Modern pedagogical technologies. Modern educational technologies Modern technologies and their possibilities presentation

24.04.2021

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MOU "Topkanovskaya main comprehensive school» PEDAGOGICAL COUNCIL "Modern educational technologies" » Modern educational technologies Venina V.A. teacher of Russian language and literature Modern educational technologies

Application of modern educational technologies and/or methods Modern educational technologies

Technologies and Methods What is the difference between methodology and technology? (according to V.I. Zagvyazinsky) Teaching methodology is a set of methods and techniques used to achieve a certain class of goals. The methodology can be variable, dynamic, depending on the nature of the material, the composition of the students, the learning situation, and the individual capabilities of the teacher. Well-established standard methods are transformed into technologies. Technology is a rather rigidly fixed sequence of actions and operations that guarantees the achievement of a given result. The technology contains a certain algorithm for solving problems. The use of technology is based on the idea of complete controllability of learning and reproducibility of standard educational cycles. Modern educational technologies

Educational technology Modern educational technologies

Technology and methodology Goals Content Methods Forms Means Techniques Modern educational technologies

The term "EDUCATIONAL TECHNOLOGIES", which appeared in the 1960s, means building a pedagogical process with a guaranteed result Modern educational technologies

TECHNOLOGY (from Greek téchne - art, skill, skill and Greek logos - study) - a set of organizational measures, operations and techniques aimed at manufacturing, maintaining, repairing and / or operating a product with nominal quality and optimal costs Modern educational technologies

Pedagogical technology V.M. Monakhov "A model of pedagogical activity thought out in all details, including the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for students and teachers." G.Yu. Ksenozov "Such a construction of the teacher's activity, in which all the actions included in it are presented in a certain integrity and sequence, and the implementation involves the achievement of the desired result and has a probabilistic predictable character." V.V. Guzeev "This is an ordered set of actions, operations and procedures that instrumentally ensure the achievement of the predicted result in the changing conditions of the educational process." V.P. Bespalko "A set of means and methods for reproducing the processes of education and upbringing, which make it possible to successfully achieve the educational goals." UNESCO "A systematic method of creating, applying and defining the entire process of teaching and learning, which sets as its task the optimization of forms of education." M.V. Klarin "The system set and the order of functioning of all personal, instrumental, methodological means used to achieve pedagogical goals." Modern educational technologies

Manufacturability criteria Educational technology must meet the main requirements (technological criteria): Conceptuality Consistency Manageability Efficiency Reproducibility Modern educational technologies

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

Manufacturability criteria Consistency. Educational technology should have all the features of a system: the logic of the process, the interconnection of all its parts, integrity. Modern educational technologies

Manufacturability criteria Controllability implies the possibility of diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, variation by means and methods in order to correct the results. Modern educational technologies

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

Manufacturability criteria Reproducibility implies the possibility of using (repetition, reproduction) of educational technology in other educational institutions of the same type, by other subjects. Modern educational technologies

Educational technologies Pedagogical technologies based on the personal orientation of the pedagogical process - Pedagogy of cooperation - Humane-personal technology of Sh.A. Amonashvili - E.N. Ilyin's system: teaching literature as a subject that forms a person Pedagogical technologies based on the activation and intensification of students' activities - Game technologies - Problem-based learning - Technology of communicative teaching of a foreign culture (E.I. Passov) - Technology of intensification of learning based on schematic and sign models of educational material (V.F. Shatalov) Modern educational technologies

Educational technologies Pedagogical technologies based on the effectiveness of management and organization of the educational process S.N. Lysenkova's technology: perspective-anticipating learning using reference schemes with commented management -Technologies of level differentiation -Level differentiation of education based on mandatory results (V.V. Firsov) - Culture-educating technology of differentiated learning according to the interests of children (I.N. Zakatova). - Technology of individualization of learning (Inge Unt, A.S. Granitskaya, V.D. Shadrikov) - Technology of programmed learning - Collective way of teaching CSR (A.G. Rivin, V.K. Dyachenko) - Group technologies - Computer (new information ) learning technologies. Modern educational technologies

Educational technologies Pedagogical technologies based on didactic improvement and reconstruction of the material - "Ecology and dialectics" (L.V. Tarasov) - "Dialogue of cultures" (V.S. Bibler, S.Yu. Kurganov) - Consolidation of didactic units - UDE (P .M. Erdniev) - Implementation of the theory of the phased formation of mental actions (M.B. Volovich) Particular pedagogical technologies - Technology of early and intensive literacy training (N.A. Zaitsev) - Technology of improving general educational skills in elementary school (V.N. Zaitsev ) - Technology of teaching mathematics based on problem solving (R.G. Khazankin) - Pedagogical technology based on a system of effective lessons (A.A. Okunev) - System of phased teaching of physics (N.N. Paltyshev) Modern educational technologies

Educational technologies Alternative technologies - Waldorf pedagogy (R. Steiner) - Technology of free labor (S. Frenet) - Technology of probabilistic education (A.M. Lobok) - Technology of workshops Nature-friendly technologies - Nature-friendly education of literacy (A.M. Kushnir) - Technology self-development (M. Montessori) Developmental learning technologies - General principles of developing learning technologies - Developmental learning system L.V.Zankova - Developmental learning technology D.B.Elkonina-V.V.Davydova. - Systems of developing education with a focus on the development of creative qualities of the individual (I.P. Volkov, G.S. Altshuller, I.P. Ivanov) - Personality-oriented developmental education (I.S. Yakimanskaya) - Technology of self-developing learning (G. K.Selevko) Modern educational technologies

Teaching methods Classical domestic methods - The system of education of M.V. Lomonosov - The free school of L.N. Tolstoy - Didactics of P.F. Rivina Innovative teaching methods - Programmed learning - Developmental learning - Problem based learning - Heuristic learning - Nature-based learning - Personality-oriented learning - Productive learning Methodological College - School of Self-Determination Foreign Methods - Socrates System - S. Frenet New School - M. Montessori System - Waldorf School - School of Tomorrow (D. Howard) - Dalton Plan and other learning systems (A.V. Khutorskoy. Workshop on didactics and methods) Modern educational technologies

SELEVKO G.K. MODERN EDUCATIONAL TECHNOLOGIES Modern educational technologies

Selevko German Konstantinovich (1932-2008) - Honored Worker high school, academician of IANP, professor, candidate of pedagogical sciences, author of the "Encyclopedia of educational technologies", author of the school of personal self-development Modern educational technologies

Modern educational technologies

Pedagogical technologies based on the personal orientation of the pedagogical process Modern educational technologies Pedagogy of cooperation

Pedagogy of cooperation Features of the methodology: a humane-personal approach to the child - a new look at the personality as the goal of education, humanization and democratization of pedagogical relations, the rejection of direct coercion as a method that does not give results in modern conditions, the formation of a positive self-concept. Didactic activating and developing complex: - the content of training is considered as a means of personal development, - training is primarily generalized knowledge, skills, ways of thinking, - variability and differentiation of training, - creating a situation of success for each child Modern educational technologies

Pedagogy of cooperation The concept of education: - transformation of the school of Knowledge into the school of Education, - placing the student's personality at the center of the entire educational system, - humanistic orientation of education, the formation of universal values, - the development of the child's creative abilities. Pedagogization environment: - cooperation with parents, - interaction with public and state child protection institutions, - activities in the school district. Modern educational technologies

Technology for the development of critical thinking Critical thinking is the ability to analyze information from the position of logic and a person-oriented approach in order to apply the results obtained to both standard and non-standard situations, questions and problems. Critical thinking is the ability to ask new questions, develop a variety of arguments, and make independent, thoughtful decisions. Modern educational technologies

Technology for the development of critical thinking The purpose of the technology is to ensure the development of critical thinking through the interactive inclusion of students in the learning process. Initial scientific ideas: Critical thinking: promotes mutual respect of partners, understanding and productive interaction between people; makes it easier to understand different "views of the world"; allows students to use their knowledge to fill situations with a high level of uncertainty with meaning, to create a basis for new types of human activity. Modern educational technologies

Technology for the development of critical thinking Criteria for evaluating the result in terms of the technology for developing students' critical thinking The main criterion for evaluating the result is the criticality of thinking, which can be revealed through the following indicators: Evaluation (Where is the mistake?) Diagnosis (What is the reason?) Self-control (What are the shortcomings?) Criticism (Do you agree? Refute. Give counterarguments?) Forecast (Build a forecast). Modern educational technologies

Technology of project-based learning The original slogan of the founders of the system of project-based learning: "Everything from life, everything for life." The purpose of project-based learning: to create conditions under which students: independently and willingly acquire the missing knowledge from different sources; learn to use the acquired knowledge to solve cognitive and practical problems; acquire communication skills by working in different groups; develop their research skills (the ability to identify problems, collect information, observe, conduct an experiment, analyze, build hypotheses, generalize); develop systems thinking. Modern educational technologies

Technology of project-based learning Initial theoretical positions of project-based learning: the focus is on the student, promoting the development of his creative abilities; the learning process is based on the logic of activities that have personal meaning for the student, which increases his motivation in learning; the individual pace of work on the project ensures that each student reaches his own level of development; an integrated approach to the development of educational projects contributes to the balanced development of the basic physiological and mental functions of the student; deep, conscious assimilation of basic knowledge is ensured by their universal use in different situations. Modern educational technologies

Technology of project-based learning The essence of project-based learning is that the student, in the process of working on a training project, comprehends real processes, objects, etc. It involves student living specific situations, introducing it to the penetration into the depths of phenomena, processes and the design of new objects. Modern educational technologies

Pedagogical technologies based on the activation and intensification of students' activities Modern educational technologies Game technologies Problem-based learning

Game technologies Game is the freest, natural form of human immersion in real (or imaginary) reality for the purpose of its study, manifestation of one's own "I", creativity, activity, independence, self-realization. The game has the following functions: psychological, relieving stress and promoting emotional relaxation; psychotherapeutic, helping the child to change his attitude towards himself and others, change the way of communication, mental well-being; technological, allowing to partially withdraw thinking from the rational sphere into the sphere of fantasy, transforming reality. Modern educational technologies

Game technologies A didactic goal is set for students in the form of a game task, learning activity is subject to the rules of the game, learning material is used as a means of playing, an element of competition is included in learning activity, the successful completion of a didactic task is associated with a game result. Pedagogical games according to the nature of the pedagogical process are divided into groups: a) teaching, training, controlling and generalizing; b) cognitive, educational, developing; c) reproductive, productive, creative; d) communicative, diagnostic, career guidance, psychotechnical. Modern educational technologies

Game technologies According to the game method: subject, plot, role-playing, business, imitation, dramatization. Junior school age - games and exercises that form the ability to identify the main, characteristic features of objects, compare, contrast them. Modern educational technologies

Game technologies Junior school age - games and exercises that form the ability to identify the main, characteristic features of objects, compare, contrast them. *Groups of games for the generalization of objects according to certain characteristics. *Group of games that develop the ability to control oneself, the speed of reaction to a word, phonetic hearing, ingenuity, etc. Game technologies - characters of "The Wizard of the Emerald City", "The Adventures of Pinocchio", "Sam Samych" by V.V. Repkin and others. Modern educational technologies

Game technologies Game technologies in middle and senior school age. Stage of preparation - 1. Game development: scenario development, business game plan, general description games, the content of the briefing, the preparation of material support. Entering the game: * setting problems, goals, * regulations, rules, * distribution of roles, * formation of groups, * consultations. Stage of implementation: 1. Group work on the task - work with sources, training, brainstorming. 2. Intergroup discussion - presentations of groups, protection of results, work of experts. Stage of analysis and generalization: * conclusion from the game, * analysis, reflection, * assessment and self-assessment of work, * conclusions and generalizations, * recommendations. Modern educational technologies

Problem-based learning Problem-based learning is the organization of training sessions, which involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them. The result of problem-based learning: Creative mastery of knowledge, skills, abilities and development of mental abilities. Modern educational technologies

Problem-based learning Methodological techniques for creating problem situations: - the teacher leads students to a contradiction and invites them to find a way to resolve it themselves; - confronts contradictions practical activities; - expresses different points of view on the same issue; - invites the class to consider the phenomenon from different positions (for example, commander, lawyer, financier, teacher); - encourages students to make comparisons, generalizations, conclusions from the situation, compare facts; - raises specific questions (for generalization, substantiation, concretization, logic of reasoning); - defines problematic theoretical and practical tasks (for example: research); - sets problem tasks (for example: with insufficient or redundant initial data, with uncertainty in the formulation of the question, with conflicting data, with obviously made mistakes, with a limited solution time, to overcome "psychological inertia", etc.). Modern educational technologies

Pedagogical technologies based on the effectiveness of management and organization of the educational process. Modern educational technologies Technology of level differentiation of training Group technologies Computer (new information) technologies

The technology of level differentiation Differentiated learning is a form of organization of the educational process, in which the teacher works with a group of students, composed taking into account the presence of any significant common qualities for the educational process (homogeneous group). Individually psychological features children, which form the basis for the formation of homogeneous groups: * by age composition (school classes, age parallels, groups of different ages), * by gender (male, female, mixed classes, teams), * by area of interest (humanitarian, physical and mathematical, biological and chemical and other groups) * by the level of mental development (level of achievement), * by the level of health (physical education groups, visual impairment groups, etc.) Intra-class (intra-subject) differentiation (N.P. Guzik): * intra-class differentiation of teaching , *developing cycle of lessons on the topic. Modern educational technologies

Technology of level differentiation. There are five types of lessons for each educational topic: 1 - a lesson on a general analysis of the topic (lecture), 2 - combined seminars with an in-depth study of educational material in the process of independent work of students (from 3 to 5 lessons), 3 - lessons of generalization and systematization of knowledge (thematic credits), 4-lessons of interdisciplinary generalization of the material (lessons for the protection of thematic tasks), 5-lessons-workshops. Multi-level tasks for students (didactic material for independent work, problem solving, laboratory and practical tasks): the first option C- corresponds to the mandatory learning outcomes (standard), the second option B-involves the inclusion additional tasks and exercises from the textbook, the third option A is the inclusion additional tasks from auxiliary educational and methodical literature. The choice of the study program for each of the subjects is provided to the student himself. When knowledge is controlled, differentiation deepens and turns into individualization - individual accounting of the achievements of each student. Modern educational technologies

Group technologies Goals - *ensuring the activity of the educational process, *achieving a high level of mastering the content. Features of the organization: - the class in the lesson is divided into groups to solve specific educational problems, - each group receives a certain task and performs it together under the guidance of a group leader or teacher, - tasks in a group are performed in a way that allows you to take into account and evaluate the individual contribution of each member group, - the composition of the group is not permanent, it is selected taking into account the fact that the educational opportunities of each member of the group can be realized, depending on the content and nature of the work to be done. Modern educational technologies

Group technologies Technological process of group work: 1.Preparation for a group task - *setting a cognitive task (problem situation), *instructing on the sequence of work, *distribution of didactic material in groups. 2. Group work: * familiarization with the material, * planning work in the group * distribution of tasks within the group, * individual task completion, * discussion of individual results of work in the group, * discussion of the general task of the group (remarks, additions, clarifications, generalizations), * summarizing the results of the group task. 3. The final part - * a report on the results of work in groups, * an analysis of the cognitive task, * a general conclusion about group work and the achievement of the task. Varieties of group technologies: * group survey, * non-traditional lessons - * lesson-conference, * lesson-court, * lesson-travel, * lesson-game, * integrated lesson, etc. Modern educational technologies

Computer (new information) learning technologies Goals: the formation of skills to work with information, the development of communication skills, the preparation of the personality of the "information society", to give the child as much educational material as he can learn, the formation of research skills, the ability to make optimal decisions. The main feature of computer learning methods is that computer tools are interactive, they have the ability to "respond" to the actions of the student and teacher, "enter" with them in a dialogue. Modern educational technologies

Computer (new information) learning technologies The computer is used at all stages of the learning process - * when explaining new material, * when consolidating knowledge, * when repeating, * when controlling ZUN. As a teacher, the computer represents: * a source of educational information; * visual aid (a qualitatively new level with multimedia and telecommunications capabilities); *individual information space; * training apparatus; * means of diagnostics and control. Modern educational technologies

Research activity Educational research activity is an activity aimed at teaching students the algorithm of conducting research, developing their research type of thinking. and generalization of the collected material Presentation of the results of the work Modern educational technologies

Developmental learning technologies Person-oriented developing learning Technologies of developing learning Self-developing learning technology (G.K. Selevko)

Technologies of developing education The system of developing education L.V. Zankova, technology of developmental education D.B. Elkonina-V.V. Davydova, systems of developmental education with a focus on the development of creative qualities of the individual (I.P. Volkov, G.S. Altshuller, I.P. Ivanov), personality-oriented developmental education (I.S. Yakimanskaya). Modern educational technologies

Developmental learning technologies A new, active-activity way of learning, replacing the explanatory-illustrative one. Developing education takes into account and uses the laws of development, adapts to the level and characteristics of the individual. In developing education, pedagogical influences lead, stimulate, direct and accelerate the development of the personality's hereditary data. In developmental education, the child is a full-fledged subject of activity. Developing education is aimed at developing the entire set of personality traits. Developmental learning takes place in the child's zone of proximal development. Modern educational technologies

Personally-oriented developmental education The technology of personality-oriented learning is a combination of learning, understood as a normatively consistent activity of society, and learning, as an individually meaningful activity of an individual child. Its content, methods, and techniques are mainly aimed at revealing and using the subjective experience of each student, helping to develop personally significant ways of cognition by organizing a holistic educational (cognitive) activity. Modern educational technologies

Personally oriented developmental education For each student, an educational program is drawn up, which, unlike the educational one, is individual character, is based on the knowledge of the characteristics of the student as a personality with all its inherent characteristics. The program should be flexibly adapted to the student's abilities, the dynamics of his development under the influence of training. Modern educational technologies

Personally oriented developmental education Since the center of the entire educational system in this technology is the individuality of the child, its methodological basis is the individualization and differentiation of the educational process. The starting point of any subject methodology is the disclosure of the individual characteristics and capabilities of each student. Modern educational technologies

Personally oriented developmental education Constantly observing each student performing different types of educational work, the teacher accumulates a data bank about the individual cognitive “profile” that is being formed in him, which changes from class to class. Professional observation of a student should be drawn up in the form of an individual map of his cognitive (mental) development and serve as the main document for determining (choosing) differentiated forms of education (specialized classes, individual training programs, etc.). Modern educational technologies

Technology of self-developing education (G.K. Selevko) The activity of the child is organized not only as a satisfaction of cognitive needs, but also a number of other needs of self-development of the individual: in self-affirmation (self-education, self-education, self-determination, freedom of choice); in self-expression (communication, creativity and self-creation, search, identification of one's abilities and strengths); in security (self-determination, career guidance, self-regulation, collective activity); in self-actualization (achieving personal and social goals, preparing oneself for adaptation in society, social tests). Modern educational technologies

The technology of self-developing learning (G.K. Selevko) Features of the content The technology of self-developing learning includes three interrelated, interpenetrating subsystems 1. "Theory" - development theoretical foundations self-improvement. An essential, fundamentally important component of the course "Self-Improvement of the Personality" from grades I to XI is introduced into the school curriculum. 2. "Practice" - the formation of experience in self-improvement activities. This activity represents the child's extracurricular activities in the afternoon. 3. "Methodology" - the implementation of forms and methods of self-developing learning in teaching the basics of science. Modern educational technologies

The technology of self-developing education (G.K. Selevko) The course "Self-improvement of the personality" gives the child basic psychological and pedagogical training, a methodological basis for conscious control of his development, helps him find, realize and accept goals, a program, learn practical techniques and methods of his spiritual and physical growth and improvement. This course implements the position on the leading role of theory in the development of personality; it is the theoretical basis for all academic subjects. Modern educational technologies

Technology of self-developing education (G.K. Selevko) The course is built taking into account the age possibilities and presents the following structure by classes: I-IV classes - The beginnings of ethics (self-regulation of behavior); Class V - Know yourself (personality psychology); VI class - DIY (self-education); VII class - Learn to learn (self-education); VIII class. - Culture of communication (self-affirmation); IX class - Self-determination; X cl. - Self-regulation; XI class. - Self-actualization. Modern educational technologies

Technology of self-developing education (G.K. Selevko) In the process of classes, half of the study time is devoted to practical, laboratory and training forms of work, including psychological and pedagogical diagnostics and self-diagnosis of students; drawing up self-improvement programs for sections and periods of development; comprehension, reflection of life; trainings and exercises on self-education, self-affirmation, self-determination and self-regulation. Modern educational technologies

Health-saving technologies Creation of a health-saving infrastructure Implementation of modular educational programs Program for the formation of a healthy and safe lifestyle culture Effective organization of sports and recreation work Educational work with parents Rational organization of educational and extracurricular life of students Modern educational technologies

Technology "Debate" Forms skills The ability to think critically The ability to separate important information from the secondary The ability to identify and isolate the problem The ability to identify causes and possible consequences The ability to identify facts and opinions The ability to effectively solve problems The ability to evaluate evidence The ability to work in a team Modern educational technologies

Technologies "TRIZ" (technology for solving inventive problems) TRIZ - pedagogy aims at the formation of strong thinking and the education of a creative person prepared for solving difficult problems in various fields of activity. Its difference from the well-known means of problem-based learning lies in the use of world experience accumulated in the field of creating methods for solving inventive problems. Of course, this experience has been revised and agreed with the goals of pedagogy. The method of solving inventive problems primarily refers to the techniques and algorithms developed within the framework of TRIZ, as well as such foreign methods as brainstorming. Modern educational technologies

Portfolio Portfolio is a technology that allows solving the problem of objective performance evaluation Portfolio is a professional career planning technology Types of achievements portfolio, thematic presentation, complex New forms of portfolio Electronic portfolio Passport of competencies and qualifications European language portfolio (a single European model adopted by the Council of Europe) Modern educational technologies

Modernization technology Moderation is an effective technology that can significantly improve the effectiveness and quality of the educational process. The effectiveness of moderation is determined by the fact that the techniques, methods and forms of organizing cognitive activity used are aimed at enhancing the analytical and reflective activities of students, developing research and design skills, developing communication skills and teamwork skills. The process of joint work, organized with the help of techniques and methods of moderation, contributes to the removal of communication barriers, creates conditions for the development of creative thinking and making non-standard decisions, forms and develops the skills of joint activities. Modern educational technologies

Modernization technology Moderation also uses well-known today problem solving techniques and finding optimal solutions - a cluster, morphological analysis, mental maps, six thinking hats, synectics, etc. The goals of moderation are to effectively manage children in the classroom, to involve all students in the learning process, maintaining high cognitive activity of students throughout the lesson, guaranteed achievement of the goals of the lesson. Thus, the optimal use of the time of the lesson (extracurricular activity), as well as the energy and potential of all participants in the learning process (teacher, educator, students) is ensured. Modern educational technologies

Modern pedagogical technologies used by the school staff Information and communication Health-saving Multi-level learning Game Group Project-based Problem-based learning technology? %? %? %? %? %? %? % Developmental training? % Modern educational technologies

The Law of the Russian Federation "On Education" prescribes in training to focus on ensuring the self-determination of the individual, creating conditions for its self-realization. And today a tool has been created that allows us to solve this problem, that is, to build an educational space in which the active abilities of students develop most effectively. Such a tool is innovative learning technologies.

Any activity can be either technology or art. Art is based on intuition, technology is based on science. Everything begins with art, ends with technology, so that everything starts all over again. V.P. Bespalko Modern educational technologies

Creative success and effective work Modern educational technologies

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The priority of modern education, which guarantees its high quality, can and must certainly become education focused on self-development and self-realization of the student's personality.

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The Four Foundations of Education Learning to know Learning to do Learning to live Learning to be

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Modern educational technologies, firstly, make it possible to organize independent activities of students in mastering the content of education

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secondly, they include students in various activities (priority is given to research, creative and project activities)

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thirdly, these are technologies for working with various sources of information, since information is used today as a means of organizing activities, and not as a goal of learning (information technologies, including distance learning technology, problem-based learning technology)

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fourthly, these are technologies for organizing group interaction, since partnership and cooperation relations permeate the modern educational process aimed at developing tolerance and corporatism

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fifthly, these are technologies of students' metacognitive activity, since the student's subjective position becomes a determining factor in the educational process, and his personal development acts as one of the main educational goals.

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M. Clark believes that the meaning of pedagogical technology lies in the application in the field of education of inventions, industrial products and processes that are part of the technology of our time. F. Percival and G. Ellington indicate that the term "technology in education" includes any possible means of presenting information. This is equipment used in education, such as television, various image projection devices, etc. In other words, technology in education is audiovisual. The modern UNESCO dictionary of terms offers two semantic levels of this concept. And in the original sense, pedagogical technology means the use for pedagogical purposes of the means generated by the revolution in the field of communications, such as audiovisual means, television, computers and others. Foreign approaches to the definition of pedagogical technologies

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Russian approaches to the definition of pedagogical technologies V.P. Bespalko believes that "... pedagogical technology is a meaningful technique for implementing the educational process." this definition is focused on the use of pedagogical technology only in the learning process. Which leads to a sharp narrowing of this concept as a pedagogical definition and the possibilities of using it in practical pedagogical activity. V.M. Monakhov: pedagogical technology is a model of joint pedagogical activity thought out in all details to design, organize and conduct the educational process with the unconditional provision of comfortable conditions for the student and teacher. M.V. Klarin considers pedagogical technology as a system set and the order of functioning of all personal, instrumental and methodological means used to achieve pedagogical goals. This definition is more capacious, since we are talking about general pedagogical goals.

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Technological approach to learning means: 1. Setting and formulating diagnosable learning goals focused on achieving the planned learning outcome. 2. Organization of the entire course of study in accordance with the learning goals. 3. Assessment of current results and their correction. 4. Final evaluation of the results.

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Signs of pedagogical technology of the goal (in the name of what it is necessary for the teacher to apply it); availability of diagnostic tools; patterns of structuring the interaction between the teacher and students, allowing to design (program) the pedagogical process; a system of means and conditions that guarantee the achievement of pedagogical goals; means of analyzing the process and results of the activities of the teacher and students. In this regard, the integral properties of pedagogical technology are its integrity, optimality, effectiveness, applicability in real conditions.

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Examples of modern pedagogical technologies according to G.K. Selevko: Pedagogical technologies based on the personal orientation of the pedagogical process Pedagogy of cooperation Humane-personal technology (Sh.A. Amonashvili) Pedagogical technologies based on the activation and intensification of students' activities Game technologies Problem-based learning Technology of communicative teaching of a foreign language culture (E.I. Passov) Technology of intensification learning based on schematic and symbolic models of educational material (V.F. Shatalov) Pedagogical technologies based on the effectiveness of management and organization of the educational process mandatory results (V.V. Firsov) Technology of individualization of training (Inge Unt, A.S. Granitskaya, V.D. Shadrikov) Technology of programmed learning Collective method of teaching CSR (A.G. Rivin, V.K. Dyachenko) Computer ( new info educational) teaching technologies Pedagogical technologies based on didactic improvement and reconstruction of the material "Ecology and dialectics" (L.V. Tarasov) "Dialogue of cultures" (V.S. Bibler, S.Yu. Kurganov) Enlargement of didactic units - UDE (P. M. Erdniev) Implementation of the theory of gradual formation of mental actions (M.B. Volovich)

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Examples of modern pedagogical technologies according to G.K. Selevko: Particular pedagogical technologies Technology of early and intensive teaching of literacy (N.A. Zaitsev) Technology of improving general educational skills in primary school (V.N. Zaitsev) Technology of teaching mathematics based on problem solving (R.G. Khazankin) Pedagogical technology based on the system effective lessons (A.A. Okunev) The system of phased teaching of physics (N.N. Paltyshev) Alternative technologies Waldorf pedagogy (R. Steiner) The technology of free labor (S. Frenet) The technology of probabilistic education (A.M. Lobok) Nature-friendly technologies Nature-friendly education of literacy (A.M. Kushnir) Technology of self-development (M. Montessori) Technologies of developing education The system of developing education L.V. Zankova Technology of developing education D.B. Elkonina - V.V. Davydova Systems of developmental education with a focus on the development of creative qualities of the individual (I.P. Volkov, G.S. Altshuller, I.P. Ivanov) Personally oriented developmental education (I.S. Yakimanskaya) Technology of self-developmental education (G.K. Selevko) Pedagogical technologies of author's schools Technology of author's School of self-determination (A.N. Tubelsky) School-park (M.A. Balaban) Agricultural school A.A. Catholic School of Tomorrow (D. Howard)

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Overview of modern pedagogical technologies Information (computer, multimedia, network, remote) technologies Creative technologies Game technologies: simulation; operating rooms; performance of roles; "business theater"; psychodrama and sociodrama Modular learning technology Trainings Coaching

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For example, Modular Learning Technology creates a solid basis for group and individual independent work of students and saves time without compromising the completeness and depth of the material being studied. In addition, flexibility and mobility are achieved in the formation of knowledge and skills of students, their creative and critical thinking develops.

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The main purpose of this training is to activate the independent work of students throughout the entire period of study. The implementation of this goal will allow: to increase the motivation for studying the subject; improve the quality of knowledge; raise the level of the educational process as a whole.

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1. The concepts of problem-based learning Problem-based learning is a method of active interaction of a subject with a problem-represented learning content organized by a teacher, during which he joins the objective contradictions of scientific knowledge and ways to solve them, learns to think, creatively assimilate knowledge (A.M. Matyushkin). Problem-based learning is a set of such actions as organizing problem situations, formulating problems, providing students with the necessary assistance in solving problems, checking these solutions, and, finally, managing the process of systematizing and consolidating acquired knowledge (V. Okon).

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The concepts of problem-based learning Problem-based learning is a type of developmental learning, the content of which is represented by a system of problematic tasks of various levels of complexity, in the process of solving which students acquire new knowledge and ways of action, and through this, creative abilities are formed: productive thinking, imagination, cognitive motivation, intellectual emotions (M.I. Makhmutov). Problem-based learning is such an organization of training sessions that involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them, as a result of which there is a creative mastery of professional knowledge, skills and abilities and the development of mental abilities (G. K. Selevko) .

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Conceptual aspects of problem-based learning The leading idea of the concept is to involve students in creative activities by posing problem-formulated questions and tasks; activation of their cognitive interest and, ultimately, all cognitive activity. The basis for the implementation of the concept is the simulation of a real creative process by creating a problem situation and managing the search for a solution to the problem.

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Stages of productive cognitive activity Science has established the sequence of stages of productive human cognitive activity in a problem situation: Intentional creation of a problem situation is the starting point of problem learning, and the problem that arises will be a learning problem.

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Methods of problem-based learning 1. According to the method of solving problematic problems, four methods are distinguished: problem presentation (the teacher independently poses the problem and independently solves it); collaborative learning (the teacher independently poses the problem, and the solution is achieved jointly with the students); research (the teacher poses a problem, and the solution is achieved by the students on their own); creative learning (students both formulate a problem and find its solution).

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Methods of problem-based learning 2. According to the method of presenting problem situations and the degree of activity of students, six methods are distinguished (M.I. Makhmutov): the method of monologue presentation; reasoning method; dialogical method; heuristic method; research method; method of programmed actions.

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The monologue method is a slight variation on the traditional method; it is used, as a rule, in order to convey a significant amount of information and the educational material itself is rebuilt unconsciously; the teacher does not create, but nominally designates problem situations.

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The reasoning method in the teacher's monologue, elements of reasoning are introduced, the logic of getting out of the difficulties arising due to the peculiarities of the construction of the material; the teacher notes the presence of a problematic situation, shows how different hypotheses were put forward and collided; the method requires a greater restructuring of the educational material compared to the traditional one; the order of the reported facts is chosen in such a way that the objective contradictions of the content are presented especially emphasized and arouse the cognitive interest of students and the desire to resolve them; there is not so much a dialogue as a monologue: questions can be asked by the teacher, but they do not require an answer and are used only to attract students.

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In the dialogical method, the structure of the educational material remains the same as in the reasoning method; are given information questions and a discussion of broad student engagement; students actively participate in the formulation of the problem, put forward assumptions, try to prove them on their own; the educational process at the same time takes place under the control of the teacher, he independently poses an educational problem and provides not so much help to students in finding answers as their independent statement; the ability of students to realize their search activity is characterized.

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The heuristic method divides the educational material into separate elements, in which the teacher additionally sets certain cognitive tasks that are solved directly by the students; the teacher poses problems to be solved, ascertains the correctness of certain methods, which in the future serve as the basis only for the independent activity of students; imitation of independent research by students is carried out, but within the guidance and assistance of the teacher.

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Research method structure and sequence of material presentation as in the heuristic method; the formulation of questions is carried out not at the beginning of one or another element of the study of the problem, but already on the basis of its independent consideration by students; the activity of the teacher is not guiding, but evaluative, ascertaining; the activity of students acquires an independent character, they are additionally trained not only to solve the problem, but also become able to isolate it, realize it, formulate it.

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The method of programmed actions the teacher develops a whole system of programmed tasks, in which each task consists of separate elements (or "frames"); "cadres" contain a part of the studied material or a certain focus, within which students have to independently set and solve the corresponding sub-problems, resolve problem situations; after studying one element, the student, having made the appropriate conclusions on his own, proceeds to the next, and the availability of the next stage is determined by the correctness of the conclusions made at the previous one.

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Emergence of a problem situation A problem situation is generated by: the logic of the subject; the logic of the educational process; educational or practical situation. In the first two cases, as a rule, they arise objectively, i.e. regardless of the wishes of the teacher. The teacher creates problem situations intentionally, if he knows the general patterns of their occurrence.

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Ways to create problem situations Encourage students to a theoretical explanation of phenomena, facts, external inconsistencies between them. The use of situations that arise when students perform educational tasks, as well as in the course of their normal life, that is, those problem situations that arise in practice. Finding new ways practical application students of some other studied phenomenon, fact, element of knowledge, skill or ability. Encouraging students to analyze the facts and phenomena of reality, generating contradictions between everyday (everyday) ideas and scientific concepts about them.

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Rules for creating problem situations Problem situations should contain a feasible cognitive difficulty. Solving a problem that does not contain cognitive difficulties contributes only to reproductive thinking and does not allow achieving the goals that problem-based learning sets for itself. On the other hand, a problem situation that is too complex for students does not have significant positive consequences. The problem situation should arouse the interest of students with its unusualness, surprise, non-standard. Such positive emotions as surprise, interest serve as a favorable aid for learning.

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The predicted result is the ability to think logically, scientifically, dialectically, creatively; facilitating the transition of knowledge into beliefs; awakening of intellectual feelings (satisfaction, confidence in one's abilities); awakening interest in scientific knowledge.

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2. Student-centered education is education that ensures the development and self-development of the student's personality based on the identification of his individual characteristics as a subject of cognition and objective activity. (Yakimanskaya I.S.)

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The "subjective" nature of education in the EMC "Harmony" is manifested at all its stages: obtaining and systematizing knowledge; control and self-control; assessments and self-assessments;

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Components of student-centered learning creation of a positive emotional attitude to the work of all students during the lesson; use of problematic creative tasks; encouraging students to choose and independently use different ways of completing tasks; the use of tasks that allow the student to choose the type, type and form of the material (verbal, graphic, conditionally symbolic); reflection.

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Student-centered education includes the following approaches: Multi-level Differentiated Individual Subjective-personal

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Feature of the personality-oriented approach. The educational process should be aimed at the center of the student His goals Motives Interests Inclinations Level of learning Abilities Assimilation of knowledge Development of cognitive forces Ways of assimilation and thinking processes Development of creative abilities

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For this purpose: individual training programs are developed that model research (exploratory) thinking; group classes are organized on the basis of dialogue and simulation-role-playing games; educational material is designed to implement the method of research projects carried out by the students themselves.

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Principles of student-centered learning The principle of natural conformity The principle of cultural conformity The principle of individual-personal approach Personal-centered learning contributes to the development of figurative perception creative thinking Emotional and personal attitude to learning

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Pedagogical technologies based on a personality-oriented approach Humane-personal technology Amonashvili Sh.A. Game technologies Developmental learning technologies Problem-based learning Technology of level differentiationV.V. Firsov

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The differences between a student-oriented lesson and a traditional one can be seen in four aspects: - in the organization of the lesson itself and activities on it; - in a different position of the teacher in relation to the student and to the educational process, to the role of the teacher in it; - in a different position of the student himself as a subject of educational activity (it is thanks to a different position of the teacher that the subjective position of the student is cultivated); - in a different nature of the relationship between the teacher and the student in the educational process.

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Teacher functions: Teacher as an interlocutor (function of emotional support); Teacher as a researcher (research function); The teacher as a person who creates the conditions for learning (facilitating function); The teacher as an expert (expert, advisory function).

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The main task of the teacher in a student-oriented educational space. The main thing that a teacher works for in a personality-oriented educational space is the organization of an “event community” with a student, helping him in mastering the position of the subject of his own life. It is important that the student is able to overcome the passive position in the learning process and open himself as a carrier of an active transformative principle.

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Modern educational technologies and their use in the lessons of the Russian language and literature Frolenkova O.N., teacher of the Russian language and literature, MBOU "Secondary School No. 24, Yoshkar-Ola" Modern educational technologies

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Pedagogy of cooperation The concept of education: - transformation of the school of Knowledge into the school of Education, - placing the student's personality at the center of the entire educational system, - humanistic orientation of education, the formation of universal values, - development of the child's creative abilities. Environmental pedagogy: - cooperation with parents, - interaction with public and state child protection institutions, - activities in the school district. Modern educational technologies

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Technology (from Greek téchne - art, craftsmanship, skill and Greek logos - study) is a set of organizational measures, operations and techniques aimed at manufacturing, maintaining, repairing and / or operating a product with nominal quality and optimal costs Pedagogical technology is such a construction of the teacher's activity, in which the actions included in it are presented in a certain sequence and suggest the achievement of a predictable result. Modern educational technologies

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Technologies - developmental education; -problem learning; - multi-level training; -research teaching methods; - project teaching methods; -technology "debate"; - technology of modular and block-modular education; -technology for the development of "critical thinking"; - technology of using gaming methods in teaching: role-playing, business and other types of educational games; -learning in cooperation (team, group work); - informational - communication technologies; - health-saving technologies; workshop technology; group training, etc.

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Technology for the development of critical thinking Criteria for evaluating the result in terms of the technology for developing students' critical thinking The main criterion for evaluating the result is the criticality of thinking, which can be revealed through the following indicators: Evaluation (Where is the mistake?) Diagnosis (What is the reason?) Self-control (What are the shortcomings?) Criticism (Do you agree? Refute. Give counterarguments) Forecast (Build a forecast). Modern educational technologies

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Sinkwain at the lesson "Family Thought" in the novel by L.N. Tolstoy “War and Peace” The Rostov family Simplicity Close, happy Be friends, trust, love Blows with warm light and comfort Soulfulness The Bolkonsky family Discipline Noble, proud Teach, sacrifice, love Relationships are full of hidden care Spirituality Kuragins Calculation Immoral, insincere Deceive, count, cunning By - to me, this is a false family Lack of spirituality

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Developmental learning technologies Person-oriented developing learning Technologies of developing learning Self-developing learning technology (G.K. Selevko)

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Students' activities Teacher's activities 1. Students feel at ease in the lesson, relaxed, each of them feels responsible for their actions and strives to achieve the goal. 1. From the very beginning, throughout the educational process, the teacher demonstrates to the children his complete trust in them. 2. The language material of the lesson is age-appropriate, meets the requirements of general utility, educational and educational value. 2. The teacher helps students in the formation and clarification of the goals and objectives facing both groups and each student individually. 3. Students have intrinsic motivation to learn. 3. The reward system is widely used. 4. Students actively participate in the process of pedagogical communication (they independently determine grammatical forms, draw conclusions, formulate rules). 4. The teacher acts as a source of diverse experience, to which you can always turn for help. 5. Students not only reproduce information, but also express their thoughts, their opinions, argue, prove, that is, they really communicate with the teacher and with each other, learn to think independently. 5. The teacher should openly express his thoughts and feelings in the group. 6. In the lesson, there is not only a movement from a linguistic form to a thought, but also from a thought, from the task of communication to its embodiment in a linguistic form - any linguistic phenomenon is presented in a coherent speech passage (text, dialogue). 6. The teacher is an active participant in group interaction, he should strive to achieve empathy (“I feel what you feel”), which allows him to understand the feelings and experiences of each student.

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Game technologies According to the game method: subject, plot, role-playing, business, imitation, dramatization. Modern educational technologies

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"Compose the text and voice it" Students are offered a set of words that may present some difficulty in pronunciation. The words are written on the board. The task of students is to compose a coherent text in 2-3 minutes (using these words) and read it, observing orthoepic norms. The teacher can appoint experts who must carefully listen to the text and draw a conclusion about the observance of pronunciation norms. (In this case, two students receive an assessment at once.) Example. Words are given: kilometer, assistant, overcoat, call, tool, driver, sorrel, Ukrainian, thermos. (The words are contained in the dictionary "Pronounce it correctly", edited by A.Yu. Kupalova "Russian language.. Practice. 5th grade.")

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A variant of the text made up of the proposed words. The driver's assistant picked up the phone: - Are you calling? - Yes. On the tenth kilometer of the track, an incident happened. Of all the teams of chauffeurs, we are the closest. Get on a flight. The driver's assistant hung up and started getting ready. He took a mosquito repellant, a bunch of sorrel, poured Ukrainian borsch prepared by his wife into those [te]rmos, put on a sweater [te]r, shin [n "] spruce, grabbed a toolbox and hurried to the garage.

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"Collect phraseology" How; Makar; whistles; in the language; wind; spinning; in pockets; where; in mittens; sunk; calves; in water; did not drive; hedgehogs. Answers: - Where Makar did not drive calves. - How to sink into the water. - The wind whistles in the pockets. - Spinning on the tongue. - In tight gloves.

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Technology of project-based learning The essence of project-based learning is that the student, in the process of working on a training project, comprehends real processes, objects, etc. It involves the student living in specific situations, introducing him to the penetration into the very essence of phenomena, processes and the construction of new objects. Modern educational technologies

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Eduard Arkadievich Asadov (09/07/1923 - 04/21/2004) Soviet poet, prose writer At the age of eight he wrote his first poem. He studied at the 38th Moscow school, which he graduated in 1941. One week after High school prom the Great Patriotic War began. Asadov volunteered for the front, was a mortar gunner, then assistant commander of the Katyusha battery on the North Caucasian and 4th Ukrainian fronts. Fought on the Leningrad front. On the night of May 3-4, 1944, in the battles for Sevastopol near Belbek, he was seriously wounded by a shell fragment in the face. Losing consciousness, he drove a truck with ammunition to an artillery battery. After prolonged treatment in hospitals, doctors were unable to save his eyes, and from that time on, Asadov was forced to wear a black half-mask on his face for the rest of his life. In 1946 he entered the Literary Institute. A. M. Gorky, who graduated with honors in 1951. In the same year, he published his first collection of poems, The Bright Road, and was admitted to the Writers' Union. Eduard Asadov - author of 47 books: "Snowy Evening" (1956), "Soldiers returned from the war" (1957), "In the name of great love" (1962), "Lyric pages" (1962), "I love forever" (1965 ), Be Happy, Dreamers (1966), Romance Island (1969), Kindness (1972), etc.

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Problem-based learning Methodological techniques for creating problem situations: - the teacher leads students to a contradiction and invites them to find a way to resolve it themselves; - confronts contradictions in practical activities; - expresses different points of view on the same issue; - invites the class to consider the phenomenon from different positions (for example, commander, lawyer, financier, teacher); - encourages students to make comparisons, generalizations, conclusions from the situation, compare facts; - raises specific questions (for generalization, substantiation, concretization, logic of reasoning); - defines problematic theoretical and practical tasks (for example: research); - sets problem tasks (for example: with insufficient or redundant initial data, with uncertainty in the formulation of the question, with conflicting data, with obviously made mistakes, with a limited solution time, to overcome "psychological inertia", etc.). Modern educational technologies

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Examples of problem situations The words in which column are written correctly? Justify your answer. burn

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Examples of problem situations Check the work of a student who needs to punctuate sentences. What would you advise him? 1) He has twenty-five fingers: ten on each hand, only twenty on his feet. 2) The car was driving along a forest road, leaves were rustling under the wheels, water was gurgling, passengers were dozing in the radiator. (the problematic situation is created by a practical "task for an error")

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There is a slogan on the building: "Do smart - act at MGIMO". (MGIMO is the Moscow State Institute international relations.) How to prove that two different verbs to act are used here? Firstly, these two verbs correspond to different synonyms: in the first case, this is to do, in the second, to write down (submit documents). Secondly, different verbal nouns are formed from these verbs: act and act.

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CREATIVE WORKSHOP INTEGRATED WORKSHOP SYSTEM OF IMAGES POETIC WORKSHOP EXCURSIONS PSYCHOLOGICAL WORKSHOP ART WORK READING CIRCLE GENERALIZATION AND SYSTEMATIZATION OF KNOWLEDGE SCIENTIFIC RESEARCH WORK THE AUTHOR AND HIS CREATIVITY

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Task: “Collect scattered verses” You are offered words from which, without adding anything, you must compose poetic lines. a) with, mind, resentment, from, losing, heights, I look, resentment, on. b) I teach, I said, I bawl, my own, new, who, I, what, a song, I shout, Tanya, what, who, I, sister, said. c) the sky, sausage, more pleasant, maybe even looks, sausage than, murka, c, miracles, more, fly by, the thought, be, there that, thoughtfully, happen.

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Carl Van Parreren Ideology of modern technologies Principle 1. Cause in students a sustainable motivation for learning activities Principle 2. Teach dialogically, in cooperation with students. Principle 3. teach diagnostically: constant monitoring of the learning activities of students. Principle 4. Divide the content of education into suitable learning units and tasks (multilevel learning). Principle 5. Teach at an appropriate pace (individual learning). Principle 6. Teach on the basis of a conscious interpretation of conceptual inventories. Principle 7. The ability to reflect and evaluate the progress of the students themselves. Principle 8. Stimulate initiative, creativity. Principle 9. Contribute to the actual formation of subjectivity. Principle 10. Provide conditions for a climate in the classroom leading to the formation of a socially integrated personality of the student.

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Personality-oriented pedagogical technologies Technology of pedagogical workshops Technology of learning as educational research Technology of collective mental activity Technology of heuristic learning Project method Probabilistic education (A. Lobok) Developing education (L.V. Zankov, V.V. Davydov, D.B. Elkonin) " School of Dialogue of Cultures” (V.S. Bibler) Humanitarian-personal technology (Sh.A. Amonashvili) Teaching literature as an art and as a human-forming subject (E.N. Ilyin) Design pedagogy

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Subject-oriented learning technologies Goal setting technology Full assimilation technology (M.V. Klarin) Pedagogical process technology (S.D. Shevchenko) Concentrated learning technology Modular learning

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Technologies for assessing student achievement Portfolio technology Gradeless learning Rating technologies

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Interactive technologies Technology "Development of critical thinking through reading and writing" Technology of discussions Technology "Debate" Training technologies Interactive technologies are a type of information exchange between students and the environment.

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Three modes of interactive exchange Information flows are directed from the subject of the learning system to the object, but circulate mainly around it without penetrating inside the object. The student acts as a passive learner. Typical for lectures, traditional technology. Information flows go to a student or a group, causes vigorous activity, students act as subjects (independent activity). Information flows penetrate the consciousness, cause vigorous activity and generate a reverse information flow. This mode is typical for interactive technologies.

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Technology of pedagogical workshops History: developed by French educators and psychologists. In 1984 it was recognized by the French Ministry of Education. In Russia - since 1990

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The technology of pedagogical workshops allows for the self-development of the child, contributes to the active perception of students of educational material, its creative understanding and comprehension, increases interest in the learning process, improves literacy and develops creativity, social competence, and reasoned speaking and writing skills. The most important result in the workshop is the acquisition of knowledge about oneself, self-esteem and “ascent” to oneself.

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This technology got its name due to the fact that the teacher in the lesson ceases to be a teacher - he becomes a Master. The master creates conditions, invents various situations and tasks without question. The position of the leading master is, first of all, the position of a consultant and adviser, helping to organize educational work, to comprehend the progress in mastering the methods. French scientists believe that when we explain, we prevent the child from understanding. Ready-made knowledge should not be presented to children, but should be given the opportunity to organize mental activity and direct the child’s creative search for study and cognition. A workshop is a technology by which a master teacher introduces his students to the process of cognition.

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The workshop is an original way of organizing the activities of students in a small group (7-15 students) with the participation of a master teacher who initiates the search, creative nature of the students' activities. The composition of the groups varies from workshop to workshop. This is a living experience of accepting any partner, developing tolerance and mutual assistance. This technology allows you to teach students to independently formulate the objectives of the lesson, find the most effective ways to achieve them, develop intelligence, contribute to the acquisition of experience in group activities, joint project development. Children are offered an initial situation and a chain of creative tasks to it. The execution algorithm is set and selected so that each student is in a creative search and in work. Living in a workshop is a path from chaos to order, from uncertainty to understanding.

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The main stages Induction (behavior) is a stage that is aimed at creating an emotional mood and motivating students for creative activity. At this stage, it is supposed to include feelings, the subconscious and the formation of a personal attitude to the subject of discussion. An inductor is anything that motivates a child to take action. A word, text, object, sound, drawing, form can act as an inductor - everything that can cause a stream of associations. It may be a task, but unexpected, mysterious.

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Deconstruction - destruction, chaos, inability to complete the task with the available means. This is work with material, text, models, sounds, substances. This is the formation of the information field. At this stage, a problem is posed and the known is separated from the unknown, work is carried out with information material, dictionaries, textbooks, a computer and other sources, that is, an information request is created.

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Reconstruction is the reconstruction of the project of solving the problem from the chaos. This is the creation by microgroups or individually of their own world, text, drawing, project, solution. A hypothesis is discussed and put forward, ways to solve it are created creative work: drawings, stories, riddles, work is underway to complete the tasks given by the teacher.

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Socialization is the correlation by students or microgroups of their activities with the activities of other students or microgroups and the presentation of intermediate and final results of work to everyone in order to evaluate and correct their activities. One task is given for the whole class, work in groups is underway, the answers are reported to the whole class. At this stage, the student learns to speak. This allows the master teacher to lead the lesson at the same pace for all groups.

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Advertising is hanging, a visual representation of the results of the work of the master and students. It can be a text, a diagram, a project and familiarization with all of them. At this stage, all students walk, discuss, highlight original interesting ideas, protect their creative work.

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A gap is a sharp increase in knowledge. This is the culmination of the creative process, a new selection by the student of the subject and awareness of the incompleteness of his knowledge, an incentive to a new deepening into the problem. The result of this stage is insight (enlightenment). Reflection is the student's awareness of himself in his own activity, it is the student's analysis of the activity carried out by him, it is a generalization of the feelings that arose in the workshop, it is a reflection of the achievements of his own thought, his own worldview.

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Rules and teaching methods 1. The teacher clearly formulates for himself the goal (final result) of the lesson. 2. The teacher selects the material in accordance with the goal. 3. At the lesson, the teacher poses questions, offers selected information or problems for comprehension, study and living. 4. Students reflect, discuss the proposed tasks in a group, draw conclusions 5. Students introduce the results of activities to other groups, conduct discussions between groups.

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Conceptual ideas Hypothesis: cultural forms should only be offered to the child, but not imposed. Rejection of methods of coercion and forms of suppression of the dignity of students. The workshop gives everyone the opportunity to move towards the truth in their own way. The material does not exist in a logical sequence, but in a free element of contrasts and contradictions. The process of cognition is much more important, more valuable than knowledge itself. Unlike a lesson, knowledge is not given at workshops, but is built. The student has the right to make a mistake: a mistake is considered a natural step in the process of cognition; accurate knowledge follows mistakes. Creative activity is a non-judgmental activity. The master is for the student, not the student for the master. Collaboration, co-creation, joint search. The master is a gardener who grows a plant - a child, creating conditions for the realization of the natural inclinations inherent in it.

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References Belova N.I. Workshop: an invitation to the search / / On the way to a new school. 1994. No. 1 (6); Belova N.I. I will build knowledge in the workshop. From work experience - St. Petersburg, 1994. Belova N.I. Technology of pedagogical workshops. Natural science at school. 2004, No. 6, pp. 54-59. Lakotsenina T.P., Alimova E.E., Oganezova L.M. Modern lesson. Part 5. Scientific and practical guide for teachers, methodologists, heads of educational institutions, students of pedagogical institutions, students of the IPK. Rostov-on-Don: publishing house "Teacher", 2007. - p.208. G.V. Stepanova. Pedagogical workshops: Search, practice, creativity. SPb., 2000.

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Modular learning technology module - lat. "functional node" The core of modular learning is a learning module that includes: a complete block of information; target program of actions of the student; teacher's recommendations for its successful implementation. Modular technology ensures the individualization of learning: in terms of the content of learning, in terms of the pace of assimilation, in terms of the level of independence, in terms of methods and methods of teaching, in terms of control and self-control.

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The fundamental difference between modular training Content is a complete independent complex. The goal is formed for the teacher, the volume of the studied content, the level of its assimilation are indicated. The student receives recommendations in writing. The form of communication between the teacher and students is changing - individual communication is carried out through the module. The student works maximum time independently, learns goal-setting, self-planning, self-organization and self-control; There is no problem of individual counseling

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The purpose of modular training: to promote the development of independence, the ability to work, taking into account individual ways of processing educational material Initial scientific ideas: the activity principle of learning; developmental education - taking into account the zone of proximal development; differentiation of content, different forms of organization of educational activities (individual work, group work of permanent and shift composition); learning programming - clarity, logic of actions, activity and independence of the student;

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The system of actions of the teacher and the student Representation of the course as a system, primary structuring of the content (selection of the core lines of the entire academic subject, course; selection of content for each class along each core line; structuring the content into a table). Drawing up a technological map for each parallel of the class (core lines, leading knowledge, secondary knowledge, accompanying repetition, difficult to digest topics, intra-subject communications, inter-subject communications, ways to overcome difficulties).

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continued Creation of a modular program, the components of which are a didactic goal, a set of modules (each module program is given a name that reflects the essence of a large topic or section chosen for it; a comprehensive goal is formulated at three levels: the importance of knowledge for the spiritual development of a person, for life practice and professional self-determination, knowledge, skills). Identification of a complex didactic goal for each module, a system of modules is built. The gradation of integrating didactic goals into particular didactic goals and the formation of the content of the elements that make up the module. Complex didactic goal - integrating didactic goals - private goals with content selected for each of them.

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Building the module itself. Formulation of the integrating goal. Task for input control Definition of private didactic goals, creation of educational elements, including the target setting, student action algorithms, a test task for monitoring and correcting knowledge and skills. Filling the content of the penultimate element of the module - a summary summarizing the progress of the tasks. Drawing up a task for the final control, identifying the degree of assimilation of the content of the module. Thinking through structural and logical schemes for generalizing the material of the module and possible mistakes of students in their construction.

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The structure of the model program CDC IDC BCH CDC is a complex didactic goal IDC is an integrating didactic goal BFC is a particular didactic goal MP M 1 M 2 M 3 M 4 M 5 UE-0 UE-1 UE-2 UE-3

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Technology of conducting educational discussions Purpose: development of critical thinking of schoolchildren, the formation of their communicative and debatable. Initial theoretical provisions: The form of organization of education, the way of working with the content of educational material. Development of reflective thinking. The use of discussion is recommended when students have a significant degree of maturity and independence in acquiring knowledge and formulating problems, in the selection of arguments, in substantive preparation for discussion topics. Content-directed self-organization of participants - students turning to each other for an in-depth and versatile discussion of the ideas themselves. Dialogical position of the teacher. Educational discussion is effective for consolidating information, creative understanding of the studied material and the formation of value orientations.

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Actions of the teacher and students Substantive aspect: awareness of contradictions; updating knowledge; creative rethinking of the possibilities of their application, inclusion in a new context. Organization of interaction in the group: Distribution of roles in the group Consistency in the discussion of problems and development of a group approach. Compliance with the rules and procedures of search activities. Results: processing of information for a convincing presentation; presentation of one's point of view as a position, its argumentation; selection and weighing of approaches to solving the problem; possible application of the approach as a result of a conscious choice.

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Forms of discussion "Round table" - a conversation in which a small group participates "on an equal footing", during which an exchange of views takes place. "Meeting of the expert group" - the intended problem is discussed, then the positions are stated to the whole class, while everyone makes a presentation. "Forum" - discussion, the group enters into an exchange of views with the audience. "Symposium" is a more formalized discussion. Participants make presentations representing their points of view, after which they answer questions from the audience. "Debate" - a clearly formalized discussion, built on the basis of pre-fixed speeches of the participants - representatives of two rival teams - and rebuttals.

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continuation of "Aquarium Technique": Statement of the problem (comes from the teacher). The teacher divides the class into subgroups (usually arranged in a circle). The representative of the position of the group is selected. The group discusses the problem, a common point of view is determined. Representatives express and defend their own position (no one else has the right to speak, but it is allowed to pass notes indicating to their representative). You can take time out for consultations. Critical review by the whole class.