And the future has come
Robert Jung
"Everything is in our hands, so you can not omit them"
(Coco Chanel)
"If the student at school did not learn to do anything himself,
That and in life it will only imitate, copy "
(L.N. Tolstoy)
Feature federal State Educational Standards of General Education- their activity, which puts the main task of the development of the student's personality. Modern education refuses the traditional presentation of learning outcomes in the form of knowledge, skills and skills; GEF wording indicate real activities.
The task requires the transition to a new systemic activity The educational paradigm, which, in turn, is associated with the fundamental changes in the activities of the teacher implemented by the new standard. Education technologies, the introduction of information and communication technologies (ICT) also change the extensive opportunities to expand the educational framework for each subject in a general education institution, including in mathematics.
Under these conditions, the traditional school that implements the classical formation model has become unproductive. In front of me, as in front of my colleagues, there was a problem - to turn traditional training aimed at the accumulation of knowledge, skills, skills in the process of developing the identity of the child.
Care from the traditional lesson through the use of new technologies in the process of learning allows to eliminate the monotony of the educational environment and the monotony of the educational process, will create conditions for changing the activities of students, will allow to implement the principles of health. It is recommended to make a choice of technology depending on the subject matter, lesson purposes, the level of training of students, the possibility of meeting their educational queries, the age category of students.
Often, pedagogical technology is defined as:
. The totality of receptions is the area of \u200b\u200bpedagogical knowledge reflecting the characteristics of the depth processes of pedagogical activity, the features of their interaction, which ensures the necessary effectiveness of the educational process;
. A combination of forms, methods, techniques and means of transmitting social experience, as well as the technical equipment of this process;
. A set of ways to organize an educational and cognitive process or a sequence of certain actions, operations related to the specific activity of the teacher and aimed at achieving the goals set (technological chain).
In the conditions of implementing the requirements of GEF LLC, the most relevant becomes technologies:
v Information - Communication Technology
v Critical Thinking Technology
v Project technology
v educational technology
v Heart-saving technologies
v Problem Technology
v game technologies
v Modular technology
v Workshop technology
v Case - Technology
v Integrated Training Technology
v pedagogy cooperation.
v Technology Level Differentiation
v Group technologies.
v Traditional technologies (classroom system)
one). Information - Communication Technology
The use of ICT contributes to the achievement of the main objective of education - improving the quality of training, ensuring the harmonious development of the individual oriented in the information space, introduced to the information and communication capabilities of modern technologies and with information culture, as well as to provide existing experience and identify its effectiveness.
Achieving the goals I plan through the implementation of the following tasks:
· Use information - communication technologies in the educational process;
· To form students of sustainable interest and desire for self-education;
· To form and develop communicative competence;
· To send efforts to create conditions for the formation of positive motivation to teaching;
· Give students knowledge defining their free, meaningful choice of life path.
In recent years, the issue of the application of new information technologies in high school is increasingly raised. These are not only new technical means, but also new forms and methods of teaching, a new approach to the learning process. The introduction of ICT to the pedagogical process increases the authority of the teacher in the school team, as the teaching is carried out at a modern, higher level. In addition, the self-assessment of the teacher himself is growing, developing their professional competencies.
Pedagogical skill is based on the unity of knowledge and skills corresponding to the modern level of development of science, technology and their product - information technology.
Currently, the ability to receive information from different sources, use it and create it yourself. Widespread use of ICT opens up new opportunities for the teacher in teaching its subject, as well as greatly make it easier for its work, improve training efficiency, allow you to improve the quality of teaching.
ICT application system
The ICT application system can be divided into the following steps:
1 Stage: Detection of educational material requiring a specific feed, an analysis of the educational program, the analysis of thematic planning, the choice of topics, the choice of the type of lesson, identifying the characteristics of the material of the lesson of this type;
2 Stage: selection and creation of information products, selection of ready-made educational media resources, creating your own product (presentation, training, training or controlling);
3 Stage: Application of information products, application in lessons of different types, application in extracurricular work, application when managing scientific research activities of students.
4 Stage: Analysis of the efficiency of ICT use, study of the dynamics of results, studying the rating on the subject.
2) Critical Thinking Technology
What is understood under critical thinking? Critical thinking
- The type of thinking that helps critically refers to any allegations, do not take anything to faith without evidence, but be at the same time open new ideas, methods. Critical thinking is a necessary condition for freedom of choice, quality of forecast, responsibility for their own decisions. Critical thinking, so, in fact, some tautology, synonymous with high-quality thinking. It is rather the name than the concept, but it is under this name with a number of international projects in our life, those technological techniques that we will lead below came.
The constructive basis of "critical thinking technology" is a basic model of the three stages of the organization of the educational process:
· At the stage call From the memory "is called", the existing knowledge and ideas about studied are updated, personal interest is formed, the purposes of consideration of a particular topic are determined.
· On the stage comprehension (or the implementation of the meaning), as a rule, the student comes into contact with the new information. It is systematized. The student gets the opportunity to think about the nature of the object being studied, learns to formulate questions as the age of old and new information correlates. There is a formation of its own position. It is very important that already at this stage, with a number of techniques, you can already track the process of understanding the material.
· Stage reflections (Reflection) is characterized by the fact that students fix new knowledge and actively rebuild their own primary ideas in order to include new concepts in them.
In the course of the work within this model, schoolchildren seize in various ways of integrating information, learn to develop their own opinion on the basis of understanding various experiences, ideas and ideas, build conclusions and logical evidence chains, express their thoughts clearly, confidently and correctly towards others.
Functions of the three phases of the technology of development of critical thinking
|
Call Motivational (prompting to work with new information, awakening interest in the topic) Information(call "on the surface" of existing knowledge on the topic) Communication |
Conference content Information(Receiving new information on the topic) Systematization(Classification of information received by categories of knowledge) |
Reflection Communication (Exchange of opinions on new information) Information(acquisition of new knowledge) Motivational(prompting to further expand the information field) Estimated (correlation of new information and knowledge available, its own position, |
Basic methodological techniques for the development of critical thinking
1. Reception "Cluster"
2. Table
3. Training assault
4. Intellectual warm-up
5. Zigzag, Zigzag -2
6. Reception "Insert"
8. Reception "Ideas Basket"
9. Reception "Compilation of Synkievins"
10. The method of control issues
11. Reception "I know ../ I want to know ... / I learned ..."
12. Water circles
13. Role-out project
14. Yes - no
15. Reception "Reading with Stopping"
16. Reception "COMMUNICATION"
17. Reception "Celebrated logical chains"
18. Reception "Cross Discussion"
3). Project technology
The project method is not fundamentally new in world pedagogy. He arose at the beginning of this century in the United States. He was also called the method of problems and was associated with the ideas of humanistic directions in philosophy and education developed by the American philosopher and teacher J. Deweyas well as his student V. Kilpatrick. It was extremely important to show the children of their personal interest in acquired knowledge, which may and should come in handy in life. This requires a problem with real life, familiar and meaningful to the child, to solve which he needs to attach the knowledge gained, new knowledge that has yet to be purchased.
The teacher can suggest sources of information, and may simply direct the idea of \u200b\u200bstudents in the right direction for self-search. But as a result, students should solve the problem independently and in joint efforts, applying the necessary knowledge sometimes from different areas, get a real and tangible result. All work on the problem is thus acquiring the contours of project activities.
Purpose of technology - Stimulate students' interest in certain problems involving the ownership of a certain amount of knowledge and through project activities involving these problems, the ability to practically apply the knowledge gained.
The method of projects attracted the attention of Russian teachers in the early 20th century. The ideas of project training arose in Russia almost in parallel with the development of American teachers. Under the leadership of the Russian teacher S. T. Shatskyin 1905, a small group of employees was organized, which was trying to actively use design methods in the practice of teaching.
Later, already under Soviet power, these ideas began to be quite widely implemented to school, but not sufficiently thought out and consistently and the decision of the Central Committee of the CSP / B / In 1931, the project method was convicted and since then until recently in Russia no longer undertaken any serious Attempts to revive this method in school practice.
In the modern Russian school, the project system began to revive only in the 1980s - 90s, due to the reform of school education, the democratization of relations between the teacher and students, the search for the active forms of cognitive activity of schoolchildren.
Practical application of project technology elements.
The essence of the project technique is that the student himself should actively participate in knowledge. Project technology is practical creative tasks that require their use to solve problematic tasks, material knowledge for this historical stage. As a research method, she teaches to analyze a specific historical problem or a task created at a certain stage of the development of society. Having mastered the design of the design, the schoolboy tears creatively to think, to predict the possible options for solving tasks facing it. Thus, the project technique:
1. It is characterized by high communicativeness;
2. implies the expression of students of his own opinion, feelings, active inclusion in real activities;
3. The special form of the organization of communicative and note of schoolchildren in the lesson of history;
4. Founded on the cyclical organization of the educational process.
Therefore, as elements, so actually the technology of the project should be applied at the end of the study of the topic on a specific cycle, as one of their species of a repeated generalizing lesson. One of the elements of this technique is a project discussion, which is based on the preparation method and project protection on a specific topic.
Stages of work on the project
|
Activities of students |
Teacher's activities |
|
|
Organizational preparatory |
The choice of project theme, the definition of its goal and tasks, the development of the implementation of the idea plan, the formation of microgroups. |
Formation of the motivation of participants, counseling on choosing the subject and genre of the project, assistance in a selection of necessary materials, developing criteria for assessing the activities of each participant at all stages. |
|
Search |
Collection, analysis and systematization of collected information, recording Interviews, discussion of collected material in microgroups, nomination and testing of the hypothesis, design of the layout and poster report, self-control. |
Regular advisory on the content of the project, assistance in systematization and processing of material, advice on project design, tracking the activities of each student, assessment. |
|
Total |
Project registration, preparing for protection. |
Preparation of speakers, assistance in project design. |
|
Reflection |
Evaluation of your activities. "What gave me work on the project?" |
Evaluation of each project participant. |
four). Problem technology
Today under problem learningit is understood as the organization of training sessions, which involves creating a teacher's problem situations under the leadership of the teacher and active independent activities of students for their resolution, resulting in creative mastery of professional knowledge, skills, skills and development of mental abilities.
The technology of problem learning implies the organization under the leadership of the teacher of independent search activities of students to address learning problems, during which students have new knowledge, skills and skills, develop abilities, cognitive activity, curiosity, erudition, creative thinking and other personally significant qualities.
The problematic situation in training has a learning value only when the proposed student has a problem assignment corresponds to its intellectual possibilities, contributes to the awakening of the student desire to exit this situation, to remove the resulting contradiction.
As problematic tasks, training tasks, questions, practical tasks, etc. However, it is impossible to mix the problem task and the problem situation. The problem task in itself is not a problem situation, it can cause a problem situation only under certain conditions. The same problematic situation may be caused by various types of tasks. In general, the technology of problem learning is that there is a problem with the right to participate in the teacher directly or independently investigate the paths and ways to solve it, i.e.
v build a hypothesis
v outlined and discuss ways to verify its truth,
v Are argued, conduct experiments, observations, analyze their results, argued, prove.
According to the degree of cognitive independence of students, problem learning is carried out in three basic forms: problematic presentation, partially search activities and independent research activities. The inegencies of the informative independence of students take place when problematic presentation: the message of the new material is carried out by the teacher himself. After putting the problem, the teacher reveals the path of her decision, demonstrates students to the course of scientific thinking, makes them follow the dialectical movement of thought to the truth, makes them as if accomplices of scientific search. In terms of partially search activities, work is mainly sent by the teacher with the help of special issues encouraging Training to independent reasoning, actively searching for a response to individual parts of the problem.
Problem technology, like other technologies, has positive and negative sides.
Benefits of problem learning technology: contributes not only to the acquisition by students the necessary system of knowledge, skills and skills, but also to achieving a high level of their mental development, the formation of their ability to independently extract knowledge by their own creative activity; develops interest in learning work; Provides strong learning results.
Disadvantages:large time spent on achieving planned results, weak manageability of students' cognitive activity.
five). Gaming technologies
The game along with difficulty and teaching is one of the main types of human activity, an amazing phenomenon of our existence.
A-priory, the game - This is a type of activity in situations aimed at recreating and assimilating social experience in which the self-government is also improved.
Classification of pedagogical games
1. In terms of application:
-Physical
-Intellectual
-Trudoy
-Social
- Psychological
2. Software (characteristic) character of the pedagogical process:
-Assing
-Trenery
Continurating
-Bouch
-Conabitative
-Customs
-Working
3. By gaming technology:
-Condency
-Suzhevny
- Role
-Evya
--Imitational
-dramatization
4. According to the subject area:
-Mathematical, chemical, biological, physical, environmental
-Musical
-Trudoy
- export
-economically
5. By gaming environment:
-Bez objects
- with objects
-Nastol
- single
-Wery
-Computer
-Evevevionic
- cyclic, with movement means
What tasks solves the use of such a form of training:
It is more free, psychologically liberated knowledge control.
- Search the painful reaction of students for unsuccessful answers.
- The approach to students in learning becomes more delicate and differentiated.
Training in the game allows you to teach:
Recognize, compare, characterize, reveal the concepts, justify, apply
As a result of the application of game learning methods, the following objectives are achieved:
§ Cognitive activity is stimulated
§ Activates mental activity
§ spontaneously remember information
§ Associative memorization is formed
§ Strengthens motivation to the study of the subject
All this indicates the effectiveness of learning in the game process, which is professional activities having features like teachings and labor.
6). Case - Technology
Case technology combine both role-playing games and project method, and situational analysis. .
Case technology is opposed to such types of work as a repetition of the teacher, answers to the teacher's questions, the retelling of the text, etc. Cases differ from conventional educational tasks (tasks, as a rule, one solution and one correct way, leading to this solution, cases have several solutions and many alternative paths leading to it).
The case of the actual situation (some input data) is analyzed in the case technology, the description of which simultaneously reflects not only any practical problem, but also actualizes a certain complex of knowledge, which must be assimilated in the resolution of this problem
Case technology is not a repetition of the teacher, not retelling a paragraph or article, not an answer to the teacher's question, this is an analysis of a specific situation that makes raise the layer of knowledge gained and apply them in practice.
These technologies help to increase students' interest to the subject studied, develops such qualities from schoolchildren as social activity, sociability, the ability to listen and competently express their thoughts.
When using Case -Technologies in elementary school in children occurs
· Development of analysis and critical thinking skills
· Connection of theory and practice
· Representation of examples of decisions
· Demonstration of various positions and points of view
· Formation of alternative evaluation skills in uncertainty
The teacher is faced with the task - to teach children both individually and as part of the group:
· Analyze information
· Sort it to solve a given task,
· Detect key problems
· Generate alternative solutions and evaluate them,
· Select the optimal solution and form programs of action, etc.
In addition, children:
· Get \u200b\u200bcommunication skills
· Develop presentation skills
· Formed interactive skills, allowing to effectively interact and take collective solutions
· Acquire expert skills and skills
· Learn to learn, self finding the necessary knowledge to solve the situation problem
· Change the motivation for learning
With active situational learning, the analysis participants are presented with facts (events) associated with some situation at its state at a certain point in time. The task of students is the adoption of a rational decision, acting within the framework of the collective discussion of possible solutions, i.e. Gaming interaction.
The methods of case-technologies activating the learning process include:
· Situation analysis method (method of analyzing specific situations, situational tasks and exercises; case-stages)
· Incident method;
· Method of situational roles;
· Method of parsing business correspondence;
· Game design;
· Discussion method.
So, the case-technology is an interactive learning technology, based on real or fictional situations, aimed at the development of knowledge as to the formation of students with new qualities and skills.
7). Technology of creative workshops
One of the alternative and effective ways to study and extract new knowledge is workshop technology. It is an alternative to the classroom - the urban organization of the educational process. It uses pedagogy of relations, comprehensive education, training without harsh programs and textbooks, project methods and immersion methods, the exclusive creative activity of students. The relevance of the technology consists in the fact that it can be used not only in the case of studying a new material, but also when repetition and consolidation of the previously studied. Based on his experience, I concluded that this form of lesson is aimed at both the comprehensive development of students in the learning process and the development of the teacher himself.
Workshop - This is a technology that suggests such an organization of the learning process in which the teacher - the master introduces his students to the process of knowledge through the creation of an emotional atmosphere, in which the student can show himself as a creator. In this technology, knowledge is not given, but are built by the student themselves in a pair or a group with a support for your personal experience, the teacher - the master only provides it with the necessary material in the form of tasks for reflection. This technology allows the personality to build its knowledge itself, in this its great resemblance to problem learning. Conditions are established for the development of creative potential and for a student, and for a teacher. Communicative qualities of the individual form are formed, as well as the subjectivity of the student - the ability to be a subject, an active participant in activities, independently determine the goals, plan, carry out activities and analyze. This technology allows you to teach students independently formulate the objectives of the lesson, find the most effective ways to achieve them, develops intellect, promotes the acquisition of group activities.
The workshop is similar to project training, because there is a problem that needs to be solved. The teacher creates conditions, helps to realize the essence of the problem over which it is necessary to work. Students formulate this problem and offer options for its solution. Different types of practical tasks can be performed as problems.
The workshop necessarily combines individual, group and frontal forms of activity, and training comes from one to another.
The main stages of the workshop.
Induction (Behavior) is a stage that is aimed at creating an emotional attitude and motivation of students to creative activities. At this stage, the inclusion of feelings, subconscious and the formation of a personal attitude towards the subject of discussion is supposed. Inductor - everything that encourages the child to action. As an inducer, a word, text, subject, sound, drawing, shape - all that is able to cause the flow of associations is possible. It may be a task, but an unexpected, mysterious.
Deconstruction - Destruction, chaos, inability to task with existing means. This is working with material, text, models, sounds, substances. This is the formation of the information field. At this stage there is a problem and is separated from an unknown, work with information material, dictionaries, textbooks, computer and other sources is carried out, that is, an information request is created.
Reconstruction - Recreation from the chaos of his project to solve the problem. This is the creation of microgroups or individually its world, text, drawing, project, solutions. The hypothesis is discussed and put forward, the ways to solve it are created, creative works are created: drawings, stories, riddles, goes to fulfill the tasks that the teacher gives.
Socialization - This is a relationship with students or microgroups of its activities with the activities of other students or microgroups and the presentation of all intermediate and final labor results to assess and detect their activities. One task is given on the whole class, it works in groups, the answers are communicated to the whole class. At this stage, the student learns to speak. This allows the teacher to master the lesson in the same pace for all groups.
Placement - It is hanging, a visual representation of the results of the Master and students. It can be text, scheme, project and familiarization with them all. At this stage, all students go, discuss, allocate original interesting ideas, protect their creative work.
Break - sharp increment in knowledge. This is the culmination of the creative process, the new allocation of the subject of the subject and awareness of the incompleteness of his knowledge, prompting to a new deepening in the problem. The result of this stage is insight (illumination).
Reflection - This is awareness of the student of oneself in its own activity, this is an analysis of the student of their activities implemented, this is a generalization of the feelings arising in the workshop, this is a reflection of the achievements of your own thought, their own worldview.
eight). Modular learning technology
Modular learning arose as an alternative to traditional learning. The semantic meaning of the term "" Modular Learning "is associated with the international concept of" Module ", one of whose values \u200b\u200bis a functional node. In this context, it is understood as the main means of modular learning, a complete information block.
In its original form, modular training originated in the late 60s of the 20th century and quickly spread in English-speaking countries. Its essentially consisted that studying with a small help of the teacher or completely independently could work with the individual curriculum proposed by him, including the target action plan, the Bank's bank and methodological guide to achieve the didactic objectives. The functions of the teacher began to vary from the information and controlling to the advisory-coordinating. The interaction of the teacher and studying in the educational process began to be carried out on a fundamentally different basis: with the help of modules, a conscious independent achievement of the student defined level of preliminary preparedness was provided. The success of modular learning was predetermined by compliance with parity interactions between teacher and students.
The main goal of the modern school is to create such a system of learning that would provide the educational needs of each student in accordance with its inclinations, interests and opportunities.
Modular learning is an alternative to traditional learning, it integrates all the progressive, which is accumulated in pedagogical theory and practice.
Modular training, as one of the main goals, is pursuing the formation, students, skills of independent activities and self-education. The essence of modular learning is that the student is completely independently (or with a certain dose of assistance) reaches specific goals of educational and cognitive activity. Training is based on the formation of the mechanism of thinking, and not on the operation of the memory! Consider the sequence of actions to build an educational module.
The module is a target functional node, which combined: learning and technology mastering them into a high-level system of integrity.
Algorithm for building an educational module:
1. Formation of the block-module content of theoretical educational material theme.
2. Detection of educational elements theme.
3. Detection of connections and relationships between the educational elements of the topic.
4. Formation of the logical structure of educational elements theme.
5. Determination of levels of learning the learning elements.
6. Determining requirements for the levels of learning elements of the topic.
7. Determination of awareness of the assimilation of the educational elements of the topic.
8. Formation of the block of algorithmic prescription of skills and skills.
The system of actions of the teacher to prepare for the transition to modular training. Develop a modular program consisting of KDC (complex -dactic objectives) and a set of modules that ensure this purpose:
1. Structuring learning content to certain blocks.
A cdz is formed, having two levels: the level of assimilation of the educational content of students and the orientation for its use in practice.
2. From the CDC is allocated by the IDC (integrating doedactic objectives) and modules are formed. Each module has its IDC.
3. The IDC is divided into CDC (private didactic goals) on their basis, UE (educational elements) is allocated.
To manage students' teaching, the principle of feedback is important.
1. Before each module, to conduct input control of ZUN students.
2. Current and intermediate control at the end of each UE (self-control, or interconnection, reconciliation with a sample).
3. Output control after completing the module. Purpose: Reveal the gaps in the assimilation of the module.
The introduction of modules to the learning process must be made gradually. Modules can be inserted into any system of training and thereby strengthen its quality and efficiency. You can combine the traditional system of learning, with modular. Well fit into a modular system of learning. The entire system of methods, techniques and forms of the organization of UPD students, the work is individual, in pairs, in groups.
The use of modular learning has a positive effect on the development of independent activities of students, on self-development, to improve the quality of knowledge. Students skillfully plan their work, know how to use educational literature. Well owned by general educational skills: comparisons, analysis, generalizations, allocation of the main, etc. The active cognitive activity of students contributes to the development of such qualities of knowledge, as durability, awareness, depth, efficiency, flexibility.
nine). Heating technology
Providing a student opportunity to preserve health for the period of training at school, the formation of the necessary knowledge, skills and skills on a healthy lifestyle and the use of knowledge gained in everyday life.
Organization of training activities with consideration of the lesson with a complex of health-saving technologies:
· Compliance with sanitary and hygienic requirements (fresh air, optimal thermal regime, good illumination, cleanliness), safety regulations;
· The rational lesson density (time spent by schoolchildren on learning work) should be at least 60% and not more than 75-80%;
· A clear organization of academic labor;
· Strict dosage of training load;
· Change of activities;
· Training, taking into account the leading channels of perception of information by students (audiovisual, kinesthetic, etc.);
· Place and duration of TSO;
· Inclusion in the lesson of technological techniques and methods that contribute to self-knowledge, self-assessment of students;
· Building a lesson, taking into account the performance of students;
· Individual approach to students taking into account personal capabilities;
· Formation of external and internal motivation of students' activity;
· Favorable psychological climate, success situations and emotional discharges;
· Prevention of stress:
work in pairs, in groups, both on the ground and at the board, where the slave, more "weak" feels support for a friend; stimulation of students to use various ways to solve, without fear of mistaken and get an incorrect answer;
· Conducting physical attachments and dynamic pauses in the lessons;
· Focused reflection during the entire lesson and in its final part.
The use of such technologies helps preserve and strengthen the health of schoolchildren:, prevention of overworking students in lessons; improving the psychological climate in children's teams; the acquisition of parents to work to strengthen schoolchildren's health; increasing the concentration of attention; Reducing the incidence of children, anxiety level.
10). Technology integrated learning
Integration - This is a deep interpenetration, merging, as far as possible, in one educational material of generalized knowledge in a particular area.
The need for occurrenceintegrated lessons is explained by a number of reasons.
- The world surrounding children will learn them in every diversity and unity, and often the objects of the school cycle, aimed at studying individual phenomena, will crush it into fragmented fragments.
- Integrated lessons develop the potential of the students themselves, encourage active knowledge of the surrounding reality, to understand and find causal relationships, to develop logic, thinking, communicative abilities.
- The form of integrated lessons is not standard, interesting. The use of various types of work during the lesson supports the attention of students at a high level, which makes it possible to talk about sufficient efficiency of lessons. Integrated lessons reveal significant pedagogical capabilities.
- Integration in modern society explains the need for integration in education. Modern society requires high-class, well-trained specialists.
- Integration makes it possible for self-realization, self-expression, teacher's creativity, contributes to the disclosure of abilities.
Advantages of integrated lessons.
- Contribute to an increase in the motivation of the teachings, the formation of the cognitive interest of students, the holistic scientific picture of the world and consideration of the phenomenon from several sides;
- More than ordinary lessons contribute to the development of speech, forming the skill of students to compare, summarize, draw conclusions;
- Not only deepen the idea of \u200b\u200bthe subject, the horizons expand. But also contribute to the formation of a versatile developed, harmonically and intellectually developed personality.
- Integration is a source of finding new bonds between facts that confirm or deepen certain conclusions. Surveillance students.
The patterns of integrated lessons:
- the whole lesson is subordinate to the copyright,
- the lesson is combined by the main thought (lesson rod),
- the lesson is a single whole, the stages of the lesson are fragments of a whole,
- stages and components of the lesson are in logical-structural dependence,
- the dydactic material selected for the lesson corresponds to the plan, the information chain is organized as "this" and "new".
Teachers interaction can be built in different ways. It can be:
1. Parity, with equal shared participation of each of them,
2. One of the teachers can act the lead, and the other - an assistant or consultant;
3. The whole lesson can lead one teacher in the presence of another as an active observer and guest.
The technique of an integrated lesson.
The process of preparing and conducting an integrated lesson has its own specifics. It consists of several stages.
|
1. Preparatory |
2. Executive |
3.reflexive. |
|
1.planning, 2. organization of a creative group, 3. designing the content of the lesson , 4.rehearsal. |
The purpose of this stage is to bring part of students to the topic of the lesson, to its content.. Methods for challenge the interest of students can be various, for example, a description of a problem situation or an interesting case. In the final part of the lesson, it is necessary to summarize everything that has been said in the lesson, to summarize the disconsiders, formulate clear conclusions. |
At this stage, an analysis of the lesson is carried out. It is necessary to take into account all his advantages and disadvantages. |
eleven). Traditional technology
The term "traditional training" implies primarily the organization of training in the XVII century on the principles of didactics formulated by Ya.K. Komensky.
Distinctive features of traditional cool-term technology are:
Students of approximately one age and the level of preparation are a group that maintains mainly permanent composition for the entire period of study;
The group works on a single annual plan and program according to the schedule;
The main unit of classes is a lesson;
The lesson is devoted to one training subject, the topic, by virtue of the group students work on the same material;
The work of students in the lesson is managing the teacher: he evaluates the results of studies in its subject, the level of training of each student separately.
School year, school day, class schedule, educational holidays, breaks between lessons - attributes of a cool-manner system.
According to its nature, the goal of traditional learning represent the education of the personality with the specified properties. According to the content of the goals, they are primarily focused on the assimilation of knowledge, skills and skills, and not on the development of the person.
The traditional technology is primarily an authoritarian pedagogy requirements, learning is very poorly connected with the inner life of the student, with its diverse requests and needs, there are no conditions for the manifestation of individual abilities, creative manifestations of the individual.
The learning process as traditional training activities is characterized by lack of independence, weak motivation of academic labor. Under these conditions, the stage of implementation of educational purposes turns into labor "from under the stick" with all its negative consequences.
|
Positive sides |
Negative sides |
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Systematic training Ordered, logically correct feeding material Organizational clarity Permanent emotional impact of the teacher's personality Optimal resource costs with mass training |
Template building, monotony Irrational distribution of lesson time On the lesson is provided only by initial orientation in the material, and the achievement of high levels is shifted to homework Students are isolated from communicating with each other No independence Passivity or visibility of students' activity Weak speech activity (average student speaking 2 minutes per day) Weak feedback Averaged approach |
Passing levels by pedagogical technologies
|
mastering |
On practice |
|
|
optimal |
Knows the scientific foundations of various PTs, gives an objective psychological and pedagogical assessment (and self-esteem) of the effectiveness of the application in the educational process |
Purposefully and systemically applies technologies of learning (COM) in its activities, creatively simulates the combination of various things in their own practice |
|
developing |
Has an idea of \u200b\u200bdifferent PT; Reasonably describes the essence of its own technological chain; actively participates in the analysis of the effectiveness of the learning technologies used |
Mainly follows a learning technology algorithm; Owns techniques for the design of technological chains in accordance with the goal; Uses a variety of pedagogical techniques in chains and methods |
|
elementary |
Formed general, empirical idea of \u200b\u200bPT; It builds individual technological chains, but the desire can not explain their intended purpose within the framework of the lesson; Evade discussion questions related to PT |
Applies PT elements intuitive, episodically, uninterrupted; Adheres to any activity of any one learning technology;. Permits violations in the algorithm (chain) learning technology |
To date, there is a sufficiently large number of pedagogical training technologies, both traditional and innovative. It is impossible to say that some of them are better, and the other worse, or to achieve positive results it is necessary to use only this and no more.
In my opinion, the choice of this or that technology depends on many factors: the contingent of students, their age, the level of preparedness, the subject of classes, etc.
And the most optimal option is to use a mixture of these technologies. So the educational process for the most part represents a cool-term system. This allows you to work according to the schedule, in a specific audience, with a specific permanent group of students.
Based on the foregoing, I want to say that traditional and innovative learning methods should be in a permanent interconnection and complement each other. Do not give up the old and completely switch to the new one. You should remember the statement "All new it is well forgotten old."
Internet and literature.
1) .manvelovs.g. Designing a modern lesson. - M.: Enlightenment, 2002.
2). Larina V.P., Khodireva E.A., Okunev A.A. Lectures in the classroom of the creative laboratory "Modern Pedagogical Technologies". - Kirov: 1999 - 2002.
3). Petrusinsky V.V. IRGU - training, training, leisure. New School, 1994
four). Gromova OK "Critical thinking, how is it in Russian? Technology of creativity. // BSh № 12, 2001
Pedagogical technology refers to thoughtful models of complex pedagogical activities, including design, organization and conducting training.
Nowadays, the newest system in education aimed at the global system is intensively developed. This process is characterized by changes in pedagogical thinking and practice of the educational process. There is an improvement in the system with new content, approaches, behavior and pedagogical mentality.
With the global restructuring, each teacher must confidently navigate in this spectrum of modern innovations. These include innovative technologies, ideas, schools, directions. To date, the competent teacher is obliged to constantly replenish its knowledge due to the large-scale reorganization of school education. The implementation of modern pedagogical technologies may occur solely in an innovative school.
An innovative school is an educational institution, whose education is built on unique ideas and technologies. In addition, refers to new educational practical institutions.
An innovative school is considered a polysisystem organization that has an educational, labor, artistic and aesthetic, sports and scientific activity. Similar modern schools are mainly based on the basis of existing educational institutions, in parallel developing and implementing original technologies to perform their initial function - providing knowledge. Also, similar schools take into account different forms of communication of schoolchildren, teachers and parents.
In order for the school to be innovative, it must meet some standards and have certain directions in the educational system. For example, innovation includes original copyright ideas and hypotheses regarding the change in the educational process.
Alternativeness is characterized by distinction of any major components of the educational process (goal, content, methods - a single school diary, or funds) from generally accepted outdated in ordinary schools. The conceptuality of the educational process involves the use in a unique model of philosophical, psychological, socio-pedagogical and other directions.
Socio-pedagogical goal is based on schooling social education. The presence of results should indicate the correct direction of the movement of the innovative school. Thanks to them, it is possible to evaluate the activities of such agencies. Nowadays, school education uses different training innovations. They depend on the traditions and status of the educational institution. Thus, we can allocate some modern technologies that are most often used for students.
The introduction of information and communications technologies in subject training includes the integration of different areas and the use of computer science, which further provides the informations of the consciousness of students and understanding the process in the current society, especially for its future profession.
A significant role is played by the awareness of the new tendency of informatization of the educational institution, starting with the acquaintance of schoolchildren with primary information about computer science and ending with computer programs for more in-depth study of items. As a result, there is a global restructuring of the educational process due to the introduction of computer technologies with a change in the structure and content of education.
In addition, in the future, after graduation, students have the opportunity to easily begin work using innovative technologies. In the process of introducing innovation data, research and supervision control was carried out.
The results were summed up that the open type of information environment in the school includes various forms of formation at a distance and significantly increases schoolchildren to the study of objects and sciences, especially using project methods. Also, the informatization of education was removed by the psychological voltage of communication between the schoolboy and the teacher using the introduction of new assessment control methods (for example, a single school journal).
As a result, students have increased the effectiveness of the educational process, the number of creative works increases, the desire to receive additional knowledge of the subjects at school and is aware of the importance and need for school education for admission to the desired university and receiving a favorite specialty.
Using, for example, an electronic diary, it becomes possible to control the schoolchildren not only by the teacher, but also by the parents. Thanks to this innovation, they can learn at any time about the homework and the performance of their child. Now the disciples are unlikely to say that there was no tasks for the house. In addition, a teacher, such a diary facilitated the task to disseminate the necessary information. This applies to both school assessments and parental meetings.
It is enough to make the newsletter and warn about the date and time of the classroom. In addition, parents themselves will be able to make their own adjustments to the subject of the meeting, to put forward proposals and discuss exciting topics. Access to all the estimates of each student is only among the teacher, so the parent is available information exclusively about his child. Also online can be tested by parents on a specific topic to compile statistics and take into account some wishes for improving school education.
Modern technologies at school make it easy to control the performance of schoolchildren and ensure their necessary educational information. Thanks to the introduction of e-books, the guys can use them at any time without carrying a dozen books in a backpack.
However, in order for the educational process to be held in the right direction, you should choose a specific tablet or a book that will not distract schoolchildren with available games or access to the Internet. This should follow the parents when buying an e-book.
Despite all the positive aspects of innovative research in the school industry, it is still worth paying attention to some nuances. Using an electronic diary, parents do not have direct contact with the teacher. Through this innovation, it is impossible to tell completely about the performance and discipline of the schoolchild.
Only when communicating in real life can be found about the real situation at school. Also using computerized innovations, schoolchildren are negative for vision and posture. Of course, in our time there are certain protection for the eyes and special "cold" screens are developed, but students mostly are associated with a computer that is not always good.
Innovative technologies at school contribute to a more in-depth education of schoolchildren. So, earlier, in the fulfillment of the homework, the disciples used only the literature issued to them in the school library. While the entire network of the Internet is now available.
In this regard, those who want to learn well and achieve their goals have a good opportunity to make a conceived. As for more "lazy" students, here either parents must convince the need for school education, or the teacher finds the right path to the knowledge of the student, or he will begin to realize the benefit of primary learning over time. The main thing is that it was not too late.
No computerized technology and innovation can replace the communication of a schoolboy with an experienced teacher. After all, only with direct contact you can find out all the incomprehensible and many interesting things for yourself. Thus, the experience gained from the introduction of innovative technologies proves the effectiveness of the methods applied, which have a huge arsenal of innovations.
In conclusion, it is worth noting that, of course, the success of school education depends directly from the desire of teachers to teach schoolchildren and the desire of the latter to achieve the desired goals.
Innovative technologies in the introduction of GEF in elementary school
Kondratieva Alla Alekseevna, primary school teacher MBOU "Zolotukhinskaya SOSH", p. Zolotukhino, Kursk region
Purpose: The formation of a new content of education and the introduction of its professional activities of innovative technologies.
Tasks:
- develop the ability to motivate their actions in children;
- learn to independently navigate in the information received due to the maximum disclosure of their natural abilities;
- To form creative non-sabroval thinking of children.
Description: Education, as the main product of social development, should be changed depending on the requests of modern society. It's hard to argue with this fact. However, modern pedagogy is extremely unstable in terms of entering any innovation. In order to understand how successful, certain new methods and forms of learning should pass for a long time, so the issue of innovation in education remains sharp and relevant. I offer you an article on the innovative technologies of the modern lesson, which will be useful to teachers of primary classes.
Traditions and innovation in education
It is impossible to say that such a phenomenon as innovation in the education system has recently appeared. At one time, Ya.A. was engaged in the issue of new forms of organization of the educational process. Komensesky, R. Steiner (Valdorf Pedagogy), a huge contribution to the pedagogy made L.S. Vygotsky, which opened many directions in pedagogy and psychology. Also, it is impossible not to say about such innovations as the theory of phased formation of mental actions P.Ya. Halperin and theory of activity A.N. Leontiev. All these world-famous people were the first to begin to convert knowledge of knowledge, skills and skills.
Education is the path and form of becoming a holistic person.
The essence and purpose of the new education - This is the actual development of common, human generic abilities, the development of the universal ways of activity and thinking.
The XXI century man should be able to:
- relief on knowledge and use new technologies;
-The advantage to strive to expand your life horizon;
- rationally use your time and be able to design your future;
- are financially competent;
- Healthy and safe lifestyle.
Currently, Russia is becoming the formation of a new education system, oriented into the world educational space. Education should ensure the formation of a political culture of democratic Russia - preparation of a generation of free, secured, critical thinking, self-confident people.
The new standard of general education today has changed the approaches.:
- to the purpose of education;
- to learning tools (how to learn?);
- to teaching technologies;
- to the content of education (what to learn?);
- By goal setting for teachers and students (for what to learn?);
- to the requirements of teacher training.
New goal of education - This is upbringing, socio-pedagogical support for the formation and development of the highly moral, responsible, creative, initiative, competent citizen of Russia.
The modernization of the educational system is occurring - the educational practice begins to demand from teachers to update the entire teaching and educational process, its style, changes in the work of the teacher and the student.
Today, it is impossible to be a pedagogically competent specialist without studying the entire extensive spectrum of educational technologies. Modern pedagogical technologies can only be implemented in an innovative school. Innovations, or innovation, are characteristic of any professional human activity and therefore naturally become the subject of study, analysis and implementation. Innovations themselves do not arise, they are the result of scientific searches, advanced pedagogical experience of individual teachers and entire collectives.
The concept of "innovation" means innovation, novelty, change; Innovation as a means and process involves the introduction of anything new. In relation to the pedagogical process, innovation means the introduction of a new one in the goal, content, methods and forms of training and education, the organization of joint activities of the teacher and the student.
Educational innovations - the result of creative search for teachers and scientists: new ideas, technologies, approaches, learning techniques, as well as individual elements of the educational process.
Pedagogical innovation in modern school education
1. Information and communicative technologies (ICT) in subject learning.
The experience of using ICT in schools has shown that:
a) children increase motivation to study subject disciplines, especially using the project method;
b) the psychological tension of school communication is removed by the transition from the subjective relationship of the student teacher to the most objective relations of the "student-computer-computer", the effectiveness of student labor increases, the share of creative works increases, the possibility of additional education on the subject in the school walls , and in the future a focused choice of university, prestigious work;
c) labor productivity and information culture of the teacher himself increases.
In general, the use of ICT helps improve the quality of knowledge and skills of students.
2. Personal-oriented technologies in the subject of the subject .
Personal-oriented technologies put the personality of the child in the center of the entire school educational system, ensuring comfortable, conflict and safe conditions of its development, the realization of its natural potentials. The child in this technology is not only a subject, but also the priority entity. The main result of the standards is the development of the identity of the child based on educational activities.
3. Informational and analytical support of the educational process and management of the quality of schoolchildren's education.
The use of such an innovative technology allows you to objectively, impartially trace the development in the time of each child separately, class, parallels, schools in general.
4. Monitoring of intellectual development.
Analysis and diagnostics of the quality of training of each student using testing and building graphs of the dynamics of academic performance.
5. Educational technologies as a leading mechanism for the formation of a modern student.
Educational technologies are implemented in the form of involving students in additional forms of personality development: participation in cultural and mass events, theater, centers of children's creativity, etc.
6. Didactic technologies as a condition for the development of educational institutions.
Pedagogical technologies and approaches in the educational process:
- educational training;
- Problem learning;
- multi-level;
- Communicative training;
- Project Technology;
- game technologies;
- dialogue of cultures;
- information and communicative technologies;
- didactic multidimensional technology;
- Group technologies;
- MRO (modular educational technology)
- Creative thinking technology;
- Portfolio Innovative Evaluation System
- competence approach;
- activity approach; It assumes the presence of a cognitive motive in children (desire to learn, open, learn) and a specific educational goal (an understanding of what exactly needs to be found, mastering);
-Finth-oriented approach.
Using the possibilities of modern educational technologies It will ensure the formation of the basic competencies of the modern person:
-Information (ability to search, analyze, convert, apply information to solve problems);
- Communicative (ability to effectively cooperate with other people);
-soorganization (the ability to set goals, plan, is responsible to refer to health, fully use personal resources);
-Simo formation (willingness to design and exercise your own educational trajectory throughout life, ensuring success and competitiveness).
There may be implemented both already known and proven receptions and new ones.
This is an independent work with the help of an educational book, game, design and protection of projects, training with the help of audiovisual hardware, the system "Consultant", group, differentiated learning methods - the system of "small groups", etc. Usually in practice various combinations of these techniques are used in practice. .
7. Psychological and pedagogical support of the introduction of innovative technologies in the educational process of the school.
In this way, The experience of the modern Russian school has a wide arsenal application of pedagogical innovation in the learning process.
The task of any school - Create conditions for the development and improvement of the child, based on its inclinations, interests, needs and their own life goals. The elementary school is the first and most important step in the general education process. In the younger school age there is an intensive development of such qualities of personality, as thinking, attention, memory and imagination. Already in the elementary school of children it is necessary to learn: algorithmic thinking in all areas of life, independent setting of tasks, the choice of effective tools, assessing the quality of its own work, the ability to work with literature and general self-education skills, the ability to work in the team. At this age, the social and personal development of the child begins, its entry into the life of society.
Based on the theory of L. S. Vygotsky, the development of the younger student as a person is determined by the learning process. Modernization of primary education is associated with the new status of the younger student as a subject of training activities. Innovation in education must be carried, first of all, the process of developing the confidence of a small person in itself, its forces. It is necessary to reverse the authoritarianity of education in the thinking of teachers so that they managed to put a child on an equal level with them, were able to give the child the opportunity to adequately control themselves and the world around him. At the same time, it is important to note that innovations in education, first of all, should be aimed at creating a person who is successful in any field of application of its capabilities.
Primary school teachers are designed Teach children creativity, to educate in each child an independent person who owns the instrumental of self-development and self-improvement, able to find effective ways to solve the problem, search for the right information, critically think, to enter into a discussion, communication.
The main results of the second generation standards are:
- formation of a supporting system of knowledge, subject and universal methods of action, ensuring the possibility of continuing education in the main school;
- Education "Ability to learn" - the ability to self-organization in order to solve educational tasks;
-Individual progress in the main spheres of personal development - emotional, cognitive, self-regulation.
The main result is the development of the child's personality on the basis of training activities.
A long-term practice convinced me that the teacher at the initial stage of training should give good knowledge that will be the foundation for further training, develop the ability to self-knowledge, understanding its individuality, form the need to learn and self-develop.
I agree with the statement S. A. Amonashvili:"It is necessary that the child knows himself as a person, and his interests coincided with universal values."
I believe that it is possible to achieve this by introducing a teacher in the practice of modern educational technologies, which will solve the task of modern innovative education - education of a socio-active personality.
I take the most effective methods and teaching techniques, funds that contribute to the intensification of the mental activity of schoolchildren. The mental activity of the guys stimulate various means and techniques. I use research methods, discussion, cognitive games, integrated lessons with ICT. Culture, intellectuality and moral appearance, pedagogical skills are one of the main conditions for the effectiveness of the lesson and the events conducted by me. Today, personality-oriented pedagogical technologies receive widespread in elementary school. It goes into the past practice when the teacher works front with a whole class. Customized and group forms of work in the lesson are organized more often.
Gradually overcomes the authoritarian style of communication between the teacher and the student. In the educational process, techniques and technologies are used, adequate to the age characteristics of the younger schoolboy. The educational and methodological complex "Elementary School of the XXI Century" involves a special psychological climate in classes, built on the creation of the teacher and the student, on the creation of students in the classroom. Working on this system, I strive to develop creative abilities for each child. It is important for me that every child can survive the state of success, satisfaction, even if the result is small, but independently achieved.
"The more easier the teacher to learn, the harder students to learn. The harder the teacher, the easier the student. The more teacher will learn himself, think about every lesson and commemorate with the forces of the student, the more the student's thought will be followed, the more calling questions and answers, the easier the student will learn. " L. N. Tolstoy
The use of research elements in training allows me not to teach children so much as "learning to learn", send their cognitive activities. With great interest, students participate in a variety of research work. The method of projects allows me to organize a truly research, creative, independent activity during the academic time drawn to the study of the subject. My students discover new facts for themselves, and do not get them in the finished form. I put every child to the position of the active participant, let the opportunity to realize individual creative ideas, I will study working in a team. This leads to class cohesion, the development of communicative students' skills. It creates the situation of general intensity and creativity. Everyone contributes a cash contribution to the general case, performs simultaneously by the organizer, and the performer, and an expert, and therefore takes responsibility for the action. The currently diverse educational technologies are closely interrelated with each other, so on borrow from each other technological techniques. For my work I chose the technology of systemically learning. Studying mathematics on the textbook L.G.Petherson, my students work in the lessons on their own, can control and analyze their work, "extract" and comprehend knowledge in the satisfying independent work.
By definition B. Elconin, an activity approach - This is an approach to the organization of the learning process, in which the problem of self-determination of the student in the educational process is coming out, i.e. The student feels necessary and appropriate, he feels his increase, and the following conditions are followed:
a) the student itself formulates the problem;
b) the student himself finds her decision;
c) the student itself decides;
d) the student himself assesses the correctness of this decision.
Children in lessons work in accordance with their capabilities, participate in an equal dialogue, are aware of the value of their participation in solving different learning tasks. This technology requires the learning skills to express their opinion, justify it, build a chain of logical reasoning. The educational process proceeds more efficiently when I speak less than my students. Everyone knows that personality is developing only in the process of own activities. At the heart of the activity approach lies the personal inclusion of a schoolchild in the process when the components of the activity themselves are sent and controlled.
Systemic - an activity approach I exercise at various stages of the lesson.
At the stage of motivation (self-determination) to educational activities Organizing the conscious entry of students in the space of training activities.
At the stage of actualization of knowledge I prepare the thinking of children to study the new material, reproducing the learning content necessary and sufficient to perceive the new, point out the situation showing the insufficiency of the knowledge available. I turn on the problematic question, a motivating study of a new topic. At the same time, I spend work on the development of attention, memory, speech, mental operations.
At the stage of the problem explanation of the new material The attention of the children I draw a distinguishing property of a task, which caused the difficulty, then the target and theme of the lesson, the organing of the supply dialogue, aimed at building and reflecting the new material, which is recorded verbally, signs and with the help of circuits. I offer a student system of questions and tasks applying them to an independent opening of a new one. As a result of the discussion, together summarize.
At the stage of primary consolidation My students perform training exercises with mandatory commenting, pronouncing out loud of the studied algorithms of action.
When conducting independent work with self-test I use an individual form of work, I create a success situation for each child. The students independently perform tasks to apply the properties studied, the rules, check them in the class of step by step, comparing with the standard, and correct the mistakes that determine their reasons, establish the methods of action that cause them difficulty and they have to finalize them.
The next step is to include knowledge and repetition. Here, my children define the boundaries of the applicability of new knowledge, they train the skills of its use in conjunction with early material studied, and repeat the content that will be required in the following lessons. When repetition, I use game items: fabulous characters, competitions.
This contributes to a positive emotional background, development in children interest in lessons.
When summing up lesson Fix the studied new knowledge and its significance. I organize self-esteem learning activities and coordinate your homework.
Summing up the lesson helps the child to comprehend his own achievements and its problems.
In this way, The use of elements of research activities, techniques of problem learning, design techniques and group forms of work gives me the opportunity to implement an activity approach in learning younger students.
As an example, I will give fragments of a mathematics lesson in grade 2
on the topic "Circle" (the lesson for the opening of new knowledge).
III Stage: Setting the problem. (3 min)
Objectives:
1. Creating conditions for the emergence of students in the internal need for inclusion in educational activities.
2. Organize the formulation of the problem through the dialogue encouraging situation.
3. Create conditions for students of a step-by-step analysis of their actions with a support for standards;
4. Organize the identification of the place and the causes of difficulties.
1. Work with a geometric material on the slides of the presentation
-What is shown on this slide? How to call in one word?
(On this slide, geometric shapes are depicted).
- Every geometric shape has its own properties.
Listen, what kind of figure are we talking about?
The figure in which opposite parties are equal and parallel.
- Keywords: Figures 3 (1, 4,)
- What do you say about the 5th figure?
- On which groups and what sign can you split these figures?
- What is the general property characterizes the figures on the left?
We described the square, rhombus, rectangle, parallelogram.
Tell me, what do you think, what properties have a circle?
2. Problem: identifying the place and the cause of difficulties.
- Guys, to find out what properties there is a circle, I suggest you to conduct research work.
- Do you have any researchers?
"Egor Sh." Researcher "
3. Movement and testing of the hypothesis (experiment, theoretical substantiation)
- Today we will visit the researchers in the classroom, in order to learn more about a new geometric figure.
We will conduct a small experiment, and for this we will continue practical work in notebooks.
1 Stage of the experiment: the concepts of "circle and circle"
You have circles in your desktops. Take them and circle a pencil in notebooks. Skin the shape of yellow. Remind, what is this figure called?
Circle again the yellow circle in my notebooks, but do not paint it.
Let's explore these figures. Expose your assumptions.
What are the similarities of these figures? What is the difference?
- How to call the second figure?
IV Stage: Design and fixation of the new knowledge (opening a new knowledge!) (7 min)
Objectives:
1. Creating conditions for the appearance of the internal needs of inclusion in training activities.
2. Organize educational planning at the lesson.
- I suggest you look at the map of Russia and recall the material class 1 of the "area and borders" (Mathematics L.G.Petherson, (lesson 37, p. 60-61).
-Who will show the border of our homeland?
What color shows the border on the map?
What is the border on which geometric shape it looks like?
- How do they call the territory inside the border?
Look again on the shapes in notebooks. Now you can answer me, what is the similarity and the difference between these figures?
- know, one of these figures is not a circle. What is this figure?
Listen to the poem-riddle who will tell you Daria Sh.
The circle has one girlfriend,
Familiar to all of her appearance,
She goes around the edge of the circle
And called ... (circle).
- What is ready to formulate the topic of today's lesson?
Read once again the name of the lesson theme on the board and suggest that we have to learn about the circle.
The purpose of our study: discover,
1) What is a circle,
2) what it consists of whether she has properties,
3) How to draw a circle.
Remember What we work in the team, so we will listen to the opinion of each researcher.
--Artile, we found out that the circle and circle are different geometric shapes.
Let's find out what they have in common? What is their difference?
How can I give a circumference?
2 Stage of Experiment: Equifference
Now we have to find out the circumference property. For this, we explore 2 figures.
-What do they have a common? What is the difference?
-What figure can be called a circle? Why?
- Let us find out why the 1st figure we cannot call the circle.
Now a group of experimenters from 7 people will be released and get into the circle.
What we built: a circle or circle?
- Each of you - a point in this circumference. I will stand in the middle and will be the center of the circle.
We listen carefully the question: from which point of the circumference center will be next (closest)?
- What is all the distances of the circumference from the center?
- Tell you check again. I prepared a ribbon. With it, you can trace the length of the distance from the center to the circumference points. I will hold a ribbon in one end, and you will be another end to transmit each other and follow the tape length.
-Fold conclusion: Did the length of the ribbon changed?
- Are we measured between what points? Did this distance change?
What conclusion should we do?
Conclusion: All circumference points are equidistant from the center.
- This is the property of the circle.
So what is a circle? (use of presentation slides)
3 Stage of the experiment: radius and diameter
-And the center on your circumference and put the point O (in the center), right on the circle line, put the point C, connect them. What did you do?
(Line from point O to point C can be called a segment).
This segment is called radius.
-What dots connected radius? The radius connected the point of the circle and the center.
- Think how many radii can be spent in a circle?
Try to put a few more points on the circle line and connect them to the center.
Conclusion: There are many radii in a circle.
-The circumference is still diameter. Try to formulate what diameter is?
The diameter is a segment that connects two circumference points from the opposite ends.
Diameter is two radius.
The diameter is a segment connecting two circumference points and passing through the center of the circle.
At the beginning of the opening of new knowledge, I invited children to formulate the properties of the circle. After the statements of children we formulate purpose of the study - Find out what a circle is from which it consists, whether she has properties and how to draw it.
So, at the first stage of research work It turns out that such a circle is compared with the circle, their similarity is noted and the difference.
The hypothesis is put forward: One of these figures is not a circle. Which one? After comparing the figures, finding the general and differences is given to the decision of the circle that the children formulate.
At the second stage of learning a new - Acquaintance with the property of equidality of circumference points. For this, an experiment is carried out: 7 students are called and get into a circle, they all of the circumference points, and the teacher - the center of the circle. One end of the ribbon of the teacher standing in the center, the other - passes each other in turns other students standing in a circle. Noticing that the length of the ribbon does not change, children are convinced that all the circumference points are equal to the center. At the same stage, 2 figures are compared and determined by the properties of the circle, which is a circle.
In the third stage Students get acquainted with the concept of "radius" and "diameter".
Acquaintance with these concepts occurs after familiarization with the circumference property, which facilitates the understanding of the new definition. Here are the tasks from the textbook.
At the fourth stage Getting acquainted with the circulation and rules for working with it. At this stage, with the help of individual children, a historical reference is given to the concept of a circulation, then I explain the sequence of the circle of circle in his notebooks.
In order to develop spatial imagination, the task is given to put three points:
One - on the circle, the other - inside, and the third - outside the circle. In order for the lesson's material to be associated with life, the children find the objects of the round shape among the surrounding items.
At the end of each stage and at the end of the lesson, students with the help of the teacher are drawing conclusions, summarize their work.
Homework - These are not only numbers from the textbook, but also creative: "Draw three objects of a round shape using a circuit", perform the applique of chicken.
The whole lesson is working on the development of the mental activity of younger students. Research tasks, in the decision of which students took part, are the main form of organizing student research activities, and their decision lies "in the zone of the nearest development."
The use of modern information technologies in elementary school contributes to a more active and conscious learning learning educational material.
"A real teacher shows his student not a ready-made building, over which the millennia of labor is laid, but leads it to the development of a building material, builds a building with him together, teaches its construction." A.Disteg.
I want to agree with the Great Scientists, because, working as a primary school teacher, I realize the importance of independent work of students as a learning method, the implementation of which contributes to the preparation for self-education, self-control, the formation of the ability to plan, analyze, make generalizations.
Technology activity method means that the formulation of a learning problem and the search for its decisions carry out students during a dialogue specially built by a teacher. Children under my leadership, but with a high share of independence, answering questions, discover new knowledge. I give children the opportunity to develop the ability to see each phenomenon from different points of view. Owning such a skill is one of the most important characteristics of a modern person.
Such features such as tolerance for someone else's opinion and habits, willingness to cooperate, mobility and flexibility of thinking are connected with it. In the process of work, I came to the conclusion that the child, who did not master the techniques of training activities in the elementary schools of the school, in the middle of the link inevitably goes into the category of poor. Training through an activity method provides for such an implementation of the educational process, in which at each stage of education is simultaneously formed by a number of intellectual personal qualities.
I believe that the correct use of the activity method of learning in the lessons in elementary school will optimize the educational process, eliminate the student's overload, prevent school stresses, and most importantly - will do an institution in school with a single educational process. Applying modern technologies in innovative training, the teacher makes the process more complete, interesting. Today, each teacher can use the activity method in its practical work, since all components of this method are well known. Therefore, it is enough just to comprehend the significance of each element and use them in the work system. The application of the technology of an activity training method creates conditions for the formation of a child of readiness for self-development, helps to form a steady knowledge system and system of values \u200b\u200b(self-education). This ensures the fulfillment of a social order reflected in the provisions of the Law of the Russian Federation "On Education".
For me, the main thing is everything that I do should work on the personal growth of my students.
I teach children to love peace and people, strive to know the new, lead a healthy lifestyle. I strive to ensure that schooling has become interesting and joyful for my guys, has developed. I choose such forms of work through which the informational field of the child is saturated with positive images expanding the horizon of his knowledge and encouraging to creative activities.
Bibliographic list
1. Badiev S. from traditions - to innovation (to the question of the essence of training technologies) S. Badiev //U.-2008. №6.-S.7-9
2.Ghoto L.S. Pedagogical psychology. - M.: Pedagogy-press, 1996
3.Exterative method of learning: technology description, abstract lessons. 1-4 classes / Avt.-Cost. I.N. Korbakova, L.V. Tereshin. - Volgograd: Teacher, 2008.-118 p.
4. Philosophical and psychological problems of education. Ed. V. V. Davydova. M.: Pedagogy, 1981.
5.Fridman, L.M. Study of the personality of the student and student teams: a book for a teacher. - M.: Enlightenment, 1988.- 206 p.
6.Hurtova T.V. Innovative learning technologies / T.V. Hurtova // Educational seminars: Methodical Support for Competence / T.V. Hurtova. - Volgograd: Teacher, 2007.
7.Serman G. A. Can the youngest schoolboy become a subject of educational activities? Herald of the Association "Developing Training". 1997. №2.
8. Elkonin D. B. To the problem of periodization of mental development in childhood. M.: Pedagogy, 1989. P. 60-77.
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All-Russian Conference on the topic: "Innovative technologies in high school."
SUBJECT : The use of innovative technologies in school as a way to prepare students when choosing a professional sphere.
TARGET: "The effectiveness of methodological forms in the educational process when using innovative technologies at school when choosing a future profession.
Short description:
The humanization of education implies a real-functioning system that ensures the unity of continuous general cultural, moral and professional development of the individual. This socio-pedagogical principle requires revision of the content and technology of education in relationship with the humanization of society. In the pedagogy, innovative technologies are considered in connection with the formation of the readiness of the person to quickly upcoming changes in society through the development of creative abilities, self-learning skills.
The humanization of the pedagogical process determines the interest in the problem of professional communicativeness and aims to apply innovative technologies in the learning process (in particular, foreign languages), in which the chief emphasis is placed on the formation of professional-significant communication skills.
An innovative school is an educational institution, the main task of which is the innovative activity of teachers and students based on the basis of copyright innovative ideas in the form of an original educational practice.
The emergence of such an innovative school is based on the platform of the usual mass school, where the specialists of innovative projects in education are developing and applied on an original technological basis one or more functions of the complex. The innovative school is a complex dynamic system with its structure of the sectors of educational services. Learning is involved in all areas of activity and can realize themselves in the full spectrum of scientific programs. This participation occurs in various forms of communication between adults and children.
The effectiveness of methodological forms in the educational process when using innovative technologies.
The introduction of innovative technologies is through the implementation of the project of the informatization program, the purpose of which, improving the quality of education by informatizing the educational process. Completed school media library, licensed programs, electronic textbooks, presentations for lessons acquired.
Use by teachers in the lesson:
Personal-oriented training
Information and Communicative Technologies
Design Technology
Heating technology
Block-modular technology
Game technologies.
Personal-oriented technologies in teaching the subject playing a decisive role in the innovation of education so that the child's personality personality and the provision of all the necessary conditions for the livelihoods and development of creative potential. This innovative idea of \u200b\u200beducation is manifested in individual educational programs, taking into account the age, the possibilities and needs of the child. The pedagogical team is involved in prefigurement preparation, which made it possible to create conditions for the personal and professional self-determination of schoolchildren, new training programs have been created, and elective courses are developed.
The direction is successfully implemented - work with gifted students. This work is carried out both through educational and extracurricular work, individual activities. The result of effective work is that annually studied our schools become winners, winners at different levels. The monitoring service is developing at school. So, according to the research results, there is a positive dynamics of the quality of school learning programs.
A teacher who is capable of and ready to implement innovation in school can take place when he realizes itself as a professional, has an installation on the creative perception of the available innovative experience and its necessary transformation.
An important modern pedagogical innovation in Russia is educational technologies that form a cultural portrait of a student, as well as didactic technologies as the main condition for the development of the educational process.
In modern society, many agree with me, learning children is easier than to bring up. The process of education requires a more subtle approach to the child and this is a process of constant creativity. The activity of the class teacher is primarily aimed at working with the study of the whole class. It forms motivation to the teachings of each individual child, studying its age-related features for the development and incentive of cognitive interests. However, the education of the personality should be oriented not only for the assimilation of a certain amount of knowledge, but also on the development of the abilities and qualities of a person, allowing it to act and effectively work in modern economic conditions.
The class teacher must be in the epicenter of innovative activities of the educational institution. Therefore, from the class teacher, work is waiting for work filled with both new content and new technologies for the design of the educational process.
The widespread ICT introduction into the educational process made it possible to expand the arsenal methodological techniques that contribute to an increase in the effectiveness of pedagogical labor.
The main directions for which the school works is:
1. Anti-legal education.
2. Cultural and educational work.
3. Social and patriotic education.
4.Pizcultural and wellness.
5. Work with parents.
6. Labor activity.
Working for each direction it is impossible to do without modern information technologies. A man in nature trusts more eyes and perceives through the visual analyzer. The computer becomes a means of disseminating and sharing information between the student and the teacher, and contributes to the development of an increased interest in the child around the world. For example, the use of distance learning makes it possible to most accurately solve the tasks of the intensification of the educational process, including regulatoryly to manage quality when using remote technologies.
Today, with the expansion of international cooperation in all fields of activity, one of the first places in the list of professionally important skills occupies knowledge of a foreign language, and therefore, intensive technologies for foreign languages \u200b\u200bshould be widely implemented in the educational process, which is done in schools.
Thus, the experience of the modern school has a diverse arsenal application of pedagogical innovation in the learning process, the effectiveness of the use of which depends on the accumulated traditions in the education institution, the ability of the pedagogical team to perceive modern pedagogical technologies, the material and technical base of the institution.
LITERATURE:
1. Aylamazyan A.K. Education and communication. Pedagogical informatics, 1998, №7
2. Angelovski K.A. Teachers and innovation. 1991
3 http.// Catalog of educational resources.
4. http.// iyazyki.. ru - Internet - the publication "Foreign Languages \u200b\u200bin School."
Municipal State Community Institution
Busurlinovskaya Secondary school №4
Municipal seminar
"System workforce approach as the main condition for the implementation of GEF"
Theme performances:
"Innovative pedagogical technologies of training and education as part of the implementation of GEF"
Prepared primary school teacher
first qualifying category
Levchenko Elena Vladimirovna
Buturlinovka, 2013
The use of modern innovative technologies in learning is one of the most important trends in the educational process. In the domestic education in recent years, innovative, including interactive technologies, have become increasingly used in the study of most disciplines.
The advantages of innovative pedagogical technologies are as follows:
Increase efficiency and quality learning;
Provide motives for independent cognitive activity;
Contribute to the deepening of interdisciplinary relations by integrating information and subject training.(Slide 1)
Pedagogical innovation- innovation, transformation in the pedagogical area associated with new ideas, inventions, discoveries, research, projects.(Slide 2)
In the implementation of the implementation of GEF, the teacher acts not only as a teacher, but also as an instructor, mentor, consultant, curator, manager, assistant. The student becomes an active participant in the educational process, which can think, think, reason, to speak freely. The implementation of GEF cannot be carried out without a clear answer to the question "How to teach?" The teacher should know a specific and understandable algorithm of his activity, which first, would not destroy personal practical experience, which would fit into a new idea of \u200b\u200bwhat is good for children and what will help the student to become successful in the modern world.
Modern education priorities encourage teachers to find new modern efficient pedagogical technologies, allowing to achieve higher learning and education results, introduce new educational technologies in the educational process.
What is pedagogical technology? This is the construction of a teacher's activities in which actions included in it are presented in a specific sequence and suggest achievements of the projected result.(Slide 3)
Consider the basic technology of second-generation standards used in an educational institution.(slide 4-5)
Information and communication
Technology based on creating an educational situation
Technology based on project activities
Technology based on level differentiation
Heating technology
Problem-dialogic learning
- "Portfolio"
Research
Distance learning technology
(Slide 6) Information and Communication Technologies In educational activities, they carry out information support for the educational process, create an open (but controlled space). The schools of the school are actively used in educational and frequent activities, participate with students in the competitions of the Intel program - "path to success", preparing presentations. This technology contributes to the upbringing of independence, responsibility, allows the child to learn with interest.
(Slide 7) Level Differentiation
This is differentiation of requirements for the level of development of basic and elevated levels. With this technology, the principles are followed: the openness of the requirements system, the basic level, the obligation of its development by all students and voluntariness in the development of elevated levels of requirements, work with rolling stock groups.
(Slide 8) Training based on "Educational Situations".
The educational task is to organize conditions provoking children's action.
(Slide 9) Heating technology
The main task is to protect physical, mental, spiritual, social health. In our school, teachers use V.F. Bazar technology technology, including:
Massage rugs for blood circulation Stop and prevention flatfoot;
Visitious, motor trajectories (oplichers), removing the visual stress;
It is planned to use the contact - the change mode of dynamic poses.
Morning gymnastics is regularly held.
(Issue 10) Project activities
The inclusion of schoolchildren in project activities teaches them to reflect, predict, foresee the result, forms adequate self-esteem.
The task of the teacher is to find and organize interesting forms of knowledge of the surrounding world. In this direction, the work of circles was organized at the school: "The path to success", "I study the world."
(Slide 11) "Portfolio"
This is a way to fix the accumulation and evaluation of individual achievements of schoolchildren in a certain period of training. Students demonstrate their achievements in various fields: educational, creative, social.
(Slide 12) Problem - Dialogue Training
It is important in the lesson of the opening of new knowledge to pass 2 stages: 1 - setting the problem (stage of formation of a new knowledge), 2 - Solution Solution (Formulation of the lesson's topic or question)
(Slide 13) Research
The essence of technology isperfection research capacity and research behavior skills for students.
The teacher must clearly and skillfully lead the research activities of his students.
(Slide 14) Distance learning technology
The essence is that training and monitoring of the material is taking place using a computer network, on-line and off-line connections. It takes place in the form of working with gifted children (participation in distance Olympiads, Internet Quiz). School teachers are actively involved in webinars, scientific and practical conferences, discussing topical issues of training and education.
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