Innovative technologies: types, characteristics, scope of application, examples. Modern innovative technology: definition and scope of application

Technology - from the Greek words technë (art, craft, science) and logos (concept, teaching). In the dictionary of foreign words: “technology is a body of knowledge about methods and means of carrying out production processes (metals, chemicals...).”

The problem of technologization of the pedagogical process becomes relevant due to the need to increase its efficiency.

Pedagogical technology involves “strictly scientific design and accurate reproduction of pedagogical processes that guarantee the success” [V. P. Bespalko]. The signs that determine the specifics of pedagogical technology are the guarantee of success, i.e., achieving the goal, scientific design, accuracy of reproduction of the designed pedagogical process.

Technology can be represented as a more or less rigidly programmed process of interaction between a teacher and students, guaranteeing the achievement of a set goal. Technology is understood as an algorithm in teaching, as a specific program of the learning process, the use of which leads to the achievement of a goal - the formation of certain personality traits, cognitive skills, ways of thinking, certain relationships, etc.

It should be noted that pedagogical technology is not didactics or a private technique, like a didactic-methodological system, it is specific and applicable to any subject. Pedagogical technologies can differ for different reasons, according to goals and objectives, and according to structures.

The essential features of pedagogical technologies are:

Diagnostic goal setting, effectiveness - i.e. guaranteed achievement of goals and ensuring the effectiveness of the learning and education process;

Cost-effectiveness - searching for a reserve of teaching time, optimizing teaching work, achieving the maximum possible results in a shorter period of time;

Algorithmizability, projectability, integrity - the ability to apply the described technology by different teachers with different groups of students in certain conditions;

Adjustability - the ability to implement operational communication, consistently oriented towards clearly defined goals;

Visualization - the use of a variety of audiovisual and electronic computing equipment, as well as the development and use of original didactic tools.

The core of any technology is a methodology, but traditional methods are poorly based on diagnosing the real learning capabilities of students and do not take into account the degree of influence of various factors on the learning outcome. They do not consider the use of various learning tools, and do not take into account the need to optimize the processes of interaction between all components and participants in learning. Pedagogical technologies, on the contrary, include diagnostics, specifically targeted methods and means of intensifying learning. The methodology is focused on the teacher, the technology focuses on the interaction between the teacher and the student, it predicts the result, optimizes the work. Both the methodology and diagnostics are practice-oriented and algorithmic.

The criteria for choosing a teaching technology, according to M. I. Makhmutov, are: target orientation, taking into account the specifics of the content, individualization and differentiation of training, the teacher’s readiness to implement the technology, cost-effectiveness, material and technical support. The identified criteria are of a general didactic nature and are applicable when choosing in any type of educational institution, however, the educational technologies themselves acquire some specificity depending on the type of educational institution in which they are implemented.

It is possible to highlight the features of pedagogical technologies in secondary vocational schools.

The first feature is related to the specific specifics of vocational education and consists in the orientation of technology towards mastering a specific profession, which means making specific didactic decisions related to obtaining a profession.

Another feature is less general and is due to the inclusion of students in three main types of educational activities: theoretical, laboratory-practical and industrial-practical, the role and place of which are determined by the specific purpose of training a specialist at the corresponding level of education. This involves justifying and designing learning technologies for these types of learning activities.

The third feature is closely related to the second and consists in taking into account the specifics of theoretical training, laboratory and practical work, and production and practical activities. Thus, the features of a specific technology of theoretical training may be determined by various types of activities and the need to apply knowledge in practice. In practical training, technology is aimed at developing skills in performing work activities related to exercises in the chosen profession.

Pedagogical science and practice have accumulated a significant fund of various pedagogical technologies: modular, contextual, problem-based, computer-based, concentrated training, etc. All of them are characterized by specific goals, focus, a dominant combination of forms, methods and means of teaching and education, a system of assessment and control. The effectiveness of these technologies is determined by the content of the material being studied, the level of preparedness of students and teachers, and other factors.

Educational technologies	Achieved results
Problem-based learning	Creation of problematic situations in educational activities and organization of active independent activities of students to resolve them, as a result of which creative mastery of knowledge, abilities, skills occurs, and mental abilities develop.
Multi-level training	The teacher has the opportunity to help the weak, pay attention to the strong, and the desire of strong students to advance faster and deeper in education is realized. Strong students are confirmed in their abilities, weak students get the opportunity to experience academic success, and the level of motivation to learn increases.
Project-based teaching methods	Working using this method makes it possible to develop students’ individual creative abilities and to take a more conscious approach to professional and social self-determination.
Research methods in teaching	It gives students the opportunity to independently replenish their knowledge, delve deeply into the problem being studied and suggest ways to solve it, which is important when forming a worldview. This is important for determining the individual development trajectory of each student.
Lecture-seminar-credit system	This system is used mainly in high school, because... this helps students prepare for university studies. It makes it possible to concentrate the material into blocks and present it as a single whole, and control is carried out based on the preliminary preparation of students.
Technology of using gaming methods in teaching: role-playing, business, and other types of educational games	Broadening one's horizons, developing cognitive activity, developing certain skills and abilities necessary in practical activities, and developing general educational skills.
Collaborative learning (team, group work)	Cooperation is interpreted as the idea of ​​joint developmental activities of adults and children. The essence of the individual approach is to go not from the academic subject, but from the child to the subject, to go from the opportunities that the child has, to apply psychological and pedagogical diagnostics of the personality.
Information and communication technologies	Change and unlimited enrichment of educational content, use of integrated courses, access to the INTERNET.
Health-saving technologies	The use of these technologies makes it possible to distribute various types of tasks evenly during the lesson, alternate mental activity with physical minutes, determine the time of presentation of complex educational material, allocate time for independent work, and normatively apply TSR, which gives positive results in learning.
Innovation assessment system "portfolio"	Formation of personalized accounting of student achievements as a tool for pedagogical support of social self-determination, determination of the trajectory of individual personality development.

The use of a wide range of pedagogical technologies allows the teaching staff to use teaching time productively and achieve high student learning outcomes.

Modern innovative technologies in pedagogy

In the context of educational reforms, innovative activities aimed at introducing various pedagogical innovations have acquired particular importance in vocational education. They covered all aspects of the didactic process: forms of its organization, content and technologies of teaching, educational and cognitive activities.

Innovative teaching technologies include: interactive learning technologies, project-based learning technology and computer technologies.

Interactive learning technologies

In the psychological theory of learning, interactive learning is learning based on the psychology of human relationships. Interactive learning technologies are considered as ways of acquiring knowledge, developing skills and abilities in the process of relationships and interactions between the teacher and the student as subjects of educational activity. Their essence lies in the fact that they rely not only on the processes of perception, memory, attention, but, above all, on creative, productive thinking, behavior, and communication. At the same time, the learning process is organized in such a way that students learn to communicate, interact with each other and other people, learn to think critically, and solve complex problems based on the analysis of production situations, situational professional tasks and relevant information.

Project-based learning technologies

Game design can turn into real design if its result is a solution to a specific practical problem, and the process itself is transferred to the conditions of an operating enterprise or to training and production workshops. For example, work commissioned by enterprises, work in design student bureaus, production of goods and services related to the field of professional activity of students. The technology of project-based learning is considered as a flexible model for organizing the educational process in a vocational school, focused on the creative self-realization of the student’s personality through the development of his intellectual and physical capabilities, strong-willed qualities and creative abilities in the process of creating new goods and services.

The technology of project-based learning contributes to the creation of pedagogical conditions for the development of creative abilities and personality traits of the student, which he needs for creative activity, regardless of the future specific profession.

Computer techologies

Computer learning technologies are the processes of collecting, processing, storing and transmitting information to the learner via a computer.

At the present stage, many professional educational institutions are developing and using both individual software products for educational purposes and automated teaching systems (ATS) in various academic disciplines. AOS includes a set of educational and methodological materials (demonstration, theoretical, practical, monitoring), computer programs that control the learning process.

The increased productivity of personal computers has made possible the widespread use of multimedia technologies. Modern professional training is difficult to imagine without these technologies, which make it possible to expand the areas of application of computers in the educational process.

The use of computer technologies in the vocational education system contributes to the implementation of the following pedagogical goals:

Development of the student’s personality, preparation for independent productive professional activity;

Implementation of a social order determined by the needs of modern society;

Intensification of the educational process in a vocational school.

Innovative teaching technologies, reflecting the essence of the future profession, form the professional qualities of a specialist, and are a kind of training ground where students can practice professional skills in conditions close to real ones.

Modern innovative technologies.

The modern world is throwing around the term “innovative technologies” here and there. Let us together, in the format of this article, try to understand and figure out what is behind it, what modern innovative technologies are today in one or another area of ​​development of world science, what and how it is developing today and is relevant in the application of the super latest modern innovative technologies..

We live in the most interesting times in human history. Technologies are developing exponentially and not linearly, as was previously accepted. There are currently predictions on innovation forecasts and technology development for the next hundred years. The study of modern knowledge in the field of the latest technological areas, including innovation management and the organization of innovation processes, is supervised by a unique direction of modernist science - innovation. At its core, the modern innovative technologies we are discussing have a tendency to achieve satisfaction of the needs of the modern world - both social and urgent, directly affecting the person himself in conditions of some uncertainty. Often innovative technologies are associated with a huge number of problem areas and issues and directly with the subject of study and research. If we approach the very essence of the concept of modern innovative technologies, then this is undoubtedly a novelty in the field of global trends in technologies and solutions, both with the technical component and relating to management processes, including labor coordination, which is based on unique experience, latest achievements science and of course efficiency in methodology. Innovative technologies are aimed at improving the quality of products and the perfection of the production sector itself. The right to life of the term itself, as innovative technologies, implies not just something new or some unusual innovation, but precisely something that is intended and has the ability and competence to radically and seriously increase the efficiency of any area of ​​​​responsibility. The introduction of innovative technologies entails the integrity of activities and organizational developments aimed directly at the development, production, operation and maintenance and, if necessary, the direct repair and restoration of a product or innovation with the most optimally applied costs for the work and, of course, nominal quantitative characteristics. The introduction of modern innovations is aimed at the perfect and efficient use of both economic and material and social resources. We will present, in our opinion, a rather convenient and comprehensive classification of innovative technologies

1. By innovation processes.

A) basic or radical - refer to large-scale inventions or discoveries, as a result of the implementation of which modern generations are formed or a unique trend in the development of technical progress.

B) Innovation of average potential.

C) Partial, modification innovative inventions. Changing outdated technologies, equipment and organizational processes in production.

2. By industry of application and scale of significance.

A) industry innovations

B) cross-industry innovation

B) regional innovations

D) Innovation within a company or enterprise

3. Needs for innovation

A) Innovations of a reactive nature - literally help to ensure the maintenance of the state of the company or firm, with the direct act of introducing an innovative solution by competitors.

B) Innovation of a strategic nature - a decision made proactively with the direct intent of gaining competitive advantage in a time perspective.

4. The effect of the innovation itself

A) Innovation of an economic nature

B) Innovation of a social nature

B) Innovation of an environmental nature

D) Innovations of an integral nature.

When creating the system of innovative technologies itself, it is often advisable to separate the processes of diagnostics and research of innovations. The term innovation was first noticed in Latin; it has been traced since the mid-17th century and has the meaning of introducing something new into an existing area of ​​responsibility, becoming established in a given area and initiating a complex and processes of change in a given area. That is, innovation is the process of implementation, innovation, implementation of the innovation itself in the sphere, and does not represent an object. The success of modern innovative technology is associated precisely with a set of interconnected types of work, the interaction between which leads to the direct emergence and achievement of real innovation (modern invention). What exactly is it - Scientific activity and development aimed at achieving new knowledge for the further use of this as a statement of a discovery or a new invention. Project work and processes aimed at achieving new technological tools with the help of which, in the given possible conditions, it is advisable to act and make decisions to achieve the goal as an innovative project. To achieve the implementation of a modern innovative project in practice, that is, the implementation of its implementation, the educational process of the subject is also an important factor, helping to perfect the formation of both the knowledge itself and the necessary experience to bring the project to life.

In the diagnostics of the innovation process itself, several stages are distinguished:

1. Before innovation (by identifying existing problem areas that have the right to life in the process of implementing the innovation process itself - information processed in this way is characterized as information of ideological and political coloring.)

2. At the time of the innovation itself, rethinking previously acquired knowledge makes it possible to carry out immediate refinement, design work for the implementation of the innovation with possible clarification of emerging situational features.

3. After the implementation of the innovation (a diagnostic process is carried out comparing the environment of the innovation itself and the processes of its implementation.

On the pages of our website we have already examined in detail the trends and trends of development from the Future Today Institute -

Absolutely fresh analytical predictions from Deloitte and Guardian about modern technologies in 2017 were presented by us -

The forecast for innovative market development from IDC, in our opinion, has unique formulations and analytical calculations; we presented it in an article on the website

At the moment, there is clearly an opinion and tendency that there is no competitive line of goods and services, there is only competition in the innovative strategy of modern management. At the moment, innovative manufacturing firms do not compete for the product itself, which is rapidly changing and being innovatively improved, so it becomes absolutely useless to try to reproduce something. In the modern innovative world, there is a clear competitive trend in the management model. Undoubtedly, the clear leader in the pursuit of reproduction of goods belongs to Chinese business, which at the moment is able not only to do something, but has adopted a modern management model that allows the implementation of modern innovative solutions and technologies at unprecedented speeds and completely compressed time intervals. It has always been possible to reproduce a product, but only a company that has the most effective management model with its system can win in terms of modern innovative technologies. More than one innovative company that has taken the development trend of modern technologies cannot win this race if it does not improve and transform the business management model. This was perfectly demonstrated by the well-known companies Google, Microsoft, JP Morgan Chase, and Uber. The modern innovative world of technology development is inundated with agility, armed with flexibility, mobility, speed and even agility. In the world of transformation, the attitude towards commodities is changing; if it used to be gas, fertilizer, oil, etc., now commodities are video cameras, televisions, phones, etc.

In the world of modern innovation, completely new market capitalization multipliers for companies are emerging. Very interesting and striking examples of this are the development and rise of Netflix and undoubtedly Uber.

The modern world and, of course, technologists are experiencing serious changes and transformations that are visible in almost all sectors of the economy.

So in the banking sector, JP Morgan and Citigroup are moving to storing their information and data in public clouds (Amazon Cloud), and undoubtedly all the development is in the perfection of Big Date, information storage volumes are increasing and growing at cosmic speeds. What changes and changes are noticeable in the financial sector of the economy of the modern world is undoubtedly the transition for many to agile, remote customer service, personal finance, advanced lending platforms and corporate banking. Innovative fintech companies have emerged that have introduced modern reorganizations into the process, which they do completely free of charge for clients and learn to make profits for themselves. Many banks are trying or will switch in the near future only to mobile technologies and versions of their products and will soon completely move away from offices and terminal-hardware versions. Undoubtedly, the modern banking world expects an explosive growth in the use of innovative PFM (personal financial manager) platforms that use artificial advisors, machine learning and even deepmachine in their technologies and customer consultations. At the moment, the Bank of England and even the financial sector of Kazakhstan are working on their markets and are almost completing pilot projects using blockchain in the application of virtual currencies based on artificial intelligence, which undoubtedly puts the banking sector in very complex and completely new competitive conditions and one might even say in the struggle for survival.

In our opinion, the state of affairs in modern innovative medicine is not poorly covered, including in our past articles and site reviews -

We also paid attention to achievements in sports with the help of modern innovations

The main priority and most important value of almost all of humanity is to obtain high-quality modern education.

This is where advances in interactive innovation and multimedia come to the aid of learning. In everyday use there is a new term “smart school”, equipped in modern conditions not only with projectors and computers, but also with completely unique innovative technologies in the field of education itself.

Let's look at some current and widely circulated popular and somewhat unique innovations in the media -

1. Forecasting or predictive analytics.
Predictive analytics using in its methods intellectual database analytics, processing past and current events to detail the future.
Modern smartphones are an innovative product that processes and receives a huge number of events and information of various kinds. Through the smartphone of a modern person, information about the owner himself, his relatives and many acquaintances passes through, as well as information related to the location of events, photographs and applications used - using which can be used to develop and reproduce unique future predictive models about people and their behavior in the future tense.
Undoubtedly, in our opinion preferably use this baggage and methods forecasting for the benefit of man and society. Fortunately, there are many applications for this innovation, starting from forecasting business models, use in medicine, pharmaceuticals, urban planning and much more.

2. Electronic devices to the human body
This type of practically invisible innovative devices is mainly intended to control the functioning of human organs and its condition and well-being, or to help a person in vital situations. For example, headphones, inserted and invisible in the auricle, take indicators of the cardiovascular system, there are sensors in the form of a temporary tattoo on the body that allow you to monitor the state of body posture and, if it is corrected, manipulate the treatment process; moreover, the tattoo will remove and display a lot of information that is not required about the work of other important organs of the human body, and the glued tactile electronic soles, in a situation of need, will show you the right road and direction based on the GPS signal and vibration. This technology represents a kind of electronic guide for a blind person.
The well-known wearable and innovative electronics Google Glass, which has already gained popularity, is also used in medicine during surgical interventions for cancer patients.

3 .Neurocomputer interface is a neural system created to allow the free exchange of information between an electronic device and the human brain on the other hand, often relying on the biofeedback method.
This innovation makes it possible to control a computer device with just the power of thought.
This “brain-computer” technology is also widely used and is being tested and tested in medicine (for paralysis of the arms, legs and other ailments).
In ophthalmology, brain implants capable of restoring human vision are being developed and tested.

4 . Extraction of metals from seawater concentrate.
Everyone knows the global environmental problem of humanity - the constantly decreasing natural reserves of fresh water.
Carrying out artificial desalination can significantly increase the world's supply of fresh water, but this technology borders on serious disadvantages and problems of environmental practice. Directly To carry out the desalination procedure, a lot of energy is required and during the reaction itself a waste product is obtained in the form of concentrated salt water. When direct Returning this concentrate to the sea can result in a natural disaster in the form of a negative impact on the flora and fauna of the world's oceans.
Scientists have invented a new innovative approach to solving the problematic issue with this waste. From a concentrate of sea salt water they have learned to extract the most valuable and, most importantly, substances and minerals that are very necessary for humanity - potassium, uranium, magnesium, lithium, soda and potassium compounds.
The development of methods for obtaining gold from sea water is unique today. According to scientific statistics and calculations, the world’s oceans contain at least 8-1 billion tons of gold. If you calculate, then this reserve is quite enough to make every person on planet earth a millionaire.

5. Innovative pharmacology from PHK threads
Scientists have invented an innovative vaccine preparation from the smallest networks of the molecular composition of RNA ( ribonucleic acid acids) capable restore the patient's immunity, from the information obtained about a bacterial or viral protein captured by RNA networks.
At direct By introducing these drugs with RNA, it becomes possible to optimize medicinal protein proteins and the ratio of natural protein in the natural conditions of the human body, if it is in pathological norms. IN pharmacological world is monitored by this innovation symbiosis in the work of private clinics, large scientific centers and pharmaceutical companies

6.Innovative composite materials.
Scientists have invented ultralight nanostructured fibers for unique composite materials used in automotive industry and the construction of modern spaceships, hydroelectric power stations, and ballistic missiles. Ultralight equipment consumes much less fuel and, moreover, is less toxic in air pollution.

1. Innovative probiotics in the treatment of human diseases.

Another unique technology in modern medicine that helps cure serious intestinal disorders and diseases in humans. Probiotics are live microorganisms found in the human body, the normal balance of which leads to a positive effect on the condition and health of a person, including the owner of this microflora.

Scientific methods in the innovative development of perfect probiotics and the technologies for their creation and production are in constant improvement.

8.Digital cytoscope.

Again, an innovative technology for the benefit of human health and classified as medical technology. The cytoscope adapter is linked to a cloud storage database, where all the information about the patient’s heartbeat and pulmonary respiration is accumulated in the cloud and subsequently analyzed. And that’s not all - all information can be transferred to a smartphone through a special application. Having at our disposal a huge database of clinical sounds and previously conducted diagnostics with the patient, a diagnosis is made in the shortest possible time and correct and timely treatment is prescribed.

9. Mobile DNA laboratory.

A modern diagnostic innovative study of a DNA chain is carried out practically in a desktop laboratory and in a very short period of time - three hours, previously even in stationary and standard methods of this study, which took 24 hours.

10.Space technologies.

In the modern world, the scientific world of a number of countries and companies is working on programs that in the coming years could completely change our knowledge and the position of man in space.

The development of a space elevator is no longer a fantasy, but a real development of man, where, due to centrifugal force, a lift will rise along a cable, which will also receive acceleration due to the rotation of the earth. This is a cheaper way to launch cargo into space than using rocket accelerators. The problem of launching this innovative invention into commercial operation lies in the insufficient strength and hardness of the materials available to science at this stage time.

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Introduction

The purpose of the course work is to identify the features of innovative educational technologies.

Coursework objectives:

Determining the features of innovative teaching technologies based on a theoretical analysis of philosophical and psychological-pedagogical literature;

Identification of the main reasons for the use of innovative technologies;

Determining the features of person-centered learning technology;

Identification of criteria for lesson effectiveness in the system of student-centered learning.

The object of the research is innovative teaching technologies.

The subject of the research is personality-oriented learning technology.

The research hypothesis is that the use of innovative teaching technologies in the general pedagogical process will increase its effectiveness, as well as the level of personal development of students.

The methodological basis of the study was the principles of activity (Yu.V. Gromyko, N.N. Leontyev, G.P. Shchedrovitsky, etc.), systemic (O.S. Anisimov, A.P. Belyaeva, N.V. Kuzmina, V. .V. Yudin and others), a personality-oriented approach (M.V. Klarin, I.S. Yakimanskaya and others), about the patterns of child development (L.S. Vygotsky).

The research methods are the study and analysis of the current state of the problem in theory and practice based on literary sources.

The concept of “change” is becoming largely synonymous with the word “innovation.” During this period, strategic approaches to modern innovations in teaching and learning begin to take shape. In 1962, Everett Rogers’s work “Diffusion of Innovations” was published, which went through multiple reprints and was analyzed by scientists around the world. And today his model of the diffusion of innovations is used as a basis for conducting research at various levels.

In the 90s, many works appeared devoted to the problem of innovative education. The reasons for this problem are described in sufficient detail by V. E. Shukshunov and his co-authors. One of them is that “the system of “supportive education” that developed in the past no longer contributes to the requirements of the emerging post-industrial civilization”

Novelty always has a specific historical character. Born at a specific time, progressively solving the problems of a certain stage, an innovation can quickly become the property of many, the norm, generally accepted mass practice, or become obsolete, obsolete, and become a brake on development at a later time. Therefore, the teacher needs to constantly monitor innovations in education and implement innovative activity. The main functions of a teacher’s innovative activity include progressive (so-called defect-free) changes in the pedagogical process and its components: changes in goals (for example, a new goal is the development of the student’s individuality), changes in the content of education (new education standards), new teaching tools (computer learning ), new ideas of education (Yu.P. Azarov, D. Bayard, B. Spock), new ways and techniques of teaching (V.F. Shatalov), development (V.V. Davydov, L.V. Zankov), education junior schoolchildren (Sh.A. Amonashvili), etc.

The introduction of modern technologies depends on the readiness of the subjects of the educational process (primarily teachers) for innovation, the formation of innovative pedagogical thinking, and the restructuring of the mentality of training participants.

All pedagogical manuals emphasize the importance of two principles: taking into account the age characteristics of students and implementing education based on an individual approach. Psychological and pedagogical research in recent decades has shown that it is not so much the teacher’s knowledge of age and individual characteristics that is of paramount importance, but rather the consideration of the personal characteristics and capabilities of the pupils. The personal approach underlying the construction of educational content is understood as reliance on personal qualities. The latter express very important characteristics for education - the orientation of the individual, his value orientations, life plans, formed attitudes, dominant motives of activity and behavior. Neither age, taken separately, nor individual personality characteristics (character, temperament, will, etc.), considered in isolation from the named leading qualities, provide sufficient grounds for a high-quality personality-oriented educational result. Value orientations, life plans, and personality orientation are certainly related to age and individual characteristics. But only the priority of the main personal characteristics leads to the correct accounting of these qualities.

innovative learning personal

1. The concept of innovative teaching technologies

1.1 General concept about innovative educational technologies

The word “innovation” comes from the Latin inovatis (in - in, novus - new) and translated means “update, novelty, change.” Pedagogical innovation is changes aimed at improving the development, education and training of students.

Innovation is change within a system. Consequently, in the pedagogical interpretation, innovation is the introduction of something new, change, improvement and improvement of the existing pedagogical system.

Pedagogical innovative technology represents the integrity of scientifically based and rationally selected content and organizational forms that create conditions for motivating, stimulating and enhancing the educational and cognitive activity of students. In pedagogical technology, each element and stage of the educational process is conditioned and aimed at an objectively diagnosable result.

At the present stage of development of society, the need to introduce innovative technologies into the educational process, based on new achievements in economics, pedagogy and psychology, is sharply increasing.

In domestic pedagogy and psychology, the position has been established that the development of personality in the learning process depends on both external and internal conditions. External ones include:

§ pedagogical skill of the teacher;

§ rational construction of educational programs;

§ a set of optimal teaching methods.

However, external conditions are always refracted through the individual characteristics of a person, his relationships with other people, which constitute the internal conditions of learning. The latter are psychological factors determined by the personality of the student himself: the level of mental development, attitude to learning, characteristics of self-organization, and other individual characteristics.

The formation of a system of one’s own views and tastes, the determination of standards and assessments, attitudes towards people, etc. largely depend on psychological factors. Consequently, the same technology cannot be a recipe for all cases of pedagogical activity. These factors force us to look for new educational technologies.

The concept of innovative technology includes a number of criteria and principles, the implementation of which ensures the effectiveness of learning outcomes.

1.2 Essence and content of the concept of innovative technology

Pedagogical technology is a complex, integrated process that includes people, ideas, tools and ways of organizing activities for analyzing problems and planning, providing, evaluating and managing problem solving, covering all aspects of knowledge acquisition. This understanding of modern pedagogical technology determines the directions of theoretical and practical searches for educational technologies.

1.2.1 Principles of development of innovative technologies

The results of ongoing research in the field of educational technologies show that their prospects are associated with the development of three models of educational technologies: semantic, structural and parametric. At the same time, by a model of pedagogical technology we understand purposefully developed and, in basic terms, reproducible components of the student learning process, which lead to an increase in the efficiency of the functioning of the entire pedagogical system. Modeling involves determining the purpose of learning (why and for what?), selecting and constructing the content of education (what?), organizing the educational process (how?), methods and methods (using what?), interaction between teachers and students (who?).

When creating a semantic model of student learning technology, the subject of research is limited to the framework of pedagogical reality: what is the content of training, forms of organization of the educational process, results and their evaluation system. However, in certain conditions of equipment of the pedagogical process, depending on the level of pedagogical skills of teachers, the readiness of students to perceive and process educational information, the essence of the main technological acts changes. In this regard, semantic modeling examines changes and acceptable possibilities for replicating proprietary technologies in specific conditions of the pedagogical process.

The specification of the semantic model depends entirely on the purpose for which it is being developed. On this basis, we can identify several directions for detailing the general semantic model of pedagogical technology:

The model can serve to form a fundamentally new teaching technology, which involves the formation of innovative, scientific and pedagogical thinking;

The model can act as a means of defining norms and principles of innovative activity in pedagogy;

The model can be used in methodological work for servicing innovators - specialists in design, programming and organization of innovative teaching technologies;

The model can serve as a learning tool for innovative teaching activities.

Creating a structural model of innovative teaching technologies includes identifying the most important characteristics, the entirety of which allows us to evaluate the place and role of a particular technology among other possible ones, and compare the advantages and disadvantages of its options.

Methods for identifying the structure of innovative teaching technology are: description of a separate pedagogical innovation, taken as a unique phenomenon, comparative analysis obtained data and statistical synthesis. Based on such a step-by-step analysis, we can identify the structure of the model of innovative technology as the following sequence of stages:

1) awareness of the problem, identification of contradictions based on fixing the discrepancy between what is and what should be;

2) decision-making process (defining goals, creating a theoretical model, searching for alternatives and choosing solutions, building a normative model);

3) creation and first development of the project (experiment, finalization of the normative model before the project, verification of the project at the level of pedagogical technology, preparation of the project for use);

4) development (development of forms of using the project, basic methods of replicating the project);

5) use (distribution of innovation among users, long-term use, modification of innovations).

The design stage of innovative technology involves taking into account the tension in the pedagogical system. The search for parameters that arise in the pedagogical environment of situational structures as a reaction to innovation is the primary task of scientific activity in the field of creating innovative teaching technologies.

During the examination, experts noted a high level of prospects for the development of structural learning technologies.

Consequently, the creation of innovative technology is a very complex and responsible process. How thoroughly it is worked out and meaningful depends on how effective the technology will be in the process of use, and how effective the entire pedagogical system will be. Currently, the creation of three models of pedagogical technologies is distinguished: semantic, structural and parametric. After the pedagogical technology goes through all these stages, it receives the right to be introduced into the pedagogical process. But since a large number of pedagogical technologies are being developed, it is necessary to classify them for better orientation of the teacher in them.

1.2.2 Classification of innovative technologies

The classification of innovative technologies can be based on certain criteria on the basis of which it will be carried out. The first criterion can be considered the method of emergence of the innovative process, the second - the breadth and depth of innovative activities, and the third - the basis on which innovations appear and arise.

Depending on the method of implementation of innovations, they can be divided into:

a) systematic, planned, pre-planned;

b) spontaneous, spontaneous, accidental.

Depending on the breadth and depth of innovative activities, we can talk about:

a) massive, large, global, strategic, systematic, radical, fundamental, significant, deep, etc.;

b) partial, small, minor, etc.

Depending on the basis on which innovations appear and arise, they are distinguished:

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

This includes student-oriented technology, cooperation pedagogy, humane-personal technology (S.A. Amonashvili), the system of teaching literature as a subject that shapes a person (E.N. Ilyina), etc.;

b) pedagogical technologies based on the activation and intensification of students’ activities. Examples: gaming technologies, problem-based learning, learning technology using notes on reference signals by V.F. Shatalova, communicative training E.I. Passova and others;

c) pedagogical technologies based on the effectiveness of organizing and managing the learning process. Examples: programmed training, technologies of differentiated training (V.V. Firsov, N.P. Guzik), technologies of individualization of training (A.S. Granitskaya, Inge Unt, V.D. Shadrikov), promising advanced training using reference schemes commented management (S.N. Lysenkova), group and collective methods of teaching (I.D. Pervin, V.K. Dyachenko), computer (information) technologies, etc.;

d) pedagogical technologies based on methodological improvement and didactic reconstruction of educational material: enlargement of didactic units (UDE) P.M. Erdnieva, technology “Dialogue of Cultures” V.S. Bibler and Sy. Kurganova, system “Ecology and dialectics” L.V. Tarasova, technology for implementing the theory of stage-by-stage formation of mental actions by M.B. Volovich and others;

e) nature-appropriate methods of folk pedagogy, based on the natural processes of child development: training according to L.N. Tolstoy, literacy education according to A. Kushnir, M. Montessori technology, etc.;

f) alternative methods: Waldorf pedagogy by R. Steiner, free labor technology by S. Frenet, technology of probabilistic education by A.M. Lobka and others.

To reproduce a particular pedagogical technology, it is very important to have the most complete description of it.

The structure of the description of pedagogical technology may include:

identification of this pedagogical technology in accordance with the accepted systematization (classification system);

the name of the technology, reflecting the main qualities, the fundamental idea, the essence of the educational system used, and finally, the main direction of modernization of the educational process;

3) conceptual part (brief description of guiding ideas, hypotheses, principles of technology that contribute to the understanding and interpretation of its construction and operation):

target settings;

basic ideas and principles (the main development factor used, the scientific concept of assimilation);

the child’s position in the educational process;

4) listing the content of education:

focus on personal structures;

volume and nature of education content;

didactic structure of the curriculum, material, programs, presentation form;

5) procedural characteristics:

Features, application of teaching methods and tools;

Motivational characteristics;

Organizational forms of the educational process;

Management of the educational process (diagnosis, planning, regulations, projection);

6) software and methodological support:

curricula and programs;

educational and methodological manuals;

didactic materials;

visual and technical teaching aids;

diagnostic tools.

The description structure is also necessary in order to analyze its differences from traditional or existing technologies.

1.3 Conditions for the transition to new teaching technologies

Traditional pedagogical science developed in an authoritarian society based on a certain system of social values. In new circumstances the former pedagogical theory doesn't always fit.

In order to move to more advanced teaching technologies, it will take time and psychological restructuring of both teachers, students and parents. The requirement to adapt (adapt, make more convenient) the process of teaching and upbringing has its roots in the 14th century, when J.A. Kamensky proclaimed the principle of conformity to nature as one of the basic principles of teaching.

The conceptual basis of the new (innovative) pedagogy is the assertion that a person is a self-developing system, because everything that a person acquires from the outside, he passes through his consciousness and his soul. The need to move to a qualitatively new level of organization of the pedagogical process is determined by the fact that currently 70-80% of all information a student receives not from a teacher or at school, but on the street, from parents and observations of the surrounding life (including from means mass media).

The teacher’s value orientations must also change. When starting to work in a new education system, the teacher must imagine that before him are not just children who need to be raised, but bright, unique individuals whom he must deeply respect and appreciate, who still have little knowledge and little social experience, but who have an extraordinary advantage before him - youth and thirst for knowledge. The main task of the teacher is to help the student gain and master the experience of the older generation, enrich and develop them. Difficulties or more serious problems in the educational process cannot be grounds for belittling the student’s personality or showing disrespect for it. Pedagogical assistance, support and assistance to each student is the main function of a professional teacher.

The student’s involvement in the educational process with an adaptive learning system is considered as the resulting goal. Accordingly, the adapted educational process should be structured so that it is convenient for students of different age groups and takes into account the typological and individual characteristics of schoolchildren.

The principle of humanistic pedagogy: there must be two subjects of the same process, who act together, in parallel and together, who are partners, who form an alliance of the more experienced with the less experienced, but with the advantage of youth and receptivity. And neither of them should stand above the other: they should cooperate in the learning process.

1.3.1 The main ways to reform the traditional education system

The implementation of a person-centered approach to learning involves three main directions of reforming the traditional system: content, organizational and procedural.

1. New in the content of education.

As part of the first direction of reform - substantive - the education system should structurally consist of several interrelated components, providing for:

the introduction of two education standards: the standard of compulsory (general education) training, which every student must achieve, and the standard of additional (advanced) training, which an interested, capable student can choose for himself; to assess learning outcomes, it is advisable to use thematic tests designed for a particular standard;

creating conditions for the early identification of potentially gifted children and the development of their abilities;

development of the natural inclinations of all students in the subjects of aesthetics, fine arts, music, rhythm, singing, communication;

caring for the social and moral development of students, accelerating their adaptation in society by creating special lesson programs and “playing out” various life situations in extracurricular activities.

Particular attention should be paid to realizing the capabilities of potentially gifted and talented students. Finding appropriate forms of development for such students is the most important scientific and practical task of education.

2. Organizational changes in the educational process.

One of the most important tasks is to resolve the issue of the optimal duration of a training session, school day, school week.

For example, it is obvious that it is impossible to educate all children aged 6 to 17 years in a single mode without compromising their health. When solving this problem, the principle of avoiding overload should be laid down, providing for a reduction in time for compulsory academic work, primarily through strict selection of the content and volume of material, as well as the introduction of integrative courses, and in high school - through the choice of disciplines by students in accordance with their profile their intended professional activities.

Educational authorities pay special attention to finding adaptive options for teaching primary school children. This is associated with the emergence of completely new types of educational institutions for children 6-11 years old, such as a school-complex, in the structure of which kindergarten and elementary school. The main goal of such educational institutions is not only to ensure a smooth and natural transition of the child to school, but also to make maximum use of the preschool period for the development of children, to ensure continuity between preschool institutions and school.

Many giant schools are deciding on the territorial separation of primary classes from the general structure of the school and placing them in separate rooms with special equipment, rooms for games and recreation for children, which makes it possible to provide children of primary school age with the most convenient working hours throughout the working day.

In primary school children, the adaptation process is built along the “kindergarten - school” line; in teenage classes it should be built with maximum consideration of the age characteristics of students from 11 to 14 years old, and in high school, at the final stage of education, the student must adapt to learning in vocational secondary and higher educational institutions.

3. Procedural transformations in educational activities.

Currently, all innovations introduced at school relate mainly to changes in content academic disciplines, private forms and methods of teaching that do not go beyond the usual technologies.

Changes in the procedural block of the pedagogical system, ensuring its reorientation from external indicators to personal development, should provide for a significant transformation of the educational process through the use of more advanced teaching technologies, providing for other conditions for organizing the educational process, ensuring the most complete satisfaction of the cognitive needs of schoolchildren, comprehensive consideration of their interests , inclinations, abilities.

The implementation of new conceptual foundations will require solving a number of problems inherited by the educational system, among which the main ones are:

* reorientation of teachers from an educational and disciplinary model to a personal model of interaction with students;

* preparing teachers for the consistent elimination of coercion in teaching and the inclusion of internal stimulants of activity.

The challenge is the need to change teaching so that the majority of students learn at the level of increasing cognitive interests and only in relation to a minority of them, incentive measures are required.

At the psychological level, the exclusion of strict external requirements is achieved by ensuring freedom in the choice of means, forms and methods of teaching on both the part of the teacher and the children, as well as by creating an atmosphere of trust, cooperation, mutual assistance by changing the assessment activities of the teacher and students, and also monitoring the activities of educational institutions of higher organizations.

Solving the main problems associated with procedural internal changes in the educational process involves the following:

active inclusion of the student himself in search educational and cognitive activities, organized on the basis of internal motivation;

organization of joint activities, partnerships between teachers and students, inclusion of students in pedagogically appropriate educational relationships in the process of educational activities;

ensuring dialogic communication not only between the teacher and students, but also between students in the process of acquiring new knowledge.

All these transformations are embedded in developmental learning technologies. Provided that the teacher is appropriately trained, a quick transition to this mode of work is possible only with children in the first grades who do not have any experience of interaction in the educational process. Teachers working with all other age groups of schoolchildren will need a certain period for children to adapt and extensive explanatory work with parents.

Appendix A. Comparative table of pedagogical systems that use and do not use innovative technologies.

1.3.2 Main reasons for using innovative technologies

Among the main motivating reasons for the emergence and practical use of new psychological and pedagogical technologies, the following can be identified:

the need for deeper consideration and use of the psychophysiological characteristics of students;

awareness of the urgent need to replace the ineffective verbal method of knowledge transfer with a systemic activity approach;

the ability to design the educational process, organizational forms of interaction between teacher and student, ensuring guaranteed learning results;

the need to reduce the negative consequences of working as an unqualified teacher.

The idea of ​​educational technology as the implementation in practice of a pre-designed educational process presupposes, firstly, its use by specialists with high theoretical training and rich practical experience, and secondly, a free choice of technologies in accordance with the goals, capabilities and conditions of interrelated activities teacher and student.

At the same time, there are a number of obstacles on the way to implementing innovative original projects:

The conservatism of the pedagogical system, largely explained by the fact that teaching staff lack effective information service, ensuring the adaptation of scientific achievements to the conditions of a mass school;

Developmental systems of primary education do not always ensure its integration with subsequent stages of the child’s school life.

IN last years A new area of ​​knowledge - pedagogical innovation - is becoming increasingly important. This is a field of science that studies new technologies, school development processes, and new educational practices.

Pedagogical innovative technology represents the integrity of scientifically based and rationally selected content and organizational forms that create conditions for motivating, stimulating and enhancing the educational and cognitive activity of students.

Diagnosis of the effectiveness of innovative technologies includes assessment of the following group of objects: a) the readiness of subjects of learning (teachers and students) for innovation, which is checked by a set of psychological tests; b) adaptability of innovative educational technologies, tested and passed valeological examination; c) humanistic orientation to ensure the individual’s right to education and comprehensive development; d) the novelty of the content of education as an object of an integral pedagogical process, its block-modular compliance with state education standards; e) variability and non-standardness of the procedural side, methods and forms of the educational and cognitive process, organization of effective dialogue of cultures in a multicultural and multi-ethnic educational environment; e) provision of modern technical means as attributes of innovative technologies; g) monitoring the results of the educational process using a set of diagnostic tools; h) efficiency (individual and social), measured, in particular, by reducing the time of training, mastering the program and developing skills, abilities and qualities that cannot be developed by other teaching methods.

The use of innovative technologies in the formation of concepts among students makes it possible to take into account not only the characteristics of the material, but also the individual characteristics of students. The concept goes from the perception of objects to the idea of ​​them, and then to their complex designation in concepts.

Cognitive processes unfolding during educational activities are almost always accompanied by emotional experiences. Therefore, when learning, it is necessary to create only positive emotions. This is explained by emotional states and feelings have a regulatory influence on the processes of perception, memory, thinking, imagination, personal manifestations (interest, needs, motives). Positive emotions reinforce and emotionally color the most successful and effective actions.

One of the most difficult problems solved by innovative technologies is the formation of a self-regulation system in students, necessary to carry out educational activities. Its significance lies in bringing the student’s capabilities into line with the requirements of educational activity, that is, the student must be aware of his tasks as a subject of educational activity. It consists of such components as awareness of the purpose of the activity, models of significant conditions, action programs, evaluation of results and correction. The student, first of all, must understand and accept the purpose of the educational activity, that is, understand what the teacher requires of him. Next, in accordance with the understood goal, the student thinks through the sequence of actions and evaluates the conditions for achieving this goal. The result of these actions is a subjective model on the basis of which the student draws up a program of actions, means and methods for its implementation. In the process of performing educational activities, the student must be able to adapt to each other<модель условий>And<программу действий>. To evaluate the results of their activities, students must have data on how successful they are.

Thus, the use of innovative technologies contributes to the development of memory, thinking, imagination, scientific concepts, self-regulation in students, increases interest in the learning process, that is, the problems of modern education are solved.

2 Personally-oriented learning technology

2.1 The essence of person-centered technology

Currently, the model of student-centered education is becoming increasingly relevant. It belongs to the model of an innovative, developmental type.

A personality-oriented approach involves looking at the student as an individual - the harmony of body, soul and spirit. The leader is not just training, i.e. the transfer of knowledge, skills, abilities, but education, i.e. the formation of the personality as a whole based on the integration of the processes of training, education, and development. The main result is the development of universal cultural and historical abilities of the individual, and above all, thinking, communicative and creative.

The construction of a person-oriented technology is based on the following starting points:

1) the priority of individuality, self-worth, and originality of the child as an active bearer of subjective experience, which develops long before the influence of specially organized education at school (the student does not become, but is initially a subject of cognition);

2) education is the unity of two interrelated components: teaching and learning;

3) the design of the educational process should provide for the ability to reproduce learning as an individual activity to transform socially significant standards for mastering specified in training;

4) when designing and implementing the educational process, special work is required to identify the experience of each student, his socialization, control over the emerging methods of educational work, cooperation between student and teacher aimed at exchanging different contents of experience; special organization of collectively distributed activities between all participants in the educational process;

5) in the educational process there is a “meeting” of the socio-historical experience set by the training and the subjective experience of the student, realized by him in his studies;

6) the interaction of two types of experience should proceed through their constant coordination, the use of everything that has been accumulated by the student as a subject of knowledge in his own life;

7) the development of a student as an individual occurs not only through his mastery of normative activities, but also through constant enrichment and transformation of subjective experience as an important source of his own development;

8) the main result of the study should be the formation of cognitive abilities based on the mastery of relevant knowledge and skills.

Thus, student-oriented technology makes it possible to organize an effective educational process in which subject-subject relationships are carried out and which is aimed at the comprehensive development of the personality of each student.

2.2 Principles and principles of student-centered learning technology

The main principle of developing a person-centered education system is the recognition of the student’s individuality, the creation of necessary and sufficient conditions for his development.

Personally-oriented technology presupposes maximum reliance on the subjective experience of each student, its analysis, comparison, selection of the optimal one (from the position scientific knowledge) the content of this experience; translation into a system of concepts, i.e. a kind of “cultivation” of subjective experience. Students’ reasoning is considered not only from the position of “right or wrong”, but also from the point of view of originality, originality, individual approach, i.e., a different perspective on the problem under discussion.

Designing work to use the student’s subjective experience in the educational process involves the development of didactic material that provides:

1) identifying the student’s individual selectivity to the type, type, form of material;

2) providing the student with the freedom to choose this material when mastering knowledge;

3) identifying various ways to study educational material and constantly use them when solving various cognitive problems.

Personally-oriented technology should provide analysis and assessment, first of all, of the procedural side of the student’s work, along with the result.

The technology of student-centered learning has the following principles that contribute to its effective implementation:

1) principle of algorithmization;

2) the principle of structuring;

3) activation principle;

4) the principle of creativity;

5) the principle of activity orientation.

The principle of algorithmization. The principle of algorithmization is:

Formation of content based on categorical settings in the context of a multi-level modular complex;

Determination of the main components of the content;

Construction of meaningful components according to the logic of subject-object relations;

Implementation of content taking into account the dynamics of student development.

In the principle of algorithmization, the main didactic factors that organize the entire content of the educational process are the principles of scientificity, systematicity and consistency. Two basic rules of Ya. A. Kamensky - from simple to complex, from close to distant - work effectively in student-centered learning.

The principle of structuring. Determines the invariant structure, procedural conditions for the development of the student in the learning process. This principle works based on the substantive guidelines defined by the programming principle in order to create an atmosphere of live communication as an activity.

The activation principle is a pedagogical unit that defines the technology of student-centered learning as a process that promotes the development of individual creativity.

The principle of creativity. This is a pedagogical unit that defines the technology in question as a mechanism that creates conditions for the creative activity of the subject of student-centered learning. Two categories - “creativity” and “activity” - are presented as fundamental for consideration in the context of the principle of creative activity, from the perspective of the content of technology, subject-object relations, and the dynamics of self-development of the creative activity of its subject.

The principle of activity-oriented technology of student-centered learning. This is a pedagogical unit that defines technology as a process applied to practice.

Practice from the standpoint of personality-oriented learning is considered as a stage of self-movement in creative activity. Moreover, the practical stage of self-movement completes the formation of qualitative certainty of the relationship. The subject of training strives for the practical implementation of his life plans. It is impossible to complete the movement of a certain quality of the subject without raising it to the level of practical implementation.

Patterns of technology of student-centered learning:

1. The pattern of goal-setting dynamics, which is understood as a mechanism for anticipating reflection of a qualitatively defined process of nurturing the spirituality of the team and the individual.

2. The pattern of epistemological movement.

The essence of the pattern lies in the algorithm for mastering culture, which is a movement from contemplation mediated by understanding, then ascending to action, which is an idea of ​​the required attitude to the world of culture (image - analysis - action).

3. The pattern of correspondence of technology methods to the stages of self-movement of the spiritual consciousness of the subject of learning.

The essence of the pattern is that each stage of the subject’s self-movement has its own method of technology that contributes to the actualization of a certain spiritual state.

4. The pattern of the dynamics of means in accordance with the modular triad (image - analysis - action).

The essence of the pattern is that the teaching aids act in a mandatory trinity (word, action, creativity), dominating at each stage of the module one of the means.

5. The pattern of movement of the educational process towards creative action.

The essence of the pattern is that any procedural act of the modular technology of a multi-level complex will not be completed if it has not reached an effective situation - a dialogue in which experience is born. Experience is the substrate of action. Thus, technology assumes a chain of patterns that embody the mechanism for implementing the principles of technology.

2.3 Methods and forms of effective implementation of student-centered learning

When using student-centered learning technology, it is important to correctly select teaching methods and adequate forms of their implementation. The method in this case is an invariant structure with the help of which the interpenetration of goals and means of technology occurs.

Based on this definition, we can distinguish four main methods that must be understood as universal technological constructs that perform their tasks at all levels of the technology of student-centered learning: the method of creating an image, the method of personification (method of the symbolic center), the search method, the event method.

As a result, we present a system of technology methods in the context of four factors:

1. Organization of content and means using invariant structures of methods.

2. Movement of subject-object relations (teacher-student).

3. Internal self-movement of the subject of personality-oriented technology.

4. Internal self-motion of the main manifestations of the subject of technology.

The technology of student-centered learning assumes six personally significant multi-level complexes, i.e. its main forms.

1. Personally significant complex of motivation.

2. Personally significant complex of creating an image of the “profession-personality” relationship.

3. Personally significant complex of personalized modeling.

4. Personally significant complex of semantic modeling.

5. Personally significant complex of practical modeling.

6. Personally significant complex of real relationships (practice).

2.4 Internal classification of student-centered learning technology

The following classification of technology for student-centered learning is distinguished:

Full assimilation of knowledge

Multi-level training

Collective “mutual learning”

Modular training

These pedagogical technologies make it possible to adapt the educational process to the individual characteristics of students and different levels of complexity of learning content.

2.4.1 Technology for complete knowledge assimilation

The authors of the technology, as a working hypothesis, accepted the assumption that a student’s abilities are determined not under average, but optimally selected conditions for a given child, which requires an adaptive learning system that allows all students to fully master the program material.

J. Carroll drew attention to the fact that in the traditional educational process the learning conditions are always fixed (the same study time for everyone, the method of presenting information, etc.). The only thing that remains unfixed is the learning result. Carroll proposed to make the learning outcome a constant parameter, and the learning conditions to be variables, adjusted to the achievement of a given result by each student.

This approach was supported and developed by B. Bloom, who proposed the student’s ability to determine the pace of learning not under average, but under optimally selected conditions for a given student. B. Bloom studied the abilities of students in a situation where time for studying the material is not limited. He identified the following categories of trainees:

Low-ability people who are unable to achieve a predetermined level of knowledge and skills even with large amounts of study time;

Talented (about 5%), who are often able to do what everyone else cannot cope with;

Students make up the majority (about 90%), whose ability to acquire knowledge and skills depends on the expenditure of study time.

These data formed the basis for the assumption that with proper organization of training, especially when strict time frames are removed, about 95% of students will be able to fully master the entire content of the training course. If the learning conditions are the same for everyone, then the majority achieves only “average” results.

Implementing this approach, J. Block and L. Anderson developed a teaching methodology based on the complete assimilation of knowledge. The starting point of the technique is general installation which a teacher working according to this system must be imbued with: all students are able to fully assimilate the necessary educational material with a rational organization of the educational process.

Next, the teacher must determine what complete assimilation consists of and what results should be achieved by everyone. Accurate determination of the criterion for complete assimilation for the entire course is the most important point in working with this system.

This standard is set in a unified form using a hierarchy of pedagogical goals developed for the thinking (cognitive), feeling (affective) and psychomotor spheres. Categories of goals are formulated through specific actions and operations that the student must perform in order to confirm the achievement of the standard. Categories of goals of cognitive activity:

Knowledge: the student remembers and reproduces a specific educational unit (term, fact, concept, principle, procedure) - “remembered, reproduced, learned”;

Understanding: the student transforms educational material from one form of expression to another (interprets, explains, briefly states, predicts the further development of phenomena, events) - “explained, illustrated, interpreted, translated from one language to another”;

Application: the student demonstrates the application of the studied material in specific conditions and in a new situation (following a model in a similar or modified situation);

Analysis: the student isolates parts of the whole, identifies the relationships between them, realizes the principles of constructing the whole - “isolated parts from the whole”;

Synthesis: the student demonstrates the ability to combine elements to obtain a whole that has novelty (writes a creative essay, proposes a plan for an experiment, solution to a problem) - “formed a new whole”;

Evaluation: The student evaluates the value of the learning material for a given specific purpose -- "determined the value and significance of the object of study."

The presented taxonomy of B. Bloom's goals has become widespread abroad. It is used in textbooks and teaching aids as a scale for measuring learning outcomes.

To implement this technology, a significant reorganization of the traditional classroom-lesson system is required, which sets the same educational time, content, and working conditions for all students, but has ambiguous results. This system was adapted to the conditions of the classroom-lesson system, receiving the name “Technology of multi-level teaching.”

2.4.2 Technology of multi-level training

The theoretical justification for this technology is based on the pedagogical paradigm, according to which the differences between the majority of students in terms of learning ability come down primarily to the time required for the student to master the educational material.

If each student is given time corresponding to his personal abilities and capabilities, then it is possible to ensure guaranteed mastery of the basic core of the school curriculum (J. Carroll, B. Bloom, Z.I. Kalmykova, etc.).

A school with level differentiation operates by dividing student flows into mobile and relatively homogeneous groups, each of which masters program material in various educational areas at the following levels: 1 - minimum (state standard), 2 - basic, 3 - variable (creative).

The following were chosen as the basic principles of pedagogical technology:

1) universal talent - there are no untalented people, but only those who are busy with something other than their own;

2) mutual superiority - if someone does something worse than others, then something must turn out better; it is something to look for;

3) the inevitability of change - no judgment about a person can be considered final.

This technology was later called “basis learning technology without lagging behind.” The selection of the child’s individual characteristics that are significant in learning to monitor the effectiveness of the technology is carried out based on the category “personality structure”, which reflects in a generalized form all aspects of the personality.

In the system of multi-level education, the personality structure proposed by K.K. was chosen as the base one. Platonov. This structure includes the following subsystems:

1) individual typological characteristics, manifested in temperament, character, abilities, etc.;

psychological characteristics: thinking, imagination, memory, attention, will, feelings, emotions, etc.;

experience, including knowledge, skills, habits;

the orientation of the individual, expressing his needs, motives, interests, emotional and value experience.

Based on the chosen concept, a system of psychological and pedagogical diagnostics of personality development in education was formed, taking into account the following elements:

good manners;

cognitive interest;

general educational skills;

fund of actionable knowledge (by levels);

thinking;

anxiety;

temperament.

The school's organizational model includes three options for differentiation of learning:

1) staffing classes with a homogeneous composition from the initial stage of schooling on the basis of diagnostics of the dynamic characteristics of the individual and the level of mastery of general educational skills;

intraclass differentiation at the secondary level, carried out through the selection of groups for separate training at different levels (basic and variative) in mathematics and the Russian language (enrollment in groups is made on a voluntary basis according to the levels of cognitive interest of students); if there is sustained interest, homogeneous groups become classes with in-depth study of individual subjects;

specialized training in primary school and high school, organized on the basis of psychodidactic diagnostics, expert assessment, recommendations from teachers and parents, self-determination of schoolchildren.

This approach attracts teaching staff who have matured the idea of ​​​​introducing a new teaching technology with a guaranteed result of mastering basic knowledge by all students and, at the same time, with opportunities for each student to realize their inclinations and abilities at an advanced level.

2.4.3 Technology of collective mutual learning

Popular student-oriented learning technologies include the technology of collective mutual learning by A.G. Rivin and his students. Methods of A.G. Rivina have different names: “organized dialogue”, “combinative dialogue”, “collective mutual learning”, “collective mode of learning (CSR)”, “work of students in pairs of shifts”.

“Working in shift pairs” according to certain rules allows students to fruitfully develop independence and communication skills.

The following main advantages of CSR can be identified:

As a result of regularly repeated exercises, logical thinking and understanding skills are improved;

In the process of speaking, mental activity skills are developed, memory is activated, and previous experience and knowledge are mobilized and updated;

everyone feels relaxed and works at their own pace;

responsibility increases not only for one’s own successes, but also for the results of collective work;

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INNOVATIVE TECHNOLOGIES IN EDUCATION

“The only path leading to knowledge is activity.”

Bernard Show.

In the January Address of the Head of State to the people “New decade - new economic recovery - new opportunities for Kazakhstan” it was noted: “By 2015, the National Innovation System should be fully operational, and by 2020, it should already produce results in the form of developments, patents and ready-made technologies, implemented in the country." Therefore, the introduction of modern information technologies, corresponding to international educational standards, as well as providing all the necessary conditions for the fruitful work of teachers, lecturers, and industrial training masters are strategic priorities in the field of education. After all, information technologies help teachers take the educational process to a qualitatively new level.

Today, many teachers use modern technologies and innovative teaching methods to achieve learning effectiveness. These methods include active and interactive forms used in teaching. Active ones involve the student’s active position in relation to the teacher and those who receive education with him. During lessons using them, textbooks, notebooks, and a computer are used, that is, individual means used for learning. Thanks to interactive methods, knowledge is effectively acquired in collaboration with other students. These methods belong to collective forms of learning, during which a group of students works on the material being studied, and each of them is responsible for the work done.

The word “innovation” (from the Latin “innove”) appeared in the mid-17th century and means the entry of something new into a certain area, implantation into it and the generation of a whole series of changes in this area. Innovation is, on the one hand, a process of innovation, implementation, implementation, and on the other hand, it is an activity to integrate innovation into a certain social practice, and not a subject at all.Innovation, accurately translated from Latin, means not “new,” but “into the new.”The concept of “innovation” means newness, newness, change; innovation as a means and process involves the introduction of something new. In relation to the pedagogical process, innovation means the introduction of new things into the goals, content, methods and forms of teaching and upbringing, and the organization of joint activities between teacher and student.

The emergence of new information technologies associated with the development of computer tools and telecommunications networks has made it possible to create a qualitatively new information and educational environment as the basis for the development and improvement of the education system.

Methods of innovative learning – modular learning, problem-based learning, distance learning, research methodical training, project method, social partnership, etc.

Interactive methods promote high-quality learning of new material. These include:

Exercises of a creative nature;

Group assignments;

Educational, role-playing, business games, simulation;

Lessons-excursions;

Lessons-meetings with creative people and specialists;

Activities aimed at creative development

– lessons-performances, making films, publishing newspapers;

Use of video materials, the Internet, visibility;

Solving complex issues and problems using “decision tree” and “brainstorming” methods.

The main goal of innovative educational technologies is to prepare a person for life in an ever-changing world.The goal of innovative activity is a qualitative change in the student’s personality compared to the traditional system.

Therefore, innovative teaching methods contribute to the development of cognitive interest in students, teach them to systematize and generalize the material being studied, discuss and debate. By comprehending and processing the acquired knowledge, students acquire the skills to apply it in practice and gain communication experience. Undoubtedly, innovative teaching methods have advantages over traditional ones, because they contribute to the development of the child, teach him independence in cognition and decision-making.

The main task of TVET at the present stage is to train specialists who are able to respond in a non-standard, flexible and timely manner to the changes that are taking place in the world. Therefore, to prepare students for professional activities in the future, innovative teaching methods are used in TVET. These methods include problem-based learning, which involves developing skills for solving problematic problems that do not have a clear answer, independent work on the material, and developing the ability to apply acquired knowledge in practice. Innovative teaching methods also include interactive learning. It is aimed at active and deep assimilation of the material being studied, developing the ability to solve complex problems. Interactive activities include simulation and role-playing games, discussions, and simulated situations. One of the modern methods is learning through collaboration. It is used to work with social partners, as well as in small groups. This method aims to effectively assimilate educational material, develop the ability to perceive different points of view, the ability to cooperate and resolve conflicts in the process of teamwork. Innovative teaching methods used at the present stage in TVET also include a method whose priority is moral values. It contributes to the formation of individual moral attitudes based on professional ethics, development critical thinking, the ability to present and defend one’s own opinion. Innovative methods have made it possible to change the role of the teacher, who is not only a carrier of knowledge, but also a mentor who initiates students’ creative searches.

In this regard, the education system should aim to develop a new type of specialist who would be able to independently obtain, process, analyze the necessary information and effectively use it at the right time. This can be achieved with the transition to multi-level training of highly qualified specialists (bachelor - master - doctor).

Today there is no teacher who would not think about the questions: “How to make the lesson interesting and bright? How to engage students in your subject? How to create a situation of success for each student in the classroom?” What modern teacher does not dream that students in his class work voluntarily and creatively; did you master the subject at the maximum level of success for each?

And this is no coincidence. The new organization of society, a new attitude to life also places new demands on the school. Today, the main goal of education is not only the accumulation by the student of a certain amount of knowledge, skills, abilities, but also the preparation of the student as an independent subject of educational activity. The basis of modern education is the activity of both the teacher and, no less important, the student. It is precisely this goal - the education of a creative, active personality who knows how to learn and improve independently - that is responsible for the main tasks of modern education.

An innovative approach to teaching allows you to organize the learning process in such a way that the student finds the lesson both enjoyable and beneficial, without turning into just fun or a game. And, perhaps, it is precisely in such a lesson, as Cicero said, that “the eyes of the listener and the eyes of the speaker will light up.”

Innovative technologies:

gaming

design

problem-based learning technology

differentiated learning technology

technology of educational and research activities in the classroom

Educational innovative technologies:

health-saving technologies

group activity technology

KTD technology (collective creative activities).

The relevance of innovative training is as follows:

Compliance with the concept of humanization of education;

Using student-centered learning;

Finding conditions for unleashing the student’s creative potential;

Correspondence to the sociocultural needs of modern society

independent creative activity.

The main goals of innovative training are:

Development of intellectual, communicative, linguistic and

creative abilities of students;

Formation of personal qualities of students;

Development of skills that influence educational and cognitive

activity and transition to the level of productive creativity;

Development of different types of thinking;

Formation of high-quality knowledge, skills and abilities.

These goals also determine the tasks of innovative training:

Optimization of the educational process;

Creating an environment of cooperation between student and teacher;

Development of long-term positive motivation for learning;

Involving students in creative activities;

Careful selection of material and methods of presentation.

Innovative learning is based on the following technologies:

Developmental education;

Problem-based learning;

Develop critical thinking;

Differentiated approach to learning;

Creating a situation of success in the classroom.

The main principles of innovative teaching are:

Creativity (orientation towards creativity);

Assimilation of knowledge in the system;

Non-traditional forms of lessons;

Use of visuals.

And now I want to move from the general methodological principles of innovative teaching to methods.

When using innovative technologies in teaching Russian language and literature, the following techniques are successfully used:

Associative series;

Supporting notes;

Brain attack;

Group discussion;

Essay;

Key terms;

Video films;

Didactic game;

Linguistic maps;

Text Research;

Working with tests;

Non-traditional forms homework etc.

INNOVATION IS MOVEMENT FORWARD!!!

Federal Agency for Education Federal State Educational Institution of Higher Professional Education

"Amur Humanitarian and Pedagogical State University"

Department of Pedagogy and Innovative Educational Technologies

Course work

Discipline: "Pedagogical technologies"

Topic: "Innovative pedagogical technologies

Completed by: 3rd year PT student

Groups PO-33

Eremin Alexey Konstantinovich

Checked by: Candidate of Pedagogical Sciences, Associate Professor of the Department of P&IOT

Ponkratenko Galina Fedorovna

Komsomolsk-on-Amur

Introduction

1.1 Pedagogical innovations

1.1.3 Innovative educational institutions

1.2 Modern innovative technologies in pedagogy

1.2.1 Interactive learning technologies

1.2.2 Project-based learning technologies

1.2.3 Computer technology

2. Chapter: Practical approaches to the problem of innovative pedagogical technologies

2.1 Innovative trends in vocational education

2.1.1 World experience in vocational education innovations

2.1.2 Innovations in vocational education in Russia

2.2 Innovative pedagogical technologies at the legislative level

2.3 Innovative teaching activities in the capital

Conclusion

Bibliography

Introduction

Development is an integral part of any human activity. By accumulating experience, improving ways and methods of action, expanding one’s mental capabilities, a person thereby constantly develops.

The same process applies to any human activity, including pedagogy. At different stages of its development, society imposed increasingly new standards and demands on the workforce. This necessitated the development of the education system.

One of the means of such development is innovative technologies, i.e. These are fundamentally new ways and methods of interaction between teachers and students, ensuring the effective achievement of the results of teaching activities.

A large number of talented scientists and teachers have been and continue to be engaged in the problem of innovative technologies. Among them V.I. Andreev, I.P. Podlasy, professor, doctor of pedagogical sciences K.K. Colin, Doctor of Pedagogical Sciences V.V. Shapkin, V.D. Simonenko, V.A. Slastenin and others. All of them made an invaluable contribution to the development of innovation processes in Russia.

The object of study of this course work is the process of development of education as an integral pedagogical system, and the subject of research is innovative pedagogical technologies, as an integral part of the object of research.

The purpose of the course work is to identify the types, difficulties, methods of introducing innovative technologies, as well as their specificity in the Russian Federation.

1. Chapter: Theoretical approaches to the problem of innovative pedagogical technologies

1.1 Pedagogical innovations

1.1.1 Essence, classification and directions of pedagogical innovations

Scientific innovations that advance progress span all areas of human knowledge. There are socio-economic, organizational and managerial, technical and technological innovations. One of the types of social innovations is pedagogical innovations.

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

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

The combination of intensive and extensive paths of development of pedagogical systems allows for the implementation of so-called “integrated innovations”, which are built at the junction of diverse, multi-level pedagogical subsystems and their components. Integrated innovations, as a rule, do not look like far-fetched, purely “external” activities, but are conscious transformations arising from deep needs and knowledge of the system. By bolstering bottlenecks with the latest technology, the overall effectiveness of the teaching system can be improved.

The main directions and objects of innovative transformations in pedagogy are:

Development of concepts and strategies for the development of education and educational institutions;

Updating the content of education; change and development of new technologies of training and education;

Improving the management of educational institutions and the education system as a whole;

Improving the training of teaching staff and improving their qualifications;

Designing new models of the educational process;

Ensuring the psychological and environmental safety of students, developing health-saving teaching technologies;

Ensuring the success of training and education, monitoring the educational process and development of students;

Development of textbooks and teaching aids of a new generation, etc.

Innovation can occur at different levels. The highest level includes innovations that affect the entire pedagogical system.

Progressive innovations arise on a scientific basis and help move practice forward. A fundamentally new and important direction has emerged in pedagogical science - the theory of innovations and innovative processes. Reforms in education are a system of innovations aimed at radically transforming and improving the functioning, development and self-development of educational institutions and their management systems.

1.1.2 Technologies and conditions for the implementation of innovative processes

Pedagogical innovations are carried out according to a certain algorithm. P.I. Pidkasisty identifies ten stages in the development and implementation of pedagogical innovations:

1. Development of a criterial apparatus and indicators of the state of the pedagogical system subject to reform. At this stage, you need to identify the need for innovation.

2. Comprehensive inspection and assessment of the quality of the pedagogical system to determine the need for its reform using special tools.

All components of the pedagogical system must be subject to examination. As a result, it must be precisely established that it is necessary to reform as outdated, ineffective, and irrational.

3. Searching for examples of pedagogical solutions that are proactive in nature and can be used to model innovations. Based on the analysis of the bank of advanced pedagogical technologies, it is necessary to find material from which new pedagogical structures can be created.

4. Comprehensive analysis of scientific developments containing creative solutions to current pedagogical problems (information from the Internet may be useful).

5. Design of an innovative model of the pedagogical system as a whole or its individual parts. An innovation project is created with specific specified properties that differ from traditional options.

6. Executive integration reform. At this stage, it is necessary to personalize tasks, determine those responsible, means of solving problems, and establish forms of control.

7. Study of the practical implementation of the well-known law of labor change. Before introducing an innovation into practice, it is necessary to accurately calculate its practical significance and effectiveness.

8. Construction of an algorithm for introducing innovations into practice. Similar generalized algorithms have been developed in pedagogy. They include such actions as analyzing practice to find areas to be updated or replaced, modeling innovations based on an analysis of experience and scientific data, developing an experiment program, monitoring its results, introducing the necessary adjustments, and final control.

9. Introduction of new concepts into professional vocabulary or rethinking of the previous professional vocabulary. When developing terminology for its implementation in practice, they are guided by the principles of dialectical logic, reflection theory, etc.

10. Protection of pedagogical innovation from pseudo-innovators. In this case, it is necessary to adhere to the principle of expediency and justification of innovations. History shows that sometimes enormous efforts, material resources, social and intellectual forces are spent on unnecessary and even harmful transformations. The damage from this can be irreparable, so false pedagogical innovation should not be allowed. The following examples can be cited as false innovations that only imitate innovative activity: formal change of signs of educational institutions; presenting the updated old as fundamentally new; turning into an absolute and copying the creative method of some innovative teacher without its creative processing, etc.

However, there are real barriers to innovation processes. IN AND. Andreev identifies the following of them:

Conservatism of a certain part of teachers (conservatism of the administration of educational institutions and educational authorities is especially dangerous);

Blind adherence to tradition like: “Everything is fine with us as it is”;

Lack of necessary teaching staff and financial resources to support and stimulate pedagogical innovations, especially for experimental teachers;