“innovative pedagogical technologies in the teaching and educational process of a modern school. Modern pedagogical technologies in secondary schools

Khamidullina Dinara Ildarovna, GBOU NPO PL No. 3, Sterlitamak RB, mathematics teacher

Modern innovative educational technologies

Currently, teaching methods are going through a difficult period associated with changing educational goals and the development of Federal State Educational Standards based on a competency-based approach. Difficulties also arise due to the fact that the basic curriculum reduces the number of hours for studying individual subjects. All these circumstances require new pedagogical research in the field of methods of teaching subjects, the search for innovative means, forms and methods of teaching and upbringing related to the development and implementation of innovative educational technologies in the educational process.

In order to skillfully and consciously select from the available bank of pedagogical technologies exactly those that will allow achieving optimal results in teaching and upbringing, it is necessary to understand the essential characteristics of the modern interpretation of the concept of “pedagogical technology”.

Pedagogical technology answers the question “How to teach effectively?”

Analyzing existing definitions, we can highlight the criteria that constitute the essence of pedagogical technology:

definition of learning objectives (why and for what);

selection and structure of content (What);

optimal organization educational process (How);

methods, techniques and teaching aids (With using what);

as well as taking into account the required real level of qualification of the teacher (Who);

and objective methods for assessing learning outcomes (Is it so).

Thus,“Pedagogical technology” is a structure of a teacher’s activity in which the actions included in it are presented in a certain sequence and imply the achievement of a predicted result.

What is “innovative educational technology”? This is a complex of three interconnected components:

Modern content, which is transmitted to students, involves not so much the mastery of subject knowledge, but rather the developmentcompetencies , adequate to modern business practice. This content should be well structured and presented in the form of multimedia learning materials that are delivered using modern means communications.

Modern teaching methods are active methods of developing competencies, based on the interaction of students and their involvement in the educational process, and not just on passive perception of the material.

Modern training infrastructure, which includes information, technological, organizational and communication components that allow you to effectively use the benefits of distance learning.

There is no generally accepted classification of educational technologies in Russian and foreign pedagogy today. Various authors approach the solution to this pressing scientific and practical problem in their own way.

Towards innovative areas or modern educational technologies in Prioritetnoye national project“Education” includes: developmental education; problem-based learning; multi-level training; collective education system; problem solving technology; research teaching methods; project-based teaching methods; modular learning technologies; lecture-seminar-credit system of education; use of gaming technologies in teaching (role-playing, business and other types of educational games); cooperative learning (team, group work); information and communication technologies; health-saving technologies.

Other sources highlight:

Traditional technologies : referring to traditional technologies as various types of educational activities, where any system of means can be implemented to ensure the activity of each student on the basis of a multi-level approach to the content, methods, forms of organization of educational and cognitive activity, to the level of cognitive independence, transfer of relations between teacher and student to parity and much more.

Classroom teaching technology - ensuring systemic absorption educational material and accumulation of knowledge, skills and abilities.

Interactive technologies or ggroup learning technologies (work in pairs, groups of permanent and rotating members, frontal work in a circle). Formation of a person who is sociable, tolerant, has organizational skills and knows how to work in a group; increasing the efficiency of assimilation of program material.

Game technology (didactic game). Mastering new knowledge based on the application of knowledge, skills and abilities in practice, in cooperation.

(educational dialogue as a specific type of technology, problem-based (heuristic) learning technology. Acquisition of knowledge, skills and abilities by students, mastering methods of independent activity, development of cognitive and creative abilities.

Technology of advanced advanced learning. Achievement by students of the mandatory minimum educational content. Learning how to solve problems, consider opportunities, and use knowledge to specific situations. Providing opportunities for each student to independently determine the paths, methods, and means of searching for the truth (result). Contribute to the formation of methodological competence. Forming the ability to independently solve problems and search for necessary information. Learning how to solve problems.

Workshop technology. Creating conditions that promote students’ understanding of the goals of their lives, awareness of themselves and their place in the world around them, self-realization in joint (collective) search, creativity, research activities.

Research technology (project method, experiment, modeling)or Technology for solving research (inventive) problems (TRIZ). Teaching students the basics of research activity (posing an educational problem, formulating a topic, choosing research methods, putting forward and testing a hypothesis, using various sources information, presentation of completed work).

EOR (electronic educational resources,including ICT technologies ). Training in working with different sources of information, readiness for self-education and possible changes in the educational route.

Pedagogy of cooperation. Implementation of a humane and personal approach to the child and creation of conditions for students to consciously choose an educational route.

Technology for carrying out collective creative activities. Creating conditions for students’ self-realization in creativity, research, and student teams. Involving students in discussion and analysis of the problems that most concern them, self-assessment of various negative life situations. Formation of organizational abilities of students.

Active learning methods (ALM) - a set of pedagogical actions and techniques aimed at organizing the educational process and creating by special means conditions that motivate students to independently, proactively and creatively master educational material in the process of cognitive activity

Communication technologies

Portfolio technology

Development of critical thinking

Modular training

Distance learning

Test technologies

Technology for identifying and supporting gifted children

Technologies of additional education, etc.

Every teacher needs to navigate a wide range of modern innovative technologies, school ideas, trends, and not waste time discovering what is already known. Today it is impossible to be a pedagogically competent specialist without studying the entire extensive arsenal of educational technologies. Moreover, this is reflected in job descriptions, in certification materials. The use of innovative educational technologies is one of the criteria for assessing the professional activities of teaching assistants and teachers.

Therefore, we need more intensive implementation of technologies for our conditions. Of course, we do not have enough time, money or even knowledge to apply some of them, since modern technologies use the latest achievements of science, technology, psychology, etc. But elements of technology are quite accessible.

Most of the technologies were discussed several times at previous pedagogical councils and training seminars (Appendix 2). Therefore, let's look at technologies less known to us.

Interactive learning technology

or group learning technology

Interactive technologies or group learning technologies are learning based on dialogue forms process of cognition. These are group work, educational discussion, game simulation, business game, brainstorming, etc.

These forms of learning are important for students because they allow everyone to get involved in the discussion and solution of a problem, and listen to other points of view. The development of students’ communication skills occurs both in communication between microgroups and in dialogue between groups.

This form of training is psychologically attractive for students; it helps to develop skills of cooperation and collective creativity. Students are not observers, but solve difficult issues themselves. Each group finds interesting arguments to defend their point of view.

The organization of group interactions in educational activities can be different, but includes the following stages:

individual work;

work in pairs;

making group decisions.

Groups are organized at the discretion of the teacher or “at will.” It is taken into account that a weak student needs not so much a strong student as a patient and friendly interlocutor. You can include students with opposing views so that the discussion of the problem is lively and interesting. There are also “positions” in groups: observer, sage, knowledge keeper, etc., and each student can play one role or another.

Through work in permanent and temporary microgroups, the distance between students is reduced. They find approaches to each other, in some cases discover tolerance in themselves and see its benefits for the business that the group is engaged in.

Only a non-standard formulation of the problem forces us to seek help from each other and exchange points of view.

A working lesson map is drawn up periodically. It contains:

the issue the group is working on;

list of participants;

self-esteem of each participant from the point of view of the group.

For self-assessment and evaluation, precise criteria are given in the map so that there are no significant disagreements. The guys eagerly participate in evaluating the oral and written answers of their classmates, i.e. take on the role of expert.

Those. the use of interactive learning technology affectsfformation of a person who is sociable, tolerant, has organizational skills and knows how to work in a group; increasing the efficiency of assimilation of program material.

Case method

In the context of interactive learning, a technology has been developed that is called CASE STUDY or CASE METHOD.

The name of the technology comes from the Latincase - confusing unusual case; and also from Englishcase- briefcase, suitcase. The origin of the terms reflects the essence of the technology. Students receive from the teacher a package of documents (case), with the help of which they either identify a problem and ways to solve it, or develop options for solving a difficult situation when the problem is identified.

Case analysis can be either individual or group. The results of the work can be presented both in written and oral form. Recently, multimedia presentation of results has become increasingly popular. Familiarity with cases can occur either directly in class or in advance (in the form of homework). The teacher can use ready-made cases and create his own developments. Sources of case studies on subjects can be very diverse: works of art, films, scientific information, museum exhibitions, student experience.

Training based on the case method is a purposeful process built on a comprehensive analysis of the presented situations - discussion during open discussions of the problems identified in the cases - development of decision-making skills. Distinctive feature method - creation problematic situation from real life.

When teaching the case method, the following are formed: Analytical skills. Ability to distinguish data from information, classify, highlight essential and non-essential information and be able to restore them. Practical skills. Use of academic theories, methods and principles in practice. Creative skills. As a rule, a case cannot be solved by logic alone. Creative skills are very important in generating alternative solutions, which cannot be found logically.

The advantage of case technologies is their flexibility and variability, which contributes to the development of creativity in teachers and students.

Of course, the use of case technologies in teaching will not solve all problems and should not become an end in itself. It is necessary to take into account the goals and objectives of each lesson, the nature of the material, and the capabilities of the students. The greatest effect can be achieved with a reasonable combination of traditional and interactive technologies learning when they are interconnected and complement each other.

Research technology

Project method

The project method is a training system in which students acquire knowledge and skills in the process of planning and performing gradually more complex practical tasks - projects.

The method, with its own aspirations and capabilities, to master the necessary knowledge and projects allows each student to find and choose a business to their liking, according to their skills, contributing to the emergence of interest in subsequent activities.

The goal of any project is to develop various key competencies. Reflective skills; Search (research) skills; Ability to work in collaboration; Managerial skills and abilities; Communication skills; Presentation skills.

The use of design technologies in teaching allows us to build the educational process on the educational dialogue between the student and the teacher, taking into account individual abilities, form thinking and independent practical actions, develop creative abilities, activate cognitive activity students.

Classification of projects according to the dominant activity of students : Practice-oriented project is aimed at the social interests of the project participants themselves or the external customer. The product is predetermined and can be used in the life of a group, lyceum, or city.

Research project the structure resembles a truly scientific study. It includes justification of the relevance of the chosen topic, identification of research objectives, mandatory formulation of a hypothesis with its subsequent verification, and discussion of the results obtained.

Information project is aimed at collecting information about some object or phenomenon for the purpose of its analysis, generalization and presentation to a wide audience.

Creative project assumes the most free and unconventional approach to the presentation of results. These can be almanacs, theatrical performances, sports games, works of fine or decorative art, videos, etc.

Role-playing project is the most difficult to develop and implement. By participating in it, designers take on the roles of literary or historical characters, fictional heroes. The result of the project remains open until the very end.

The project method, in its didactic essence, is aimed at developing abilities, possessing which, a school graduate turns out to be more adapted to life, able to adapt to changing conditions, navigate in a variety of situations, work in various teams, because project activity is cultural form activities in which it is possible to develop the ability to make responsible choices.

Todaymodern information technologiescan be considered a new way of transmitting knowledge that corresponds to a qualitatively new content of learning and development of the student. This method allows students to learn with interest, find sources of information, fosters independence and responsibility in acquiring new knowledge, and develops the discipline of intellectual activity. Information Technology allow you to replace almost all traditional technical teaching aids. In many cases, such a replacement turns out to be more effective, makes it possible to quickly combine a variety of means that promote a deeper and more conscious assimilation of the material being studied, saves lesson time, and saturates it with information. Therefore, it is completely natural to introduce these tools into the modern educational process.

The issue of using information and communication technologies in the educational process has already been considered by the pedagogical council. Materials on this issue are located in the methodological room.

Technology for developing critical thinking

New educational standards are being introducednew direction of assessment activities – assessment of personal achievements. This is due to realityhumanistic paradigm education andperson-centered approach to learning. It becomes important for society to objectify the personal achievements of each subject of the educational process: student, teacher, family. The introduction of assessment of personal achievements ensures the development of the following components of personality: motivation for self-development, the formation of positive guidelines in the structure of the self-concept, the development of self-esteem, volitional regulation, and responsibility.

Therefore, the standards include in the final assessment of studentsaccumulated assessment characterizing the dynamics of individual educational achievements throughout all years of study.

As the best way organization of the cumulative assessment system actsportfolio . This is the wayrecording, accumulation and evaluation of work , the student's results, indicating his efforts, progress and achievements in various fields over a certain period of time. In other words, it is a form of fixation of self-expression and self-realization. The portfolio ensures a transfer of “pedagogical emphasis” from assessment to self-assessment, from what a person does not know and cannot do to what he knows and can do. A significant characteristic of a portfolio is its integrativeness, which includes quantitative and qualitative assessments, presupposing the cooperation of the student, teachers and parents during its creation, and the continuity of replenishment of the assessment.

Technology portfolio implements the followingfunctions in the educational process:

diagnostic (changes and growth (dynamics) of indicators over a certain period of time are recorded);

goal setting (supports educational goals formulated by the standard);

motivational (encourages students, teachers and parents to interact and achieve positive results);

meaningful (maximally reveals the entire range of achievements and work performed);

developmental (ensures continuity of the process of development, training and education);

training (creates conditions for the formation of the foundations of qualimetric competence);

corrective (stimulates development within the framework conditionally set by the standard and society).

For the student portfolio is the organizer of his educational activities,for the teacher – a feedback tool and an assessment tool.

Several are knownportfolio types . The most popular are the following:

portfolio of achievements

portfolio - report

portfolio - self-esteem

portfolio - planning my work

(any of them has all the characteristics, but when planning it is recommended to choose one, the leading one)

Choice The type of portfolio depends on the purpose of its creation.

Distinctive feature portfolio is its personality-oriented nature:

the student, together with the teacher, determines or clarifies the purpose of creating a portfolio;

the student collects material;

self-assessment and mutual assessment are the basis for evaluating results.

Important characteristic technology portfolio is its reflexivity. Reflection is the main mechanism and method of self-attestation and self-report.Reflection – the process of cognition based on introspection of one’s inner world. /Ananyev B.G. Man as an object of knowledge. – L. – 1969 ./ “psychological mirror of oneself.”

In addition to general educational skills to collect and analyze information, structure and present it, a portfolio allows you to develop higher-order intellectual skills - metacognitive skills.

studentmust learn :

select and evaluate information

define exactly the goals he would like to achieve

plan your activities

give assessments and self-assessments

track your own mistakes and correct them

The introduction of modern educational technologies does not mean that they will completely replace traditional teaching methods, but will be an integral part of it.

Annex 1

Selevko German Konstantinovich

"Modern educational technologies"

I. Modern traditional training (TO)

II. Pedagogical technologies based on personal orientation of the pedagogical process
1. Pedagogy of cooperation.
2. Humane-personal technology of Sh.A.Amonashvili
3. E.N. Ilyin’s system: teaching literature as a subject that shapes a person

III. Pedagogical technologies based on the activation and intensification of students' activities.
1. Gaming technologies
2. Problem-based learning
3. Technology of intensification of learning based on schematic and symbolic models of educational material (V.F. Shatalov).

4 Level differentiation technologies
5. Technology of individualization of training (Inge Unt, A.S. Granitskaya, V.D. Shadrikov).

6. Programmed learning technology
7. Collective way of teaching CSR (A.G. Rivin, V.K. Dyachenko)

8. Group technologies.
9. Computer (new information) teaching technologies.

IV. Pedagogical technologies based on didactic improvement and reconstruction of material.
1. “Ecology and dialectics” (L.V. Tarasov).
2. “Dialogue of Cultures” (V.S. Bibler, S.Yu. Kurganov).
3. Consolidation of didactic units - UDE (P.M. Erdniev)
4. Implementation of the theory of stage-by-stage formation of mental actions (M.B. Volovich).

V. Subject pedagogical technologies.
1. Technology of early and intensive literacy training (N.A. Zaitsev)..

2. Technology for improving general educational skills in elementary school (V.N. Zaitsev)

3. Technology of teaching mathematics based on problem solving (R.G. Khazankin).
4. Pedagogical technology based on a system of effective lessons (A.A. Okunev)
5. System of step-by-step teaching of physics (N.N. Paltyshev)

VI. Alternative technologies.
1. Waldorf pedagogy (R. Steiner).

2. Technology of free labor (S. Frenet)
3. Technology of probabilistic education (A.M. Lobok).

4. Workshop technology.

VII.. Natural technologies.
1 Nature-appropriate literacy education (A.M. Kushnir).

2 Technology of self-development (M. Montessori)

VIII Technologies of developmental education.
1. General Basics developmental learning technologies.
2. System of developmental education by L.V. Zankova.

3. Technology of developmental education by D.B. Elkonina-V.V. Davydov.

4. Developmental training systems with a focus on developing the creative qualities of the individual (I.P. Volkov, G.S. Altshuller, I.P. Ivanov).
5 Personality-oriented developmental training (I.S. Yakimanskaya)..

6. Technology of self-development training (G.K.Selevko)

IX. Pedagogical technologies of copyright schools.
1. School of Adaptive Pedagogy (E.A. Yamburg, B.A. Broide).

2. Model “Russian school”.

4. School-park (M.A. Balaban).

5. Agroschool of A.A.Katolikov.
6. School of Tomorrow (D. Howard).

Model "Russian school"

Supporters of the cultural-educational approach try to maximally saturate the content of education with Russian ethnographic and historical material. They widely use Russian folk songs and music, choral singing, epics, legends, as well as material from native studies. Priority place in curriculum devoted to such subjects as the native language, Russian history, domestic literature, geography of Russia, Russian art.

School Park

Organizationally, a school-park is a set, or a park, open multi-age studios . A studio means a free association of students around a master teacher for joint learning. At the same time, the composition of the studios is determined, on the one hand, by the composition of available teachers, their real knowledge and skills, and on the other hand, by the educational needs of students. Thus, the composition of the studios is not constant, it changes, subject to the law of supply and demand in the educational services market.

Waldorf schools

Waldorf schools work on the principle of “not advancing” the child’s development, but providing all opportunities for his development at his own pace. When equipping schools, preference is given to natural materials and unfinished toys and aids (primarily for developing children’s imagination). Much attention is paid to the spiritual development of all participants in the educational process. Educational material is presented in blocks (epochs), but the day at all stages of education (from nurseries to seminaries) is divided into three parts: spiritual (where active thinking predominates), soulful (teaching music and dance),creative-practical (here children learn primarily creative tasks: sculpting, drawing, carving wood, sewing, and so on).

Appendix 2

Problem-based learning technology

Problematic education – didactic combination system different methods and methodological teaching techniques, using which the teacher, systematically creating and using problem situations, ensures a strong and conscious assimilation of knowledge and skills by students.

Problem situation characterizes a certain mental state of the student, arising as a result of his awareness of the contradiction between the need to complete a task and the impossibility of accomplishing it with the help of his existing knowledge and methods of activity.

In problem-based learning, there is always a formulation and solution of a problem - a cognitive task put forward in the form of a question, task, task.

The problem to be solved exists objectively, regardless of whether the situation has become problematic for the student or whether he has realized this contradiction. When the student realizes and accepts the contradiction, the situation will become problematic for him.

Problem-based learning is carried out using almost all teaching methods and, above all, in the process of heuristic conversation. Problem-based learning and heuristic conversation are related as a whole and a part.

Requirements for problematic situations and problems

The creation of a problem situation should, as a rule, precede an explanation or independent study by students of new educational material.

The cognitive task is drawn up taking into account the fact that the problem should be based on the knowledge and skills that the student possesses. It should be sufficient to understand the essence of the question or task, ultimate goal and solutions.

The problem should be interesting for students and stimulate the motivation of their active cognitive activity.

Solving a problem should cause a certain cognitive difficulty, requiring active mental activity of students.

The content of the problem in terms of difficulty and complexity should be accessible to students and correspond to their cognitive capabilities.

To master a complex system of knowledge and actions, problem situations and corresponding problems must be applied in a specific system:

• • a complex problem task is divided into smaller and more specific ones;

    each problem is allocated one unknown element;

    The material communicated by the teacher and assimilated by students independently must be differentiated.

Problem-based learning is most often used as a part of a lesson.

Gaming technology

Usage didactic games

An increase in the workload in lessons makes us think about how to maintain students’ interest in the material being studied and their activity throughout the lesson. An important role here is given to didactic games in the classroom, which have educational, developmental and nurturing functions that act in organic unity. Didactic games can be used as a means of teaching, education and development. The game form of classes is created during lessons using game techniques and situations. The implementation of gaming techniques and situations occurs in the following areas:

The didactic goal is set for students in the form of a game task;

Educational activities are subject to the rules of the game;

The educational material is used as a means of play;

An element of competition is introduced into educational activities, which transforms a didactic task into a game one; the success of completing a didactic task is associated with the game result.

The student's gaming activity is usually emotional and accompanied by a feeling of satisfaction. While playing, students think, experience situations, and against this background, ways to achieve results are easier and more firmly remembered by them. The game form of classes can be used at various stages of the lesson, when studying a new topic, during consolidation, and in general lessons.

Thus, the inclusion of didactic games and game moments in the lesson makes the learning process interesting, entertaining, and makes it easier to overcome difficulties in mastering educational material.

Business games

Business (role-playing, management) games - imitation of decision-making and performance of actions in various artificially created or directly practical situations by playing the corresponding roles (individual or group) according to rules specified or developed by the participants themselves.

Signs business games and requirements for them:

The presence of a problem and a task proposed for solution. Distribution of roles or role functions among participants. The presence of interactions between the players that repeat (imitate) real connections and relationships.

Multi-link and logical chain of decisions flowing from one another during the game.

Availability conflict situations due to differences in the interests of participants or the conditions of information activity. The plausibility of the simulated situation or situations taken from reality.

Availability of a results assessment system play activity, competitiveness or competitiveness of the players.

Pedagogy of cooperation

“Pedagogy of cooperation” is a humanistic idea of ​​joint developmental activities of students and teachers, based on the awareness of common goals and ways to achieve them. The teacher and students in the educational process are equal partners, while the teacher is an authoritative teacher-mentor, a senior comrade, and students receive sufficient independence in both acquiring knowledge and experience, and in forming their own life position.

Fundamentals of “pedagogy of cooperation”

Stimulation and direction by the teacher of the cognitive and life interests of students;

Elimination of coercion as an inhumane and non-positive means in the educational process; replacing compulsion with desire;

The teacher’s respectful attitude towards the student’s personality; recognition of his right to make mistakes;

High responsibility of the teacher for his judgments, assessments, recommendations, requirements, actions;

High responsibility of students for their academic work, behavior, relationships in the team.

Multidimensional technology V.E. Steinberg

The use of multidimensional didactic technology(MDT) or technology of didactic multidimensional tools (DMI), developed, used and described by Doctor of Pedagogical Sciences V. E. Steinberg (Russia). It is multidimensional didactic technology, and with the help of didactic multidimensional tools, that allows one to present knowledge in a compressed and expanded form and manage the activities of students in their assimilation, processing and use.

The main idea of ​​MDT – and the idea of ​​the multidimensionality of the surrounding world, a person, an educational institution, the educational process, and cognitive activity. It is multidimensional didactic technology that makes it possible to overcome the stereotype of one-dimensionality when using traditional forms of presentation of educational material (text, speech, diagrams, etc.) and to include students in active cognitive activity in assimilation and processing of knowledge, both for understanding and memorizing educational information, and for development thinking, memory and effective ways of intellectual activity.

MDT is based on a number of principles:

1. The principle of multidimensionality (multidimensionality), integrity and systematicity of the structural organization of the surrounding world.

2. Splitting principle - combining elements into a system, including:

· splitting educational space on the external and internal plans of educational activities and their integration into the system;

· splitting the multidimensional knowledge space into semantic groups and combining them into a system;

· splitting information into conceptual and figurative components and combining them in system images - models.

3. The principle of bichannel activity, on the basis of which single-channel thinking is overcome, due to the fact that:

Channel presentation - perception information is divided into verbal and visual channels;

Channel interactions “teacher - student” - on information and communication channels;

Channel design - on the direct channel of constructing educational models and the reverse channel of comparative assessment activities using technological models.

4. The principle of coordination and polydialogue of external and internal plans:

· coordination of the content and form of interaction between external and internal plans of activity;

· coordination of interhemispheric verbal-figurative dialogue in the internal plane and coordination of interplane dialogue.

5. The principle of triadic representation (functional completeness) of semantic groups:

· triad “objects of the world”: nature, society, man;

· the triad of “spheres of world exploration”: science, art, morality;

· triad “basic activities”: cognition, experience, evaluation;

· triad “description”: structure, functioning, development.

6. The principle of universality, i.e. versatility of tools, suitability for use in lessons of different types, in different subjects, in professional and creative and management activities.

7. The principle of programmability and repeatability of basic operations , carried out in the multidimensional representation and analysis of knowledge: the formation of semantic groups and “granulation” of knowledge, coordination and ranking, semantic linking, reformulation.

8. The principle of autodialogue, implementing in dialogues of various types: internal interhemispheric dialogue of mutual reflection of information from figurative to verbal form, external dialogue between the mental image and its reflection in the external plane.

9. The principle of supporting thinking - support on models of a reference or generalized nature in relation to the designed object, support on models when performing various types of activities (preparatory, teaching, cognitive, search), etc.

10. The principle of compatibility of properties of the image and model tools, in accordance with which the holistic, figurative and symbolic nature of certain knowledge is realized, which makes it possible to combine the multidimensional representation of knowledge and the orientation of activity.

11. The principle of compatibility of figurative and conceptual reflection , according to which, in the process of cognitive activity, the languages ​​of both hemispheres of the brain are combined, thereby increasing the degree of efficiency in handling information and assimilating it.

12. The principle of quasi-fractality deployment of multidimensional models for representing values ​​by repeating a limited number of operations.

The main purpose of introducing MDT - reduce labor intensity and increase the efficiency of the teacher’s activity and the student’s activity through the use of multidimensional didactic tools.

The most effective and promising tool for use in the educational process of multidimensional didactic technology isLogical-semantic models (LSM) knowledge (topics, phenomena, events, etc.) in the form of coordinate-matrix frames of a support-nodal type for a visual, logical and consistent presentation and assimilation of educational information.

Logical-semantic model is a tool for representing knowledge in natural language in the form of an image – a model.

The semantic component of knowledge is represented by keywords placed on the frame and forming a connected system. In this case, one part of the keywords is located at the nodes on the coordinates and represents connections and relationships between elements of the same object. In general, each element is meaningful connected system keywords receives precise addressing in the form of a “coordinate - node” index.

The development and construction of LSM makes it easier for the teacher to prepare for a lesson, enhances the clarity of the material being studied, allows algorithmization of the educational and cognitive activities of students, and makes timely feedback.

The ability to present large amounts of educational material in the form of a visual and compact logical and semantic model, where the logical structure is determined by the content and order of arrangement of coordinates and nodes, gives a double result: firstly, time is freed up for practicing the skills of students, and secondly, The constant use of LSM in the learning process forms in students a logical understanding of the topic, section or course studied as a whole.

When using MDT, a transition occurs from traditional teaching to a person-oriented one, the design and technological competence of both the teacher and students develops, and a qualitatively different level of the teaching and learning process is achieved.

Pedagogical technology refers to models of complex pedagogical activities thought out to the smallest detail, including the design, organization and delivery of training.

Nowadays, the development of a new system in education aimed at the global system is intensively taking place. This process 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.

Taking into account global restructuring, every teacher must confidently navigate this range of modern innovations. These include innovative technologies, ideas, schools, directions. Today, a competent teacher is obliged to constantly update his knowledge in connection with the large-scale reorganization of school education. The implementation of modern pedagogical technologies can only happen in an innovative school.

An innovative school is an educational institution whose education is based on unique ideas and technologies. In addition, it applies to new educational practical institutions.

An innovative school is considered a multi-system organization, which includes educational, labor, artistic, aesthetic, sports and scientific activities. Such modern schools are mainly based on existing educational institutions, while simultaneously developing and implementing original technologies to fulfill its original function - providing knowledge. Also, such schools take into account different forms of communication between students, teachers and parents.

In order for a school to be called innovative, it must meet certain standards and have certain directions in the educational system. For example, innovations include original author's ideas and hypotheses regarding changes in the educational process.

Alternativeity is characterized by the difference between any of the main components of the educational process (goals, content, methods - a single school diary, or means) from the generally outdated ones in regular schools. The conceptuality of the educational process implies the use of philosophical, psychological, socio-pedagogical and other directions in a unique model.

The socio-pedagogical goal is based on the compliance of school education with social requirements. The presence of results should indicate the right direction of movement of the innovative school. Thanks to them, it is possible to evaluate the activities of such institutions. Nowadays, school education uses various educational innovations. They depend on the traditions and status of the educational institution. Thus, we can highlight some modern technologies that are most often used for students.

The introduction of information and communication technologies into subject teaching includes the integration of different fields and the use of computer science, which further ensures the informatization of students’ consciousness and understanding of the process in current society, especially for their future profession.

Awareness plays an essential role new trend informatization of an educational institution, starting from introducing schoolchildren to basic information about computer science and ending with the use computer programs for the purpose of more in-depth study of subjects. As a result, there is a global restructuring of the educational process due to the introduction of computer technologies with changes in the structure and content of education.

In addition, after graduating from school, students have the opportunity to easily start working using innovative technologies. In the process of introducing these innovations, research and monitoring of progress were carried out.

It was concluded that the open type of information environment at school includes various forms of education at a distance and significantly increases the desire of schoolchildren to study subjects and sciences, especially with the use of project methods. Also, the informatization of education has relieved the psychological stress of communication between a student and a teacher through the introduction of new methods of monitoring grades (for example, a unified school journal).

As a result, the efficiency of the educational process increases for students, the number of creative works, there is a desire to gain additional knowledge in subjects at school and the importance and necessity of school education is realized for entering the desired university and obtaining a favorite specialty.

Using, for example, an electronic diary, it becomes possible to control the student not only by the teacher, but also by the parents. Thanks to this innovation, they can find out about their child’s homework and progress at any time. Now students are unlikely to be able to say that there was no homework. In addition, such a diary made it easier for the teacher to disseminate the necessary information. This applies to both school grades and parent-teacher conferences.

It is enough to send a newsletter and notify about the date and time of the class meeting. In addition, parents themselves will be able to make their own adjustments to the topic of the meeting, put forward proposals and discuss exciting topics. Only the teacher has access to all grades of each student, so parents have access to information only about their child. Parents can also be tested online on a specific topic to compile statistics and take into account some wishes for improving school education.

Modern technologies in school make it easier to control the progress of schoolchildren and provide them with the necessary educational information. Thanks to the introduction of e-books, kids can use them at any time without carrying a dozen books in their backpack.

However, in order for the educational process to proceed in the right direction, you should select a specific tablet or book that will not distract the student with available games or Internet access. Parents should keep an eye on this when purchasing an e-book.

Despite all positive sides innovative developments in the school education 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 the full story about a student’s academic performance and discipline.

Only by communicating in real life can you learn about the real situation at school. Also, with the use of computerized innovations, schoolchildren are exposed to negative influence on vision and posture. Of course, in our time there is a certain protection for the eyes and special “harmless” screens are being developed, but students spend most of their education on the computer, which is not always good.

Innovative technologies at school contribute to a more in-depth education of schoolchildren. Thus, previously, when doing homework, students used only the literature given to them in the school library. While now the entire Internet network is available to them.

In this regard, those who want to study well and achieve their goals have a good opportunity to achieve their plans. As for the more “lazy” students, here either the parents must convince them of the need for school education, or the teacher finds the right path to the student’s knowledge, or he, over time, will independently begin to realize the benefits primary education. The main thing is that it is not too late.

Not a single computerized technology or innovation can replace communication between a student and an experienced teacher. After all, only through direct contact can you find out everything that is incomprehensible and a lot of interesting things for yourself. Thus, the experience gained from the implementation of innovative technologies proves the effectiveness of the methods used, which have a huge arsenal of innovations.

In conclusion, it is worth noting that, of course, the success of school education depends directly on the desire of teachers to teach schoolchildren and the latter’s desire to achieve their desired goals.

Modern innovative technologies V school

The rapid development of information culture has led to the fact that modern people begin to master the computer from early childhood. Therefore, the use of information technology in the educational process, including in primary school, today is an objective and natural process, and the relevance of this problem is beyond doubt.

Educational information technologies are all technologies that use special technical information tools: personal computer, audio, video equipment, the Internet.

Internet technologies are an automated environment for receiving, processing, storing, transferring and using knowledge in the form of information, implemented on the global Internet.

Innovation is increasingly becoming a characteristic of educational systems. Life puts you in front of educational institution new tasks that cannot be solved by working as usual, without the development and implementation of any innovations. Teachers who have worked in schools for many years know that countless methods and forms of teaching have come and gone with the times. New times present us with new challenges that inevitably require the search for new solutions. the main task a modern teacher is not to give the maximum large quantity knowledge, but to teach the child to navigate the modern information society, independently obtain and analyze information. I am deeply convinced that it is necessary to create personality in children from the first days. A child’s personality is born only in the process of self-knowledge, self-esteem and self-criticism. Every child is a special world. And everyone needs improvement and development.

Innovation is characteristic of any professional human activity and therefore becomes the subject of study, analysis and implementation. In relation to the pedagogical process, innovation is the introduction of new things into the goals, content, methods and forms of teaching and upbringing, the organization of joint activities between teacher and student. With the introduction of innovative technologies into the pedagogical process, the teacher masters the functions of a consultant, advisor, educator, and acts as an author, developer, and researcher. In modern Russian society the flow of information increases every year. That is why it is necessary to structure the educational process in such a way as to interest the student in a difficult but also interesting “road” of knowledge. Show him the direction of the path, then arm him with everything necessary knowledge providing the student with the ability to learn, the ability for self-development and self-improvement.

The use of modern educational technologies by teachers in their work (“School of dialogue of cultures” by V. S. Bibler, S. Yu. Kurganova; “school of developmental education” by V. V. Davydov; “school of self-determination” by A. N. Tubelsky; “Gifted child” " N. B. Shumakova) gives good results. Organizationeducational work, which is associated with students solving a creative, research problem with a previously unknown result and presupposing the presence of the main stages characteristic of scientific research: formulation of the problem, familiarization with the literature on this issue, mastery of research methods, collection of one’s own material, its analysis, generalization, conclusions. It is the research approach to teaching that makes children participants in the creative process, and not passive consumers of ready-made information. Moreover, the modern education system focuses teachers not on transferring knowledge in a ready-made form, but on organizing training for the student’s independent activity and bringing it to the level of research work that goes beyond the curriculum. Research activities make it possible to equip a child with the necessary knowledge, skills and abilities to master the rapidly growing flow of information, navigate it and systematize the material.. Introducing students to research activities begins, as a rule, in the lower grades.Early inclusion in the creative process has a positive effect not only on the formation of intellectual and creative abilities, but also develops the positive qualities of the child’s personality.

In 1st grade, the use of Internet technologies is reduced to the use of educational flash games, online coloring books, passing interactive tests, watching videos, listening to audio files. In the process of working with Internet resources, children not only complete educational tasks, but also develop technical skills in working with a computer and learn to navigate the global network. Internet use is under the guidance of a teacher or parents.

In his innovative work I use GlobalLab - a safe online environment where teachers, students and parents can take part in collaborative research projects. GlobalLab is both a project and a learning environment based on the use of new technologies, primarily the Internet. Today, the Global School Laboratory is a training platform to support the teaching of any natural science course: " The world", "Natural Science", "Natural History", "Biology", "Geography".

All GlobalLab research projects are built on the principles of “citizen science”, a special type of crowdsourcing (from the English crowdsourcing), which assumes that the small contribution of each participant forms general, qualitatively new knowledge.GlobalLab projects can be linked to topics school curriculum in completely different subjects - humanities, natural sciences and engineering, and can go far beyond their scope. Course projects correspond to project assignments in the textbook “The World Around us” on the topics “Diversity of the nature of our region”, “Museum of travel”, “Economy of our native land”, “Who protects us”, “World Heritage in Russia”, “Nature conservation in our region ", "Name on the globe", "The Great Patriotic War in the memories of veterans", "Our region (city, village) during the Great Patriotic War" and others.

Schoolchildren will be able to find answers to the questions: “My small homeland”, “My family”, “My class and my school”, “My pets”, Which architectural monuments and natural sites are World Heritage? How is nature protected in my region? My contribution to nature conservation? What objects on the world map are named after the people who discovered them? What can they tell about the Great Patriotic War veterans? Answers to these questions can be obtained not only from books and textbooks, but also in the course of your own research and by reading the research of other schoolchildren.

Working with projects in the GlobalLab environment, I get a convenient tool for conducting classes and conducting project activities in the classroom. Each project is a small study that not only allows the child to gain new knowledge and complete homework, but also gives the opportunity to make their own discoveries.

Teaching students the beginnings of research activities is possible and quite feasible through a lesson, additional education, defense of projects and abstracts, scientific, educational and search-creative activities with the systematic application of a research approach in teaching.

From my work experience I can conclude that when using Internet technologies in primary schools, it is necessary:

Consider age characteristics junior schoolchildren;

Use various types of information resources;

Teach children the rules of safe Internet use;

Monitor the safety of children on the Internet;

Gradually complicate the tasks of students using Internet resources;

Constantly strive to improve your professional skills.

A special feature of organizing research activities at the primary level of school is that not only strong students, but also lagging children can take part in it. The level of research will just be different.The main thing is to interest the child and involve him in the atmosphere of activity. Research activities reveal individual characteristics children and gives them the opportunity to apply their knowledge, benefit and publicly show the results achieved. And even if children do not make new discoveries, they repeat the path of a scientist: from putting forward a hypothesis to proving or refuting it. Students should understand how much effort, knowledge and skill is invested in each study, and therefore will try to adequately present their work at conferences at various levels.All this gives the student the opportunity to express himself, experience a situation of success, realize himself in other, non-academic areas of activity, which is extremely important for any child, and especially for children who are unsure of themselves and have difficulties in mastering school disciplines.

Bibliography

1. L.V. Shmelkova “Designing innovative activities” Kurgan, 2006 - 107 p.

2. Yusufbekova N.R. General Basics pedagogical innovations: Experience in developing the theory of the innovation process in education. M., 2009

3. Internet technologies in education: Educational manual / Abaluev R.N., Astafieva N.G., Baskakova N.I., Boyko E.Yu., Vyazavova O.V., Kuleshova N.A., Umetsky L.N., Shesherina G.A. - Part 3. Tambov: TSTU Publishing House, 2002. - 114 p.

Innovative educational technologies in a modern school.

“There is nothing more powerful than an idea whose time has come.”

A. Goryachev.

We can safely say that the time has come for the technology of the activity method as a means of realizing modern educational goals.

The age of industrialization is behind us, the time of informatization has come, and consequently, the value of education has increased. But does the level of knowledge that the modern education system gives a child meet the requirements of new times?

Compared to the last century, conditions have changed dramatically. IN modern world Every 18 months the amount of information doubles, and much knowledge quickly becomes outdated. For successful personal and professional fulfillment in modern society School graduates need to learn to quickly navigate the flow of diverse information, respond flexibly to significant changes, and systematically improve their skills.

The changes that have occurred in the world over the past decade have determined a new social order of society for the activities of the education system. Without a radical revision of the goals of education and the system of organizing school work, it is difficult for schoolchildren to adapt to new social conditions and "information explosion". If during the period of “stagnation” the priority goal of education was “the assimilation of the entire amount of knowledge that humanity has developed”, then in the new socio-economic conditions the student’s personality, his ability to “self-determination and self-realization”, to independently make decisions and bring them to the forefront comes to the fore. before execution, to a reflexive analysis of one’s own activities.

In the pedagogical literature there are many terms that characterize certain pedagogical technologies: teaching technology, upbringing technology, teaching technology, educational technology, traditional technology, programmed learning technology, problem-based learning technology, proprietary technology, etc.

The transition from traditional teaching to new pedagogical technologies should be carried out by understanding the necessary theoretical material.

Thus, the teacher is faced with a problem: how to transform traditional schooling into a living, interested process of personal development capable of independently setting goals and achieving them using new pedagogical technologies?
It should be noted that mastering new teaching technologies requires teachers to be internally prepared for serious work to transform themselves. Every teacher knows that the more diverse the forms and methods of work used in the classroom, the more interesting and effective the educational process is.

The basis of project activities are the following skills:

independent use knowledge in practice;

orientation in the information space;

continuous self-education;

presence of critical and creative thinking;

the ability to see, formulate and solve a problem.

Stages of project activities.

Stage 1 . Thinking through the topic of the project.

To determine the topic, the teacher selects a key scientific idea in accordance with the curriculum of his subject.

Stage 2 . Choice age group students.

Determined by the teacher based on the curriculum Topics .

Stage 3. Formulation of the fundamental question and problematic issues educational topic.

The teacher formulates, taking into account the fundamental questions of the educational topic and the questions that students must answer.

Stage 4. Formulation of the didactic goals of the project.

These are the goals that the student sets for himself and tries to achieve them during the implementation of the project.

Stage 5. Formulation of tasks.

Mechanisms for achieving didactic goals are built.

Stage 6. Formulating a current problem.

Students independently formulate problems (goals and topics) of individual research within the framework of the stated project.

Stage 7. Proposing hypotheses for solving problems.

Formulated by students. Hypotheses are put forward as possible solutions to problems. They are then tested through research.

Stage 8. Forming groups to conduct research and determining the form for presenting the results.

Students are divided into mini-groups of 4-6 people.

Research projects are presented by the authors in different shapes, depending on the goals and content: this may be full text educational research: Research Article; research plan, abstracts, report, poster presentations (design of visual material, illustration text); abstract of a problematic nature, computer presentations. The main element of the projects is the conclusions that the young researcher came to while working on the topic.

Stage 9 . Discussion of the students' work plan.

Students think through ways to conduct their research and outline a plan of action.

Stage 10. Discussion of possible sources of information.

Purpose: to set the direction of information search.

Research activities involve the development of library and search skills, the ability to navigate information flows, acquire knowledge using Internet resources and computer technologies, and conduct interviews with the public. These are skills in working with encyclopedias, book publications, almanacs, newspapers, magazines, specialized dictionaries, reference books, etc.

Stage 11. Independent work of students in groups.

Determining the task for everyone in the group. The teacher advises, walking around the groups, directing the course of discussions.

Stage 12. Independent work of groups.

Distribution of responsibilities among each other in the group.

Independent activity of each project participant in accordance with a certain time.

The role of the teacher: consultation, assistance, guiding students’ activities in the right direction.

Stage 13. Preparation of presentations on progress reports.

Goal: systematize the data obtained. The role of the teacher: consultation, assistance.

Stage 14. Project protection.

Each group is given up to 10 minutes. Next comes a discussion of the problems identified in the project.

When defending projects, I use various forms of discussions: round table, forum, press conference, etc.

Meaning design technology in the development of key competencies of students:

scientific, theoretical, non-standard thinking of students is formed;

master the basics of research activities; a situation of success is created (experience of joy from independent discoveries); the opportunity to independently search for knowledge is provided (no ready-made “recipes”); the ability to reflect develops.

Thus, project activities shape the social experience of students in work and communication, promote the intellectual growth of schoolchildren, broaden their horizons both in the field of their subject and in the surrounding reality, and provide an opportunity to better reveal their own potential.

Preview:

To use presentation previews, create a Google account and log in to it: https://accounts.google.com

Slide captions:

New teacher for new school will teach in a new way, prepared using materials from the Intel “Teaching for the Future” program

The main problem How to turn traditional schooling into a living, interested process of personal development capable of independently setting goals and achieving them using new pedagogical technologies?

Psychological basis of the system of complete assimilation Ideas of American scientists J. Carroll, B. Bloom and others. The dependence of the quality of acquired knowledge is confirmed not so much on abilities and on the time spent in class, but on the time spent on independent mastery of educational material.

Taxonomy is a hierarchically interconnected system (from the Greek taxis - arrangement, structure, order, and homos - law) - a theory of classification and systematization of complexly organized areas of activity that have a hierarchical structure

B. Bloom's taxonomy The system of complete assimilation is reflected in the taxonomy of educational goals and levels of cognitive abilities Taxonomy of educational goals, levels of development of cognitive abilities, educational issues Assumes that knowledge is at the “base of the pyramid”

Bloom's Taxonomy Evaluation Synthesis Analysis Use Understanding Knowledge High Level Thinking High Level Thinking

Pyramid – 3 lower levels Level Study skills and examples of tasks Knowledge Repetition or recognition of information list, highlight, tell, show, name Understanding Grasping (understanding) the meaning of information materials describe, explain, identify signs, formulate differently Use Application in a similar situation apply, illustrate, solve

Pyramid – 3 top levels Level Study skills and example tasks Analysis Define elements and structure analyze, check, experiment, organize, compare, identify differences Synthesis Connect elements in a new way create, come up with a design, develop, plan Evaluation Comparative assessment of significance based on criteria to present arguments, defend a point of view, prove, predict

Evaluation Synthesis Analysis Use Understanding Knowledge present arguments, defend a point of view, prove, predict create, come up with a design, develop, make a plan analyze, check, conduct an experiment, organize, compare, identify differences apply, illustrate, decide to describe, explain, identify features, formulate differently make a list, highlight, tell, show, name Examples of tasks

Fundamentals of project activities: independent application of knowledge in practice; orientation in the information space; continuous self-education; presence of critical and creative thinking; the ability to see, formulate and solve a problem.

How to develop high-level thinking? There is a direct connection between the questions we ask and the levels of thinking we reach when answering them.

Questions Each type of question involves different type answer, because it actualizes and involves some aspect of thinking in the work. Knowing that each type of question taps into a different aspect of thinking allows us to consciously manage our thinking.

Project activities shape students’ social experience in work and communication; promotes the intellectual growth of schoolchildren; broadens one’s horizons both in the field of one’s subject and in the surrounding reality; makes it possible to better realize your own potential.

So, a new teacher for a new school will teach in a new way by asking questions, developing higher level thinking. By intensifying the educational activities of students, to form the competencies necessary for a person in the 21st century. By mastering and using ICT in the classroom, prepare students for activities in the information educational and professional environment.

The rapid development of society dictates the need for changes in technologies and methods of the educational process. Graduates of educational institutions must be prepared for the trends of changing modernity. Therefore, the introduction of technologies aimed at individual approach, mobility and distance in education seem necessary and inevitable.

What is “innovative technology”

Word " innovation" It has Latin origin. “Novatio” means “renewal”, “change”, and “in” translates as “in the direction”. Literally “innovatio” - “in the direction of change.” Moreover, this is not just any innovation, but after its application significant improvements in efficiency and quality of activity occur.

Under technology(Greek techne “art”, “skill”, logos “word”, “knowledge” - the science of art) refers to a set of methods and processes used in any business or in the production of something.

Any innovation finds its implementation through technology. Thus, innovative technology- is a technique and process of creating something new or improving an existing one in order to ensure progress and increase efficiency in various fields activities of mankind.

Innovative educational technologies

The methods used do not work as effectively with the new generation of students. Standardized education does not take into account the individual qualities of the child and the need for creative growth.

Despite a number of problems that cannot be solved using old methods, there are difficulties in introducing innovations. The teacher must understand that the introduction innovative methods It helps not only its students to learn the material more effectively, but also develops their creative potential. But it also helps the teacher realize his own intellectual and creative potential.

Types of pedagogical innovations

A wide variety of pedagogical methods are used in school education. innovative techniques. The profile orientation of the educational institution, its traditions and standards play a huge role in the choice.

The most common innovations in the education process:

• information and communication technologies (ICT);
• student-centered learning;
• project and research activities;
• gaming technologies.

ICT

Implies integration of teaching disciplines with computer science, and computerization of assessment and communication in general. The computer can be used at any stage of the educational process. Schoolchildren are trained to work with basic programs and study material using electronic textbooks and manuals. Using a computer and projector, the teacher presents the material. Presentations, diagrams, audio and video files, thanks to their clarity, contribute to better understanding of the topic. Self-created slides, diagrams, memory cards help to structure knowledge, which also helps with memorization.

The presence of a computer, the Internet and special programs makes it possible distance teaching, online excursions, conferences and consultations.

At the end of the study, topics can be used as control tests on the computer. Schools use the system electronic magazines , in which you can track the results of an individual child, class, or performance in a specific subject. Come into use and electronic diaries, where grades are given and homework is recorded. So parents can find out the child’s scores and availability of assignments.

It is important to teach schoolchildren to properly use the Internet, search engines and social networks. With the right approach, they become an inexhaustible source of information and a way for schoolchildren to communicate with the teacher and among themselves.

Gaining popularity creation of a teacher’s own website. Thanks to it, you can share interesting books, manuals, articles, educational videos and audios, and answer students’ questions remotely. Can be used when developing a group project: participants share their work and results with each other and the curator and solve emerging problems.

Student-centered learning

In this case The child is recognized as the main character in learning. The goal is to develop the student’s personality, taking into account his individual qualities. Accordingly, it is not the students who adapt to the educational system and the style of the teacher, but the teacher, using his skills and knowledge, organizes learning according to the characteristics of the class.

Here, the teacher needs to know the psychological, emotional and cognitive characteristics of the student body. Based on this, he forms lesson plans, selects methods and ways of presenting the material. It is important to be able to awaken the student’s interest in the material being presented and to work collectively, acting not so much as a leader, but as a partner and advisor.

If desired by the educational institution, it is possible student differentiation. For example, completing a class according to a certain criterion as a result of testing; further division according to interest; introduction of specialized classes in high school.

Project and research activities

The main goal is to develop the ability to independently, creatively search for data, formulate and solve problems, and use information from different areas knowledge. The teacher's task is to awaken interest in search activity and creating conditions for its implementation.

When working on a group project, teamwork skills, communication skills, the ability to listen to other people’s opinions, criticize and accept criticism also improve.

The use of this technology in school develops the ability to understand the world, analyze facts, and draw conclusions. This is the basis and assistance in entering higher education. educational institution and work on diploma and master's theses.

Gaming technologies

Value gaming technology is that, being essentially a recreation, it performs an educational function, stimulates creative realization and self-expression. Of course, it is most applicable in younger group schoolchildren, as it meets their age requirements. It must be used in doses.

If the teacher wishes, the entire lesson can be held in game form: competition, quiz, KVN, staging scenes from the work. It is possible to use game elements at any stage of the lesson: at the beginning, in the middle or at the end as a survey. A properly organized game stimulates schoolchildren’s memory, interest, and also overcomes passivity.

Changes in the educational sphere are necessary and inevitable. And it is worth noting that for the most part students happily accept something new, interesting, unusual. They are ready and able to perceive. The last word belongs to the teachers.

Many useful materials using innovative technologies are presented in the “Publications” section. You can learn interesting techniques and ideas from your colleagues' work.