subject learning, diagnostics of personal growth, situational design, game modeling, the inclusion of learning tasks in the context of life problems that involve the development of the individual in a real, sociocultural and educational space;

– health-saving technologies , a distinctive feature of which is the priority of health, i.e. competent health care is a prerequisite for the educational process

– information Technology allow to individualize and differentiate the learning process, stimulate cognitive activity and independence of students

– gaming technology allow you to manage emotional stress in the learning process, contribute to mastering the skills necessary for cognitive, labor, artistic, sports activities, for communication. During the game, children quietly master what was difficult before.

– problem-developing technologies training contribute to the development of creative abilities of students; the formation of critical thinking and positive emotions.

– design technologies , the essence of which is that the student in the process of working on the educational project comprehends real processes, objects, lives in specific situations. The basis of project technologies is the project method, which is aimed at developing the cognitive skills of students, critical thinking, the formation of the ability to independently construct their knowledge, the ability to navigate in the information space.

Task 3

Before we start talking about innovative technologies, let's define the concept of "technology".

What is “technology”, technique, technological processes?

How relevant is this topic now? What does Modern Technology mean? What is interactive technology?

So what is “technology”, how does it differ from methodology?

Technology - Greek. the word - means "skill, art" and "the law of science" is the science of skill.

The problem of pedagogical technologies was dealt with by: Selevko, Bespalko, I.P. Volkov, V.M. Monakhov and others.

At the moment, there are several definitions of pedagogical technology, we will choose the most detailed one for today:

Pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, which aims to optimize the forms of education (UNESCO).

In other words,technology is fixed sequential actions that guarantee the achievement of a given result.

It contains an algorithm for solving the set tasks; its use is based on the idea of complete controllability of learning and reproducibility of educational cycles.

Differences from the methodology:

The technology is not of an objective nature, it can be implemented on any subject, regardless of the content. Technology can be implementedany teacher (easily reproducible, stability of results). Technology includes a set of methods, forms, means and techniques.

Today there are more than a hundred educational technologies. It is classified according to organizational forms, according to subjects, author's, according to approaches to the child, etc.

Methodology Andtechnology - not synonyms, although these two concepts are sometimes equated. Both are forms of process organization.

Technology - a term originally used as a detailed description of the production process. Technology is a step-by-step instruction, a recipe with an exact indication of such parameters as quantity, composition, time, sequence, etc.

Methodology - a way of executing the "instruction", suggesting variability and an individual approach to the process of its implementation.

If the technology "dictates", then the technique "recommends". Technology has no personal connotation, it is dry, like a mathematical formula.

The methodology is focused on certain human qualities and takes them into account.

I will give an example . Two people, independently of each other, prepare a dish according to the same recipe, where the composition of the products, the proportions, and the general sequence of the cooking process (technology) are prescribed. However, at the exit, the dishes have a different taste and appearance. This is facilitated by a different approach and style of cooking (methodology).

I was told that in the same production (we are talking about the production of sausages), the same type of sausage was obtained differently depending on which technologist was on duty.

traditional technologies. How is it different from innovation?

* draw a house (test) - traditional image, innovation (house on the slide, teachers should copy)

Features of the technique

Traditional technology is primarily an authoritarian pedagogy of requirements, learning is very weakly connected with the inner life of the child, with his diverse requests and needs, there are no conditions for the manifestation of individual abilities, creative manifestations of the personality.

regulation of activities, compulsory training procedures;

centralization of control;

orientation towards the middle.

Position: the child is a subordinate object of learning influences.

The position of the teacher is the commander, the only initiative person, the judge (“always right”); the elder (parent) teaches; “with an object for children”, “striking arrows” style.

Knowledge acquisition methods are based on:

communication of ready-made knowledge;

exemplary learning;

inductive logic from particular to general;

mechanical memory;

verbal presentation;

reproductive reproduction.

The learning process as an activity in TT is characterized by a lack of independence, weak motivation. As part of the educational activities of the child:

there is no independent goal-setting, learning goals are set by an adult;

activity planning is carried out from the outside, imposed on the child against his will;

the final analysis and evaluation of the child's activities are not carried out by him, but by the teacher, another adult.

Under these conditions, the stage of implementation of educational goals turns into work "under pressure" with all its negative consequences (alienation of the child from school, education of laziness, deceit, conformism)

Requirements for a teacher

Today, the teacher does not have enough knowledge about existing technologies, he also needs the ability to apply them in practice. The demand for masters of learning is always high.

To feel confident, the teacher must master at least three fundamentally different technologies: productive (subject-oriented), sparing (personally-oriented), cooperation technology

Technology and craftsmanship

The same technology can be carried out by different performers more or less conscientiously, exactly according to instructions, or creatively. The results will be different, however, close to some average statistical value characteristic of this technology.

Sometimes a master teacher uses elements of several technologies in his work, applies original methodological techniques, in this case one should talk about the "author's" technology of this teacher. Every teacher is a creator of technology, even if he deals with borrowing. The creation of technology is impossible without creativity. For a teacher who has learned to work at a technological level, the main guideline will always be the cognitive process in its developing state.

Conditions necessary for mastering and implementing technologies:

the teacher’s understanding of the ideology of technology, the definition of the social group that it will serve, the acceptance of the teacher whose technology is mastered, the opportunity to “live” in this technology, passing it through their emotions, needs and values; those. (What is it? Who is it for? How do I feel comfortable working with it?)

taking into account the personal qualities of the teacher

providing an opportunity for the teacher to evaluate the results of the use of technology and, if necessary, bring their own into the optimization of technology

technological competence of the teacher

Task in groups: With the help of the “House” reception, settle the tenants in the houses “Technologies for student-centered learning” and “Technologies for problem-based learning”

personality-oriented technologies:

Developmental learning

Multilevel training

The technology of using gaming methods in teaching: role-playing, business and other types of educational games

Gaming Technology

Collective learning system

Collaborative learning (team, group work)

Student Portfolio

Teacher Portfolio

problem learning technology;

Technology for studying inventive problems (TRIZ)

Exploratory learning technology

Project based learning technology

Information and Communication Technologies

Health-saving technology, etc.

Any pedagogical technology should be reproducible and be health-saving.

Person-Centered Technologies represent the embodiment of humanistic philosophy, psychology and pedagogy.

The focus of personality-oriented technologies is a unique holistic person who strives for the maximum realization of his capabilities (self-actualization), is open to the perception of new experience, and is capable of making a conscious and responsible choice in various life situations. It is the achievement of such qualities by a person that is proclaimed the main goal of education, in contrast to the formalized transfer of knowledge and social norms to a child in traditional technology.

The peculiarity of the paradigm of the goals of personality-oriented technologiesconsists in focusing on the properties of the personality, its formation, its development not by someone else's order, but in accordance with natural abilities.

A special place in student-centered learning assignedinteractive technologies

Colleagues , interactive learning technologies - what is it? What technologies do you know?

Interactive learning technologies. Recently gaining more importance (interactive museums of the world)

1. Work in pairs

2. Carousel

4. Work in small groups

5. Aquarium

6. An unfinished offer. (They lived - there were a king and a queen, and then one day ...) along the chain

7. Brainstorm

8. Brownian motion

9. Decision Tree

10. Role (business) game

11. Workshop

12. ICT technology

Interactive methods allow learning to interact with each other; and interactive learning is learning built on the interaction of all students, including the teacher. They involve co-education (collective, collaborative learning), and both the student and the teacher are subjects of the educational process. The teacher more often acts only as the organizer of the learning process, the leader of the group, the creator of the conditions for student initiative.

1. "Microphone". As part of the agreed assistance, the teacher activates the weakly active students in the group by giving them a microphone: the one who has the microphone speaks.

2. "Great circle". One of the simplest methods of group interaction. Its organization requires chairs to be arranged in a large circle. They agree that the answers should be clockwise, the initial place is conventionally indicated, from which the presentation of points of view on the problem begins. The facilitator makes sure the rules are followed. The teacher sets out the problem that should be solved .. Next, in a circle, each participant in the "Big Circle" sets out his own draft solution. The group listens to him without criticism. This decision is gradually fixed on the board (or whatman paper). Upon completion of cooperation to develop a common solution to the problem, the project of each of the participants is announced and approved (if necessary, corrected) by all participants in the "circle".

3. Work in pairs.

4. Aquarium - several pupils act out the situation in a circle, and the rest observe and analyze.

5. Unfinished sentence - the first one starts, then the plot develops along the chain.

6. Brainstorm.

7. Brownian movement - the movement of participants throughout the space in order to collect information on the proposed topic. (n/r: Find objects that are round)

8. Decision tree - children are divided into groups, discuss the issue, make their own drawings, then change places and finish drawing their ideas with their neighbors.

9. Role (business) game.

10. Workshop - student performance

11. Show - technologies

Interesting, spectacular action.

Peculiarities:

competitive nature;

The division of participants into speakers, spectators, jury.

It can be spontaneous or pre-planned.

12. ICT technology - interactive technology

The use of ICT is the result of the implementation of the Electronic Russia program

ICT - this is a generalized concept that describes various methods, methods and algorithms for collecting, storing, processing, presenting and transmitting information.

On the one hand, this computer, on the other - communication.

This is the use of televisionDVD,CD, radio, tablets, media, computer, phone, game consoles.

The modern educational process cannot be imagined without the use of multimedia technologies, which provide unique opportunities for the implementation of creative initiatives of the teacher and the student.

From the point of view of the use of ICT in the classroom, it seems appropriate to divide them into four groups. Class belonging to a particular group determines the technical conditions and the availability of appropriate software for its implementation.

1. Demonstration type classes - presentation

To conduct it, you need a computer and a projector or TV to which you can connect a computer. In such a lesson, information is shown on a large screen and can be used at any stage.

As software, materials of ready-made software products on CD are used, containing a large amount of photo, video, audio information on various topics. Even more popular was the creation by the teacher of presentations for their classes.

2.classes - quizzes, tests.

The high effectiveness of monitoring programs is determined by the fact that they strengthen the feedback in the teacher-student system. Test programs allow you to quickly evaluate the result of work, accurately identify topics in which there are gaps in knowledge. Today, teachers themselves can develop and create computer versions of various tests and use them in their classes.

3. Educational computer games.

Educational programs for this age group on the market can be classified as follows:

1. Games for the development of memory, imagination, thinking, etc.

2. "Talking" dictionaries of foreign languages with good animation.

3. ART studios, the simplest graphic editors with libraries of drawings.

4. Games-travelling, "rpg".

5. The simplest programs for teaching reading, mathematics, etc.

Website game maker LearningApps.org

4.Physical minutes, relaxation exercises, posing a problem after watching the video.

Now, dear teachers, we will live with you several new or forgotten technologies, in practice

Educational technologies

1.Cluster

A cluster is a graphical organization of material that shows the semantic fields of a particular concept. The word "cluster" in translation means a beam, a constellation. They form clusters at the stage of comprehension and reflection. This technique allows you to systematize new information in relation to their existing ideas, as well as in accordance with the categories of knowledge. Compiling a cluster allows students to freely and openly think about a topic, independently build causal relationships. Students write down a key concept in the center of the sheet, and from it draw arrows-rays in different directions that connect this word with others, from which in in turn, the rays diverge further and further.

Exercise I suggest that each group make a cluster to the topic INNOVATIVE TECHNOLOGIES as I tell, using the names of technologies and keywords

2. Technology for the development of critical thinking "Six Hats of Thinking".

Edward de Bono's "Six Thinking Hats" method can easily be used in any subject area. The use of this method in the classroom develops the ability of students to structure information, in the "Six Hats of Thinking" the author presents a simple but effective method to become a better thinker. He divides thinking into six distinct modes, denoted by hats of different colors. "Putting on" the hat focuses thinking, "changing" the hat changes its direction.

Why is this technology used?

There is a traditional connection between thinking and hats.

"I'm in my hat", "Let's put on our thinking hats" are common phrases.

The hat indicates a specific role that the children will play throughout the lesson.

The method allows you to remove your ego from thinking. And any question is discussed more fully and objectively.

With the Six Thinking Hats method, if we don't like someone's proposal, we know that we will always get the opportunity to critique that idea under black and express feelings under red. However, it becomes possible to explore the idea using white, yellow, green.

Card No. 1 Technology for the development of critical thinking "Six hats of thinking"

Phrase

The group should analyze the proposed plan from the standpoint of a critical way of thinking that is characteristic of the color of the chosen hat, distribute roles - hats.

white hat "Interactive technologies are the future" , including only facts, figures, without argumentation - FACTS

red hat - Prepare a proof proposal"Interactive technologies are the future", including as many different adjectives as possible, both negative and positive - EMOTIONS

Black hat - Prepare a proof proposal"Interactive technologies are the future" , including as many negative features as possible - PROBLEMS, CONTRADICTIONS, NEGATIVE

yellow hat - Sunny, life-affirming color. The yellow hat is full of optimism, hope and positive thinking live under it. The “color of the sun” mindset is a persistent search for the positive aspects inherent in a given situation, and the construction of positive conclusions. Prepare a proof"Interactive technologies are the future" by including as many positive traits as possible - POSITIVE

Green Hat - Prepare a Proof Proposal"Interactive technologies are the future" by incorporating as many future innovations as possible - CREATIVITY

Blue Hat - Prepare your text"Interactive technologies are the future" , incorporating as many interesting ideas as possible from other group members - SUMMARY

3. Case technologies

Case technology

Case - a situation taken from practice, a real case on which theoretical ideas are analyzed. The concept of a case comes from the English case - "circumstances".

Case technologies are not a repetition after the teacher, not a retelling of information or articles, not an answer to the teacher's question, it is an analysis of a specific situation, which makes you raise the layer of knowledge gained and put it into practice.

Case technology is an interactive learning technology based on real or fictional situations, aimed not so much at mastering knowledge as at developing new qualities and skills in students.

One of the most important characteristics of the case method is the ability to use theory, referring to factual material.

The task of the teacher is to teach children both individually and as part of a group:

analyze information

sort it to solve a given problem

identify key issues

generate alternative solutions and evaluate them

choose the best solution and form action programs, etc.

Work with the case in the lesson is organized according to the following principle:

getting to know the situation

analysis and discussion of the solution in mini-groups

general discussion of the solution proposed by each group and the choice of the optimal one;

summary of the teacher.

Creating a children's case on any topic requires compliance with a number of specific conditions:

the case must correspond to reality, that is, describe the facts that have the possibility of being

the case should not be very large, as it is designed for children, not adults, and the time of working with the case is limited by the lesson

the information necessary to solve the case should be contained in the text; the possibility of attracting additional or reference literature is minimized

a case may contain several alternative solutions

The information needed to create cases can be gleaned from newspaper and magazine articles, fiction, news releases, collections of statistical data. Each case is accompanied by a list of questions for its analysis.

Exercise In the song "Get Together - We Wave to Everyone" there are the words "We will say kind words to everyone, we will be glad to anyone ..."

What adjectives will help you characterize the people about whom the words of the song speak?

Using the dictionary of synonyms, select synonyms for the wordfriendly.

Based on the knowledge gained, compose a leaflet-appeal, urging the inhabitants of our city to be friendly.

4. Basket of ideas

This is a technique for organizing individual and group work of students at the initial stage of the lesson, when their experience and knowledge are being updated. It allows you to find out everything that students know or think about the topic under discussion. On the board, you can draw a basket icon, in which everything that all students together know about the topic being studied will be collected.

Card Technology "Basket of Ideas"

The song "Strong friendship will not break ..."

Exercise: Assemble a basket of ideas in which the secrets of true friendship will be collected.

All information is briefly written in the form of abstracts by the teacher in the "basket" of ideas (without comments), even if they are erroneous. In the basket of ideas, you can "dump" facts, opinions, names, problems, concepts related to the topic of the lesson. Further, in the course of the lesson, these facts or opinions, problems or concepts that are scattered in the mind of the child can be connected in a logical chain.

5.Game technology

You are all familiar and use them in your practice. I want to dwell on the game technology GAME "POSTMAN"

Card №5 Game technologies Postman game

The phrase "What kind of peoples are there in our great country ..."

Match the pictures and envelopes correctly, and you will find out from whom the letter came.

Read the proverbs in the envelopes

Friendship is priceless wealth. Kazakh

For a stranger - half, for a friend - everything is Armenian

You can't trade a close friend for gold. Tatars

Not the friend who walks at the feast, but the one who helps in trouble. Bashkirs

What do people of these nationalities value?

Conclusion: The competence-based approach imposes its own requirements on teachers: the search for new forms, methods, teaching technologies. The teacher needs to navigate a wide range of modern technologies, ideas, trends, not waste time discovering what is already known. The system of technological knowledge is the most important component and indicator of the pedagogical skill of a modern teacher.

Among teachers, the opinion was firmly established that pedagogical skill is purely individual, therefore it cannot be passed from hand to hand. However, based on the ratio of technology and skill, it is clear that pedagogical technology, which can be mastered, like any other, is not only mediated, but also determined by the personal parameters of the teacher. The same technology can be carried out by different teachers, where their professionalism and pedagogical skills will be manifested.

V. Reflection

I propose to evaluate today's work in groups.

- In front of you is a "thermometer", select the temperature of your group on the scale by which the value of the seminar is determined:

34-useless, hopeless, indifferent.

36.6 - necessary, useful, interesting, necessary.

38 - scary, difficult, uninteresting, burdensome

And now, using the technology of six hats, we will conduct a reflection of the seminar

White hat - tell what we did today at the seminar

red hat - express feelings

Green hat - think about where you can apply the knowledge gained

Blue hat - general conclusion from the seminar

Black hat - highlight flaws

Yellow hat - what was good

VI. Summary of the seminar

- Game "Applause in a circle"

Target: relieve stress and fatigue, thank all participants for their work.

All participants sit in a circle. The host begins to clap his hands and looks at one of the participants. They both start clapping. The participant looked at by the facilitator looks at the other participant, including him in the game. Thus, all participants begin to clap.

Boldareva Svetlana Alexandrovna,

Head, MDOU "Miner's Nursery-Kindergarten No. 12"

Target: understanding the need and possibility of using modern technologies as an indicator of the pedagogical competence of a modern teacher.

Tasks:

to systematize theoretical knowledge about socio-pedagogical concepts in education "competency-based approach", "competence": meanings and content of concepts;
analyze and determine the impact of the use of modern technologies in the context of a competency-based approach on the quality of children's education;
exchange existing experience in designing ways to switch to a competency-based approach in the educational practice of institutions of additional education

Equipment: computer, projector, screen, music center; presentation “Modern technologies as a tool for managing the quality of education”; cards for the game "Consequences"; leaflets “Conditions for the formation of key competencies”; business cards, ball, pens, blank sheets of paper, felt-tip pens.

Plan for the workshop

1. Greeting. Goals and objectives of the seminar. Presentation of the plan of work of the seminar.

Introductory part
Theoretical part
Practical part

1. Business game
2. The game "Problem on the palm"
3. Game “Consequences”

Reflection
Summary of the seminar

І . Greetings. Goals and objectives of the seminar. Presentation of the plan of work of the seminar.

2. Exercise “Presentation”

Each participant draws up a business card in any form, where he indicates his name. The name must be written legibly and large enough. The business card is attached so that it can be read.

3-4 minutes are given for all participants to make their own business cards and prepare for a mutual introduction, for which they pair up, and each tells his partner about himself.

The task is to prepare to introduce your partner to the whole group. The main task of the presentation is to emphasize the individuality of your partner, to tell about him in such a way that all other participants immediately remember him. Then the participants sit in a large circle and take turns introducing their partner, starting the presentation with the words: “For ... the most important thing ...”.

II. Introductory part

1. Epigraph of the seminar.

Who does not want to use new means,
must wait for new troubles

Francis Bacon

Francis Bacon - one of the greatest scholars of the 17th century, a contemporary of Galileo and a predecessor of Newton, the author of the treatise "Experience and Instructions Moral and Political"

Teacher and student grow together:
learning is half learning. Li Ji

III. Theoretical part

Consider the concepts of "competence" and "competence", which are almost synonymous.

"Competence" - a set of interrelated qualities of a person (knowledge, abilities, skills, methods of activity), which allows you to set and achieve goals.

"Competence" - an integral quality of the personality, manifested in the general ability and readiness for activities based on knowledge and experience.

A student is considered competent according to the results of activity if he is able to apply what he has learned in practice, that is, to transfer competence to certain situations in real life.

What methods and technologies should a modern teacher master in order to develop key competencies in students? What professional and pedagogical competencies should the teacher himself possess in order to ensure his own professional advancement and development? Under what conditions will competencies move to the level of professional competence? Let's try to understand this issue.

IV. Practical part

1. business game

Participants are divided into three groups “learners”, “teachers”, “experts”

The first question to discuss is when is a student not interested in learning? When is a teacher not interested in teaching?

Within 5 minutes, participants brainstorm a list of reasons and provide a group of “experts” who prepare a briefing note for the audience.

From the answers, experts identify 2-3 most relevant problems for this audience and voice them.

Let's assume that the following problems are highlighted:

1. Insufficient level of teacher's knowledge of modern educational technologies hinder the formation of key subject competencies.
2. The development of students' ability to independently solve problems in various fields of activity is impossible without a practice-oriented orientation of education.
3. The contradiction between the frontal forms of organization of learning and "passive" teaching methods, on the one hand, and the need to ensure the activity-based nature of learning, on the other hand.

The second question for discussion: will the teacher become interested in teaching, and the student will be interested in learning, if modern educational technologies and methods are used in the educational process?

Within 5 minutes, participants select at least 3 arguments that, in the opinion of group members, prove the effectiveness of technology that can increase interest in the learning process.

From the answers, experts single out 2-3 most effective technologies, in the opinion of this audience, and voice them.

Let's assume that the following technologies are selected:

- personality-oriented technologies provide for the priority of subject-subject learning, diagnostics of personal growth, situational design, game modeling, the inclusion of learning tasks in the context of life problems that involve the development of the individual in a real, sociocultural and educational space;

- health-saving technologies , a distinctive feature of which is the priority of health, i.e. competent health care is a prerequisite for the educational process;

- information Technology allow to individualize and differentiate the learning process, to stimulate cognitive activity and independence of students;

- gaming technologies allow you to manage emotional stress in the learning process, contribute to mastering the skills necessary for cognitive, labor, artistic, sports activities, for communication. In the process of playing, children quietly master what was difficult before;

- problem-developing learning technologies contribute to the development of creative abilities of students; the formation of critical thinking and positive emotions.

- design technologies, the essence of which is that the student in the process of working on the educational project comprehends real processes, objects, lives in specific situations. The basis of project technologies is the project method, which is aimed at developing the cognitive skills of students, critical thinking, the formation of the ability to independently construct their knowledge, the ability to navigate in the information space.

The competence-based approach imposes its own requirements on teachers: the search for new forms, methods, teaching technologies. The teacher needs to navigate a wide range of modern technologies, ideas, trends, not waste time discovering what is already known. The system of technological knowledge is the most important component and indicator of the pedagogical skill of a modern teacher.

2. Workshop

The teachers of the Center use modern technologies, active teaching methods, new forms of classes and events in their practice.

We consider N.E. Shchurkova's application of gaming technologies to be the most successful. We have certain experience and results in this direction.

Game "Problem on the palm"

Game progress:

Each participant is invited to look at the problem as if from the outside, as if he were holding it on his palm.

The facilitator holds a beautiful tennis ball in his palm and addresses the seminar participants: “I am looking at this ball. It is round and small, like our Earth in the universe. The earth is the home in which my life unfolds. What would I do with my life if I had complete control over it?” (musical accompaniment: music of the universe)

Participants alternately hold an object symbolizing the problem on their palms and express their personal attitude towards it.

Commentary at the end of the game: the success of the game is possible under two conditions.

First, the presence of an object symbolizing the problem. It can be a candle, a flower, a nut, a cone ... - almost any object, but most importantly, one that meets the requirements of aesthetic taste. The professionalism of a teacher lies not in the selection of a subject, but in the ability to present it to children. Presenting an object is not material, objective, but in its socio-cultural meaning. Candle - fire, light, human thought, mind. A flower is not a plant that produces oxygen, but the Beauty of the world.

Secondly, there can be no “right” or “wrong” answers here. The main thing is the movement of thought. Our problems cannot exist only within us, if existence is understood as life in the human world.

Game “Consequences ” (Annex 2 )

Man, unlike animals, tends to anticipate events, to foresee the future through logical operations, analysis of events, deeds, words, actions. The ability to anticipate the consequences is influenced by our experience.

Game progress:

The participant reports the action

(actions are written on the cards: “I brought and handed flowers to a good person”, “I rudely mocked a colleague”, “I like to lie, embellish, blurt out, brag”, “I started smoking”, “I found someone’s wallet and appropriated money for myself”, “I read a lot”, “I started doing exercises in the morning”, “I told an ugly woman that she was ugly”, “I forget why I come to work”, “I always bring any business to the end”).

The participant appears in turn the Consequences of what happened, saying: “I

your consequence is the first, I tell you…”.

Consequence-1 tells what will follow "now" after the participant committed; Consequence-2 warns that it expects the subject "in a week";

Consequence-3 paints a picture “in a month”;

Consequence-4 foresees the inevitable "in adulthood";

Consequence-5 reports the outcome that the participant will achieve at the end of life.

After listening to the predictions of the future, the participant makes a decision: either he refuses to do what he has done in the future, or he is affirmed in the significance for his life of what he does.

Since the content of what the participant does is written on the card that he chooses from the basket, when he refuses to act for the future, the player tears the card, and when he approves his act, he leaves the card with him as a sign of the “assigned” act.

Question for seminar participants at the end of the game: What did you think during the game?

V. Reflection

1. Recall what the king of one planet said in Antoine de Saint-Exupery's fairy tale “The Little Prince”: “If I order my general to turn into a sea gull, and if the general does not follow the order, it will not be his fault, but mine.” What can these words mean for us? (Answers of teachers).

In essence, these words contain one of the most important rules for successful teaching: set realistic goals for yourself and for those you teach. It should be emphasized that any pedagogical innovations must be used competently, and the teacher must always be guided by the principle: “The main thing is not to harm!”

2. Question to the seminar participants:

What is the condition for the formation or development of competencies.

So, key competencies are formed, If (Annex 3 ):

learning is active;
there is an orientation of the educational process towards the development of independence and responsibility of the student for the results of his activity (for this it is necessary to increase the share of independence of works of a creative, search, research and experimental nature);
conditions are created for gaining experience and achieving the goal;
such teaching technologies are used, which are based on the independence and responsibility of the teacher for the results of their students (project methodology, abstract approach, reflection, research, problem methods, differentiated learning, developmental learning);
there is an increase in the practical orientation of education (through business, simulation games, creative meetings, discussions, round tables);
The teacher skillfully manages the learning and activities of students. Even Diesterweg said that “A bad teacher presents the truth, a good one teaches to find it”, and for this he himself must have pedagogical competence).

VI. Outcome of the workshop

1. We strive to find forms that will help the team successfully master the strategy of competency-based learning. And the proposed line of action can help us in this: try it yourself - offer to students - share with colleagues - find like-minded people - join forces. After all, only together can we achieve the best success.

2. The game "Applause in a circle"

Target: relieve stress and fatigue, thank all participants for their work.

Bibliography:

1. Pedagogical technologies: a textbook for students of pedagogical specialties / edited by V.S. Kukunina. - M.: ICC "Mart": - Rostov n / D, 2006.

2. Shchurkova N.E. Classroom leadership: gaming techniques. - M.: Pedagogical Society of Russia, 2002, - 224 p.

3. Khutorskoy A.V. Article “Technology for designing key competencies and subject competencies”. // Internet magazine "Eidos".

4. Ivanov D.A., Mitrofanov K.G., Sokolova O.V. Competence approach in education. Problems, concepts, tools. Teaching aid. - M.: APK and PRO, 2003. - 101 p.

Seminar for primary school teachers MOU Zakharovskaya secondary school

Report on the topic: "Modern technologies as a tool for managing the quality of education."

Glazkova A.P. primary school teacher Zakharovskaya secondary school

1 slide

2 slide

“Education is the greatest of earthly blessings,

if it is of the highest quality.

Otherwise, it's completely useless."

Kipling

Ways to improve the effectiveness of training are sought in all countries of the world. In Russia, the problems of learning effectiveness are being actively developed on the basis of the latest achievements in psychology, informatics, and the theory of cognitive activity management.

3 slide The quality of education is understood as a set of essential properties and characteristics of the results of education that can meet the needs of schoolchildren, society and customers of education.

What is it made up of?

4 slide From the high level of professionalism of teachers

From creating comfort in teaching schoolchildren

The strength of students' knowledge

Compliance with sanitary and hygienic standards

From the logistics of the school.

5 slide The main goal of education in elementary school is to teach each child to master, transform and use huge amounts of information in practical activities in a short period of time.

Recognizing the lesson as the main form of learning, we are constantly looking for ways to further improve it.

Components of the quality of education:

the quality of schoolchildren's education in educational areas;

the quality of the formation of general educational skills of schoolchildren (the ability to work with a textbook, text, draw up a plan, the ability to analyze, draw a conclusion, etc.);

the quality of upbringing of schoolchildren (monitored by special methods);

the quality of development of the personality of schoolchildren (emotionality, will, cognitive interest, motivation, etc.);

the quality of social adaptation (the ability to find one's "niche" in society).

6 slide Confucius said: “Three paths lead to knowledge: the path of reflection is the noblest; the path of defeat is the easiest path; and the path of experience is the most difficult path.” We must follow all three paths at once. This is a strict requirement of our profession.

The specificity of our pedagogical activity lies in the fact that it is an integral part of the learning process, which consists of teaching and learning.

Understanding the components of educational activity, in order to improve the quality of education, the teacher must manage:

goal-setting of students;

motivation for their activities;

formation of students' skills;

creating feedback "teacher - student";

creating problem situations;

comfortable well-being of all participants in the educational process.

For a professionally working teacher, it is obvious that all this should be in his field of vision, under his managerial influence.

Methodical work in elementary school:

following traditions and introducing innovations;

increasing the competence of the teacher;

development and implementation of the latest information technologies;

determination of the causes of typical difficulties of schoolchildren and their correction;

identification of the level of formation of the quality system of students' knowledge;

accumulation and fixation of individual achievements of schoolchildren through the design of a portfolio;

organization of project activities that allow developing the creative abilities of students.

Target areas:

improving the organization of the educational process and improving learning outcomes;

creating conditions for increasing motivation for learning, self-development, independence in decision-making;

ensuring the educational process at the modern level;

creating conditions to meet the educational needs of the child;

improving the system of educational work as a means of improving the quality of education;

ensuring the physical development of students, the use of health-saving technologies;

improvement of the material and technical base of the school.

Tasks:

generalization and introduction into practice of the achievements of advanced pedagogical experience;

formation of attitudes towards the development of modern pedagogical technologies, approaches that ensure the preparation of a qualitatively new junior schoolchild;

creation of a unified system of classroom and extracurricular activities of teachers and students, aimed at the diversified development of the educational process;

organization of interaction between primary school teachers, psychologist, speech therapist and parents in order to study and develop the individual abilities of students.

The task of the teacher is to create favorable conditions in the classroom for teamwork and skillfully manage this process.

7 slide Technologies and methods used in elementary school:

technology of personality-oriented education;

level differentiation technology;

game learning technology;

technology of the system-activity approach (problem-based learning);

project activity;

health-saving technologies;

information and communication technologies.

1) An important means of increasing the effectiveness of the lesson is the variety of activities in the lesson. K. D. Ushinsky noted that the child demands activity incessantly and is tired not by activity, but by its monotony, one-sidedness. Younger students learn knowledge better if the lesson alternates between various and short types of work. However, it should be borne in mind that the variety of activities of students in itself does not ensure their activity, if it is not due to the purpose of the lesson, is not its expression.

8 slide 2 ) In training sessions with younger students, elements of the game are necessary. The game, being the main activity of a preschooler, continues to occupy an important place in the life of younger students, it is considered as an important component of the main activity of younger students - teaching. Game elements activate the educational activity of students, contribute to the development of independence and initiative, camaraderie and mutual assistance in work. The game is an important means of increasing students' interest in learning.

In elementary education, didactic or educational games are widespread. They have cognitive content and are aimed at the mental development of students.

Also, the game is one of the most important means of mental and moral education of children; this is a means of removing unpleasant or forbidden experiences for the student's personality.

Games are divided into creative games and games with rules. Creative games, in turn, include: theatrical, role-playing and building games. Games with rules are didactic, mobile, musical and fun games.

What is the significance of the game? During the game, children develop the habit of concentrating, thinking independently, developing attention, the desire for knowledge. Carried away, children do not notice that they are learning: they learn, remember new things, navigate in unusual situations, replenish the stock of ideas, concepts, develop imagination. Even the most passive of the children are included in the game with great desire, making every effort not to let down their playmates.

Of all the existing variety of different types of games, it is didactic games that are most closely related to the educational process.

9 slide 3) Already in elementary school, most students take a passive role in the educational process and begin to lose interest in learning. Therefore, it is important to develop the abilities and support the student's aspirations, not to teach him, but to help him learn and develop. The ability to self-development should be the result of cognitive activity. The most constructive solution to the problem is the creation of such conditions in training in which the student can take an active personal position and fully express himself, his individuality. The collective form of cognitive activity deserves attention.

What does she represent? This is a form in which the team trains each of its members, and at the same time, each member of the team takes an active part in the training of all its other members. - work in pairs, groups.

The use of modern educational technologies is a necessary condition for achieving a new quality of education. State educational standards for almost all academic subjects require students to master a number of research, project, information and communication skills, which means the presence of relevant types of educational activities in the classroom. It is possible to organize such activities, control and evaluate its results only with the help of adequate educational technologies that a modern teacher should own.

The basis of the Standard is a system-activity approach,
which 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.

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.

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 for designing the educational environment

10 slide Technology -

it is a detailed way of carrying out this or that activity within the framework of the chosen method.

Pedagogical technology -

this is such a construction of the teacher's activity, in which the actions included in it are presented in a certain sequence and suggest the achievement of a predictable result.

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).

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;

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.

Technologies

Developmental education;

Problem learning;

Multi-level training;

Collective Learning System (CSE);

Technology for solving inventive problems (TRIZ);

Research teaching methods;

Project-based teaching methods;

Technology "debate";

Technology of modular and block-modular education;

Lecture-seminar-test system of education;

Technology for the development of "critical thinking";

The technology of using gaming methods in teaching: role-playing, business and other types of educational games;

Training 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

The following educational technologies have become widespread:

11 slide

communication technologies

gaming technology

research technologies

(method of projects, experiment, modeling)

What is technology and how does it differ from a program and methodology?

The program is, first of all, a document that defines the tasks of upbringing and the content of the education of a preschool child.

And technology is a toolkit with the help of which these tasks are solved.

That is, the program answers the questions “what to do?” and “why do?”.

And technology - to the question "how to do it?".

The authors of some programs are now trying to prescribe not only the goals, objectives and content of education, but also to answer the question "how to achieve this?" - develop technology for implementing their program. But the teacher himself is able to look for the answer to the question “how to implement program tasks?”, i.e. may well become a developer of its own technology.

Dear Colleagues! In the concept of the Federal State Educational Standard of general education, a cultural-historical system-activity approach to the education of students is highlighted. Therefore, the most effective will be those technologies that are aimed at the cognitive, communicative, social and personal development of the student. At the same time, it should also be borne in mind that the choice of teaching and upbringing technology depends on many factors (the age of students, their resource capabilities, the preparedness and readiness of the teacher and the availability of various conditions, etc.). We recommend giving priority to productive, creative, research, design technologies (without denying the use of others).

Regardless of the implemented teaching materials, in order to achieve a new quality of education, new standards are recommended to be used in the educational process.

technology of the activity method - to build the learning process on the basis of learning situations;

portfolio technology;

educational dialogue as a specific type of technology;

problem-based (heuristic) learning technology;

level differentiation technologies;

communication technologies

gaming technology

research technologies (method of projects, experiment, modeling)

technologies of additional education in the following areas: sports and recreation, artistic and aesthetic, scientific and educational, military and patriotic, project activities;

technologies for identifying and supporting gifted children, etc.

Research and project?

Quite often, teachers ask the question “How is research activity different from project activity?”. This is a rather serious question.

The main difference between project and research activities is the goal:

the purpose of the project activity is the implementation of the project intent,

and the purpose of research activity is to understand the essence of the phenomenon, the truth, the discovery of new patterns, etc.

Both types of activity, depending on the goal, can be subsystems of each other. That is, in the case of a project, one of the means will be a study, and, in the case of a study, one of the means may be design.

Secondly, the study involves putting forward hypotheses and theories, their experimental and theoretical verification. Projects can be without research (creative, social, informational). And from this it follows that the hypothesis in the project may not always be, there is no research in the project, there is no hypothesis.

Thirdly, design and research activities differ in their stages.

The main stages of the project activity are:

Determination of the thematic field and theme of the project, search and analysis of the problem, setting the goal of the project, choosing the name of the project;

Discussing possible research options, comparing proposed strategies, choosing methods, collecting and studying information, determining the form of the product and product requirements, drawing up a work plan, assigning responsibilities;

Implementation of planned technological operations, making the necessary changes;

Preparing and defending a presentation;

Analysis of the results of the project, evaluation of the quality of the project.

Stages of scientific research:

Formulation of the problem, substantiation of the relevance of the chosen topic.

Statement of the purpose and specific objectives of the study.

Definition of the object and subject of research.

Choice of a method (technique) of carrying out research.

Description of the research process.

Discussion of the research results.

Formulation of conclusions and evaluation of the results.

Fourthly, the project is an idea, a plan, creativity according to a plan. Research is the process of developing new knowledge, true creativity.

Educational technologies of activity type

(UMK "Planet of Knowledge")

problem-dialogical technology;

mini-study technology;

technology of organization of project activities;

technology for evaluating educational achievements (educational success);

Technology classification

I. Modern traditional education.

II. Pedagogical technologies based on the personal orientation of the pedagogical process:

Pedagogy of cooperation;

Humane-personal technology Sh.A. Amonashvili (Amonashvili Shalva Alexandrovich - Academician of the Russian Academy of Education, well-known Soviet and Georgian teacher);

E.N. system Ilyina: teaching literature as a subject that forms a person (Ilyin Evgeny Nikolaevich - teacher of literature, St. Petersburg),

III. Pedagogical technologies based on the activation and intensification of students' activities:

Gaming technologies;

Problem learning;

Technology of communicative teaching of foreign culture (Efim Izrailovich Passov - Professor of the Lipetsk Pedagogical Institute);

G.A. School of Intensive Learning Kitaygorodskaya (Kitaygorodskaya Talina Alexandrovna - Professor of Moscow State University named after M.V. Lomonosov);

Learning technology based on reference signals V.F. Shatalova (Shatalov Viktor Fedorovich - Professor of the Donetsk Open University).

IV. Pedagogical technologies based on the effectiveness of management and organization of the educational process:

Technology of advanced learning with commented control S.N. Lysenkova (Lysenkova Sofia Nikolaevna - primary school teacher, Moscow);

differentiated learning;

Level differentiation of training based on mandatory results V.V. Firsova (Victor Vasilyevich Firsov - head of the Education for All Center, Moscow);

Culture-educating technology of differentiated learning according to the interests of children I.N. Zakatova (Zakatova Irina Nikolaevna - director of the culturological complex, Yaroslavl);

The technology of individualization of education (Inge Unt - Professor of the Research Institute of Pedagogy of Estonia, Granitskaya Antonina Sergeevna - Professor of the Maurice Thorez Institute of Foreign Languages, Shadrikov Vladimir Dmitrievich - Doctor of Psychology, leader of the experiment on the application of individually-oriented educational progress).

Programmed learning technology (B.Skinner - American psychologist, V.P. Bespalko);

Group and collective learning (Dyachenko Vitaly Kuzmich - professor, Krasnoyarsk);

Computer (new information) learning technologies.

V. Pedagogical technologies based on didactic improvement and reconstruction of the material:

Implementation of the theory of gradual formation of mental actions (M.B. Volovich);

"Ecology and dialectics" (Tarasov Lev Vasilievich - professor);

"Dialogue of Cultures" (Bibler Vladimir Solomonovich - Russian University for the Humanities, Moscow, Kurganov Sergey Yurievich - teacher, Kurgan);

Enlarged didactic units (Erdniev, Purvya Muchkaevich - Academician of the Russian Academy of Education).

VI. Developmental learning technologies:

The system of developing education L.V. Zankov (Zankov Leonid Vladimirovich (1901-1977) - teacher and psychologist, academician of the Academy of Sciences of the USSR);

Developmental education D.B. Elkonina-V.V. Davydov (Elkonin Daniil Borisovich (1918-1959) - the most prominent Soviet psychologist, Davydov Vasily Vasilyevich - academician);

Technology of self-developing education (Selevko German Konstantinovich - scientific director of the author's school, Rybinsk).

VII. Private subject pedagogical technologies:

Technology of early and intensive teaching of literacy (Zaitsev Nikolai Alexandrovich - teacher-innovator, academician of the Academy of Creative Pedagogy);

Mathematics teaching technology based on problem solving (Roman Grigorievich Khazankin - teacher, Beloretsk);

Pedagogical technology based on a system of effective lessons (Okunev Anatoly Arsenievich - teacher of mathematics, St. Petersburg);

The system of phased teaching of physics (Paltyshev Nikolai Nikolaevich - teacher of physics, Odessa);

The method of leveling and developing teaching of computer science (Andreeva Elena Vladimirovna - teacher of computer science, Moscow, Falina Irina Nikolaevna - teacher of computer science, Moscow

We examined at the theoretical level modern pedagogical technologies, the use of which ensures the high efficiency of the educational process. I would like to end with the words of V.P. Bespalko “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.”

4) Educational project "The use of modern equipment and technologies in building an educational environment based on the activity method."

5) The project "Development of memory" in the lessons of the Russian language.

6) Subject decades in elementary school.

7) The use of ICT allows you to immerse yourself in another world, see it with your own eyes. According to research, 1/4 of the material heard, 1/3 of what is seen, 1/2 of what is seen and heard, 3/4 of the material remains in the memory of a person if the student is involved in active actions in the learning process. The computer allows you to create conditions for improving the learning process: improving the content, methods and organizational forms. With the active use of ICT already in primary school, the general goals of education are more successfully achieved, competences in the field of communication are easier to form: the ability to collect facts, compare them, organize, express one’s thoughts on paper and orally, reason logically, listen and understand oral and written speech, open something new, make choices and make decisions.Information and communication technologies

With the equipping of schools with interactive equipment, I began to study and actively implement information and communication technologies in my work. Thanks to visibility and interactivity, the class is involved in the work, perception is sharpened, concentration of attention is increased, understanding and memorization of the material is improved.

I use information technology at any stage of the lesson, whether it is updating, introducing new knowledge or control, as well as in extracurricular activities. I actively use ready-made training computer programs and create my own presentations. One of the main areas of application of ICT in my practice is the use of materials from electronic manuals in the subjects "Russian language", "Mathematics", "Environment", "Technology", the audio application "Literary reading" I use at the stage of primary perception of a literary work and at the stage of teaching expressive reading (after analyzing the work)

At the stage of primary consolidation of knowledge, I use

interactive game

New, bicycle, rolls, steering wheel, wheel, passed, you, round, they, fast, she, trip, overtake, me.

Classify words into parts of speech (noun, adjective, verb, pronoun)

A game "Help the Elk brothers to descend to the ground!"

Exercise. Sort the words into groups based on the pronouns that can replace them.

He she it they.

Lake, students, dress, guys, trees, coats, skates, fox, lamp, boy, book, scarf, student, cloud.

The use of ICT in various lessons makes it possible to move from an explanatory-illustrated way of teaching to an activity-based one, in which the child becomes an active subject of learning activity. This contributes to the conscious assimilation of knowledge by students.

10 slide

Problem learning

Application t problem learning technologies , teaches children to pose questions (problems) and look for answers to them - the most important factor in the growth of the quality of education, a means of preparing for creativity, work.

I use the topics and objectives of the lesson and independent work of students at the stages of communication. I create a problem situation in the lesson - surprise, embarrassment.

Russian language. Grade 2. Topic: "Pronoun" Formulation of the problem.

The kids get the job.

Exercise. Read the words and sort them into groups.

Blue, scooter, spinning, anchor, dog, studying, you, red, they, strong, drummer, walking, me.

Did you write out all the words? (No)

Why couldn’t they write out all the words? (Since some words she, you, they, me cannot be attributed to any of the parts of speech known to us)

What question do we have to answer? ? (What part of speech are these words?)

What are the assumptions? (a situation of difficulty, make assumptions)

How to determine what part of speech these words are? (Can be read in the textbook) Open your textbook to p.101 and read the rule first to yourself and then aloud.

The use of computer technology in teaching makes it possible to differentiate learning activities in the classroom, activates the cognitive interest of students, develops their creative abilities, stimulates mental activity, and encourages research activities. I guide my students to use a computer in preparation for lessons and reports.

Health saving technologies I use them both in class activities and in extracurricular activities. In my opinion, the formation of a responsible attitude to one's health is a necessary condition for the success of a modern person.

At the lessons I spend physical education sessions, motor-speech exercises, recreational games at breaks, relaxation exercises, breathing exercises, I created mini-projects "Daily routine and health", "Dental care", "Preservation of vision", "On the dangers of smoking" .

The teaching material of all primary school subjects for any program provides an opportunity for the teacher to form healthy lifestyle skills in the classroom, give children knowledge about the human body, teach them to protect and strengthen their own health.

I choose physical education minute depending on the predominant activity in the lesson. If the predominant activity is writing, then I useexercises to relieve general or local fatigue, exercises for the hands; if reading - gymnastics for the eyes; listening, speaking - gymnastics for hearing, breathing exercises.

Literary reading lessons also give me ample opportunities to instill in schoolchildren a sense of responsibility for their health and teach them to lead a healthy lifestyle.

Reading works on the topics “I love Russian nature” (“Autumn”, “Winter”, “Spring”, “Summer”), I taught children to perceive nature as a hospital, as a source of vigor, joy and happiness.

So in math class I instill in my students healthy lifestyle skills through word problem solving. Their content allows us to talk about the healing properties of vegetables and fruits, nuts and berries. I tell the children that by eating these foods, we provide our body with the necessary vitamins and thereby increase its ability to fight certain diseases on its own. Word tasks also provide an opportunity to communicate to children about the positive impact of physical exercise on the health of each person.

In Russian language lessons I use proverbs and sayings about health to record.

For example: Take care of the dress again, and health from a young age.

Sick - heal, and healthy - beware.

Health is more valuable than money: I will be healthy and I will get money.

Russian language. Grade 2 "Pronoun"

Gymnastics for the eyes . I used the ophthalmic simulator “Take care of your eyesight” in the lesson, and held a mobile musical physical minute.

Psychological climate in the classroom.

Each lesson begins with the psychological mood of the class. After a friendly greeting, approving remarks, I offer the children a “Mood Sheet”. From the emoticons depicted on it, they must choose one that matches their mood at the moment.

  

At the end of the lesson, I suggest choosing a smiley again. As a rule, everyone is in a good mood at the end of the lesson. It's like a kind of ritual that allows schoolchildren after a break to better adapt to interacting with me, my requirements, and tune in to the lesson.

In my work I use level differentiation technology

I use different ways of differentiating tasks: by the level of creativity, by the level of difficulty; by the volume of educational material; according to the degree of independence. I often give homework differentiated homework.

Individual differentiated work on cards.

Card #1

Underline the pronouns.

Son, when did you manage to clean everything? A sparrow was sitting on a branch, he was cleaning his feathers.

We live in the same house. They help me learn. You worked very hard in class. I am in the second grade.

Card #2

Insert pronouns.

I'm drawing a Christmas tree, and ____ what are you going to draw? Tomorrow ____ we will go to the river. Who are you waiting for? Why do ____ fly away? Tomorrow _____ I will go to the forest.

Card #3

1. Insert pronouns .

I draw a Christmas tree, and ______ what will you draw? Tomorrow we will go to the river. Who are you waiting for?

Why do ______ fly away? Tomorrow _____ I will go to the forest. _____ worked very hard in class. ____ I am in the second grade.

Pick any one sentence and circulate it to minor members.

I sing. They are singing. We sing.

______________________________________________________________________

Homework.

Exercise 1.

Write down 10 words from the dictionary and replace them with pronouns. Task 2.

Write the text, replacing repeated nouns with pronouns.

The eagle has the largest nest. The nest is made of thick branches. The most beautiful house near the chiffchaff. The warbler made a nest on a birch twig. Task 3.

Make up and write down a few sentences about today's lesson using pronouns.

Implementation performance indicator:

The level of motivation for learning increases.

Each child learns at the level of his abilities and abilities.

The desire of strong students to advance faster and deeper in education is realized.

The strong are affirmed in their abilities, the weak are given the opportunity to experience success.

Technology of using games and game forms of organizing educational activities

The use of game forms allows you to increase interest in the subject. During the game, students develop the habit of concentrating, thinking independently, developing attention, the desire for knowledge.

Games contribute to psychological emancipation in the classroom. Carried away, students do not notice that they are learning: they learn, remember new things, navigate in unusual situations, develop skills, imagination. Even the most passive of the students are included in the game with great desire.

The inclusion of didactic games and gaming moments in the lesson makes the learning process interesting and entertaining, creates a cheerful working mood among students, and prevents overcoming difficulties in mastering the educational material.

I use the following types of games:

I use short games to learn a specific rule, develop a skill, etc. (I use it at the stage of introduction, explanation, consolidation, control)

“Complete the word”, “Relay race”, “Find a pair” (pick up synonyms for words), “Auction” (pick up as many words as possible according to the scheme), etc.

Game shells (representing the lesson as a complete game:lesson-game, lesson-KVN, lesson-travel, lesson-tale )

For example: "Journey to the country of Glagolia"

Role-playing games (role-playing, imitation of professional activities, etc.)

The role-playing game develops a very important and necessary process for learning - imagination.

For example: Russian language. Grade 2 Topic: "Pronoun"

Children play the roles of fairy-tale characters (frogs and mice) from the fairy tale "Teremok"

Stands in the field Teremok.

He not low, not high.

A frog jumped up to the tower and asked:

- Terem- teremok! Who lives in the terem?

- I , mouse-norushka! AYou Who?

-AI frog - frog.

Come live with me!

BecomeThey live together.

State the purpose for which the author uses the underlined words. Do they name a specific person or thing?

What does the word indicateHe ? (terem)

Who calls himselfI ? (mouse, frog)

What nouns are used instead of the wordThey ? (mouse, frog)

Write only the dialogue, putting in the missing words. Underline the highlighted words.

What part of speech are the words: I, you, we, you, he, she, it, they?

- What is a pronoun?

Game "Find out the pronoun"

(clap your hands if you hear pronouns)

IfI pick a flower,

IfYou pluck a flower

If all: andI , AndYou -

IfWe pick flowers,

They will be empty

Trees and bushes...

And there will be no beauty.

If onlyI AndYou -

IfWe pick flowers.

T. Sobakin

Project-based learning technology I use it in my work as an addition to other types of direct or indirect training. In practice I use subject, interdisciplinary projects.

The world around: "Hometown", "Cities of Russia", "Red Book", "Professions", "My family tree". Russian language: “Both in jest and seriously”, “Rhyme”, “We are writing a letter to Santa Claus”. Literary reading: "My favorite children's magazine", the newspaper "Victory Day - May 9"

Mathematics: "Mathematics around us", "Patterns and ornaments on dishes", "Origami" Technology: "Decoration of the hut", "Aquarium"

As part of the implementation of the "School - Blooming Garden" program, projects were completed

“Green Yard”, “Flowers for a flower bed. Cultivation of decorative palm (castor bean)”,

"Feeder", etc.

The project is valuable because in the course of its implementation, schoolchildren learn to independently acquire knowledge, gain experience in cognitive and educational activities.

Technology Portfolio is an important motivating factor in learning. He aims the child at a demonstration of creative growth, at success. The portfolio includes the best results of the student's work. It includes educational achievements in subjects, a collection of works that demonstrate the child's hobbies (drawings, sketches of experiments and observations, essays about their travels, excursions, visits to exhibitions, performances, photos, etc.).
The portfolio of my students consists of sections:“Me and my family”, “My name”, “Family tree”, “My studies”, “My life” “Achievement piggy bank”, “My self-esteem”.

Chapter"Me and family" is designed to provide information about the student - the author of the portfolio and his family.

« My name" - the child places information aboutwhat does the name mean.

" Family tree" - fill information about family members.

In chapter" My studies" the guys post their best essays, dictations, tests, successfully completed tests, projects, creative works (poems, drawings, photographs of voluminous crafts)
" My life" in it, students place information, photographs, drawings telling about participation in extracurricular activities.
“Piggy bank of achievements” place certificates of participation in competitions, certificates and diplomas.

"Self-esteem" evaluates his achievements and opportunities.

Thus, we can say that the use of modern educational technologies in the classroom enables the child to work creatively, contribute to the development of curiosity, increase activity, bring joy, form the desire to learn in the child, and therefore, the quality of knowledge in the subject increases.

The effectiveness of the use of modern technologies:

- increasing motivation for learning;

- 100% training in all subjects;

- positive dynamics of the quality of knowledge (according to the results of diagnostic work);

- increasing the effectiveness of participation in school, district, city and all-Russian olympiads and competitions.

Thus, to improve the quality of education, it is necessary:

use modern innovative methods, new forms of organizing and conducting training sessions in the classroom and outside of school hours;

continue the methodological improvement of teachers to improve their professionalism;

more actively and more widely use modern pedagogical technologies, the possibilities of information and communication technologies, the Internet in the classroom

Improving the quality of education should be carried out not at the expense of an additional burden on students, but through improving the forms and methods of teaching, selecting the content of education, through the introduction of educational technologies focused not so much on the transfer of ready-made knowledge, but on the formation of a complex of personal qualities of students.

The younger student not only prepares for adulthood, not only acquires knowledge, but participates in various activities. The use of modern pedagogical technologies makes it possible to solve educational problems and form a child's readiness for independent knowledge of the world around him.

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Komogorova Svetlana Nikolaevna

Workshop "Modern technologies as a tool for managing the quality of education" (January 2014)

"The child in the pedagogical process

must accompany

Feeling of free choice

(Sh.A. Amonashvili)

The teacher must be proficient in student-centered, developing educational technologies that take into account different levels of readiness for learning at school.

Among the variety of modern educational technologies, I singled out for myself those that, in my opinion, can be used in working with primary school students.

For example: student-centered, developmental, problem-based learning technologies, as well as game, project, portfolio, health-saving and information and communication technologies.

Modern approaches to the lesson:

person-oriented,

activity,

competence

Three postulates form the basis of the new lesson technology:

"The lesson is the discovery of truth, the search for truth and the comprehension of truth in the joint activity of children and the teacher."
"A lesson is a part of a child's life, and living this life should be done at the level of a high universal culture." The teacher must have the courage to live in the classroom, and not frighten children, be open to all manifestations of life
“A lesson is the work of the soul, and the more diligent this work is, the more respectful the child’s attitude to himself, as well as the teacher’s attitude to his own personality.”

The goals of the modern lesson:

The goals of the teacher:

goals focused on the development of the child's personality and the formation of UUD; objective goals

Student Activity Goals

Types of UUD:

Personal

cognitive

Regulatory

Communicative

Problem-Based Learning Technologies

How to make an ordinary lesson unusual, how to present uninteresting material interesting, how to speak modern language with modern children? These and many other questions we ask ourselves when we come to class today.

Problematic dialogue is not a system of leading questions and students' choral answers. Questions for dialogue should be carefully thought out in advance and possible answers of students should be predicted.

When working with the use of problem-dialogical learning, the following develops:
1. mental abilities of students(difficulties that arise make students think, look for a way out of a problem situation);
2. independence(independent vision of the problem, formulation of the problematic issue, problematic situation, independence in choosing a solution plan);
Z. creative thinking(independent application of knowledge, methods of action, search for non-standard solutions).

Information educational technologies

A lesson using information technology becomes more interesting for students, as a result, it becomes more effective assimilation of knowledge; improving the level of clarity in the classroom. Computer technology in the classroom is my main assistant. The computer helps me make the lessons more intense, makes it easier for the children to assimilate the material.

The use of computer technology is superior to traditional teaching for a number of reasons:

The classroom creates a positive emotional mood: beautiful graphics, elements of a fairy tale, "magic" in training programs involve children in an atmosphere of creativity. As a result, the motivation for learning increases.
The game goal comes to the fore in comparison with the educational one., therefore, it is possible to organize such training that gives solid knowledge and is not tedious for students. The child saves the space station from meteorites, but in fact the task of improving mental counting skills is being solved. The child is looking for a way out of the dragon's cave, and meanwhile his memory, attention, etc. are developing.
There is an intensification of learning. Pupils each at their own pace solve, for example, in 20 minutes about 30 language puzzles or 30-40 examples of oral counting, and instantly receive an assessment of the correctness of their solution.
In parallel, the child develops a need to use the computer as a tool that helps him learn.. He masters the keyboard, knows how to enter the required information, correct a mistake, i.e. acquires user skills.
However The computer does not replace the teacher, but only complements! I am convinced that the reasonable use of a computer in the classroom in elementary school promotes students in intellectual development, fosters curiosity, a scientific outlook, the desire for self-development and creative growth.

Design technologies

I also use the methods of project activity, as this method stimulates the independence of students, their desire for self-expression,

forms an active attitude to the world around, empathy and involvement in it, develops communicative qualities.

The project is the "five P's":
Problem
Design (planning)
Search for information
Product
Presentation

With each new project (conceived by the child himself, the group, the class, independently or with the participation of the teacher), we solve several interesting, useful and real-life problems.

Gaming technologies

The game is the strongest means of socialization of the child, it makes it possible to simulate different situations of life, to look for a way out. The game is important as a sphere of self-realization as a person, it is a communicative activity.

The game contributes to the creation of an emotional mood among students, causes a positive attitude towards the activities performed, improves overall performance, makes it possible to repeat the same material many times without monotony and boredom.

Health saving technologies

I believe that our task today is to teach the child various techniques and methods for maintaining and strengthening their health. I try to build my lessons, setting myself and my students exactly this goal: how

protect and improve health?

To do this, I use the methods of health-saving technologies.

1. I include elements of student-centered learning:

Entry into the working day.

Starting from the 1st grade, to speed up the entry of the child into the school day, I teach children to smile more often. Our rule: “If you want to make friends, smile!”

When congratulating on a birthday, everyone names only the positive qualities of the birthday man.

Creating a situation of choice and success.

Creating a favorable emotional and psychological microclimate in the classroom and extracurricular activities also plays an important role.

The use of reflection techniques.

What made the biggest impression on you?

What worked out best?

What tasks seemed the most interesting?

What caused the difficulty?

What do you want to think about?

What advice would you give yourself?

Who wants to compliment?

Will the knowledge of today's lesson be useful to you in the future?

2. I use physical education.

We love, we love, we love

We love everyone around!

Happy, happy, happy

What a friend is next to us !!!

Technology "AMO"

ACTIVE LEARNING METHODS- methods that stimulate the cognitive activity of students. They are built mainly on a dialogue that involves a free exchange of views on ways to resolve a particular problem. A.m.o. are characterized by a high level of student activity.

Innovation Assessment System "Portfolio"

At present, educationalportfolio technology.The use of the Portfolio technology allows you to track the individual progress of the student, helps him to realize his strengths and weaknesses, allows you to judge not only educational, but also creative and communicative achievements.

Mugs "Harmony", "Theatre"

Conclusion

The priority of training should not be the development by students of a certain amount of knowledge, skills and abilities, but the ability of students to learn independently, acquire knowledge and be able to process it, select the right one, memorize it firmly, connect it with others.

The widespread introduction of innovative technologies creates conditions for improving the quality of education, cognitive activity and educational motivation of schoolchildren.

Therefore, the task of the teacher is to try to build the study of educational material in the classroom so that most of it is mastered by students on their own.. “Nothing that is important to know cannot be taught - all a teacher can do is indicate the paths,” the English writer believed.Richard Aldington .

It is not always easy for a teacher to prepare a lesson using this or that technology. Often this requires a lot of time, preparation of a large amount of material. But, as a rule, a lesson conducted using technology justifies itself, as it allows students to be included in the lesson process as much as possible, motivates them to work independently, and, perhaps most importantly, allows them to achieve high-quality assimilation of educational material. Which, in turn, will lead each teacher to the realization of the main goal - improving the quality of education of the student, and, accordingly, will contribute to the implementation of the tasks of the new generation standards.

Our children behave smartly, one teacher has silence in the lesson, the task is completed, and the other can afford a lot. So everything depends on us, dear colleagues, on the chosen, properly constructed line of training. Correctly written by one studentWe don't need to be loved, we need to be understood."

Modern educational technologies and pedagogical innovations as a tool for managing the quality of education

Improving the quality of education is one of the main tasks of modernizing Russian education. The most important criterion of pedagogical skill in modern pedagogy is the effectiveness of the teacher's work, which is manifested in the one hundred percent success of schoolchildren and their same interest in the subject. That is, the teacher ― this is a master who knows how to teach all children without exception. The professionalism of the teacher is most clearly manifested in the good results of those students who are considered to be unwilling, unable, unable to learn.

The basis of education quality management is the transition from teaching methods to the introduction of educational technologies into the educational process.

How to distinguish between the concepts of "methodology" and "educational technology"?

Methodology is a pedagogical science that explores the patterns of teaching a particular academic subject. Teaching methods are the methods of work of the teacher and students, with the help of which the mastery of knowledge, skills and abilities is achieved, the worldview of students is formed, and abilities are developed. The concept of "methodology" expresses the mechanism for using a set of methods, techniques, means and conditions for training and education.

If the methods prescribe the activities of the teacher in the lesson (what and in what sequence to state, what means to use, what tasks to solve, how to organize the generalization of the material, etc.), then in educational technologies, as a rule, the activities of the students themselves are described.

If the methods are soft, recommendatory in nature (the teacher has the right to more or less follow the advice of the teaching aids for the teacher), then the technologies prescribe a certain sequence of students' activities and the teacher's control actions, deviation from which destroys the integrity of the educational process, which may prevent the achievement of the planned result.

There are many definitions of learning technology, in which, as G.K. Selevko, the following criteria of manufacturability are emphasized to one degree or another. These criteria include conceptuality, consistency, manageability, efficiency and reproducibility.

Criterion of conceptuality lies in the fact that each of the technologies is based on one or more theories (philosophical, pedagogical or psychological). For example, programmed learning is based on behavioral theory; developmental education - based on the theories of learning activity and meaningful generalization; integral technology - on the idea of enlargement of didactic units, etc.

Consistency characterized by the logic of construction, the relationship of elements, the completeness and structure of the material and activities.

Controllability— this is the possibility of effective management of educational and cognitive activity of students through diagnostic goal setting; designing the learning process; "built-in" control, which allows you to adjust the results and the very process of selecting means and teaching methods.

Efficiency involves achieving the planned result with the optimal cost of funds and time for training.

Reproducibility implies the possibility of replication, transfer and borrowing of technology by other teachers.

The practical implementation of the methodology is the teacher's lesson plan, which prescribes, in particular, a certain sequence of stages, actions of the teacher, and sometimes students.

The technology will include:

Diagnostic goal-setting: planning learning outcomes through the actions of students that they master during a certain segment of the educational process. These actions are written with verbs: recognize, define, name, give examples, compare, apply, etc.; goals can also be defined using a system of multi-level tasks;

The presence of a certain technological chain of pedagogical and educational activities that lead to the planned result;

The presence in the basis of each technology of one or more pedagogical or psychological theories;

The ability to reproduce the technology by any teacher, since the technology is based on objective scientific grounds that do not depend on the personality of the teacher;

Availability of diagnostic procedures that contain indicators, tools for measuring results; these procedures represent the input, current, final control, which is necessary for the correction of knowledge, skills of students and the educational process itself.

Characteristics of modern educational technologies,

ensuring the quality of education

Many technologies are currently described in the literature. In order to better understand the essence of technologies, it is important to put them in order, to find grounds for their systematization. As such grounds, various authors propose: target settings, the content of education, the nature of the interaction between the teacher and students, the method of managing the cognitive activity of students, the scope of application.

The main modern technologies aimed at providing quality education are characterized by the transition:

From learning as a function of memorization to learning as a process of mental development that allows you to use what you have learned;

From a purely associative, static model of knowledge to dynamically structured systems of mental actions;

From focusing on the average student to differentiated and individualized training programs;

From external motivation of teaching to internal moral-volitional regulation.

In Russian education, the principle of variability has been proclaimed today, which makes it possible to choose and design the pedagogical process according to any model, including author's. At the same time, it is important to organize a kind of dialogue between various pedagogical systems and teaching technologies, and to test new forms in practice.

The effectiveness of a particular technology largely depends on who specifically embodies certain approaches in pedagogical practice. A modern teacher, as a technologist of the educational process, needs to freely navigate a wide range of innovative technologies, not waste time discovering what is already known. Today it is impossible to be a pedagogically competent specialist without studying the entire vast arsenal of educational technologies.

The most popular and widely used are: student-centered education and upbringing technology, pre-profile training and specialized training technologies, project activities, adaptive learning system, developmental learning, integration, discussion forms of learning, game technologies, gradeless learning technology, information and computer technologies, technology of group activity, game technologies, problem-based learning, technology of educational research, technologies of various types of independent work of students.

The development of cognitive activity, increasing the learning motivation of schoolchildren and ensuring the quality of education are also facilitated by non-standard forms of organizing a lesson (lesson-game, lesson-competition, lesson-excursion, lesson-travel, multimedia lesson, lesson-conference, business game, lesson-quiz, lesson-lecture, jousting tournament, teleconference, lesson-performance, lesson-dispute, lesson-KVN, debates).

One of the modern technologies aimed at improving the quality of education is interactive learning.

The advantages of interactive forms of learning are obvious, because:

Students master new material not as passive listeners, but as active participants in the learning process;

The share of class load is reduced and the amount of independent work is increased;

Students acquire the skill of mastering modern technical means and technologies for searching, extracting and processing information;

The ability to independently find information and determine the level of its reliability is developed.

Interactive technologies provide an opportunity for constant, rather than episodic (scheduled) contacts between the teacher and students. They make education more personal. At the same time, it is important to understand that the use of network resources should not exclude direct communication between the teacher and students and between students.

The use of interactive forms is effective where it is really needed. Any technology should have certain specifics depending on the age of the students and the content of the material being studied.

In elementary school, technology requirements may be as follows:

The use of a variety of technologies for non-grading education - a non-grading system of assessment throughout the entire primary school, teaching children self- and mutual assessment, the freedom of choice by schools of the assessment system;

Expansion of activity-based forms of education, involving the priority development of creative and search activity in all areas of school life, including teaching;

Building an educational process using technologies for organizing educational cooperation - a significant expansion of the types of joint work of students, their communicative experience in joint activities, a gradual transition from oral to written types of communication, including using the capabilities of information technology;

The use of gaming technologies that contribute to the solution of the main educational tasks in the lesson.

In the primary school, the requirements must change. The basis of the interests and needs of adolescents is the orientation to the test of their capabilities in different areas: intellectual, social, interpersonal, personal. In this regard, the technological aspect of the basic school should be to increase the diversity of types and forms of organization of students' activities. Hence, the main requirements for the conditions for organizing the educational process at this stage of school education can be:

Increase in project, individual and group activities of schoolchildren;

Use of different forms of modular or concentrated training;

Strengthening the role of independent work of students with various sources of information and databases;

Introduction of social practice and social design;

Differentiation of the learning environment: workshop, laboratory, library, lecture hall;

Transition to a cumulative assessment system, for example, the use of the "portfolio" technology.

In high school, the main idea should be associated with a significant expansion of the possibility for each student to choose educational programs from those offered to him, or with the creation of his own individual educational program. When choosing educational technologies for high school, it is advisable to be guided by two circumstances:

Priority should be given to those technologies that will allow to differentiate and individualize the educational process within the same class without the use of selective means;

An extremely important role at this stage of education is acquired by technologies for the development of independent cognitive activity.

When formulating the requirements for the selection of educational technologies for each of the three levels, it must be taken into account that all technologies used in school education must have a certain continuity and there are no technologies that work effectively only at one level of education. The system of educational technologies must be built taking into account the main goals of each stage of education.

Ppedagogical innovations affecting the quality of education

Innovation in education is a process of improving pedagogical technologies, a set of methods, techniques and means of teaching, one of the essential components of the educational activities of any educational institution.

Pedagogical innovations are innovations in the field of pedagogy, a purposeful progressive change that introduces stable elements (innovations) into the educational environment that improve the characteristics of both its individual components and the educational system itself as a whole.

Pedagogical innovations can be carried out both at the expense of the educational system's own resources (intensive development path), and by attracting additional capacities (investments) - new tools, equipment, technologies, capital investments, etc. (extensive development path).

Considering the system of basic concepts of pedagogical innovation, R.N. Yusufbekova identifies three blocks in the structure of innovation processes in the modern school.

The first block is the block of creating something new in pedagogy. It considers such categories as new in pedagogy, classification of pedagogical innovations, conditions for creating a new one, criteria for novelty, a measure of the readiness of a new one for its development and use, traditions and innovation, stages of creating a new one in pedagogy, creators of a new one.

The second block is the block of perception, mastering and evaluation of the new: the pedagogical community, evaluation and varieties of the processes of mastering the new, conservatives and innovators in pedagogy, innovative environment, readiness of the pedagogical community to perceive and evaluate the new.

The third block is the block of using and applying the new. In this block, patterns and varieties of introduction, use and application of the new are studied.

Innovations aimed at ensuring the quality of education should be associated with changes:

- in the styles of pedagogical activity and the organization of the educational and cognitive process;

- in the system of control and evaluation of the level of education;

- in the system of financing;

- in educational and methodological support;

- in the system of educational work;

– in the curriculum and curricula;

- in the activities of the teacher and the student.

In this regard, all innovations in the field of education can be classified as follows:

1. Intra-subject innovations: innovations implemented within the subject, due to the specifics of its teaching.

2. General methodological innovations: introduction into pedagogical practice of non-traditional pedagogical technologies, universal in nature, since their use is possible in any subject area.

3. Administrative innovations: decisions made by leaders of various levels that contribute to the effective functioning of all subjects of educational activity.

4. Ideological innovations: the fundamental principle of all other innovations, are caused by the renewal of consciousness, the trends of the times.

Pedagogical innovations can be pedagogical ideas, processes, means, methods, forms, technologies, content programs, etc.

Pedagogical innovations can be classified as follows:

1) by type of activity:

- pedagogical, providing the pedagogical process;

- managerial, providing innovative management of educational institutions;

2) by validity period:

- short-term;

- long-term;

3) by the nature of the changes:

- radical, based on fundamentally new ideas and approaches;

- combined, based on a new combination of known elements;

- modified, based on the improvement and addition of existing samples and forms;

4) scale of change:

- local, that is, independent of each other changes in individual sections or components;

- modular - interconnected groups of several local innovations;

- systemic - complete reconstruction of the system as a whole.

Pedagogical innovations are carried out according to a certain algorithm. It is possible to distinguish such stages of development and implementation of pedagogical innovations:

Identification of the need for innovations - development of criteria and indicators of the state of the pedagogical system to be reformed.
Determination of the need for reform - a comprehensive check and assessment of the quality of the pedagogical system, the preparation of special tools.
Search for samples of pedagogical decisions of a proactive nature that can be used to model innovations.
Analysis of scientific developments containing creative solutions to actual pedagogical problems.
Designing an innovative model of the pedagogical system as a whole or its individual parts.
Setting tasks, fixing those responsible, finding solutions, establishing forms of control.
Calculation of practical significance and efficiency.
Building an algorithm for introducing innovations into practice - searching for areas for renewal or replacement, modeling innovations, developing an experiment program, monitoring its results, introducing the necessary adjustments, final control.
Rethinking and updating the professional vocabulary, that is, the introduction of new concepts into the professional vocabulary.
Protection of pedagogical innovation from copying the creative method of an innovative teacher without its creative processing.

The creation of highly effective innovative learning technologies allows, on the one hand, students to increase the efficiency of mastering educational material and, on the other hand, teachers to pay more attention to the issues of individual and personal growth of students, manage the quality of education, and ensure their creative development.

Innovative educational technology increases teacher productivity. Monitoring the effectiveness of each student's learning and a feedback system allow students to be trained in accordance with their individual capabilities and character. For example, if one student learns the material the first time, then another, sitting at the computer, can work through the material two or three times or more. Shifting the main function of teaching to teaching means frees up the teacher's time, as a result of which he can pay more attention to the issues of individual and personal development of students. For innovative technology, the goal is determined very accurately, so the use of objective methods of control makes it possible to reduce the role of the subjective factor in the control, the creation of innovative teaching technologies makes it possible to reduce the dependence of the learning result on the level of teacher qualification. Technologization creates the prerequisites for solving the problem of the continuity of educational programs of school and vocational education.

Bibliography

Gorb V.G. Pedagogical monitoring of the educational process as a factor in improving its level and results. Standards and Monitoring, 2000, No. 5
Kainova E.B. Criteria for the quality of education: main characteristics and methods of measurement. - M., 2005
Leonov K.P. Modern educational technologies as a factor in improving the quality of education. M 2007
Korochentsev V.V. and others. Monitoring the quality of education as the most important tool for education management. Innovations in Education, 2005, No. 5
Mayorov A.N. Monitoring in education. - St. Petersburg, 1998
Selevko G.K. Modern educational technologies: Textbook. - M.: National education, 1998. - 256 p.
Subetto A.I. The quality of education in Russia: state, trends, prospects. - M., 2001

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