General pedagogical technologies material on the topic. General pedagogical technologies Basic pedagogical technologies

In pedagogical theory and practice, there are various classifications of pedagogical technologies. To characterize learning technologies, we chose the classification of G.K. Selevko, who distinguishes the following types of technologies:

By the level of application: general pedagogical, particular methodological, local (modular);

On a philosophical basis: scientific, religious, humanistic, pragmatic, etc.;

According to the leading factor of development: biogenic, sociogenic, psychogenic;

By focusing on personal structures (information, operational, emotional and artistic, self-development technologies, applied ones);

By the nature of the content and structure (teaching and educating, secular and religious, general education and professionally oriented, humanitarian and technocratic, complex, private subject);

By the type of organization of cognitive activity (lecture teaching, learning with the help of technical teaching aids, learning with the help of a book, classes in "small groups", tutoring, program learning, distance learning, a system of consultants);

According to the prevailing teaching method (dogmatic, reproductive, explanatory and illustrative, problem-based learning, developmental learning);

In the direction of modernization of the traditional system (pedagogy of cooperation, humane-personal technology, process-oriented technologies);

Technologies for the activation and intensification of students' activities;

Nature-friendly technologies using the traditions of folk pedagogy;

Alternative technologies (Waldorf pedagogy, technology of free labor, technology of probabilistic education);

Let's take a closer look at some of these technologies. As already mentioned, according to the level of application, general pedagogical, private pedagogical (subject) and local (modular) technologies are distinguished. So, the technology of developing education, the technology of student-centered education are general pedagogical technologies. Technology of communicative teaching of foreign language culture E.I. Pasova is an example of a private pedagogical or private subject technology for teaching a foreign language.

Modular technology (local level) is aimed at solving individual didactic tasks. For example: in a lesson, a teacher can use the technology of forming concepts, the technology of repetition and control over the studied material, the technology of working with a book, the technology of educating a certain quality of personality, etc.

Among the technologies that differ in their philosophical basis, one can single out materialistic and idealistic, scientific (scientist) and religious, pragmatic and existentialist, humanistic and authoritarian pedagogical technologies. Thus, most of the pedagogical technologies of the Ancient East were authoritarian, i.e. based on the unquestioning submission of the student to the will of the teacher, who was absolute authority for him. A striking example of authoritarian pedagogy is Jesuit pedagogy, developed by teachers of the Catholic order of the Jesuits (“Society of Jesus”), founded in 1534 by Ignatius Loyola. Johann Friedrich Herbart (1776-1841), a well-known German scientist and educator, was a representative of authoritarian pedagogy. He developed a system of education and upbringing, in which the main features were the subordination of the personality of the pupil to the will of the teacher, drill, threats, punishment. The ideas of authoritarian pedagogy were present to a certain extent in pre-revolutionary Russian, as well as in the Soviet school in the 30-70s of the XX century.

Humanistic technologies include technologies for teaching and educating teachers of the Renaissance: pedagogical technologies by Vittorino de Feltre, T. Mora, Fr. Rabelais. This also includes technologies developed by J.A. Komensky, J.J. Rousseau, I.G. Pestalozzi, because At the heart of such technologies was love for the child. In Russia, well-known carriers of humane pedagogy and creators of humanistic pedagogical technologies were N.I. Pirogov, K.D. Ushinsky, A.S. Makarenko, V.A. Amonashvili, E.N. Ilyin, S.N. Lysenkova, V.F. Shatalov.

According to the leading development factor, pedagogical technologies can be divided into biogenic, sociogenic and psychogenic. Biogenic pedagogical technologies are those technologies that are based on the premise that the development of the human psyche is determined by biological, hereditary factors (genetic code), and the external environment only implements hereditary qualities. This type of technology includes all the means, methods and forms of ancient pedagogical systems: Ancient China, Ancient India, Japan, the Arab Caliphate. Sociogenic pedagogical technologies are based on the position that the leading factor in the development of the individual and, consequently, in training and education is the social environment. A prominent representative of this concept was the English philosopher and teacher of the 17th century. J. Locke, who believed that the soul of a child is a blank slate on which the teacher-educator can draw whatever he wants. Most of the pedagogical technologies that were developed by Soviet teachers were also sociogenic. It was believed that with the help of certain pedagogical means it is possible to form a personality that corresponds in its qualities to the requirements of society.

Psychogenic technologies are based on the position that the results of the development, training and education of students are determined not by the requirements of society, but by the mental processes taking place in a person, as well as his previous experience. It can be said that now, at the beginning of the 21st century, most of the pedagogical technologies in the field of education and upbringing are being developed in Russian pedagogy based on the mental factors of the development of schoolchildren, although this is not entirely true. Obviously, biological, social, and mental factors should be equally taken into account when developing pedagogical technologies.

By focusing on personal structures, domestic scientists distinguish: information, reproductive, knowledge, academic, operational technologies, technologies aimed at developing the emotional and artistic sphere of the individual and technologies aimed at forming emotional and moral relations. In addition, this type of technology includes technologies for self-development of the individual, heuristic technologies, and a number of others.

Information pedagogical technologies are aimed at the formation of knowledge, abilities and skills, the so-called ZUNs. Information technologies determine the "learning" of the individual, i.e. the volume of information, information available in memory, and the level of formation, mainly, of reproductive elementary skills and skills for their reproduction. The formation of intellectual and creative skills and abilities already belongs to operational pedagogical technologies.

Operational pedagogical technologies are aimed at the formation of ways of mental activity (the so-called SUDs) - or ways of educational work. In the domestic school, the introduction of operational technologies is carried out under the motto "Learn to learn." The content of operational pedagogical technologies includes the formation of skills and abilities of planning educational activities by students, the choice of rational ways to achieve them. Operational pedagogical technologies include ways of instilling in schoolchildren the skills and abilities of organizing their activities, the skills and abilities of perceiving information (working with a book, taking notes, bibliographic search).

In addition, operational pedagogical technologies include teaching the skills and abilities of mental activity: comprehension of educational material, analysis and synthesis, abstraction and concretization, formulation of conclusions and conclusions, and other ways of mental actions. Operational pedagogical technologies in a modern school are more in demand than informational ones, because aimed at developing ways of independent work. Operational pedagogical technologies are designed to teach schoolchildren the skills and abilities to evaluate the results of their educational activities. Operational skills and abilities include self-control and mutual control of the results of educational activities, assessment of the reliability of the presentation of the mastered material, the correctness of solving the problem, a reflexive analysis of one's activities and other operations.

Of course, in such a "pure form" pedagogical technologies are practically never found. Types of pedagogical technologies are highlighted here as ideal models (constructs) in order to more clearly see their distinctive features. In fact, elements of information and operational technology, sociogenic and psychogenic, didactic and educational types can be combined in the same pedagogical technology.

Many of these technologies have their own authors. So, the creator of the technology of enlargement of didactic units is P. M. Erdniev. The technology of communicative teaching of a foreign language culture was developed by E.I. However, introduced into educational practice, these technologies become the property of the entire pedagogical community and begin their independent life.

At the same time, some pedagogical technologies have distinctive features, which are expressed, first of all, in the inseparable connection of the developed methods and forms of training (education) with the personal skill of the teacher, his own pedagogical style. Such technologies reflect the characteristics of the character and lifestyle of its author. They are practically inaccessible for complete repetition, tk. bear the imprint of the individual and the conditions in which they are applied. The author's technologies include the system of work of M. Montessori, S. Frenet, V.R. Shatalov, S.N. Lysenkova and many other Russian innovative teachers. At the same time, some elements and methods of copyright technologies are creatively adapted by teachers and professors in their professional activities.

Classifying pedagogical technologies on various grounds, it is important for the teacher to keep in mind that the training, development and upbringing of the individual are complex, ambivalent processes that are merged together. We agree with those scientists who argue that if learning can be technologized almost in full, then the development and upbringing of the individual require technologization only partially and are more of an art than an algorithm for pedagogically expedient actions.

In practice, teaching technologies are most fully developed. In educational institutions operating in an innovative mode, active learning technologies are in demand. The use of active and interactive technologies significantly improves the quality of the pedagogical process. provides conditions for its organization, in which each student is energetically involved in cognitive activity, in the process of discovering unknown knowledge for himself, in solving a problem situation. The main methods of interactive technologies are: problematic and binary lectures, business game, discussion, brainstorming, the method of analyzing a specific situation, training, etc. These methods become technologies if they are united by a common concept, are used in a specific system, and increase the effectiveness of learning. and can be reproduced by any teacher who has the necessary level of professional culture.

The program of school educational activities on the basics of Orthodox culture "Grace of the Heart"

2010-2011 academic year

Relevance This program is due to the need of society, families and schools to pay attention to the younger generation, to educate merciful people, as well as patriots of their Fatherland.

Purpose of the program : to consider with students questions of love and kindness, to promote the desire to be better.

Tasks:

• To form moral consciousness, moral qualities, socially significant orientations and attitudes in life self-determination and moral behavior; to instill in children the need for intra-family communication, to develop artistic and aesthetic taste. Help to feel like a part of their homeland through participation in the life of their village, meeting interesting people of the Kuban.
• To instill in children the traditions of our ancestors, to acquaint them with the basics of Orthodox culture, to ensure, preserve and strengthen the physical, psychological, social and moral health of the individual; create favorable conditions in the micro-society for the development of abilities and the realization of human capabilities.

Program implementation.

Stages:

2009-2010

Expected results:

Implementation schemeprogram of school educational activities on the basics of Orthodox culture "Mercy of the Heart"

School educational program

Activities "Grace of the Heart"

Learning activities Extracurricular Creative activity

educational workteachers and students

Teaching group *competitions;

OPK activities *festivals;

As part of the elective(8 "B") *readings, forums

course (9 "A"), elective* Exhibitions

(6 "B" class)

Integration - Trips to the Orthodox

In academic subjectsmonuments of Kuban;

Russian language, - Meetings with interesting people

literature, people

story, - Participation in the Orthodox

Kuban studies, holidays;

social science, fine arts, - Help organization

music, technologyneedy people.

Preview:

The modern information society sets before all types of educational institutions and, above all, before the school, the task of preparing graduates who are able to navigate in changing life situations, independently acquiring the necessary knowledge, applying it in practice to solve various emerging problems, in order to be able to find it has its place.

I see my task as a teacher in educating a viable personality - a person who has determined spiritual and moral priorities in life, has asserted himself, realized his inclinations and creative possibilities, who is harmonious and flexible in modern conditions. In this situation, the emergence of a variety of personality-oriented technologies has become natural.

In the light of the introduction of the Federal State Educational Standard, the idea and experience of the innovative teacher V.F. Shatalov on the use of reference signals is of particular relevance. Reference signals - this is a schematic representation of the main directions of the topic being studied - allow each student to capture the essence of the idea, remember the main thing, which is made up of particulars.

Not all students can be forced to memorize numerous rules; the use of reference notes ensures a solid assimilation of theoretical knowledge, in addition, if the reference notes are used as an indicative basis for the phased formation of skills, you can achieve freedom to operate them when performing practical work.

Compact, unusual reference signals, causing a keen interest of students, encourage them to active work, search, sharpen their attention to all the problems that are in the field of their active perception.

1. Thematic schemes when studying new material (the beginning of the lesson).

We draw up a reference summary in the lesson together with the children, extracting theoretical information from the texts of paragraphs, definitions and rules set out in the textbook, and often from our own observations on the proposed material and presenting them in the form of generalizing symbols, establishing logical relationships between this information and depicting these connections graphically in the basic outline. Thus, the supporting abstract is not given to children in finished form, but “grows up” on the blackboard and in notebooks in the course of active cognitive activity of children under the guidance of a teacher. At the same time, traditional methods of explaining the material by the teacher are used: the word of the teacher, conversation, independent work on the theoretical material of the textbook. Such compilation of supporting notes leads to real cooperation between the teacher and the students.

1. Using algorithms when working with text material (the main part of the lesson).

When learning spelling and punctuation rules , I use the form algorithms. Every thought process consists of a series of mental operations. Most often, many of them are not realized, and sometimes they are simply not suspected. Psychologists emphasize that for effective training, these operations must be identified and specially trained for them. This is no less necessary than learning the rules themselves. Without mastering the operational side of thinking, knowledge of the rules often turns out to be useless, because the student is not able to apply them.

After all, the choice of the correct spelling is the solution of the problem, that is, the performance of any mental operations. In practice, this is the choice of the right conditions and further actions from the possible options. Knowing a rule is no guarantee of its correct application. This confirms the presence of errors in students of all categories. Many students can perfectly tell the rule, but in independent or test work they make mistakes, sometimes on seemingly simple rules. In this case, a grammatical error is an indicator of the inability to solve a grammatical problem. Research shows that students who remember all the rules well make mistakes precisely because they do not know how to apply these rules, do not know the appropriate methods of action and reasoning. Without knowing the general methods for solving grammatical problems, students cannot give a complete answer to the question of what and in what sequence should be done in order to recognize a given grammatical phenomenon (for example, whether this sentence is complex or complex). Psychologists note a great heterogeneity of methods for solving one and the same the same tasks by different students. It was also noted that, in analyzing a sentence, the student goes one way, while analyzing the next, similar one, in another, although in fact the method of action in both cases should be common, unified. In this regard, students often experience uncertainty in their actions and decisions. Often errors arise because students know and apply only a part of the operations necessary to recognize a particular grammatical phenomenon, or use them in the wrong order.

When studying spelling and punctograms with the help of algorithms, work can be built in different ways, including quite traditionally. Students are offered linguistic material for analysis (in one column in the words after the hissing “Yo”, in the other - “O”, try to find a pattern). Then all the necessary conditions for choosing the correct spelling are revealed. Let's start creating an algorithm. It is important here to track and comment on the addition of each stage. We immediately check our algorithm in practice (a few simple examples), then independent work with the check is possible. As children gain experience in working with algorithms, we increase the time for independent work. First, we do this at the stage of training exercises, then in the process of creating the algorithm itself. With proper organization, this activity is of great interest to students, while allowing you to significantly differentiate the work in the lesson. Here, forms are also possible, both individual and collective and group. An important element when working with the algorithm is the speech accompaniment of all stages of work. With a collective or group creation of an algorithm, this is a conversation, a discussion in the working mode. Then, upon receipt of the final version, all its constituent parts are spoken out. That is, we practically formulate a rule from a textbook, but in action, realizing the process of its creation and focus on the final result.

The process of compiling an algorithm can be written in a notebook, where there must be a final version that students can use when practicing spelling or when performing similar tasks. You can keep a separate notebook with diagrams and algorithms.

1. The use of algorithms when working with text material (reinforcement).

It should be noted that the electronic algorithm is most often only part of the presentation for the lesson. Further work on the development of the rule, consolidation, generalization, verification is also carried out using a digital resource. In the electronic version, it is easy, if necessary, to return to any element, to launch an algorithm for those who need repetition. It is very convenient to apply the accumulated material in generalizing lessons, in preparation for testing work or final certification. You can also use the material in special courses, in circle work.

When using the algorithm in an electronic version, it is convenient to check independently completed tasks. It is also easy to identify the cause of the error. For example, when studying the spelling O-Yo, after hissing, if there is an error, we run an algorithm to determine at what stage the “failure” occurred (most often, students skip the stage of determining the part of speech and immediately go to the definition of the morpheme, but the use of the electronic version reduces the likelihood of such mistakes, since the children have formed a clear visual image of actions and their sequence, and when they work independently, they approximately know how many stages they need to go through).

Reference notesis a good reference book for students, which

Support notes are a good reference tool for students, which

A) serves as a visual means for improving the ability to use the scientific style;

B) provides an opportunity to independently work out theoretical material.

Drawing up reference notes is a real, effective cooperation between students and the teacher.

The reference notes are the most important means of activating the cognitive activity of students in the lesson.

Working with supporting notes, children “liberate themselves”.

In the classroom - an atmosphere of mutual support and mutual assistance.

An interest is being developed in the Russian language as an academic subject.

Requirements for algorithms uniqueness of prescribed actions and operations; performance, which assumes that when a finite number of operations are performed, the desired result will be obtained; mass character, which means that the algorithm is applicable to solving a whole class of problems.

Graphic Verbal Verbal-graphic Types of algorithms

Algorithm "Spelling of verbs with unstressed personal endings"

Graphic Letters Y - And after C.

An unstressed vowel at the root of a word. Find the root of the word Place the stress Does the stress fall on the vowel in the root? YES NO write a word with this vowel pick up a test word managed to pick up YES NO write a word look in with this vowel dictionary

The reference scheme a) serves as a visual tool for improving the ability to use the scientific style; b) provides an opportunity to independently work out theoretical material.

b b Verbal-graphic Separating b and b signs. In verbs and adverbs, the Sign is always written, In short adjectives We never write. Noun - a lot, Noun - mine - No sign is needed. And substitute it, one - Always write a soft sign. adverb noun. zh.r. 3cl. verb cr. adj. noun plural noun m.r. Determine what part of speech the word is.

Algorithms Help to improve literacy Develop the student's logical thinking Discipline the work of thought

The value of supporting abstracts: - conciseness (maximum coded information with a minimum of visual or graphic signs); - structure (one block contains several topics. For example, the "Morphology" section, the "Word formation" section, etc. - ease of perception and reproduction, the dissimilarity of the supporting notes to each other (a variety of forms, structuring, colors, etc.); - entertaining, paradoxical is of great importance in reference notes - color design is an important detail of the reference note A properly designed note attracts, attracts, draws attention to the main thing, i.e. affects the student with its aesthetic and psychological qualities.

2019

Acquaintance with developmental education programs makes it possible to master new approaches to organizing the educational process, understand the need for changes in educational activities and determine for oneself the direction of work - the intellectual development of students in Russian language lessons.

Methodical development of an integrated lesson in 10th grade on algebra and the beginnings of analysis. Lesson topic: "Function Research" 2019

Lesson objectives: to teach students to apply the function research algorithm using a derivative to solve programming problems in Pascal; study the scheme of studying the function and constructing a graph using the derivative.

Technological map of the lesson in the 5th grade according to the Federal State Educational Standard. Lesson topic: "Addition and subtraction of decimal fractions" 2019

The objectives of the lesson: to create conditions for students to develop the skills of adding and subtracting decimal fractions according to the algorithm; to form the skills of applying the algorithm in solving practical problems.

Lesson plan-game on materials science "Seven metals created light according to the number of seven planets ..." 2019

The game is intended for teaching students in the system of professional education of a technical profile. During the game, participants, working as a team, study the basic physical properties of non-ferrous metals and their classification. In addition to serious tasks, there are tasks that systematize the general knowledge gained in the study of chemistry, history, the Russian language and other disciplines.

Program of the special course on sports games 2019

The working program of the special course of extracurricular activities "sports games" is developed on the basis of the requirements for the results of mastering the main educational program of primary general education, taking into account the main directions of the programs included in the structure of the main educational program, is implemented within the framework of the sports and recreational direction of personality development and ensures the results of mastering the course .

Abstract "The use of non-traditional forms of work in history lessons as a means of increasing the cognitive interest and achievement of students" 2019

The main problem associated with the study and introduction of a new standard is the development of new educational technologies by teachers. Such technologies are embedded and well developed in the system of developmental education. The most widespread at present are the so-called "non-traditional" lessons, as one of the forms of developmental education, where the development of cognitive interest is taken as a basis. With all the variety of methodological approaches, the idea of ​​developmental education, which contributes to the development of the intellect and abilities of students, comes to the fore. For this, it is necessary to diversify the educational process with various types of both traditional and non-traditional lessons in order to consistently form universal learning activities for students.

essay

Features of diploma translation 2019

To receive a higher or second higher education abroad, a future student will need to provide a whole package of documents. And one of the main documents is the translation of the diploma. Also, a translation of a diploma may be needed for those people who want to legalize their diploma in another country. It is worth noting that when preparing all the documents, it will also be necessary to submit to the consulate of the state where the person is going to move, a notarized translation of the diploma and an application written according to a special model. To perform this procedure, you can contact a qualified translator or translation agency, which will perform an official translation of the diploma into English or another language.

translation of a diploma into a foreign language, translation agency , education abroad

Changes in interest in mathematics among high school students due to Internet technologies 2019

In the modern lesson, the computer plays a big role, making the complex science of mathematics more accessible. The use of Internet technologies at any stage of educational activity in the process of conducting a transformative stage of experimental work made it possible to make mathematics lessons not similar to each other. After the lessons, using Internet technologies, we first of all conducted a questionnaire aimed at changing the interest in mathematics in senior classes using Internet technologies.

The use of TSO and ICT in economics classes in elementary school 2019

Indeed, at the age of 7–10 years, it is difficult for children to understand the intricacies of economic science. Modern TCO and ICT make economics lessons in elementary school more vivid, dynamic and memorable. In the lessons for greater involvement of children in the economic environment, fragments from favorite cartoons can be used. With the help of them, children learn to see the economic aspect in everyday life.

The development of functional literacy among students in grades 9-10 at the lessons "Man. Society. Law" through the use of trainings with a coaching approach 2019

In a dynamically developing society, the main task of the teacher is to develop the functional literacy of students. The art of teaching is undergoing major changes. Teachers leave the traditional teacher-student position and move to the student-teacher position. In my lessons, I encourage children to use Internet resources more actively, because the amount of information in the textbook is insufficient. By the way, I noted that at the initial stages, students, despite the fact that they have sufficient experience in using Internet technologies, cannot quickly find the necessary information. The search is superficial and aimless. Then the guys begin to specify requests and quickly find the content they need. I believe that students only need to set the search vector, and they will find the solution to the problem on their own.

Ways to solve problems in the theory of probability USE in mathematics of a basic level 2019

The section "Elements of combinatorics, statistics and probability theory" in the materials of the FIPI open bank of tasks in mathematics of the USE of the basic level contains 392 tasks on forty pages. The article highlights several types of problems on various topics of the course of probability theory and suggests ways to solve them. Each type of task is accompanied by the minimum necessary theoretical information. The wording of the tasks was copied from the FIPI website.

Problems of teaching bilingual children the Russian language in multicultural classes 2019

The article is devoted to the disclosure of one of the urgent problems of education - teaching bilingual children the Russian language in multicultural classes. The article formulates the main difficulties that a teacher faces in his work, offers methodological recommendations, exercises, techniques that help a foreign student to master the Russian language. Systematic work, participation of parents, teacher control, psychological comfort make it possible to increase the effectiveness of teaching children for whom Russian is not their native language.

Lesson on the method of blended learning. Theme of the lesson: "Forest. Plants of the zone of mixed forests. 4th grade 2019

Lesson objectives: to acquaint students with the diversity of forest plants, with the peculiarities of their structure, attitude to light, their significance in human life; To acquaint students with the importance of forests in human life.

The purpose of the lesson: the use of signs, numbers, mathematical symbols, "+", "-", "≠", "=", ">", "<»; обозначение неизвестного числа.

2019

The purpose of the lesson: to highlight natural and artificial light sources, determine the need for artificial lighting and its sources.

Minerals 2019

The purpose of the lesson: to give students knowledge about minerals and explain their importance; training in working with mineral maps of Kazakhstan; education of respect for nature, careful and rational use of natural resources.

The effectiveness of the school lesson. What does it depend on? 2019

In order for students in mathematics lessons to master the system of knowledge and skills that they need to apply in practice, modern educational technologies should be used. I believe that the use of modern educational technologies contributes to the self-realization and successful socialization of the child. Using modern educational technologies, we can increase the effectiveness of the educational process, and hence the effectiveness of the lesson.

modern educational technologies

Summary of the lesson on literary reading E. Uspensky "Cheburashka" 2019

The purpose of the lesson: to continue working with the works of E. Uspensky; to develop the ability of expressive fluent reading and the ability to analyze the actions of heroes.

Biology at school is one of the few subjects that make it possible to realize the integrity of the world and the interconnections of scientific knowledge. The article gives examples of the use of basic terms and concepts of chemistry in biology lessons, shows the experience of field work and expeditions of schoolchildren, the use of the Internet to instill in students an ecological culture. It is concluded that the study of biology in grades 10–11 can be made more efficient and effective by attracting students' knowledge of related disciplines and using various visual and practical methods.

To the 60th anniversary of the All-Russian scientific and methodological seminar "Advanced ideas in teaching mathematics in Russia and abroad" 2019

Career guidance at chemistry lessons 2019

During the first nine years of study, the foundations of a conscious attitude to choosing a profession are laid. The effectiveness of both pedagogical and career guidance work largely depends not only on the teacher's activities in the classroom, but also on his ability to conduct interesting lessons, extracurricular activities, communicate with children and their parents, be attentive to the personality of each child, taking into account his individual characteristics. . Chemistry teachers have a fairly large and varied experience of such work. After all, the possibilities of the subject of chemistry in this regard are quite large. The course of chemistry in the 9th grade provides for the study of a number of chemical industries, acquaintance with chemical professions, excursions to enterprises, etc. It is the ninth grades that are most significant for the implementation of professional orientation, because. after their graduation, many students leave school, either entering vocational schools or continuing their education in specialized classes.

The role of innovative technologies in the educational process 2019

Innovation is always innovation. Innovations in education are purposeful innovations, the purpose of which is to obtain stable and more effective results. It is a mistake to believe that innovations at school are only fundamentally new and large-scale changes in the education system, such as the introduction of the Unified State Examination, the Unified State Examination, the GVE, an electronic diary, an electronic progress journal, etc. material, can also be called innovation. These innovations in education can be developed by the teacher himself and applied only within a particular class, or they can be approved by the school management for use by the entire teaching staff.

Methodical development of a training session according to MDK.02.01. Theoretical and methodological foundations of the organization of play activities for children of early and preschool age. Theme "Algorithm for organizing a role-playing game" 2019

Development goals: to systematize knowledge about the features of the organization of a role-playing game in different age groups by creating an algorithm; introduce modern pedagogical technology Wimmelbuch; to promote the development of analytical abilities, cognitive interest, attention, thinking; create conditions for the formation of a communicative and informational culture, attentiveness, accuracy, discipline.

Wimmelbuch technology, organization of a role-playing game

Assessment technology in history lessons 2019

Evaluation in the documents of the second generation standard is given great and serious attention. The orientation of the standard on the activity approach, on the formation of generalized methods of activity puts the assessment procedure in a special position. It acts both as a goal and as a means of learning.

evaluation

Mind map to consolidate the studied material in subjects for primary school students in the framework of GEF 2019

It has already become a generally accepted statement that today it is no longer so important to give the child as much knowledge as possible, but to ensure his general cultural, personal and cognitive development, to equip him with such an important skill as the ability to learn. It is no coincidence that (slide 2) the Federal State Educational Standard of Primary General Education defined as the main results not subject, but personal and meta-subject - universal educational activities: “The most important task of the modern education system is the formation of universal educational activities that provide students with the ability to learn, the ability to self-development and self-improvement”, so every teacher needs to think about how not only to give knowledge to a child, but to teach him how to extract and apply it. That is, learning to learn.

At present, the concept of pedagogical technology has firmly entered the pedagogical lexicon. However, there are major discrepancies in its understanding and use.

Technology- this is a set of techniques used in any business, skill, art.

Pedagogical technology- a set of psychological and pedagogical attitudes that determine a special set and layout of forms, methods, methods, teaching methods, educational means; it is an organizational and methodological toolkit of the pedagogical process (B.T. Likhachev).

The concept of "pedagogical technology" can be represented by three aspects:

1) scientific: pedagogical technologies - a part of pedagogical science that studies and develops the goals, content and methods of teaching and designs pedagogical processes;

2) procedural descriptive: description (algorithm) of the process, a set of goals, content, methods and means to achieve the planned learning outcomes;

3) procedurally efficient: the implementation of the technological (pedagogical) process, the functioning of all personal, instrumental and methodological pedagogical means.

Thus, pedagogical technology functions both as a science that studies the most rational ways of learning, and as a system of methods, principles and regulations used in learning, and as a real learning process.

The concept of "pedagogical technology" in educational practice is used at three hierarchically subordinate levels:

1) General pedagogical (general didactic) level: general pedagogical (general didactic, general educational) technology characterizes a holistic educational process in a given region, educational institution, at a certain level of education. Here, pedagogical technology is synonymous with the pedagogical system: it includes a set of goals, content, means and methods of teaching, an algorithm for the activity of subjects and objects of the process;

2) Private methodological (subject) level: private-subject pedagogical technology is used in the sense of "private methodology", i.e. as a set of methods and means for the implementation of a certain content of education and upbringing within the framework of one subject, class, teacher (method of teaching subjects, method of compensatory education, method of work of a teacher, educator);

3) Local (module) level: local technology is a technology of individual parts of the educational process, the solution of particular didactic and educational tasks (the technology of certain types of activities, the formation of concepts, the education of individual personal qualities, the technology of the lesson, the assimilation of new knowledge, the technology of repetition and control of the material, the technology of independent work and etc.).

The structure of pedagogical technology

From these definitions, it follows that technology is associated to the maximum extent with the educational process - the activities of the teacher and student, its structure, means, methods and forms. Therefore, the structure of pedagogical technology includes:

a) conceptual framework;

• learning objectives - general and specific;
• content of educational material;

c) procedural part - technological process;

• organization of the educational process;
• methods and forms of educational activity of schoolchildren;
  • methods and forms of work of the teacher;
  • the activities of the teacher in managing the process of assimilation of the material;
  • diagnostics of the educational process.

Classification of pedagogical technologies

In the theory and practice of schools today, there are many options for the educational process. Each author and performer brings to the pedagogical process something of his own, individual, in connection with which they say that each specific technology is the author's. One can agree with this opinion. However, many technologies have quite a lot of similarities in their goals, content, applied methods and means, and according to these common features, they can be classified into several generalized groups.

According to the essential and instrumentally significant properties (for example, target orientation, the nature of the interaction between the teacher and the student, the organization of training), the following classes of pedagogical technologies are distinguished.

By level of application general pedagogical, particular methodological (subject) and local (modular) technologies are distinguished.

On a philosophical basis: materialistic and idealistic, dialectical and metaphysical, scientific (scientist) and religious, humanistic and inhumane, anthroposophical and theosophical, pragmatic and existentialist, free education and coercion and other varieties.

By leading factor mental development: biogenic, sociogenic, psychogenic and idealistic technologies. Today it is generally accepted that personality is the result of the combined influence of biogenic, sociogenic and psychogenic factors, but a particular technology can take into account or rely on any of them, consider it the main one.

In principle, there are no such monotechnologies that would use only one single factor, method, principle - pedagogical technology is always complex. However, by its emphasis on one or another side of the learning process, technology becomes characteristic and gets its name from this.

According to the scientific concept assimilation of experience stand out: associative-reflex, behavioral, gestalt technology, interiorization, developing. We can also mention the less common technologies of neurolinguistic programming and suggestive ones.

: information technologies (formation of school knowledge, skills in subjects - ZUN); operating (formation of ways of mental actions - COURT); emotional-artistic and emotional-moral (formation of the sphere of aesthetic and moral relations - SEN), technologies of self-development (formation of self-governing mechanisms of personality - SUM); heuristic (development of creative abilities) and applied (formation of an effective-practical sphere).

By the nature of the content and structure technologies are called: teaching and educating, secular and religious, general educational and professionally oriented, humanitarian and technocratic, various industry, private subject, as well as monotechnologies, complex (polytechnologies) and penetrating technologies.

According to the type of organization and management of cognitive activity V.P. Bespalko such a classification of pedagogical systems (technologies) is proposed. The interaction of a teacher with a student (management) can be open (uncontrolled and uncorrectable activity of students), cyclic (with control, self-control and mutual control), scattered (frontal) or directed (individual) and, finally, manual (verbal) or automated (with the help of teaching aids). The combination of these features determines the following types of technologies (according to V.P. Bespalko - didactic systems):

1) classical lecture training (control - open, scattered, manual);

2) learning with the help of audiovisual technical means (open-loop, scattered, automated);

3) "consultant" system (open, directed, manual);

4) learning with the help of a textbook (open, directed, automated) - independent work;

5) the system of "small groups" (cyclic, scattered, manual) - group, differentiated ways of learning;

6) computer learning (cyclic, scattered, automated);

7) "tutor" system (cyclic, directed, manual) - individual training;

8) “software training” (cyclic, directed, automated), for which there is a pre-compiled program.

In practice, various combinations of these "monodidactic" systems usually appear, the most common of which are:

• traditional classical class-lesson system of Ya. A. Comenius, representing a combination of a lecture method of presentation and independent work with a book (didachography);
• modern traditional education using didachography in combination with technical means;
• group and differentiated ways of teaching when the teacher has the opportunity to exchange information with the whole group, as well as pay attention to individual students as a tutor;
• programmed learning, based on adaptive program control with partial use of all other types.
• A fundamentally important aspect in pedagogical technology is child's position in the educational process, relationship with the child by adults. There are several types of technology here.

a) Authoritarian technologies in which the teacher is the sole subject of the educational process, and the student is only an “object”, a “cog”. They are distinguished by the rigid organization of school life, the suppression of the initiative and independence of students, the use of demands and coercion.

b) A high degree of inattention to the personality of the child is distinguished didactic-centric technologies in which the subject-object relations of the teacher and the student also dominate, the priority of teaching over education, and didactic means are considered the most important factors in the formation of personality. Didactocentric technologies in a number of sources are called technocratic; however, the latter term, unlike the former, refers more to the nature of the content than to the style of the pedagogical relationship.

in) Person-Centered Technologies put the personality of the child at the center of the entire school educational system, providing comfortable, conflict-free and safe conditions for its development, the realization of its natural potentials. The personality of the child in this technology is not only a subject, but also a priority subject; it is the goal of the educational system, and not a means to achieve some abstract goal (which is the case in authoritarian and didactocentric technologies). Such technologies are also called anthropocentric.

Thus, personality-oriented technologies are characterized by anthropocentrism, humanistic and psychotherapeutic orientation and are aimed at the versatile, free and creative development of the child.

Within the framework of personality-oriented technologies, humane-personal technologies, technologies of cooperation and technologies of free education stand out as independent areas.

G) Humane-personal technologies differ primarily in their humanistic essence, psychotherapeutic focus on supporting the individual, helping her. They "profess" the ideas of all-round respect and love for the child, an optimistic faith in his creative powers, rejecting coercion.

e) Technologies of cooperation realize democracy, equality, partnership in the subject-subject relations of the teacher and the child. The teacher and students jointly develop goals, content, give assessments, being in a state of cooperation, co-creation.

e) Technologies of free education focus on giving the child freedom of choice and independence in a greater or lesser area of ​​his life. Making a choice, the child realizes the position of the subject in the best way, going to the result from internal motivation, and not from external influence.

and) Esoteric technologies are based on the doctrine of esoteric ("unconscious", subconscious) knowledge - Truth and the paths leading to it. The pedagogical process is not a message, not communication, but an introduction to the Truth. In the esoteric paradigm, the person himself (the child) becomes the center of information interaction with the Universe.

By way of method means teaching define the names of many existing technologies: dogmatic, reproductive, explanatory and illustrative, programmed learning, problem-based learning, developmental learning, self-developing learning, dialogical, communicative, gaming, creative, etc.

Mass (traditional) school technology, designed for the average student;

Advanced level technologies (in-depth study of subjects, gymnasium, lyceum, special education, etc.);

Compensatory learning technologies (pedagogical correction, support, leveling, etc.);

Various victimological technologies (surdo-, ortho-, typhlo-, oligophrenopedagogy);

Technologies of work with deviant (difficult and gifted) children within the framework of a mass school.

And, finally, the names of a large class of modern technologies are determined the content of those upgrades and modifications to which the existing conventional system is subjected.

Monodidactic technologies are used very rarely. Usually, the educational process is built in such a way that some polydidactic technology is constructed that combines and integrates a number of elements of various monotechnologies based on some priority original author's idea. It is essential that the combined didactic technology may have qualities that are superior to the qualities of each of its constituent technologies.

Usually, the combined technology is called according to the idea (monotechnology) that characterizes the main modernization, makes the greatest contribution to the achievement of learning goals. In the direction of modernization of the traditional system, the following groups of technologies can be distinguished:

a) Pedagogical technologies based on humanization and democratization pedagogical relations. These are technologies with a procedural orientation, the priority of personal relationships, an individual approach, non-rigid democratic management and a bright humanistic orientation of the content.

These include the pedagogy of cooperation, the humane-personal technology of Sh.A. Amonashvili, the system of teaching literature as a subject that forms a person, E.N. Ilyina, etc.

b) Pedagogical technologies based on activation and intensification students' activities. Examples: game technologies, problem-based learning, learning technology based on V.F. Shatalov’s notes of reference signals, E.I. Passova’s communicative learning, etc.

in) Pedagogical technologies based on the effectiveness of the organization and management learning process. Examples: programmed learning, differentiated learning technologies (V.V. Firsov, N.P. Guzik), learning individualization technologies (A.S. Granitskaya, Inge Unt, V.D. Shadrikov), computer (information) technologies, etc.

G) Pedagogical technologies based on methodological improvement and didactic reconstruction educational material: enlargement of didactic units (UDE) P.M. Erdnieva, technology "Dialogue of cultures" B.C. Bibler and S.Yu. Kurganov, the system "Ecology and Dialectics" by L.V. Tarasov and others.

e) Natural, using the methods of folk pedagogy based on the natural developmental processes of the child; training according to L.N. Tolstoy, education of literacy according to A. Kushnir and others.

e) Alternative Key words: Waldorf pedagogy by R. Steiner, technology of free labor by S. Frenet, technology of probabilistic education by A. M. Lobka.

g) Finally, examples complex polytechnologies are many of the existing systems of author's schools (of the most famous - "School of Self-Determination" by A.N. Tubelsky, "Russian School" by I.F. Goncharov, "School for All" by E.A. Yamburg, "School-Park" by M. Balabana and others).

3 Criteria for the effectiveness of pedagogical technologies

Any pedagogical technology must satisfy certain basic methodological requirements (technological criteria).

Conceptuality. Each pedagogical technology should be based on a certain scientific concept, including the philosophical, psychological, didactic and socio-pedagogical justification for achieving educational goals.

Consistency. Pedagogical technology must have all the features of the system: the logic of the process, the interconnection of all its parts, integrity.

Controllability involves the possibility of diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to correct the results.

Efficiency. Modern pedagogical technologies exist in competitive conditions and must be effective in terms of results and optimal in terms of costs, guaranteeing the achievement of a certain standard of education.

Reproducibility implies the possibility of application (repetition, reproduction) of pedagogical technology in other educational institutions of the same type, by other subjects.

Technology and content of education. At present, pedagogy has established the idea of ​​the unity of the substantive and procedural components of the educational system: goals, content, methods, forms and means of education. In the process of improvement and variations of pedagogical technologies, their components show varying degrees of conservatism: most often, the procedural aspects of learning vary, and the content changes only in structure, dosage, and logic.

Between them there is another mediating component - the most important didactic tool - the school textbook, which plays a major role in determining the content of education, the procedural part of technology and in the implementation of their unity. In recent years, a large number of variable textbooks have been created in our country, which, combined with a variety of choice of pedagogical technologies, theoretically makes it possible to further improve the quality of education.

Technology and craftsmanship. The same technology can be carried out by different performers more or less conscientiously, exactly according to instructions, or creatively. In this performance, there is inevitably a personal component of the master, a certain specificity, but the determining factor is the component that characterizes the patterns of assimilation of the material, the composition and sequence of students' actions. Of course, the results will be different, but close to some average value characteristic of this technology. Thus, the technology of work is mediated by the properties of the individual, but only mediated, not determined.

Sources and components of new pedagogical technologies. Any modern pedagogical technology is a synthesis of the achievements of pedagogical science and practice, a combination of traditional elements of past experience and what is born of social progress, humanization and democratization of society. Its sources and components are:

Social transformations and new pedagogical thinking;

Science - pedagogical, psychological, social sciences;

Advanced teaching experience;

Experience of the past, domestic and foreign;

Folk pedagogy (ethnopedagogy).

4 Information technology education

The power of the mind is limitless. I. Efremov

In practice, information technologies of education are called all technologies that use special technical information tools (computers, audio, cinema, video).

When computers began to be widely used in education, the term "new information technology of education" appeared. Generally speaking, any pedagogical technology is an information technology, since the basis of the technological process of learning is information and its movement (transformation). In our opinion, a better term for computer-based learning technologies is computer technology.

Computer technologies develop the ideas of programmed learning, open up completely new, yet unexplored technological training options associated with the unique capabilities of modern computers and telecommunications. Computer (new information) learning technologies- these are the processes of preparing and transmitting information to the student, the means of implementation of which is a computer.

Computer technology can be implemented in the following three ways:

I - like "penetrating" technology (application of computer training on individual topics, sections for individual didactic tasks).

II - how main, which determines the most significant of the parts used in this technology.

III - how monotechnology(when all training, all management of the educational process, including all types of diagnostics, monitoring, are based on the use of a computer).

Technology classification parameters

By level of application: general pedagogical.

On a philosophical basis: adaptable + scientist-technocratic.

According to the main factor of development: sociogenic + psychogenic. According to the concept of assimilation: associative-reflex.

By orientation to personal structures: informational + operational (ZUN + COURT).

By the nature of the content: penetrating, suitable for any content.

By type of cognitive activity management: computer. By organizational form: individual + system of small groups. Approach to the child: cooperation.

According to the prevailing method: informational + operational (ZUN + SUD), dialogic + programmed learning.

In the direction of modernization: efficiency of organization and management. By category of trainees: all categories.

Focus on goals

Formation of skills to work with information, development of communication skills.

Preparation of the personality of the "information society".

Give your child as much learning material as he can absorb.

Formation of research skills, the ability to make optimal decisions.

Conceptual Provisions

Learning is the communication of a child with a computer.

The principle of adaptability: adapting the computer to the individual characteristics of the child.

The interactive nature of learning.

Controllability: the teacher can correct the learning process at any time.

The interaction of a child with a computer can be carried out in all types: subject - object, subject - subject, object - subject.

The optimal combination of individual and group work.

Maintaining the student's state of psychological comfort when communicating with a computer.

Unlimited learning: the content, its interpretations and applications are as big as you like.

Content Features

Computer technology is based on the use of some formalized content model, which is represented by pedagogical software stored in computer memory, and the capabilities of a telecommunications network.

The main feature of the factual side of the content of education is the multiple increase in "supporting information", the presence of computer information environment, which includes at the present level information bases, hypertext and multimedia (hypermedia), microworlds, simulation training, electronic communications (networks), expert systems.

Computer testing the level of schoolchildren's learning and diagnosing the parameters of his psychophysical development is supplemented by the use of expert systems - subsystems that carry out network evaluation procedures and issue results with a certain degree of accuracy.

These software tools are used depending on the learning goals and situations: in some cases, it is necessary to better understand the needs of the student; in others, the analysis of knowledge in the subject area is important; thirdly, the main role can be played by taking into account the psychological principles of learning.

The richest possibilities of presenting information on a computer make it possible to change and enrich the content of education indefinitely, including integrated courses, acquaintance with the history and methodology of science, with the creative laboratories of great people, with the world level of science, technology, culture and public consciousness.

Features of the technique

Computer learning tools are called interactive, they have the ability to "respond" to the actions of the student and teacher, "enter" with them in a dialogue, which is the main feature of computer learning methods.

In variants I and II of computer technologies, the question of the relationship between the computer and elements of other technologies is very relevant.

The computer can be used at all stages of the learning process: when explaining (introducing) new material, consolidating, repeating, controlling ZUN. At the same time, for the child, he performs various functions: a teacher, a working tool, an object of study, a collaborating team, a leisure (play) environment.

In function teachers computer presents:

Source of educational information (partially or completely replacing the teacher and the book);

Visual aid (a qualitatively new level with multimedia and telecommunication capabilities);

Individual information space;

Training apparatus;

Means of diagnostics and control.

In function working tool computer appears as:

Means of preparation of texts, their storage;

Text editor;

Graph plotter, graphic editor;

Computing machine of great potential (with the presentation of the results in various forms);

Modeling tool.

object function learning computer performs when:

Programming, teaching a computer to given processes;

Creation of software products;

Application of various information environments.

collaborating team is recreated by a computer as a result of communication with a wide audience (computer networks), telecommunications in the internet.

leisure environment organized with:

game programs;

Computer games over the network;

Computer video.

Teacher's job in computer technology includes the following features:

Organization of the educational process at the level of the class as a whole, the subject as a whole (schedule of the educational process, external diagnostics, final control).

Organization of intra-class activation and coordination, placement of jobs, briefing, management of the intra-class network, etc.).

Individual observation of students, individual assistance, individual "human" contact with the child. With the help of a computer, ideal variants of individual learning are achieved using visual and auditory images.

Preparation of components of the information environment (various types of educational, demonstration equipment interfaced with a PC, software and systems, educational visual aids, etc.), their connection with the subject content of a particular training course.

Informatization of education requires teachers and students to computer literacy, which can be considered as a special part of the content of computer technology. The structure of the content of computer technology (computer literacy) includes:

Knowledge of the basic concepts of informatics and computer technology;

Knowledge of the fundamental structure and functionality of computer technology;

Knowledge of modern operating systems and mastery of their basic commands;

Knowledge of modern software shells and general-purpose operating tools (Norton Commander, Windows, their extensions) and possession of their functions;

Knowledge of at least one text editor;

Initial ideas about algorithms, languages ​​and programming packages;

Initial experience of using applied programs for utilitarian purposes.

Completely unique opportunities for a child's dialogue with science and culture are provided by the World Wide Web - internet:

Correspondence-conversation with peers from all parts of the world;

Attraction of scientific and cultural information from all banks, museums, repositories of the world;

Interactive communication, tracking events through international servers.

Cessence of problem-based learning

Problem-based learning is usually understood as such an organization of training sessions that involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them.

Problem-based learning (like any other learning) can contribute to the realization of two goals:

The first goal is to form in students the necessary system of knowledge, skills and abilities.

The second goal is to achieve a high level of development of schoolchildren, the development of the ability to self-learning, self-education.

It is important to note another important goal of problem-based learning - to form a special style of mental activity, research activity and student independence. The peculiarity of problem-based learning lies in the fact that it seeks to make the most of the data of psychology on the close relationship between the processes of learning (learning), cognition, research and thinking.

Its creation is based on the following provisions of modern psychology:

The process of thinking has its source in a problem situation;

Problem thinking is carried out, first of all, as a process of solving a problem;

The conditions for the development of thinking are the acquisition of new knowledge by solving a problem;

Patterns of thinking and patterns of assimilation of new knowledge largely coincide.

In problem-based learning, the teacher creates a problem situation, directs students to solve it, and organizes the search for a solution. Thus, the student is placed in the position of the subject of his learning and as a result he develops new knowledge, he has new ways of acting. The difficulty of managing problem-based learning is that the emergence of a problem situation is an individual act, so the teacher is required to use a differentiated and individual approach. If in traditional teaching the teacher sets out the theoretical provisions in a ready-made form, then in problem-based learning he leads schoolchildren to a contradiction and invites them to find a way to solve it themselves, confronts the contradictions of practical activity, sets out different points of view on the same issue. Typical tasks of problem-based learning: consider the phenomenon from different perspectives, compare, generalize, formulate conclusions from the situation, compare facts, formulate specific questions yourself.

Forms and methods of problem-based learning

In general, we can talk about six didactic ways of organizing the process of problem-based learning (that is, general methods), which are three types of presentation of educational material by the teacher and three types of organization of independent learning activities of students:

1) monologue;

2) reasoning;

3) dialogical;

4) heuristic;

5) research;

6) the method of programmed tasks.

The method of monologue presentation.

With the monologue method, the teacher himself explains the essence of new concepts, facts, gives students ready-made conclusions of science.

Methods of reasoning presentation.

The first option - having created a problem situation, the teacher analyzes the factual material, draws conclusions and generalizations.

The second option - when presenting the topic, the teacher tries by searching and discovering a scientist, that is, he, as it were, creates an artificial logic of scientific research by building judgments and conclusions based on the logic of the cognitive process. Form - conversation lecture.

The method of dialogic presentation.

Represents a dialogue between a teacher and a group of students. The teacher in the problem situation created by him himself poses the problem and solves it, but with the help of students. Basics of the form of teaching - search conversation, story.

Method of heuristic tasks.

The essence of the heuristic method lies in the fact that the discovery of a new law, rule, and the like is not done by the teacher, with the participation of students, but by the students themselves under the guidance and with the help of the teacher. The form of implementation of this method is a combination of heuristic conversation and the solution of problematic tasks and assignments.

Method of research tasks.

It is organized by the teacher by setting theoretical and practical research tasks for students with a high level of problematicness. The student performs logical operations independently, revealing the essence of a new concept and a new mode of action. According to the form of organization, research work can be varied: student experiment, excursion and collection of facts, conversations with the population, preparation of a report, design and modulation.

Method of programmed tasks.

This is a method in which students, with the help of specially prepared didactic tools, can acquire new knowledge and new actions.

Theoretical foundations of problem-based learning.

The purpose of the problem-based type of education is not only the assimilation of the results of scientific knowledge, the system of knowledge, but also the very path of the process of obtaining these results, the formation of the cognitive initiative of the student and the development of his creative abilities.

The purpose of the traditional type of education is the assimilation of the results of scientific knowledge, equipping students with knowledge of the basics of science, instilling in them the appropriate skills and abilities.

At the heart of the organization of explanatory and illustrative teaching by the teacher is the principle of transferring the ready-made conclusions of science to students.

The full cycle of mental actions from the emergence of a problem situation to the solution of a problem has several stages.

The emergence of a problematic situation

Understanding the essence of the difficulty and posing the problem,

Finding a way to solve by guessing or proposing

assumptions and justification of the hypothesis,

Proof of the hypothesis

Checking the correctness of problem solving.

The mental activity of students is stimulated by asking questions. The teacher's question should be so complex as to cause difficulty for students, and at the same time feasible for finding an answer on their own.

Studies have shown that it is possible to single out the most characteristic types of problem situations for pedagogical practice, common to all subjects.

First type: a problem situation arises if students do not know how to solve the problem.

The second type: problem situations arise when students encounter the need to use previously acquired knowledge in new practical conditions.

Third type: a problem situation easily arises if

there is a contradiction between the theoretically possible way of solving the problem and the practical impracticability of the chosen method.

Fourth type: a problem situation arises when there are contradictions between the practically achieved result of completing the educational task and the students' lack of knowledge for theoretical justification.

The process of posing educational problems requires knowledge of not only logical-psychological and linguistic, but also didactic rules for posing problems.

The teacher confronts the students with problems that have already been encountered before. In doing so, it takes into account the following:

a) the algorithm for solving previously solved problems can be used in solving new difficult problematic problems;

b) solving previously encountered problems, but not solved due to lack of sufficient knowledge;

c) repetition of the material covered;

d) problems previously solved by the team can be used for secondary

performances in front of weak students for independent decision.

The concept of pedagogical technology ... 1

The main qualities of modern pedagogical technologies ... 3

Classification of pedagogical technologies… 3

Humane-personal technology of Sh.A.Amonashvili… 7

"Ecology and Dialectics" (L.V. Tarasov) ... 8

Waldorf Pedagogy (R. Steiner)… 10

Technology of free labor (S. Frenet) ... 13

Technology of self-development (M. Montessori)… 15

Pedagogical technologies

The problems of educational technologies, the vast experience of pedagogical innovations, copyright schools and innovative teachers constantly require generalization and systematization.

Pedagogical systems can be described as integral phenomena using a number of features (according to V.G. Afanasiev):

Integrative qualities (those that none of its individual elements possesses);

Composite elements, components;

Structure (links and relationships between parts and elements);

Functional characteristics;

Communicative properties (connections with the environment);

Historicity, continuity.

The essential characteristics of the system are target orientations and results.

As a basis, a system-forming framework, it is advisable to use a new concept for pedagogy - "technology" and a new - "technological" approach to the analysis and design of pedagogical processes.

The concept of pedagogical technology

At present, the concept of pedagogical technology has firmly entered the pedagogical lexicon. However, there are major discrepancies in its understanding and use.

Technology is a set of techniques used in any business, skill, art (explanatory dictionary).

Pedagogical technology - a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching methods, educational means; it is an organizational and methodological toolkit of the pedagogical process (B.T. Likhachev).

Pedagogical technology is a meaningful technique for the implementation of the educational process (V.P. Bespalko).

Pedagogical technology is a description of the process of achieving the planned learning outcomes (I.P. Volkov).

Technology is art, craftsmanship, skill, a set of processing methods, changes in state (V.M. Shepel).

Teaching technology is an integral procedural part of the didactic system (M. Choshanov).

Pedagogical technology is a model of joint pedagogical activity thought out in all details for designing, organizing and conducting the educational process with the unconditional provision of comfortable conditions for students and teachers (V.M. Monakhov).

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).

Pedagogical technology means a systemic totality and the order of functioning of all personal, instrumental and methodological means used to achieve pedagogical goals (M.V. Klarin).

In our understanding, pedagogical technology is a meaningful generalization that absorbs the meanings of all the definitions of various authors (sources).

The concept of "pedagogical technology" can be represented by three aspects.

1) scientific: pedagogical technologies - a part of pedagogical science that studies and develops the goals, content and methods of teaching and designs pedagogical processes;

2) procedural and descriptive: a description (algorithm) of the process, a set of goals, content, methods and means to achieve the planned procedural and effective: the implementation of the technological (pedagogical) process, the functioning of all personal, instrumental and methodological pedagogical means.

Thus, pedagogical technology functions both as a science that studies the most rational ways of learning, and as a system of methods, principles and regulations used in learning, and as a real learning process.

The concept of "pedagogical technology" in educational practice is used at three hierarchically subordinate levels:

1) General pedagogical (general didactic) level: general pedagogical (general didactic, general educational) technology characterizes a holistic educational process in a given region, educational institution, at a certain level of education. Here, pedagogical technology is synonymous with the pedagogical system: it includes a set of goals, content, means and methods of teaching, an algorithm for the activity of subjects and objects of the process.

2) Private methodological (subject) level: private subject pedagogical technology is used in the meaning of “private methodology”, i.e. as a set of methods and means for the implementation of a certain content of education and upbringing within the framework of one subject, class, teacher (method of teaching subjects, method of compensatory education, method of work of a teacher, educator).

3) Local (modular) level: local technology is the technology of individual parts of the educational process, the solution of particular didactic and educational tasks (the technology of certain types of activities, the formation of concepts, the education of individual personal qualities, the technology of the lesson, the assimilation of new knowledge, the technology of repetition and material control, independent work technology, etc.).

There are also technological microstructures: techniques, links, elements, etc. Lined up in a logical technological chain, they form an integral pedagogical technology (technological process).

Technological scheme - a conditional image of the technology of the process, its division into separate functional elements and the designation of logical connections between them.

Technological map - a description of the process in the form of a step-by-step, step-by-step sequence of actions (often in graphic form) indicating the means used.

Terminological nuances. In the literature and practice of schools, the term pedagogical technology is often used as a synonym for the concept of a pedagogical system. As noted above, the concept of a system is broader than technology, and, unlike the latter, includes both the subjects and objects of activity themselves.

The concept of pedagogical technology at the particular subject and local levels is almost completely covered by the concept of teaching methods; the difference between them lies only in the placement of accents. In technologies, the procedural, quantitative and calculation components are more represented, in the methods - the target, content, qualitative and variable-orienting sides. Technology differs from methodologies in its reproducibility, stability of results, absence of many "ifs" (if a talented teacher, if capable children, good parents...). The mixing of technologies and methods leads to the fact that sometimes methods are part of technologies, and sometimes, on the contrary, certain technologies are part of teaching methods.

There is also the use of label terms, not entirely scientifically correct, established behind some technologies (a collective method of teaching, the Shatalov method, the Paltyshev system, Waldorf pedagogy, etc.). Unfortunately, it is not always possible to avoid terminological inaccuracies that make understanding difficult.

The main qualities of modern pedagogical technologies

The structure of pedagogical technology. From these definitions, it follows that technology is associated to the maximum extent with the educational process - the activities of the teacher and student, its structure, means, methods and forms. Therefore, the structure of pedagogical technology includes:

a) conceptual framework;

Learning objectives - general and specific;

c) procedural part - technological process:

Organization of the educational process;

Methods and forms of educational activity of schoolchildren;

Methods and forms of work of the teacher;

The activity of the teacher in managing the process of mastering the material;

Diagnostics of the educational process.

Manufacturability criteria. Any pedagogical technology must satisfy certain basic methodological requirements (technological criteria).

Conceptuality. Each pedagogical technology should be based on a certain scientific concept, including the philosophical, psychological, didactic and socio-pedagogical justification for achieving educational goals.

Consistency. Pedagogical technology must have all the features of the system: the logic of the process, the interconnection of all its parts, integrity.

Manageability implies the possibility of diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to correct the results.

Efficiency. Modern pedagogical technologies exist in competitive conditions and must be effective in terms of results and optimal in terms of costs, guaranteeing the achievement of a certain standard of education.

Reproducibility implies the possibility of application (repetition, reproduction) of pedagogical technology in other educational institutions of the same type, by other subjects.

Technology and content of education. At present, pedagogy has established the idea of ​​the unity of the substantive and procedural components of the educational system: goals, content, methods, forms and means of education. In the process of improvement and variations of pedagogical technologies, their components show varying degrees of conservatism: most often, the procedural aspects of learning vary, and the content changes only in structure, dosage, and logic. At the same time, the content of education as an essential part of educational technology largely determines its procedural part, although fundamental changes in methods entail profound transformations of goals, content and forms. Thus, the procedural and content parts of education technology adequately reflect each other.

Between them there is another mediating component - the most important didactic tool - the school textbook, which plays a major role in determining the content of education, the procedural part of technology and in the implementation of their unity. In recent years, a large number of variable textbooks have been created in our country, which, combined with a variety of choice of pedagogical technologies, theoretically makes it possible to further improve the quality of education.

Classification of pedagogical technologies

In the theory and practice of schools today, there are many options for the educational process. Each author and performer brings something of his own, individual, to the pedagogical process, in connection with which they say that each specific technology is copyrighted. One can agree with this opinion. However, many technologies have quite a lot of similarities in their goals, content, applied methods and means, and according to these common features, they can be classified into several generalized groups.

According to the essential and instrumentally significant properties (for example, target orientation, the nature of the interaction between the teacher and the student, the organization of training), the following classes of pedagogical technologies are distinguished.

According to the level of application, general pedagogical, particular methodological (subject) and local (modular) technologies are distinguished.

According to the philosophical basis: materialistic and idealistic, dialectical and metaphysical, scientific (scientist) and religious, humanistic and inhumane, anthroposophical and theosophical, pragmatic and existentialist, free education and coercion and other varieties.

According to the leading factor of mental development: biogenic, sociogenic, psychogenic and idealistic technologies. Today it is generally accepted that personality is the result of the combined influence of biogenic, sociogenic and psychogenic factors, but a particular technology can take into account or rely on any of them, consider it the main one.

In principle, there are no such monotechnologies that would use only one single factor, method, principle - pedagogical technology is always complex. However, by its emphasis on one or another side of the learning process, technology becomes characteristic and gets its name from this.

According to the scientific concept of assimilation of experience, the following are distinguished: associative-reflex, behavioral, gestalt technologies, interiorization, developing. We can also mention the less common technologies of neurolinguistic programming and suggestive ones.

By focusing on personal structures: informational (formation of school knowledge, skills in subjects - ZUN); operating (formation of ways of mental actions - COURT); emotional-artistic and emotional-moral (formation of the sphere of aesthetic and moral relations - SEN), technologies of self-development (formation of self-governing mechanisms of personality - SUM); heuristic (development of creative abilities) and applied (formation of an effective-practical sphere - SDP).

By the nature of the content and structure, technologies are called: teaching and educating, secular and religious, general education and professionally oriented, humanitarian and technocratic, various industry, private subject, as well as monotechnologies, complex (polytechnologies) penetrating technologies.

In monotechnologies, the entire educational process is built on any one priority, dominant idea, principle, concept, in complex ones it is combined from elements of various monotechnologies. Technologies, the elements of which are most often included in other technologies and play the role of catalysts, activators for them, are called penetrating.

According to the type of organization and management of cognitive activity, V.P. Bespalko proposed such a classification of pedagogical systems (technologies). The interaction of a teacher with a student (management) can be open (uncontrolled and uncorrectable activity of students), cyclic (with control, self-control and mutual control), scattered (frontal) or directed (individual) and, finally, manual (verbal) or automated (with the help of teaching aids). The combination of these features determines the following types of technologies (according to V.P. Bespalko - didactic systems):

1) classical lecture training (control - open, scattered, manual);

2) learning with the help of audiovisual technical means (open-loop, scattered, automated);

3) "consultant" system (open, directed, manual);

4) learning with the help of a textbook (open, directed, automated) - independent work;

5) the system of “small groups* (cyclic, scattered, manual) - group, differentiated ways of teaching;

6) computer learning (cyclic, scattered, automated);

7) "tutor*" system (cyclic, directed, manual) - individual training;

8) “software training” (cyclic, directed, automated), for which there is a pre-compiled program.

In practice, various combinations of these "monodidactic" systems usually appear, the most common of which are:

The traditional classical class-lesson system of Ya. A. Comenius, which is a combination of a lecture method of presentation and independent work with a book (didachography);

Modern traditional teaching using didachography in combination with technical means;

Group and differentiated ways of teaching, when the teacher has the opportunity to exchange information with the whole group, as well as pay attention to individual students as a tutor;

Programmed learning based on adaptive program control with partial use of all other types.

A fundamentally important side in pedagogical technology is the position of the child in the educational process, the attitude of adults towards the child. There are several types of technology here.

a) Authoritarian technologies, in which the teacher is the sole subject of the educational process, and the student is only an “object”, a “cog”. They are distinguished by the rigid organization of school life, the suppression of the initiative and independence of students, the use of demands and coercion.

b) A high degree of inattention to the personality of the child is distinguished by didactic technologies, in which the subject-object relations of the teacher and the student also dominate, the priority of teaching over education, and didactic means are considered the most important factors in the formation of personality. Didactocentric technologies in a number of sources are called technocratic; however, the latter term, unlike the former, refers more to the nature of the content than to the style of the pedagogical relationship.

c) Student-centered technologies put the personality of the child at the center of the entire school educational system, providing comfortable, conflict-free and safe conditions for its development, the realization of its natural potentials. The personality of the child in this technology is not only a subject, but also a priority subject; it is the goal of the educational system, and not a means to achieve some abstract goal (which is the case in authoritarian and didactocentric technologies). Such technologies are also called anthropocentric.

Thus, personality-oriented technologies are characterized by anthropocentrism, humanistic and psychotherapeutic orientation and are aimed at the versatile, free and creative development of the child.

Within the framework of personality-oriented technologies, humane-personal technologies, technologies of cooperation and technologies of free education stand out as independent areas.

d) Humane-personal technologies are distinguished primarily by their humanistic essence, psychotherapeutic focus on supporting the individual, helping her. They "profess" the ideas of all-round respect and love for the child, an optimistic faith in his creative powers, rejecting coercion.

e) Technologies of cooperation realize democracy, equality, partnership in the subject-subject relations of the teacher and the child. The teacher and students jointly develop goals, content, give assessments, being in a state of cooperation, co-creation.

f) Technologies of free education focus on giving the child freedom of choice and independence in a greater or lesser area of ​​his life. Making a choice, the child realizes the position of the subject in the best way, going to the result from internal motivation, and not from external influence.

g) Esoteric technologies are based on the doctrine of esoteric ("unconscious", subconscious) knowledge - the Truth and the paths leading to it. The pedagogical process is not a message, not communication, but an introduction to the Truth. In the esoteric paradigm, the person himself (the child) becomes the center of information interaction with the Universe.

The method, method, means of teaching determine the names of many existing technologies: dogmatic, reproductive, explanatory and illustrative, programmed learning, problem-based learning, developmental learning, self-developing learning, dialogic, communicative, gaming, creative, etc.

Mass (traditional) school technology, designed for the average student;

Advanced level technologies (in-depth study of subjects, gymnasium, lyceum, special education, etc.);

Compensatory learning technologies (pedagogical correction, support, leveling, etc.);

Various victimological technologies (surdo-, ortho-, typhlo-, oligophrenopedagogy);

Technologies of work with deviant (difficult and gifted) children within the framework of a mass school.

And, finally, the names of a large class of modern technologies are determined by the content of those upgrades and modifications to which the existing traditional system is subjected.

Monodidactic technologies are used very rarely. Usually, the educational process is built in such a way that some polydidactic technology is constructed that combines and integrates a number of elements of various monotechnologies based on some priority original author's idea. It is essential that the combined didactic technology may have qualities that are superior to the qualities of each of its constituent technologies.

Usually, the combined technology is called according to the idea (monotechnology) that characterizes the main modernization, makes the greatest contribution to the achievement of learning goals. In the direction of modernization of the traditional system, the following groups of technologies can be distinguished.

Humane-personal technology Sh.A. Amonashvili

Amonashvili Shalva Alexandrovich - Academician of the Russian Academy of Education, well-known Soviet and Georgian teacher - scientist and practitioner. He developed and implemented in his experimental school the pedagogy of cooperation, personal approach, original methods of teaching language and mathematics. A peculiar result, the ideology of his pedagogical activity is the technology "School of Life", set out in his "Treatise on the initial stage of education, built on the principles of humane-personal pedagogy."

Sh.A. Amonashvili

On a philosophical basis: humanistic + religious.

According to the main factor of development: sociogenic + biogenic.

According to the concept of assimilation: associative-reflex.

By orientation to personal structures: emotional and moral: 1) SEN + 2) ZUN.

By the nature of the content: teaching + educational, secular with elements of religious culture, humanitarian, general education, human-oriented.

By organizational forms: traditional class-lesson with elements of differentiation and individualization.

By approach to the child: humane-personal, pedagogy of cooperation.

According to the prevailing method: explanatory-illustrative, playful with elements of problematic, creativity.

Target Orientations

Contribute to the formation, development and education of a noble person in a child by revealing his personal qualities.

Ennoblement of the soul and heart of the child.

The development and formation of the cognitive forces of the child.

Providing conditions for an expanded and in-depth volume of knowledge and skills.

The ideal of education is self-education.

Conceptual Provisions

All provisions of the personal approach of pedagogy of cooperation (clause 4.1).

The child as a phenomenon carries a life mission, which he must serve.

The child is the highest creation of Nature and Cosmos and bears their features - power and infinity.

The holistic psyche of a child includes three passions: a passion for development, for growing up and for freedom.

Evaluation of children's activities. A special role in the technology of Sh.A. Amonashvili plays the evaluation of the child's activities. The use of marks is very limited, for marks are "crutches of lame pedagogy"; instead of quantitative assessment - qualitative assessment: characteristics, package of results, training in introspection, self-assessment.

Lesson. The lesson is the leading form of children's life (and not just the learning process), absorbing the entire spontaneous and organized life of children. Lesson - the sun, lesson - joy, lesson - friendship, lesson - creativity, lesson - work, lesson - game, lesson - meeting, lesson - life.

"Ecology and Dialectics" (L.V. Tarasov)

Tarasov Lev Vasilyevich - candidate of pedagogical sciences, professor.

The term ecology emphasizes the orientation of the educational process to real life, to the problems that humanity has to solve, in the first place, the ecological dilemma: either perish with nature, or find ways of co-evolution.

The term dialectics emphasizes the orientation of the school towards dialectical, developing, probabilistic thinking.

The technology "Ecology and Dialectics" uses in a complex many innovations in pedagogy and psychology, applicable to a wide variety of schools.

Technology classification parameters

According to the level of application: general pedagogical. On a philosophical basis: dialectical. According to the main factor of development: sociogenic. According to the concept of assimilation: associative-reflex. / By focusing on personal structures: COURT + ZUN + SEN. By the nature of the content: teaching + educational, secular, general education, technocratic.

By type of management: modern traditional.

By organizational forms: class-lesson, academic.

By approach to the child: personality-oriented + sociocentric.

According to the prevailing method: explanatory-illustrative + problematic.

Target Orientations

o Early and comprehensive development of children;

o Development of ecological and dialectical thinking;

o Completion of the general education stage of education by the 9th grade;

o Transition at the senior level to specialized education (lyceum), which provides serious professional training;

o Ensuring a high cultural level of graduates.

Principles

Humanization: the use of the rich humanitarian potential of subjects of the natural cycle, their ecological and dialectical content, the natural science coloring of humanitarian subjects (dialectization) and the humanization of disciplines;

Unity (integration) of natural science, humanitarian and artistic and aesthetic education;

Implementation of developmental learning through modern content, transmitted by modern methods;

Synergetics: combining, harmonizing and using many innovative theories and technologies.

Content Features

The main feature of the Ecology and Dialectics technology is the redesign of the content of education in the directions of humanization, dialecticization and integration.

The elementary school is characterized by early teaching of a foreign language, saturation of the elementary school with artistic and aesthetic classes (MHK).

In grades I-VI, the integrative subject "The World Around" is studied, which has absorbed a variety of information from many areas - geography, including local history, biology, geology, physics, astronomy, technology, chemistry, history, ecology. In fact, this is not one academic subject, but a sequence of six completely independent integrative subjects, each of which develops its own topic: in grade I - the world is familiar and unfamiliar, in grade II - the world is beautiful and ugly, in grade III - the world is changeable and constant, in the IV class - the world is mysterious and cognizable, in the V class - Four facets of the world, in the VI class - Our planet is the Earth.

In general, the "surrounding worlds" solve a number of very important tasks - they realize the early formation of many natural science concepts, give an idea of ​​the picture of the world as a whole and the place of a person in it, provide serious preparation for the subsequent study of natural objects and, moreover, arouse interest in their study. . Let's pay attention to the fact that all four natural subjects - physics, chemistry, biology, geography - are studied synchronously (at the same time): this happens in grades VII - IX. The programs of these subjects have been significantly changed - all of them are completed in the IX grade.

The main school is distinguished by the early formation of natural science concepts (scientific developmental subject "World around I-VI"), the development of variant and systemic thinking (subjects "Regularities of the world around", "Computer science and process modeling").

Completion of basic science subjects in the ninth grade requires a radical restructuring of the entire course of mathematics; this course should now end not in XI, but in IX grade (together with logarithms, trigonometric functions, elements of stereometry). Let's also pay attention to the integrative subject "Patterns of the surrounding world" in grades VI - VIII. It's about probabilities. This subject introduces students to probabilities, probabilistic approaches, forms variant thinking.

Based on the interests of children, observational astronomy was transferred from the XI grade (when it is no longer interesting to students) to the "World around" in the V grade (when children are especially eager to comprehend the picture of the Universe). Atomic-molecular concepts, concepts of chemical elements, simple and complex substances, simple chemical reactions are formed in the fifth class. At the same time, children get acquainted with many physical concepts - force, energy, work, power. In the "World around" in the VI class, the concepts of the physical field (magnetic field and gravitational field) are introduced, ideas about the chemistry of the lithosphere, atmosphere and hydrosphere of the Earth are given, photosynthesis and its role in the earth's biosphere are considered.

The senior (lyceum) stage is focused on ecologization, which allows one to deal with the problems of culture and morality (subjects "The Human Universe", "Man and Nature", "Modern World", "Lifestyle and Human Health").

These courses are built in accordance with the ecological imperative, here a person (in particular, a student) is a part of nature itself, and not some abstract researcher, observing it as if from the side.

In the technology "Ecology and Dialectics" the leading side is not the methodical, but the content side.

However, ZUN is not a goal, but a means of development. The most important method is problematic. The development of a child's personality includes 3 stages:

1. development of ZUN and SUD through the game - elementary school;

2. development of the search functions of the intellect, mastery of formal and dialogic logic through problem-based learning - grades V-IX;

3. development of the main phases of the creative process - X-XI classes. The holistic learning model is used:

Harmonic teaching, addressed to the student as a whole;

Perception by all senses, work with the left and right hemispheres of the brain (example: drawing abstract concepts - current, sound), dramatization, visualization (in the imagination), emotionality, synectics - establishing connections, lateral thinking (humor, insight, creativity).

Student position:

Orientation to the personal perception of everything around: not an outside observer, but an interested researcher;

Personal responsibility for the consequences of their activities for other people and for nature;

Participation: people have achieved this, so it is available to me;

Global perception: everyone needs this, and so do I;

Consensus orientation: recognition of the right of others to have their own point of view;

The student is not required to memorize everything. Teacher position:

He is not a passive performer of a certain program, but represents a creative person who is distinguished by: erudition, love for a child, psychological literacy, relaxedness, environmental thinking.

Waldorf pedagogy (R. Steiner)

Rudolf Steiner (1861-1925) - German philosopher and teacher, author of the school education system, which received the name Waldorf from the name of the local factory "Waldorf-Astoria", in which the school was organized.

R. Steiner embodied in his school the philosophical doctrine developed by him - anthroposophy, according to which the development of the ability to know leads a person to perfection. Anthroposophy combines elements of subjective idealism (reality as a self-manifestation of the spirit), Goethe's objective idealism, and Christianity.

So, in Waldorf pedagogy, a child is a spiritual being, having, in addition to a physical body, also a soul - a divine principle.

The child - God's part comes to Earth with a specific mission. To release the soul of the child, to let this mission come true is the main task of the school.

Waldorf pedagogy is one of the varieties of the embodiment of the ideas of "free education" and "humanistic pedagogy". It can be characterized as a system of self-knowledge and self-development of an individual in partnership with a teacher, in the dual unity of sensory and supersensory experience of the spirit, soul and body.

Classification parameters

According to the level of application: general pedagogical.

According to the main factor of development: biogenic.

By orientation to personal structures: ZUN + COURT + SEN + SDP.

By the nature of the content: training + education, religious, educational, humanistic.

By type of management: "tutor" system + small group system

By organizational forms: alternative, club + academy, individual + group, differentiation.

By approach to the child: personality-oriented with informal leadership of the teacher.

According to the prevailing method: game + dialogue + creativity.

Target Orientations

1. Education is designed to form a holistic personality:

Aspiring to the maximum realization of their capabilities (self-realization, self-actualization);

open to new experiences;

Capable of making informed and responsible choices in a variety of life situations.

2. Not so much knowledge as ability (COURT + SEN + ZUN + SDP).

3. Development of self-determination, individual responsibility for one's actions (SUM).

Conceptual Provisions

Natural conformity: development takes place according to a predetermined, genetically determined program, goes ahead of learning and determines it; spontaneity of free development of natural inclinations; "Based on the child", the creation of the most favorable conditions for revealing the child's natural abilities.

Free education and training. All without coercion, without violence: spiritual and bodily.

Freedom as a means of education.

Education and training adapt to the child, not he to them.

In the process of learning, the child himself goes through, comprehends all stages of development
humanity. Therefore, there is no need to truncate "childhood", to intellectualize development ahead of time.

Education is inseparable from education: all education is at the same time the education of certain personality traits.

Ecology of health, cult of health.

The cult of creativity, creative personality, the development of individuality by means of art.

Imitation as a means of learning.

The combination of European and Eastern cultures: the teachings of Christ and the idea of ​​personality as a combination of the physical body and the ethereal, astral.

The unity of the development of the mind, heart and hand.

School for everyone.

Common life of teachers and students.

Content Features

Harmonious combination of intellectual, aesthetic and practical-labor aspects of education.

Wide additional education (museums, theater, etc.).

Intersubject communications.

Compulsory subjects of art: painting, eurythmy (the art of expressive movements) and the image of forms (complex patterns, graphics), music (playing the flute).

A large role is assigned to labor education. Features of the content by class - learning "by era": Preschool period: walk, talk; think;

I: prototypes and fairy tales; from image to letter; singing, eurythmy; knitting;

II: miracles and legends; letter; arithmetic; flute, drawing, manual labor;

III: creation of the world and the Old Testament; sheet music, shape drawing, crochet;

IV: gap between the general and the particular; fractions; European myths; ornament, canon, embroidery;

V: harmony and antiquity, Greece; decimals, orchestra, woodwork;

VI: physics, percentages, geometry, planing;

VII: space and the Renaissance; algebra, poetry, sewing;

VIII: revolutions, 19th century; economics, chemistry, composers, work with metal;

IX: ecology, technological progress and morality, art history, carpentry; X: politics, history, society, physics, dramaturgy, ceramics;

XI: society, literature, music, sculpture, bookbinding;

XII: cultural history, improvisation in all areas.

Features of the technique

A pedagogy of relationships, not demands.

Immersion method, "epochal" technique.

Education without textbooks, without rigid programs (didactic materials, additional literature).

Individualization (taking into account the progress of the individual in development).

Lack of division into classroom and extracurricular activities.

The student is brought to the discovery of the personal significance of ZUN and, on this motivational basis, masters the content of subjects (areas).

Collective cognitive creativity in the classroom.

Teaching independence and self-control.

Lots of play (study should be fun).

Denial mark.

Student position.

The child is at the center of the pedagogical system.

The right to choose everything: from the form of the lesson to its plan.

The child's right to make mistakes.

Freedom of choice.

The right to free creative search.

Responsible relationship with the team.
The position of the teacher.

The activity of the teacher is a priority, the teacher leads the children for 8 years in all subjects.

The teacher is a senior friend.

With children to the subject, and not with the subject to the children.

Not to give knowledge, but to let children live in the classroom; joint spiritual life of student and teacher.

Waiting for the maturation of the forces laid down by nature.

Do not tell the child "no", "no".

Do not make comments (lack of highlighting weak and strong).

Don't give bad marks.

Do not leave for the second year.

Accept the child as he is (all children are talented).

R. Steiner's position on religious education: free Christian education, which is outside the general routine of the school, is conducted as private education within its framework.

Very important aspects of Waldorf pedagogy are attention to the health of children, teacher-parental self-government.

Notes, modern counterparts

The Center for Waldorf Pedagogy has been created and is operating in Russia.

The Moscow Free Waldorf School (research director A.A. Pinsky) operates without the usual director, head teacher, and other usual administrative attributes of a mass school. All affairs are managed by an elected board of children, teachers and parents.

Work is not divided into classroom and extracurricular. These species are very closely intertwined. After the main lesson, painting, music, needlework, English and German are taught (since the first grade at the same time), as well as disciplines specific to the Waldorf school - eurythmy (the art of expressive movements) and the image of forms - drawing complex patterns, graphics.

The program provides for the agricultural cycle, the construction of a wooden house (at the level of a large model). It's in the elementary grades. And in the seniors - work with metal. All children also master needlework - learn to sew, embroider.

School L.N. Tolstoy. L.N. Tolstoy put into practice the idea of ​​"free education" in the Yasnaya Polyana school organized by him for peasant children. If we imagine the “school of L.N. Tolstoy” as a technology, then we can note its maximalist concept:

Education, as the deliberate formation of people according to certain patterns, is fruitless, illegal, impossible;

Education corrupts, not corrects people;

The more spoiled a child is, the less he needs to be educated, the more freedom he needs.

In the last period of L.N. Tolstoy went to the other extreme - pedagogical moralism with a religious tinge.

L.N. Tolstoy brought his concept to the level of methodology by writing a number of textbooks for elementary school.

At present, in a number of Russian schools (Yasnaya Polyana, Tomsk) attempts are being made to restore the domestic technology of free education, based on the ideas of Leo Tolstoy.

Technology of free labor (S. Frenet)

Frenet Celestin (1896-1966) - the most prominent French teacher and thinker, a rural teacher from the town of Vane. Having joined the movement for a new education at the beginning of the 20th century, he created and until the end of his life led an experimental rural elementary school, where he implemented his alternative technology.

Technology classification parameters

According to the level of application: general pedagogical. According to the main factor of development: biogenic + sociogenic. According to the concept of assimilation: associative-reflex. By orientation to personal structures: SUD + ZUN + SDP. By the nature of the content: educational + teaching, secular, humanistic, general education.

According to the type of cognitive activity management: the system of small groups.

By organizational forms: alternative.

According to the prevailing method: problematic, self-developing.

In the direction of modernization: alternative.

Target Orientations

■ Comprehensive education.

Conceptual Provisions

Learning is a natural process, it takes place naturally, in accordance with development; taking into account the characteristics of the age and diversity of abilities of children.

Relations between children and value orientations in their minds are the priority of the educational process.

Socially useful work at all stages of education.

Great attention to school self-government.

Purposefully encouraged emotional and intellectual activity of children.

New material means of training and education are used (typography, handwritten teaching aids).

Organization Features

At Frenet's school:

There is no learning, but there is problem solving, trials, experimentation, analysis, comparison;

There is no homework, but questions are constantly asked - at home, on the street, at school;

There are no lessons from call to call;

No marks, but personal progress is noted - through peer evaluation
children and teachers;

There are no mistakes - there are misunderstandings, having figured out which together with everyone, you can avoid them;

There are no programs, but there are individual and group plans;

There is no traditional teacher, but the very forms of organizing a common cause are taught, designed by the teacher together with the children;

The teacher does not educate anyone, does not develop, but participates in solving common problems;

There are no rules, but the rules of the hostel accepted by the children themselves rule the class;

There is no instructive discipline, but the very feeling of one's own and collective security and joint movement disciplines;

There is no class in the general sense, but there is a community of children and adults.

Features of the technique

project method. The group builds collective projects that are discussed, accepted, hung on the walls (it can be any, even the most fantastic plans). The educator intervenes only when projects violate the freedom of others. During the project implementation, each student can act as a teacher in relation to another.

The class is an open system for communication and participation of others: children invite to their place, go to others themselves, correspond, travel. Cooperation and cooperation are encouraged, but not competition and competition.

Self management. A cooperative is created at the school, headed by an elected council that directs the self-education of students. The summarizing procedure is based on childish self-management and self-organization and occurs regularly: for the younger ones every day, for the older ones less often, as needed.

The cult of information. It is important to have knowledge, but it is even more important to know where and how to get it. Information is available in books, audiovisual and computer media, personal communication with the owner of the information is preferred.

The self-expression of a child's personality is also associated with information: children write free texts-essays, make typographic types themselves, make clichés, and publish books.

Written language and reading skills are formed on the basis of children's free texts, which each child writes and reads publicly. The class selects the "text of the day", fixes it, and everyone rewrites this text, while everyone can make their own additions and "editor's" corrections.

School textbooks have been replaced by special cards containing a piece of information, a specific task or control questions. The student chooses for himself a certain set of cards (individual training program). Frenet created a prototype of programmed learning - a training tape, to which cards with information, with an exercise, a question or task, and a control task were attached sequentially. With the help of the teacher, everyone makes an individual weekly plan, which reflects all types of his work.

The cult of labor. The school creates a school cooperative, of which all students are members. The daily routine provides for work in the workshops, garden, barnyard. The cooperative is led by an elected council, and a general meeting is held once a week. Much attention is paid to publicity. Everyone fills out four columns of a common newspaper sheet: “I did”, “I would like”, “I praise”, “I criticize”.

The cult of health. Caring for the child's health includes activities related to movement, physical labor, a vegetarian regimen, natural medicine techniques; the highest level here is the harmony of relations with nature.

Note. S. Frenet addressed his practical recommendations to an ungraded rural elementary school. However, the ideas, the pathos of the fight against the routine and inertia of the traditional education system make Frenet's technology relevant for all types of educational institutions.

At present, thousands of schools operate in France "according to Fresne". In Russia, the Association of Frenet Pedagogues is organized, spreading his ideas.

Technology of self-development (M. Montessori)

Montessori Maria (1870-1952) - Italian teacher, implemented the ideas of free education and early development in kindergarten and elementary school.

The technology of self-development was created as an alternative to the drill and dogmatism in education, common at the end of the 19th century. M. Montessori perceived the child as a being capable of independent development, and determined the main task of the school - to supply "food" for the natural process of self-development, to create an environment that would contribute to it.

Classification parameters

According to the level of application: general pedagogical.

On a philosophical basis: anthroposophical.

According to the main factor of development: biogenic + psychogenic.

According to the concept of assimilation: associative-reflex + gestalt.

By orientation to personal structures: SUM + SUD + SDP.

By the nature of the content: educational + teaching, secular, general education, humanistic.

According to the type of cognitive activity management: the system of small groups + "consultant" + "tutor".

By organizational forms: alternative, club, individual + group.

By approach to the child: anthropocentric.

According to the prevailing method: play + creative.

In the direction of modernization: natural.

Target Orientations

■Comprehensive development.

■Education of independence.

■ Connection in the child's mind of the objective world and mental activity.

Conceptual Provisions

Education should take place quite naturally in accordance with development - the child develops himself.

The appeal of the child to the teacher “Help me do it myself * - the motto of Montessori pedagogy.

The whole life of a child - from birth to civil maturity - is the development of his independence and independence.

Accounting for sensitivity and spontaneity of development.

The unity of individual and social development.

There is nothing in the mind that was not previously in the senses.

Abandoning the mission to educate children; instead of training, provide them with conditions for independent development and mastering of human culture.

The child's thinking must go through all the necessary stages: from object-active to visual-figurative, and only after that the abstract level is reached.

The child's consciousness is "absorbent", so the priority of didactics is to organize the environment for such "absorption".

Content Features

The idea of ​​an educative (cultural-developing, pedagogical) environment. The forces of development are inherent in the child, but they may not be realized if there is no prepared environment. When creating it, first of all, sensitivity is taken into account - the highest susceptibility to certain external phenomena.

Montessori material is part of the pedagogical preparatory environment, which encourages the child to show the possibilities of his own development through amateur activity that corresponds to his personality, and responds to the child's desire for movement.

Montessori materials are, according to Vygotsky, psychological tools, tools for mediated perception of the world. Taking an object from the shelf, the child concentrates on a specific goal, meditates, looks inward; manipulating it, imperceptibly acquires skills.

Until the age of 5, a child is a builder of himself out of anything. He “refines”, according to Montessori, all his abilities - vision, hearing, diction, dexterity ... The educational environment for this period provides material for practical skills, the development of motor skills and sensory skills, hands, eyes, speech. Part of it is from everyday household items, different in size, shape, color, smell, weight, temperature, taste...

After 5 years, the development of consciousness takes place, the child turns into a researcher, begins to try everything, sort it out, ask about everything. Here you can acquaint the child with a huge number of objects and phenomena of the surrounding world (didactic materials are bright, visual). Mathematical materials are also here: numerical rods with plates of numbers, numbers made of paper with a rough surface, circles, geometric shapes, numerical material made of beads, etc.

The transition to the study of the text (as self-development) occurs in a child by the age of 8. By this time, the pedagogical environment includes letters of the alphabet, letters from rough paper, writing tools, texts, and a library.

Adult speech as a constructive material of the pedagogical environment contains stories, conversations, conversations, games. Adults support the manifestation of self-expression, speech development by listening to the child, answering questions.

In the school period, the whole system is the pedagogical environment: from the material base to the psychological way of life of the team. Literary and artistic creativity, music making are used. The place of Montessori materials is replaced by workshops, a stage, an easel, a sewing machine, baths with clay and plasticine.

0-3 years: subject-sensory orientation;

3-6 years: sensitivity to speech, language acquisition, visual-figurative thinking;

6-9 years old: mastering abstract actions;

9-12 years old: completion of the first, primary school concentration;

12-18 years old: gymnasium and senior level.

Features of the methodology and organization

In the Montessori kindergarten, toys are not the main element of the environment, they are replaced by a variety of materials and objects such as cubes, plates, beads, strings.

The main task here is skill training: the development of fine motor skills of the hand, tactile memory. As technology researcher M. Montessori E. Hiltunen points out, it is not the game that is the main activity of the preschooler, but “free work” - independent activity with objects.

School period. There are no unified training programs; everyone carries out a unique path of development given by nature and God.

There are no lessons at school. The day begins with a general circle. Teachers sometimes call this circle reflexive, because it is here that the first attempts to comprehend reality take place, to convey sensations or observations by means of language and, through the description of the event and its analysis, come to the formulation of the question and approach the problem.

After the circle, everyone disperses to free work. Everyone chooses what he will do - mathematics, Russian, history, astronomy, literature, chemical or physical experiments. Someone is learning to write letters, and someone is preparing a report in the library. When this or that work is completely finished, the children show it to the teacher. The result is discussed.

What is a mark, the children do not know, but they certainly receive an assessment of their work, most often in the form of the approval of adults or other children. The main thing here is how the child evaluates himself.

No one gives children any tasks, no one explains a new topic, no one asks them at the blackboard. Free work is based on absolute trust in the child, on faith in his desire to know the world around him, bestowed by nature, on the wise patience of adults who are waiting for independent discoveries to be made.

In the middle of the day there is another common activity, which is slightly longer for older children. This is immersion in the subject. For 15-20 minutes, children of the same year of study gather together. Teachers call this circle didactic. Here, knowledge on a particular subject is usually brought into the system, concepts are clarified, terminology is introduced, new didactic material is given, reports and messages are listened to and discussed.

The structure of any didactic material fully corresponds to the internal logic of the formation of a certain concept. The arrangement of the material in the environment also reflects a certain logic of its gradual development, recorded in the study notebooks specially developed by teachers. The child has several such notebooks in three integrated subjects: native language, mathematics and space education (Montessori's term). Filling in the sheets one by one, the student, as it were, completes the logic of studying the subject, translates the material into the abstract, clarifies and systematizes his knowledge.

Position of the teacher: researcher, observer, organizer of the educational environment; respects the right of children to be different from adults and each other, the right to their individuality.

Position of the child: "Help me do it myself."

Note. M. Montessori's technology is rich in private ideas that are used today in many other local technologies and private methods. An example of such use is the technique of E.N. Potapova "Optimization of teaching 6-7-year-old children to write". It uses M. Montessori letter stencils and includes three steps:

1) training the small muscles of the hands by creatively drawing arbitrary figures using an engineering ruler and then shading them from left to right, top to bottom and bottom to top (in accordance with the elements of Russian writing, unlike, for example, Arabic);

2) remembering the spelling of a letter not only with the help of its visual perception, but also by turning on tactile memory, repeatedly (per lesson) feeling the letter with a sensitive pad of the index finger (the letter is cut out of fine sandpaper and pasted on cardboard);

3) repeated writing of letters, first through a letter stencil (letters are embossed through a copper plate), and then without it.

Thanks to the technique of E.N. Potapova's children learn to write calligraphically, their spelling vigilance increases and 20-30 hours of study time are saved.