"Modern educational technologies in additional education»
Purpose: Understanding the need and possibility of using modern technologies as an indicator of the pedagogical competence of a modern teacher.
introduction
The program for the modernization of the content of education affects all aspects educational process. Its tasks are to achieve a new quality - a quality that meets the requirements for a person in today's rapidly changing conditions.
In addition, the new procedure for certification of teaching staff identified the problem of introducing effective innovative directions in the development of the educational process. One of these areas is the use of modern educational (pedagogical technologies).
business game
Everyone is divided into three groups: "Students" "Teachers" "Experts"
Discussion Question: When is a student not interested in learning?
When is a teacher not interested in teaching?
Within 5 minutes, by brainstorming, participants make a list of reasons, provide experts with 2-3 most relevant problems for this topic and voice them.
Exercise "Association"
I invite you to express your associations with the concept of "educational technology". (Sayings are recorded on the board).
The definition is given on the slides.
Educational technologies are classified based on their inherent nature. learning activities. They are distinguished by two: reproductive and productive.
Reproductive activity: The main advantage of this method is economy. It provides the ability to transfer a significant amount of knowledge and skills in the shortest possible time and with little effort. Human activity can be reproductive. performing or creative. Reproductive activity precedes creative activity, therefore it cannot be ignored in training, just as one cannot be overly carried away by it. The reproductive method must be combined with other methods.
Productive activity: is aimed at the formation of new knowledge directly by the students themselves, here the teacher acts only as a guide.
Now each group needs to select characteristics for the reproductive method and productive.
So, we will analyze modern educational technologies based on these approaches and methods. It cannot be said that we do not use completely modern educational technologies, many of you use elements of this or that technology in your activities, now you will understand this.
In an institution additional education children, in contrast to the school, there are all conditions in order to separate children according to their individual characteristics and interests, to teach them in different ways, adjusting the content and teaching methods depending on the level of mental development and the specific capabilities, abilities and needs of each child.
The condition for the effectiveness of the development of any curriculum in the add. education is child's passion the activity he chooses.
In additional education, there is no strict regulation of activities, but voluntary, humanistic relationships between children and adults, comfort for creativity and individual development make it possible to introduce personality-oriented technologies into practice.
Pedagogical technologies based on a student-centered approach:
Student-centered learning (Yakimanskaya I.S.);
Technology of individual training (individual approach, individualization of training, project method);
Collective way of learning.
Technologies of adaptive learning system;
Pedagogy of cooperation ("penetrating technology");
KTD technology;
TRIZ technology;
Problem learning;
Communication Technology;
Programmed learning technology;
Gaming technologies;
Technologies of developing education.
The purpose of student-centered learning technology - the maximum development (rather than the formation of predetermined) individual cognitive abilities child based on the use of his life experience.
As a starting point, it is necessary to accept the premise that additional education should not form anything by force; on the contrary, it creates the conditions for the inclusion of the child in natural activities, creates a nutrient environment for his development. The content, methods and techniques of student-centered learning technology are aimed primarily at revealing and using the subjective experience of each student, helping to develop a personality through the organization of cognitive activity.
It is fundamental that the institution of additional education does not force the child to learn, but creates conditions for the competent choice of the content of the subject being studied and the pace of its development. The child comes here on his own, voluntarily, in his free time from the main classes at school, chooses the subject of interest to him and the teacher he likes.
The task of the teacher of additional education - not to "give" material, but to arouse interest, reveal the possibilities of each, organize joint cognitive, creative activities of each child.
In accordance with this technology, an individual educational program is compiled for each student, which, unlike the educational program, is individual in nature, based on the characteristics inherent in this student, flexibly adapts to his capabilities and development dynamics.
In the technology of student-centered learning, the center of all educational system – child's personality Therefore, the methodological basis of this technology is the differentiation and individualization of learning.
In institutions of additional education for children, it is possible to use such differentiation options as:
recruitment of study groups of homogeneous composition;
intragroup differentiation for separation by levels of cognitive interest;
profile training in senior groups based on diagnostics, self-knowledge and recommendations of children and parents.
Orientation stage (negotiable). The teacher negotiates with the children about how they will work, what they will strive for, what they will achieve. Everyone is responsible for the results of their work and has the opportunity to work at different levels, which they choose independently.
Preparatory stage. The didactic task is to provide motivation, update basic knowledge and skills. It is necessary to explain why it is necessary to learn how to do it, where it is useful and why it is impossible without it (in other words, “start the engine”). At this stage, introductory control (test, exercise). The didactic task is to restore in memory everything on which the lesson is based.
main stage- acquisition of knowledge and skills. Educational information is presented briefly, clearly, clearly, based on samples. Then the children should move on to independent work and mutual verification. The main principle is that everyone acquires knowledge himself.
Final stage- grade the best works, answers, summarizing what was covered in the lesson.
Individualization of learning - a fundamental characteristic of additional education for children. Due to the organizational forms used in it and the different nature of motivation, various personality-oriented practices have become its generic feature.
The main goal of additional education – personalize the standardized state and society educational activities give it personal meaning.
Learning individualization technology (adaptive) - such a technology of learning, in which an individual approach and individual shape training are a priority (Inge Unt, V.D. Shadrikov). Individual approach as the principle of learning is carried out to some extent in many technologies, therefore it is considered a penetrating technology.
At school, individualization of learning is carried out by the teacher, and in the institution of additional education for children - by the student himself, because he goes to study in the direction that he is interested in.
In accordance with the indicated provisions, in an institution of additional education for children, several options for taking into account the individual characteristics and capabilities of students:
Acquisition of study groups of homogeneous composition with initial stage training based on the interview, diagnosis of the dynamic characteristics of the individual.
Intra-group differentiation for organizing training at different levels when it is impossible to form a complete group in the direction.
Profile training, initial vocational and pre-professional training in senior groups based on psychological and pedagogical diagnostics of professional preferences, recommendations from teachers and parents, students' interests and their success in a certain type of activity.
Creation of personalized curricula by directions.
Group Technologies . Group technologies involve the organization of joint actions, communication, communication, mutual understanding, mutual assistance, mutual correction.
There are the following types of group technologies:
group survey;
public review of knowledge;
study meeting;
discussion;
dispute;
non-traditional classes (conference, travel, integrated classes, etc.).
The modern level of additional education is characterized by the fact that group technologies are widely used in its practice. Can be distinguished levels of collective activity in the group:
simultaneous work with the whole group;
work in pairs;
group work on the principles of differentiation.
Learning is done through communication dynamic groups when everyone teaches everyone. Working in pairs of shifts allows students to develop independence and communication skills.
Group technology consists of the following elements:
staging learning task and briefing on the progress of work;
group work planning;
individual performance of the task;
the discussion of the results;
reporting results;
summing up, a general conclusion about the achievements.
Peculiarities group technology lies in the fact that the study group is divided into subgroups to solve and perform specific tasks; the task is carried out in such a way that the contribution of each student is visible. The composition of the group may vary depending on the purpose of the activity.
. There are technologies in which the achievement of a creative level is a priority goal. The most fruitful in the system of additional education is applied Collective technology creative activity (I.P. Volkov, I.P. Ivanov) which is widely used in additional education.
The technology is based on organizational principles:
socially useful orientation of the activities of children and adults;
cooperation between children and adults;
romanticism and creativity.
identify, take into account, develop the creative abilities of children and involve them in a variety of creative activities with access to a specific product that can be fixed (product, model, layout, composition, work, research, etc.)
education of a socially active creative personality and contributes to the organization of social creativity aimed at serving people in specific social situations.
The motive of children's activity is the desire for self-expression and self-improvement. The game, competitiveness, competition is widely used. Collective creative work is social creativity aimed at serving people. Their content is caring for a friend, for oneself, for close and distant people in specific practical social situations. The creative activity of groups of different ages is aimed at searching, inventing and has a social significance. The main teaching method is dialogue, verbal communication of equal partners. The main methodological feature is the subjective position of the individual.
Classrooms are created as creative laboratories or workshops (biological, physical, linguistic, artistic, technical, etc.), in which children, regardless of age, receive initial professional training.
Evaluation of results - praise for the initiative, publication of the work, exhibition, awarding, awarding the title, etc. To evaluate the results, special creative books are developed, where achievements and successes are noted.
Age stages of creativity technology:
Junior schoolchildren: game forms of creative activity; mastering the elements of creativity in practical activities; discovering in oneself the ability to create some kind of creative products.
Middle school students: creativity in a wide range of applied industries (modeling, design, etc.); participation in mass literary, musical, theatrical, sports events.
Senior students: implementation of creative projects aimed at improving the world; research work; essays.
free groups in which the child feels relaxed;
pedagogy of cooperation, co-creation;
application of teamwork techniques: brainstorming, business game, creative discussion;
desire for creativity, self-expression, self-realization.
Preparatory stage (preliminary formation of an attitude to the matter - it takes the minimum time so that the children do not lose interest).
Psychological mood (determining the significance of the case, setting goals, opening remarks, greetings, etc.).
Collective planning. It can be built in the form of a “brainstorming” in the form of answers to questions (The team is divided into microgroups that discuss answers to the questions: for whom? Where and when? How to organize? Who participates? Who leads? Then the answers of each group are heard and a joint choosing the best option).
Collective preparation of the case. Selection of an asset, distribution of responsibilities, refinement of the plan.
Actually activity (high cultural level). Implementation of the developed plan.
Completion, summing up (gathering, light, round table). Answers to the questions: what worked, why? What didn't work? How to improve?
The results of the collective action.
Purpose of technology - formation of students' thinking, preparing them for solving non-standard tasks in various fields of activity, teaching creative activity.
Principles of TRIZ technology:
removal of the psychological barrier to unknown problems;
humanistic nature of education;
formation of a non-standard way of thinking;
practice-oriented implementation of ideas.
The process of inventive activity is the main content of learning.
According to psychologists, TRIZ technology forms in children such mental abilities as:
the ability to analyze, reason, justify;
ability to generalize, draw conclusions;
the ability to think creatively and flexibly;
the ability to actively use the imagination.
heuristic game,
brainstorm,
collective search.
Research (problem) learning technology in which the organization of classes involves the creation of problem situations under the guidance of a teacher and the active work of students to resolve them, resulting in the acquisition of knowledge, skills and abilities; the educational process is built as a search for new cognitive landmarks
The child independently comprehends the leading concepts and ideas, and does not receive them from the teacher in finished form.
Technology problem learning suggests the following organization:
The teacher creates a problem situation, directs students to solve it, organizes the search for a solution.
The student is placed in the position of the subject of his learning, resolves the problem situation, as a result of which he acquires new knowledge and masters new ways of action.
Principles of problem-based learning:
independence of students;
developmental nature of education;
integration and variability in the application of various fields of knowledge;
use of didactic algorithmic tasks.
the teacher leads the children to the contradiction and invites them to find a way to resolve it;
presents different points of view on the issue;
offers to consider the phenomenon from different positions;
encourages children to make comparisons, generalizations, conclusions;
poses problem questions, tasks, sets problem tasks.
Gaming technologies
freedom of activity;
emotional high;
equality.
In practical work, teachers of additional education often use ready-made, well-designed games with the attached educational and didactic material. Thematic games are related to the material being studied, for example, "Modeling cases from life", "Natural disaster", "Time travel", etc. A feature of such classes is the preparation of students to solve vital problems and real difficulties. Creates an imitation of the real life situation in which the student needs to act.
Game technologies are used by teachers in working with students of different ages and are used in organizing classes in all areas of activity, which helps children feel in a real situation, prepare for making decisions in life. All groups early development preschoolers use play technology.
Preparation stage
Implementation stage
Analysis stage
Training educational material , dividing it into fragments - training units, preparing tests for each fragment; definition of the standard of complete assimilation. After the allocation of educational units, the results that children should achieve in the course of the study are determined. Current tests and verification work are of a diagnostic nature, which are given a value judgment - "mastered - not mastered."
next sha d - preparation of corrective educational materials, which are thought out in advance and prepared in the form of special tasks. Of paramount importance is the orientation of students in the activity being studied: the perception of the essence of the subject, the ways and means of assimilation.
Preparing children for work clarification of the basic rules of work: everyone will achieve good results if they help each other; everyone will get the help they need in case of difficulty; Then the teacher introduces the children to the learning goals and how they will learn in order to achieve full assimilation. The presentation of the material is carried out in a traditional way.
Organization of current knowledge testing, evaluation of current results according to the scheme "learned - did not learn".
Organization of corrective work. According to the results of training, children are divided into two groups - those who have achieved and not achieved full assimilation. The first ones study additional material, with the second ones, the teacher organizes corrective work, which ends with a diagnostic test, a control task.
Final check for the entire course carried out on the basis of a test creative work, which children know in advance and can compare it with the standard.
Control results academic work students serve as the basis for making adjustments to the content and organization of the learning process, as well as to encourage the successful work of the best students, the development of their creativity, independence and initiative in mastering knowledge, skills and abilities.
The results of the control are reflected in the register of work of study groups.
Control is carried out in the following forms: interview, listening to the best answer, discussion finished work, filling out answer cards, test, abstract, defense of a graduation work or creative project, testing, fulfillment of sports standards, control exercise, participation in competitions, olympiads, competitions, performance at concerts, participation in exhibitions, fairs, etc.
Several times a year, reviews of students' knowledge are held in the form of KVN, quizzes, olympiads, competitions, concerts, open classes, which is a form of evaluation of ongoing educational programs. Such forms of work with children increase their interest in learning. And teachers have the opportunity to see the results of their work.
The technology of complete assimilation allows to achieve good results for all students, because:
sets a single level of knowledge, skills and abilities for all children, but makes variables for each student time, methods, forms, working conditions, that is, differentiated conditions for mastering educational material are created;
the progress of each student is compared with the established standard;
each student receives the necessary assistance;
diagnostic tests allow you to adjust the work of children.
Gaming technologies (Pidkasisty P.I., Elkonin D.B.) have means that activate and intensify the activity of students. They are based on the pedagogical game as the main activity aimed at the assimilation of social experience.
There are the following classifications of pedagogical games:
by type of activity (physical, intellectual, labor, social, psychological);
by the nature of the pedagogical process (teaching, training, cognitive, training, controlling, cognitive, developing, reproductive, creative, communicative, etc.);
according to the game method (plot, role-playing, business, simulation, etc.);
according to the gaming environment (with and without an object, desktop, indoor, outdoor, computer, etc.).
natural and cultural conformity;
ability to model, dramatize;
freedom of activity;
emotional high;
equality.
didactic: broadening one's horizons, applying ZUN in practice, developing certain skills and abilities;
educational: education of independence, cooperation, sociability, communication;
developing: development of personality qualities and structures;
social: familiarization with the norms and values of society, adaptation to environmental conditions.
In practical work, teachers of additional education often use ready-made, well-designed games with the attached educational and didactic material. Thematic games are related to the material being studied, for example, "Modeling cases from life", "Natural disaster", "Time travel", etc. A feature of such classes is the preparation of students to solve vital problems and real difficulties. An imitation of a real life situation is created in which the student needs to act.
Usually the group is divided into subgroups, each of which independently works on a task. Then the results of the activities of the subgroups are discussed, evaluated, and the most interesting developments are determined.
Game technologies are used by teachers in working with students of different ages and are used in organizing classes in all areas of activity, which helps children to feel in a real situation, to prepare for making decisions in life. All groups of early development of preschoolers use game technologies.
The technology of conducting a training lesson-game consists of the following stages:
Preparation stage(determination of the educational goal, description of the problem under study, drawing up a plan for conducting and general description games, script development, placement actors, agreement on conditions and rules, consultations).
Implementation stage(directly the process of the game: group performances, discussions, defending the results, expertise).
Analysis stage and discussion of the results (analysis, reflection, evaluation, self-assessment, conclusions, generalizations, recommendations).
All teaching, developing, educational, social technologies used in the additional education of children are aimed at:
wake up children's activity;
equip them with the best ways to carry out activities;
bring this activity to the process of creativity;
rely on the independence, activity and communication of children.
Modern technologies in the work of institutions of additional education for children are combined with everything valuable that has been accumulated in domestic and foreign experience, in family and folk pedagogy, they allow you to choose the most effective ways and methods of organizing children's activities and creating the most comfortable conditions for their communication, activity and self-development.
The modern organization of the educational process in the institution of additional education for children has a personality-oriented focus, contributes to the full development of those abilities that the individual and society need, which include the individual in social value activity, contribute to its self-determination, provide opportunities for effective self-education throughout the subsequent life.
The educational process in the institution of additional education for children is built on the basis of the implementation of various types of children's activities; the free choice of the pace and depth of mastering educational programs is provided for everyone, the active interaction of children of different ages in the educational process is carried out. Personally-oriented technologies "launch" the internal mechanisms of personality development.
The study of the use of new pedagogical technologies in organizing the activities of an institution of additional education for children suggests that they are one of the most powerful means of socializing the personality of a student, since they contribute to the development of such personal neoplasms as activity, independence and communication of students.
Application Success new technology depends not on the ability of the teacher to implement a certain method of teaching in practice, but on the effectiveness and correctness of the application of the chosen method at a certain stage of the lesson, in solving this problem and in working with a specific contingent of children.
But the main thing is that the teacher must be able to independently analyze his work, identify shortcomings, determine their causes and develop ways to correct them, that is, the main professional skills for this work of the teacher are analytical.
Thus, the teacher, when introducing new technology into the educational process, should be able to:
apply the teaching methods and techniques used in this technology;
conduct and analyze training sessions based on new technology;
teach children new ways of working;
evaluate the results of the introduction of new technology into practice, using the methods of pedagogical diagnostics.
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Methodical seminar "Educational lesson in the institution of additional education for children"
Seminar for teachers of additional education
"Educational lesson in the institution of additional education for children"
The purpose of the workshop: increasing the professional competence of novice teachers in the field of building a lesson.
Plan of the event:
1. Methodological bases for constructing a lesson in the system of additional education for children.
2. Classification of training sessions and basic requirements for their construction.
3. Practical part.
Methodological bases for constructing a lesson in the system of additional education for children
The training session is the main element of the educational process. In the system of additional education, the form of its organization is significantly changing. The main thing is not the communication of knowledge, but the identification of the experience of children, their inclusion in cooperation, active search for knowledge and communication.
Teachers of additional education (as having a special Teacher Education, and those who do not have one) often experience difficulties in modeling a training session, determining its type, stages, tasks, the content of each stage, self-analysis of activities. Especially often these difficulties are encountered by novice teachers who are not ready for systematic activities in preparing a lesson.
Knowledge of the types and features of training sessions will help to form the need and skills to correctly model the lesson, improve their constructive, methodological knowledge, skills and abilities.
The training session is:
Model of activity of the teacher and children's team;
A time-limited form of organizing the educational process, which involves not only the transfer of knowledge, skills and abilities to children in a particular subject and their assimilation of educational material, but, above all, development;
The time during which students under the guidance of a teacher are engaged in educational, educational, leisure activities.
All elements of the educational process are presented in the lesson: goals, content, means, methods, organization. The quality of the training session depends on the correct definition of each of these components and their rational combination. However, the main requirement for a training session is to achieve the goal set by the teacher and accepted by the students.
Depending on the objectives of the lesson, the following types of training sessions can be distinguished:
Actually teaching;
general developmental;
Educational.
Actually, the training sessions pursue purely educational goals: teaching something, mastering children with specific knowledge and skills in the subject being taught. These are the tutorials:
On the transfer of knowledge;
By comprehending knowledge and consolidating it;
To consolidate knowledge;
On the formation of skills and the application of knowledge in practice;
Training sessions (working out skills and abilities);
On the generalization and systematization of knowledge.
General developmental classes set goals for the formation and development of certain personal qualities child. Such activities include a discussion session, an excursion, a quiz session, and various collective creative activities.
educational activities set the goal of creating a positive psychological climate in the children's team, familiarizing children with moral and cultural values. For example, traditional holidays: “Initiation into circles”, “Birthday days”, “Skill contests”, etc. These lessons also involve learning tasks, but differ from learning lessons in that learning, as a rule, is not of a specially organized nature and is not at all necessarily related to the educational subject. Quite often, the lesson of a teacher with a children's team is difficult to attribute to any one type, since in the course of one lesson, most teachers solve both teaching and educational tasks in a complex.
The training session, being a time-limited process, is a model of the activity of the teacher and the children's team. In this regard, the training session must be considered in the logic of organizing activities, highlighting the goal, content, methods, results of activities, as well as the stages of their achievement.
A model of a training session of any type can be represented as a sequence of the following stages: organizational, verification, preparatory, main, control, final, reflective, informational. The basis for the allocation of stages can be the process of assimilation of knowledge, which is built as a change in the types of activities of students: perception - comprehension - memorization - application - generalization - systematization.
As a basis for the training session, we take the model proposed by M.V. Ushakova, methodologist researcher of the laboratory of problems of additional education and upbringing regional center children and youth of the city of Yaroslavl (Table 1).
Table 1
Model of a training session in an institution of additional education for children
| Blocks | Stages | Stage of the training session | Stage tasks | Result |
|
| Preparatory | Organizational | Preparing children for work in the classroom | Organization of the beginning of the lesson, creation of a psychological mood for learning activities and activation of attention | Perception |
|
| Checking | Establishing the correctness and awareness of the implementation homework(if any), identifying gaps and correcting them | Checking homework (creative, practical), checking the knowledge of the previous lesson | Self-assessment, assessment activity of the teacher |
||
| Basic | Preparatory (preparing for new content) | Ensuring motivation and acceptance by children of the goal of educational and cognitive activity | The message of the topic, the objectives of the lesson and the motivation for the educational activities of children (for example, a heuristic question, a cognitive task, a problem task for children) | Considering the possible start of work |
|
| Assimilation of new knowledge and ways of action | Ensuring perception, comprehension and primary memorization of connections and relationships in the object of study | The use of tasks and questions that activate the cognitive activity of children | Mastering new knowledge |
||
| Primary check of understanding of the studied | Establishing the correctness and awareness of the assimilation of new educational material, identifying erroneous or controversial ideas and correcting them | Application of trial practice tasks that are combined with the explanation of the relevant rules or rationale | Conscious assimilation of new educational material |
||
| Consolidation of new knowledge, methods of action and their application | Ensuring the assimilation of new knowledge, methods of action and their application | The use of training exercises, tasks that are performed independently by children | Conscious assimilation of new material |
||
| Generalization and systematization of knowledge | Formation of a holistic view of knowledge on the topic | Using conversations and practical tasks | Understanding the work done |
||
| Control | Identification of the quality and level of mastery of knowledge, self-control and correction of knowledge and methods of action | The use of test tasks, oral (written) survey, as well as tasks of various levels of complexity (reproductive, creative, search and research) | Reflection, comparison of the results of one's own activities with others, understanding the results |
||
| final | final | Analysis and evaluation of the success of achieving the goal, determining the prospects for further work | The teacher together with the children sums up the lesson | Self-affirmation of children in success |
|
| reflective | Mobilizing children for self-esteem | Children's self-assessment of their working capacity, psychological state, reasons for poor-quality work, work effectiveness, content and usefulness of educational work | Designing children's own activities in subsequent classes |
||
| Informational | Ensuring understanding of the goal, the content of homework, the logic of further classes | Information about the content and final result of homework, instruction on how to complete it, determining the place and role given task in the follow-up system | Definition of business prospects |
Building a lesson in accordance with this model helps to clearly structure the lesson, determine its stages, tasks and the content of each of them. In accordance with the tasks of each stage, the teacher predicts both the intermediate and final results.
Classification of training sessions andbasic requirements for their construction
Classification of training sessions
Based on modern scientific ideas about the lesson, its meaningful goal is triune in nature and consists of three interrelated, interacting aspects, cognitive, developmental and educational, which are reflected in the goal of the content of the educational material.
Goals are the mechanism by which the teacher encodes the main content and predicts the results of his activity and the cognitive activity of students.
The stages of the lesson, its structure are designed in accordance with the didactic purpose and the laws of the learning process. Movement towards the realization of the goal as a predictable result causes the transition from one part of the lesson to another, from stage to stage. The methods of work of the teacher and pupils at each stage depend on the content, purpose, logic of mastering the educational material, the composition of the group and the experience of the creative activity of the teacher and pupils.
The didactic goal is the most important structural element and determines the type and structure of the lesson. Taking into account the active position of pupils in mastering the material and developing skills, it is possible to classify training sessions according to the didactic purpose as follows: learning and primary consolidation of new knowledge; consolidation of knowledge and methods of activity, complex application of knowledge and methods of activity; generalization and systematization of knowledge and methods of activity; verification, evaluation, correction of knowledge and methods of activity. Each type of lesson has its own structure, the main component of the lesson is encoded in the name of the type of lesson, general stages for all types of occupations are organizational, goal-setting and motivation, debriefing.
Organizing time training session involves the creation productive conditions for interaction between teacher and students.
The stage of goal-setting and motivation ensures the desire of the participants in the pedagogical process to work in the classroom through setting goals and updating the motives of educational activities, through the formation of attitudes towards perception and comprehension educational information, development of personal qualities of the pupil.
When summing up, the level of achievement of goals, the measure of participation of all students and each individually, the assessment of their work and the prospects for the cognitive process are determined.
The relationship between the type, didactic purpose and structure of the training session is presented in Table 2 "Types of training sessions, their didactic purpose and structure."
table 2
Types of training sessions, their didactic purpose and structure
| Lesson type | Didactic purpose | Structure | Non-traditional forms of conducting a lesson |
| Training session for the study and primary consolidation of new knowledge | Create conditions for understanding and comprehending a block of new educational information | Orgmoment Updating knowledge and skills Motivation. goal setting Organization of perception Organization of reflection Initial check of understanding Organization of primary fixation Reflection | Lecture, seminar, excursion, conference, laboratory-practical lesson, didactic fairy tale |
| Training session to consolidate knowledge and methods of activity | Ensure the consolidation of knowledge and methods of activity of pupils | Orgmoment Motivation Updating knowledge and methods of action Designing a pattern for applying knowledge in standard and modified situations Independent application of knowledge Control and self-control Correction Reflection | Seminar, excursion, consultation, travel game |
| Training session for the integrated application of knowledge and methods of activity | Orgmoment Goal setting. Motivation Updating the complex of knowledge and methods of activity Independent application of knowledge (exercises) in similar and new situations Self control and control Correction Reflection | “Literary Lounge”, quiz “What? Where? When?”, “Journey-Travel”, concert |
|
| Training session of generalization and systematization of knowledge and methods of activity | Organize the activities of pupils to generalize knowledge and methods of activity | Orgmoment Goal setting. Motivation Highlighting the main thing in the educational material Generalization and systematization Reflection Generalization can be carried out both on a topic, section, and on a problem. The most important thing in the methodology of generalization is the inclusion of a part in the whole. Careful preparation of pupils is necessary (reporting problems, questions in advance, providing didactic material at the lesson) | Lecture, excursion |
| Training session on checking, evaluating, correcting knowledge and methods of activity | 1. Provide verification and assessment of knowledge and methods of activity of pupils (control lesson) 2. Organize the activities of pupils to correct their knowledge and methods of activity | Motivation Independent completion of tasks self control Control Correction Reflection | The classes are dominated by activities aimed at the gradual complication of tasks due to the comprehensive coverage of knowledge, their application at different levels. |
Conditions for achieving the effectiveness of the lesson:
Complexity of goals (training, educational, general developmental tasks);
The adequacy of the content to the goals set, as well as their compliance with the characteristics of the children's team;
Compliance of methods of work with the set goals and content;
The presence of a clearly thought-out logic of the lesson, the continuity of the stages;
Clear organization of the beginning of the lesson, motivation of children for educational activities;
The presence of a favorable psychological atmosphere;
The active position of the child (activation of cognitive and practical activities, the inclusion of each child in activities);
Full methodological support and material and technical equipment of the lesson.
The constant transfer of the student from the zone of his actual to the zone of proximal development is the main indicator of the effectiveness of the training session.
Basic requirements for the construction of modern training sessions:
Creation and maintenance of a high level of cognitive interest and activity of children;
Expedient use of class time;
The use of a variety of pedagogical teaching aids;
Personally-oriented interaction of the teacher with pupils;
The practical significance of the acquired knowledge and skills.
To conduct an effective training session, a sufficiently serious preparation of the teacher for it is necessary. Will the job work? How to keep the attention of the children, develop interest in the subject? These and many other questions concern almost every teacher. What is the most important thing for a teacher when preparing a lesson?
Algorithm for preparing a lesson
The algorithm for preparing a training session, as the basis of this methodology, can be as follows:
| Stage 1 | Analysis of the previous training session, search for answers to the following questions: Did the training session achieve its intended purpose? To what extent and quality are the tasks of the lesson implemented at each of its stages? How complete and well-realized is the content? What is the overall result of the lesson, did the teacher’s forecast come true? Due to what were these or other results (reasons) achieved? Depending on the results, what needs to be changed in subsequent training sessions, what new elements to introduce, what to refuse? Have all the potential opportunities of the lesson and its topics been used to solve educational and training problems? |
| Stage 2 | Modeling. Based on the results of the analysis of the previous lesson, a model of the future lesson is built: Determination of the place of this training session in the system of topics, in the logic of the learning process (here you can rely on the types and varieties of classes); Designation of the tasks of the training session; Definition of the topic and its potential, both teaching and educational; Definition of the type of occupation, if necessary; Determining the type of lesson; Thinking through the meaningful stages and logic of the lesson, selecting the ways of work of both the teacher and the children at each stage of the lesson; Selection of pedagogical methods for monitoring and evaluating the assimilation of the lesson material by children. |
| Stage 3 | Ensuring the content of the training session: Self-training of the teacher: selection of informational, cognitive material (content of the lesson); Ensuring the educational activities of students: selection, production of didactic, visual, handout; preparation of tasks; Logistics: preparation of the office, inventory, equipment, etc. |
It should be noted that in each specific situation, the proposed algorithm will vary, be refined, and be detailed. The very logic of actions is important, the teacher tracking the sequence of both his work and the educational activities of children, the construction of training sessions not as separate, one-time, unrelated forms of work with children, but as a learning system that will allow you to fully realize creative, cognitive, developing potential of the subject taught by the teacher.
Detailed observance of the conditions for the effectiveness of the lesson, the basic requirements for its preparation and construction will ensure a high result of the lesson.
Organization of classes within the framework of a system-activity approach
The report of the International Commission on Education for the 21st Century chaired by
Jacques Delors "Education: a hidden treasure", formulated "4 pillars on which education is based: learning to know, learning to do, learning to live
together, learn to be "(J. Delors)
Learning to know, which implies that the learner constructs his own knowledge on a daily basis by combining internal and external elements;
Learning to do focuses on practical application studied;
Learning to live together actualizes the ability to refuse any discrimination, when everyone has an equal opportunity to develop themselves, their families and their communities;
Learning to be emphasizes the skills necessary for the individual to develop his potential;
In fact, he defined the global competencies necessary for a person to survive in modern world.
Didactic principles necessary for organizing classes within the framework of a system-activity approach:
1. Operation principle is that the student, receiving knowledge not in a ready-made form, but obtaining it himself, is aware of the content and forms of his educational activity, understands and accepts the system of its norms, actively participates in their improvement, which contributes to the active successful formation of his general cultural and activity abilities, general educational skills.
2. Continuity principle means such an organization of learning, when the result of activity at each previous stage provides the beginning of the next stage. The continuity of the process is ensured by the invariance of the technology, as well as by the continuity between all levels of training in content and methodology.
3. The principle of a holistic view of the world means that the child should form a generalized, holistic view of the world (nature-society-itself), the role and place of science in the system of sciences.
4. Minimax principle is that the school offers each student the content of education at the maximum (creative) level and ensures its assimilation at the level of a socially safe minimum ( state standard knowledge).
5. The principle of psychological comfort involves the removal of stress-forming factors of the educational process, the creation of a friendly atmosphere in the center and at the lesson, focused on the implementation of the ideas of pedagogy of cooperation.
6. The principle of variability involves the development of students' variant thinking, that is, an understanding of the possibility of various options for solving a problem, the formation of the ability to systematically enumerate options and choose the best option.
7. The principle of creativity implies a maximum orientation towards creativity in the educational activities of schoolchildren, the acquisition of their own experience of creative activity. Formation of the ability to independently find solutions to non-standard problems.
These didactic principles set a system of necessary and sufficient conditions for the functioning of the education system in the activity paradigm.
Goal-setting activities can be divided into four groups:
1. classes of "discovery" of new knowledge;
2. reflection classes;
3. classes of a general methodological orientation;
4. classes of developing control.
1. Occupation of "discovery" of new knowledge.
Activity goal: the formation of students' ability to a new way of action.
Educational goal: expanding the conceptual base by including new elements in it.
2. Lesson of reflection.
Activity goal: the formation of students' abilities for reflection of the correctional-control type and the implementation of the correctional norm (fixing their own difficulties in activity, identifying their causes, building and implementing a project to overcome difficulties, etc.). Educational goal: correction and training of the studied concepts, algorithms, etc.
3. Lesson of general methodological orientation.
Activity goal: the formation of students' ability to a new mode of action associated with the construction of the structure of the studied concepts and algorithms.
Educational goal: revealing the theoretical foundations for constructing content-methodical lines.
4. The occupation of developing control.
Activity goal: the formation of students' ability to implement the control function.
Educational goal: control and self-control of the studied concepts and algorithms.
And before we move on to getting acquainted with the structure of the lesson in the framework of a system-activity approach, I suggest that our creative groups complete the following task: you have 10 sheets of A4 format on your tables, glue, stapler, adhesive tape, you need to build a tower with maximum efficiency.
(Performing the task in subgroups. Discussion of the completed task and the concept of efficiency).
This task is an example of creating a problem situation for the beginning of physics or technology lessons, for example, you and I have switched very well to the concept of "efficiency".
And now I present to your attention the technology of setting a learning problem:
Encouraging Dialogue
Encouragement to recognize the contradiction of the problem situation
Encouragement to formulate a learning problem
Acceptance of student formulations of the educational problem.
Leading dialogue
Topic message with a motivating reception.
Technology for finding a solution to an educational problem:
Hypothetical dialogue
Hypothesis drive
Acceptance of hypotheses put forward by students
An incentive to test hypotheses.
Acceptance of student-suggested checks
Dialogue leading to knowledge.
The structure of the lesson of maintaining new knowledge within the framework of the activity approach has the following form:
2. Actualization and fixation of individual difficulties in the trial educational
action.
3. Identification of the place and cause of the difficulty.
8. Inclusion in the system of knowledge and repetition.
9. Reflection of educational activity in the lesson (total).
Practical task: Match in circles the stage of the lesson and the activity corresponding to this stage.
Checking the correctness of the task:
1. Motivation for learning activities.
This stage of the learning process involves the conscious entry of the student into the space of learning activities in the classroom. To this end, at this stage, his motivation for educational activities is organized, namely:
1) the requirements for it are updated from the side of educational activities (.need.);
2) conditions are created for the emergence of an internal need for inclusion in educational activities (.want.);
3) thematic framework is established (.can.).
In the developed version, there are processes of adequate self-determination in educational activity and self-assertion in it, involving a comparison by the student of his real self. with an image. I am an ideal student., conscious subordination of oneself to the system of normative requirements of educational activity and the development of internal readiness for their implementation.
2. Actualization and fixation of an individual difficulty in a trial learning activity. At this stage, preparation and motivation of students for the proper independent implementation of a trial educational action, its implementation and fixation of individual difficulties are organized.
Accordingly, this stage involves:
1) actualization of the studied methods of action, sufficient for the construction of new knowledge, their generalization and sign fixation;
2) actualization of the corresponding mental operations and cognitive processes;
3) motivation for a trial educational action (.must. - .can. - .want.) and its independent implementation;
4) fixation of individual difficulties in the implementation of a trial educational action or its justification.
3. Identification of the place and cause of the difficulty. At this stage, the teacher organizes the students to identify the place and cause of the difficulty.
To do this, students must:
1) restore the performed operations and fix (verbally and symbolically) the place-step, the operation where the difficulty arose;
2) correlate their actions with the method of action used (algorithm, concept, etc.) and, on this basis, identify and fix in external speech the cause of the difficulty - those specific knowledge, skills or abilities that are not enough to solve the original problem and problems of this class or type in general.
4. Building a project to get out of the difficulty (goal and theme, method, plan, means).
At this stage, students in a communicative form consider the project of future learning activities: set a goal (the goal is always to eliminate the difficulty that has arisen), agree on the topic of the lesson, choose a method, build a plan to achieve the goal and determine the means - algorithms, models, etc. This process is led by the teacher: at first with the help of an introductory dialogue, then a prompt one, and then with the help of research methods.
5. Implementation of the constructed project.
At this stage, the project is being implemented: the various options proposed by the students are discussed, and the best option is selected, which is fixed in the language verbally and symbolically. The constructed method of action is used to solve the original problem that caused difficulty. In conclusion, the general nature of the new knowledge is clarified and the overcoming of the difficulty that arose earlier is fixed.
6. Primary consolidation with pronunciation in external speech.
At this stage, students in the form of communication (frontally, in groups, in pairs) solve typical tasks for a new method of action with pronouncing the solution algorithm aloud.
7. Independent work with self-test according to the standard.
When conducting this stage an individual form of work is used: students independently perform tasks of a new type and carry out their self-examination.
Literature
Buylova L.N. Training session in an institution of additional education. - M .: TsDYuT "Bibirevo", 2001.
Ushakova M.V. Training session in an institution of additional education // Vneshkolnik. - 1997. - No. 1. - S. 30-32.
Russian G.A. Preparing the teacher for designing an adaptive educational environment for the student: A guide for the teacher. – M.: Ladoga - 100, 2002.
Reference book of the school administration on the organization of the educational process. Part 1 / Comp. EAT. Muravyov, A.E. Epiphany. - M .: Center "Pedagogical Search", 2000.
Tokmakova O.V. Didactic materials to the course "Management of the educational process in the classroom." Kirov, 2004.
METHODOLOGICAL SEMINAR for teachers of additional education
Topic:
Modern approaches, principles and forms of planning and organization of the educational process in additional education
Target : introduce modern approaches, principles and forms of planning and organization of the educational process in children's associations.
Seminar Plan :
Features of the educational process in additional education.
Training session - the main form of organization of the educational process
Seminar progress:
Teachers are divided into groups according to areas.
Introductory remarks: the topic of the seminar, the work plan, the actualization of the issues raised.
1. Features of the educational process in additional education.
What is the educational process in additional education, how does it differ from the educational process in a general education school? (Answers from representatives of the groups.)
Summarizing the hypotheses put forward, we can say: The educational process in the system of additional education for children is specially organized activities of teachers and students aimed at solving the problems of education, upbringing, and personal development. The learning process in additional education is less formalized than in a general education school and does not have a rigid framework. Individualization of training in the system of additional education of children is carried out by the child himself, who himself makes the choice of an interesting type of activity for himself. The position of the teacher is also changing: he acts not only as a carrier of knowledge, but also as an assistant in the formation of the student's personality. According to the outstanding teacher-innovator V.F. Shatalina "... the main function of a teacher is not so much to be a source of knowledge, but to organize the process of cognition, to create such an atmosphere in the classroom in which it is impossible not to learn." Performing the function of a consultant, a teacher of additional education most often has a strong personal influence on children. Hence the increased demands on his personal qualities. The educational process organized in the system of additional education must meet the following requirements: have a developmental character, i.e. should be aimed at developing children's natural inclinations and interests; be varied in form(group and individual, theoretical and practical, performing and creative classes), and in content; be based on a variety of additional educational programs- modified, copyrighted, adapted, all of them must undergo a psychological and pedagogical examination before being included in the educational process and psychological and pedagogical monitoring during their implementation so as not to harm the physical and mental health of students; be based on developing methods of teaching children; for a teacher of additional education it is no longer enough to know only the subject area that he teaches, he must have psychological and pedagogical knowledge; use diagnostics of interests and motivation of children in order to provide such a variety of activities and forms of their implementation, which would allow different children with different interests and problems to find something to their liking; be based on the social order of society; reflect regional characteristics and traditions.
Training session - the main form of organization of the educational process
Educational tasks describe what worldview conclusion it is possible to bring students to and what educational opportunities to implement on the teaching material of the lesson.
The study of educational material involves the following didactic cycles: - study of new material; - application of knowledge in practice, the formation of practical skills; - knowledge control. In accordance with this, the types of training sessions are distinguished. Question for group discussion: What are types of training sessions? The result of the work of the groups is the definition of types of classes: study and assimilation of new material(lectures, explanation, demonstration, etc.); consolidation and improvement of knowledge, skills and abilities(repetition, generalization, exercises, problem solving, laboratory work, etc.); generalization of knowledge, skills and abilities(independent work, seminars, discussions, conferences, auctions, performances, etc.); combined(training session with all elements of the learning process); control(final). Each type of training session has specific requirements, but there are also general requirements. Question for group discussion: What kind requirements is it necessary to submit to classes in additional education? Summarizing the responses of the groups: General requirements for classes in an institution of additional education.- creation and maintenance of a high level of cognitive interest and activity of children; - expedient use of class time; - application of various methods and means of training; - high level interpersonal relationships between teacher and children; - the practical significance of the acquired knowledge and skills. Question for group discussion: What kind forms of organization educational process you know? In additional education, depending on the tasks to be solved with students, the teacher works frontally, in small groups, individually. Traditional forms of organization children's activities in educational process. - Lecture - an oral presentation of a topic that develops the creative thinking activity of students. - Seminar - a form of group lessons in the form of a discussion of prepared messages and reports under the guidance of a teacher, forms analytical thinking, reflects the intensity of independent work, develops skills public speaking. - Discussion - a comprehensive public discussion, consideration of a controversial issue, a complex problem; expands knowledge through the exchange of information, develops the skills of critical judgment and defending one's point of view. - Conference - a meeting, a meeting of representatives of various organizations to discuss and resolve any issues; instills the skills of open discussion of the results of their activities. - Excursion - a collective hike or trip for the purpose of inspection, acquaintance with any attraction; enriches sensory perception and visual representations. - Expedition - a trip of a group with a special task: it solves a complex of diverse tasks for organizing effective practice in the process of obtaining a profile result outside the classroom. - Hiking - the movement of a group of people with a specific purpose; implements the goals of knowledge, education, health improvement, physical and sports development. - Educational game - an activity that has certain rules and serves to learn new things, relax and enjoy; characterized by modeling life processes in a developing situation. Non-traditional forms organization of children's activities. - Presentation of an object, phenomenon, event, fact - description, disclosure of the role of the object, social purpose in human life, participation in social relations. - Sociodrama - role-playing game, predetermined by the position of the main characters; the situation of choice, on which the course of life and socio-psychological relations depend, awareness of oneself in the structure of social relations. - Protection of the project - the ability to project changes in reality in the name of improving life, correlating personal interests with public ones, offering new ideas to solve life's problems. - Round table - collective work to find the social meaning and personal meaning of the phenomenon of life - "Freedom and Duty", "Man and Nature", etc. - Tea drinking - has great power, creates a special psychological atmosphere, softens mutual relations, liberates. - “Die Hard” - solving difficult issues in life together with the group, confidential conversation based on good relationships. - Day of good surprises - an exercise in the ability to show signs of attention, to bring joy to people. - Envelope of questions - a free exchange of opinions on various topics in a friendly atmosphere. - Graduation ring - report of graduates of creative teams, analysis of the past, plans for the future; creating an atmosphere of friendship, mutual understanding; the formation of the ability to interact with people There is a diverse arsenal teaching methods, methods of motivation and stimulation of cognitive interest, control and correction. Consider two classifications of teaching methods.
According to Yu.K. Babansky
Verbal (the source of knowledge is oral or printed word)
Explanation
Discussion
Working with a book
Visual (the source of knowledge is observed objects, phenomena, visual aids)
Illustration method (showing illustrative aids, posters, tables, pictures, maps, sketches on the board, models, etc.)
Demonstration method (demonstration of instruments, technical installations, videos, presentations, etc.)
Practical (gain knowledge and develop skills by performing a practical action)
Exercises
Practical work
Problem solving
Object Modeling
According to M.N. Skatkin and I.Ya. Lerner
- Explanatory and illustrative method (the teacher communicates the finished information by various means, and the students perceive it, comprehend it and fix it in memory) shows the way to solve it, revealing the contradictions that arise, the purpose of this method is to show examples of solving the problem) absent) Research method (providing organizations with search creative activity of students to solve new problems for them, creative application of knowledge)
3. Outline of the training session of the teacher of additional education
All of the above positions: types of training sessions and requirements for them, forms of work, teaching methods, stages of the lesson - are reflected in the plan that the teacher draws up for each training session. At the heart of the diverse options for planning training sessions are General characteristics: - each training session has a goal, specific content, certain methods of organizing educational and pedagogical activities; - any training session has a certain structure, i.e. consists of separate interrelated stages; - the construction of a training session is carried out according to a certain logic, depending on its purpose and type. Group work: Consider and discuss a possible variant of the plan-outline of the lesson. PLAN-SUMMARY
training session
Date Topic of the lesson Purpose Tasks:
educational
educational
developing
Lesson type
Work form
Teaching methods
Equipment for the teacher
Student equipment
Lesson plan:
Organizational moment. Checking the readiness of children for the lesson. Creating a mental attitude to work. 1-3 min
Checking homework - creative, practical (if any), checking the assimilation of knowledge from the previous lesson. 10-15 min
Learning new material. Presentation of the topic, TB, introductory conversation, introduction to new material (new technique, technique, exercise, work, variation, etc.). 15-20 min
Independent (practical) work of students. Consolidation of knowledge and methods of action. Practical tasks. Training exercises. Fizkultminutka. 30-40 min
Summary of the lesson. Exhibition of works, oral summing up of the results of work, conclusions, statements of children, evaluation, encouragement, etc. Homework (if any). Reflection. 10-15 min
Ss program for high school students. // Read. Learning. We play. 2007. No. 2. P. 75. Litvinov K. News of educational and gaming software: a review of disks / / World of PC. 2008. No. S. 84
ProgramDo you want to become a mathematician?: materials of the mathematical department of the lyceum "All-Russian Correspondence Multidisciplinary School". Tasks of introductory examination.
Planning and organization of the educational process 24 Structure and content of educational programs for attested specialties. 36
DocumentAs in other faculties of the pre-war institute, the teaching staff of the Faculty of Language and Literature was small. IN different years it included V.
Recommendations on the organization of the educational process and the preparation of local regulatory legal acts in educational institutions of the Ministry of Internal Affairs of Russia collection
DocumentAntropov A.G. - Deputy Head of the Office for the Organization of Professional Training of the Personnel Department of the Ministry of Internal Affairs of Russia, Candidate of Legal Sciences;
Synopsis of a workshop for teachers of additional education "Modeling a lesson as a condition for improving the quality of the educational process"
author: Sheiko Olga Valentinovna, methodologist public institution education "Slutsk Center for Children's Creativity", Minsk region, Republic of Belarus.
Description: The workshop is addressed to teachers of institutions of additional education for children and youth. The development contains theoretical and practical materials according to the structure of the lesson, types and types of classes, requirements for the purpose and objectives of the lesson.
Target: development by teachers of technology for modeling a lesson
Tasks:
1. To form a clear idea of the organization and structure of the training session in the system of additional education.
2. To teach clearly and in an accessible way to formulate the topic of the lesson, set a goal and the tasks arising from it.
3. To acquaint with the main forms and methods of conducting classes, the correct choice of methods and means.
4. Raise the level of professional competence of teachers.
Plan of the event:
1. Entry form for teachers
2. Methodological dialogue with teachers
3. Speech on the topic of the seminar with a multimedia presentation and a parallel discussion
5. Reflection. Final survey
1 .Leading: Good afternoon, dear colleagues! The topic of our today's workshop is "Modeling a training session as a condition for improving the quality of the educational process." On the one hand, it is simple, and, it would seem, has long been thoroughly mastered by all of us, on the other hand, as the results of the monitoring organized and carried out by the methodological service showed, many have certain kinds of difficulties in drawing up a plan-outline of the lesson, in implementing the stages classes. Therefore, today we systematize our knowledge about the lesson, work out the skills of modeling the goals and objectives of the lesson.
To begin with, I propose to check the level of your knowledge on this topic and answer the questions of the questionnaire. Teachers complete an entry form.
2. Presenter: And so, let's remember what is a training session, its characteristic features, features? What types of training do you know? What forms of classes can you name, teaching methods? Which of them do you use in your work? Answers of teachers.
3. Leading (summarizes): The training session is the main and permanent form of organization of training. In the system of additional education, this is a collective (group, small group) individual) form of education, which is characterized by a constant composition of students; sustainable time frames (45 min., 35 min.).
Signs that distinguish a training session from other organizational forms:
is a permanent group of students,
guide the activities of students, taking into account the characteristics of each of them,
mastering the basics of the studied material,
work according to the educational program, the approved schedule.
There is a generally accepted classification of training sessions according to didactic purpose:
1. lesson on familiarization with new material;
2. to consolidate the studied material
3. on the application of knowledge and skills;
4. generalization and systematization of knowledge and skills;
5. to check and correct knowledge and skills;
6. combined (several didactic tasks are solved during one lesson).
Forms of organization of educational activities of students: group, individual, frontal.
Method (gr. “the way to something”) is a way of activity aimed at achieving a specific goal.
Teaching method- this is a way of activity of a teacher and students, a set of actions and methods of work of teachers and students; the way in which the teacher leads students from ignorance to knowledge.
Basic teaching methods:
verbal (explanation, story, conversation, discussion);
visual (illustration (tables, charts, figures), demonstration (slides, films);
practical (exercise, practical work, didactic games).
Recently, widespread interactive methods learning:
- methods of creating a favorable atmosphere,
- methods of organizing communication,
- methods of exchange of activities,
-methods of meaning creation,
- methods of reflexive activity.
Forms of organization of training sessions:
- Conversation, consultation, modeling
- Workshops. Conducted with the aim of consolidating and applying knowledge, mastering practical skills
- Seminars. They are held for the development of intellectual, cognitive activity, creative thinking, the development of skills for independent work with additional literature, information material.
- Excursions. This is a complete cycle of step-by-step solution of the cognitive task. By classifier: previous, accompanying, subsequent
- Lesson-game (simulation, role-playing games, trainings)
- Classes with a gaming competitive basis: “Come up with a project”, “Lotto”, “Domino”, “What? Where? When?”, “Connoisseurs are investigating”, “KVN”, “Battleship”, “Field of Miracles”, etc.
- Classes based on fantasy: "Fairy Tale", "Creative Report", "Review of the Exhibition", "Vernissage".
- Classes based on the original organization of the study of educational material: "Review", "Reflection", "Abstract", "Monologue of Memory", "Portrait".
- Lesson by analogy with organized events: "Auction", "Fair", "Conference", "Concert", "Benefit performance", "Court", etc.
- Classes by analogy with well-known forms and methods of activity: "Dispute", "Interview", "Brainstorming".
Now let's remember the structure of the lesson. What are the main stages we highlight?
The structure of the lesson is a set of its elements, parts, ensuring its integrity and achievement of didactic goals. The structure of the lesson is determined by its purpose, content, methods, teaching aids, and the level of training of students. For various reasons, a large number of stages of the lesson can be distinguished, but, as practice shows, the following structure of the lesson is most convenient and understandable for teachers:
1. organizational stage (preparatory, etc.),
2. main stage,
3. final stage,
4. reflection.
Organizational stage solves the following tasks: organize a workplace, “set up”, “introduce” students into a course of cognitive activity, inform the topic of the lesson, set goals and set goals.
The purpose of the lesson is the expected result, it must be specific and achievable.
Requirements for the purpose of the lesson
- clearness and simplicity of the formulation of the goal;
- diagnostics of the target, i.e. whether the goal statement reflects the final (expected) result;
- correlation of the goal with the content of the educational material;
- the prospects of the goal, i.e. connection of the goal with the topic of the lesson (both one specific and subsequent lessons on this topic);
- the validity of goal setting, i.e. what caused it: the requirements of the educational program, the characteristics of the children's team, the interests of students, etc.;
- operationality of the goal;
- the reality of achievement.
One of the traditional mistakes of the teacher when formulating the goals of classes becomes abstract or excessively large: for example, the goal of educating children in love for the subject, nature or the formation of a complex of knowledge, skills and abilities cannot be achieved in one lesson.
Tasks reveal the goal, concretize it, determine the content of the main stages of the lesson. When planning the tasks of the lesson, they must be set taking into account the age characteristics of the students, their educational readiness, upbringing, and development.
Formulating the tasks, the teacher answers the question: “How to achieve the goal?”. Tasks are divided into 3 groups:
- educational,
- educational,
- developing.
Learning tasks aimed at mastering by students the system of educational knowledge and the formation of subject skills and abilities:
to form students' ideas about (concepts about) ...;
reveal (reveal) ...;
to acquaint, to acquaint, to continue to acquaint…;
expand…; fix ...; summarize…; to systematize…;
differentiate…; learn to put into practice ...;
teach how to use ...;
teach…;
verify…;
create conditions...
Development tasks aimed at developing the cognitive interest, abilities and inclinations of the child:
develop attention, memory, thinking, imagination, cognitive interest,
develop creative abilities
develop curiosity,
develop flexibility, logical thinking, evidence-based judgments,
develop aesthetic feelings, etc.
Educational tasks aimed at the development, assimilation and appropriation of general cultural values, the formation positive qualities personality, social competencies:
cultivate love for a small homeland,
friendly attitude towards others
kindness, sincerity, sensitivity, sociability;
to form accuracy, thrift, diligence, restraint, etc.
main stage
Main purpose: mastering new knowledge, consolidating knowledge, skills, independent work, checking the assimilation of the material (depending on the type of lesson).
What is necessary for the assimilation of new knowledge:
1. Use of various sources of knowledge: visual aids, multimedia presentations, videos, additional literature, information from Internet resources;
2. Gradual assimilation of new knowledge. The lesson material is divided into small logical elements, each of which is worked out with students until it is comprehended and learned.
3. new material is studied in a certain style: in a research way, in a problematic way (from considering particular, constituent elements of new material to generalization and conclusions; from posing a problem, formulating a hypothesis - to proving it).
The process of mastering knowledge by students:
1. Perception of the subject
2. Comprehension, understanding
3. Application in practice, generalization of knowledge
4. Consolidation and application of acquired knowledge
The final stage. The main purpose is to sum up the lesson in various forms: survey, quiz, presentation, defense of creative works).
The reflective stage is the organization of the reflective activity of students, receiving feedback, analyzing the emotional state of students:
What have you learned today, what have you learned?
What have you done?
What didn't work? What will you work on in the next lesson?
There are many interesting reflective methods and techniques. We will look at them in more detail in a separate lesson.
4. Workshop "Setting goals and objectives of the lesson"
Teachers are divided into groups of 3-5 people according to their profile of activity. Each group receives a card indicating the topic of the lesson and its place in the curriculum. Within 5-7 minutes, the groups should formulate the purpose and objectives of this lesson. The result is read out and discussed by all groups (team members).
5. Reflection. Final survey (Questionnaire No. 2).
Appendix
QUESTIONNAIRE 1
Dear colleges! We ask you to answer the questions of the proposed questionnaire:
1. What types of classes do you know? (mark "V"):
Introduction to new material
Lesson on generalization and systematization of knowledge and skills
Lesson on the application of knowledge and skills
Lesson-excursion
Lesson "Talk show"
Quiz
A lesson on testing and correcting knowledge and skills
Lesson to consolidate the studied material
"Literary Lounge"
Combined lesson
2. What are the stages of the lesson? (mark "V"):
organizational motivational
reflexive goal setting
verification check
preparatory integrating
main information
theoretical practical
developing generalization and systematization of knowledge
3. What forms of work do you use? (mark "V")
collective frontal
group active
differentiated individual
4. What determines the setting of goals and objectives of the lesson?
Thank you for participating!
QUESTIONNAIRE 2
Dear colleges! We ask you to answer the questions of the proposed questionnaire:
1. Profile of your association of interests.
2. With the help of what forms and methods of organizing classes can you improve the effectiveness of student learning?
3. What types of activities do you prefer to use?
4. What types of activities cause you difficulty?
5. What stage of the lesson causes you difficulties?
6. What stage of the lesson do you do best?
7. What teaching methods would you like to get acquainted with?
8. How do you determine the effectiveness of the lesson?
Thank you for participating!
"Game Technologies" in pedagogy are understood as a rather extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. "Pedagogical game" has a clearly defined goal and the corresponding pedagogical result, which can be substantiated, highlighted in an explicit or indirect form and characterized by an educational and cognitive orientation.
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SEMINAR FOR TEACHERS OF ADDITIONAL EDUCATION
"Center for the Development of Creativity of Children and Youth"
on the topic:
"USE OF GAMING TECHNOLOGIES
IN THE EDUCATIONAL PROCESS
IN THE INSTITUTION OF ADDITIONAL EDUCATION»
Prepared by: methodologist "TsRTDiYu"
Sibileva Yu.P.
Kamensk-Shakhtinsky
2017
Target:
- Determination of the values of gaming technologies in the educational process.
- Disclosure of the methodology for organizing gaming activities in the classroom at the Center for the Development of Creativity.
- Familiarization of teachers with various types of classes held in game form.
Workshop progress
Part 1. " The use of gaming technologies in the educational process in the institution of additional education for children.
In the modern pace in which today's children have to deal with, it makes us think about finding the best methods for working with children. Any teacher wants students to work actively and enthusiastically. This is where gaming technology plays a big role.
"Game Technologies"in pedagogy are understood as a rather extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. "Pedagogical game" has a clearly defined goal and the corresponding pedagogical result, which can be substantiated, highlighted in an explicit or indirect form and characterized by an educational and cognitive orientation.
In any institution of additional education game method can be used in the following cases:
- how independent technology for mastering concepts, topics and even a section of a subject;
- as an element of a larger technology;
- as an educational technology.
Implement game play possible in the following areas:
- it is possible to set a pedagogical goal for students in the form of a game task;
- educational activity of students is subject to certain rules of the game;
- educational material can be used as a means of the game;
- can be used as motivation when an element of competition is introduced, which translates the pedagogical task into a game one;
- the pedagogical goal is successfully achieved and associated with the gaming result.
When conducting research by psychologists, it was found that when using game methods, a high result is achieved in the assimilation of the material, since a significant convergence of the educational material and certain practical activities is achieved. At the same time, the motivation and activity of learning in children are significantly increased.
The game is incredibly popular with participants of any age. Students are willing to spend a lot of effort, time, creative activity to participate in games. And that is why the game, having become a means of pedagogy, uses all these possibilities to achieve its specific goals. And this means that if the teacher invests educational content in the gaming sphere, then he will certainly be able to solve one of the key problems of pedagogy - the problem of motivation for educational activities.
Many teachers, having understood the uniqueness of the game and saw in it a powerful potential for overcoming the crisis in education, have been successfully using it in their work for many years.
Educational games can be classified according to several principles:
1. By type of activity:
- physical (motor)
- intellectual (mental)
- labor
- social
- psychological.
2. By the nature of the pedagogical process:
- Educational
- Training
- Controlling
- generalizing
- cognitive
- educational
- developing;
- reproductive
- productive
- creative;
- communicative
- diagnostic
- career guidance
- psychotechnical and others.
All educational games in pedagogical process can be conditionally divided into several stages associated with the age periods of education and upbringing of the child. This:
- game technologies for preschool children;
- game technologies for children of primary school age;
- gaming technologies for middle and senior school age.
I would like to present some types of games that can be used by teachers of additional education in their classes. So this is:
Imitation games. In the classroom, an imitation of an event occurs, a specific specific activity of people and the environment, the conditions in which an event occurs or an activity is carried out.
To conduct an imitation game, in addition to the plot, the teacher needs to develop and describe the structure of the event.
Operation games - help to work out the performance of certain specific operations. In the course of such a game, the teacher models the corresponding workflow. Games of this type are played in conditions that mimic real ones.
Role-playing games. Here, the tactics of behavior, actions, the specific performance of the functions and duties of a certain person are worked out. To conduct a role-playing game, the teacher develops a model of the situation and distributes roles with “mandatory content”.
Psychodrama and sociodrama.They are very close to the "role-playing game". This is practically a “theater”, but a socio-psychological one, where the participants practice the ability to feel the situation in the team, evaluate and change the state of another person, and the ability to enter into productive contact with him.
Well, what kind of games can be used in additional education, the teacher of additional education Fateeva O.Yu. will tell us.
Part 2. Types of pedagogical games used in additional education.
(From the experience of Fateeva O.Yu.)
In my work, I, a teacher of the art studio "Watercolor", use the following types of pedagogical games:
Exercise games.
Such games usually take 10-15 minutes. They are more often aimed at improving the cognitive abilities of students in an association, and are also a good tool for developing cognitive interest, understanding and consolidating the material. These are all kinds of puzzles, quizzes, crosswords, rebuses, chainwords, charades, riddles and more.
Travel Games.
These games can be played both directly in the classroom, and in the process of various educational and mass events. They serve the purpose of understanding and consolidating the material. The activation of students in travel games is expressed in oral stories, questions and answers. Travel games are in the nature of geographical, historical, local history "expeditions" that can be made using books, maps, documents together with a teacher. All of them are performed by children in imaginary conditions, where all actions are determined by playing roles: a scientist, an archaeologist, a zoologist, etc. hallmark such games is the flexibility and activity of the imagination. As a result of such a game, a certain activity of creative imagination is born in children. I use travel games at the beginning of projects where a certain search creative activity is expected.
Role-playing game.
In this game, the conditions of an imaginary situation are staged and students play certain roles. It is in role-playing that the child learns to cope with uncertainty and life situations.
Competition game.
This type of game can include all of the above types. didactic games or their individual elements. To conduct this game, students are divided into teams and there is a competition between them. A feature of this game is the presence of competitive struggle and cooperation in it. Elements of competition take the leading place here, but cooperation is determined by specific tasks. The game-competition allows the teacher, depending on the content of the material, to introduce into the game not only entertaining material, but rather complex questions of the educational program. This is the main pedagogical value and advantage of this game over others.
For the best understanding of how to make the use of games more effective for teaching and educating students, how to use games and at what stages it is preferable, I conducted a small study among students of my association and students of others creative associations Center. I also conducted a survey. (Attachment 1).
The analysis of the responses gave the following results:
1. In favor of the use of games in the classroom, positive results were obtained in 100% of the volume.
2.89% of students in our Center would like games to be used in every class, but only if the game is interesting to them.
4.100% of children like to win the game. This desire to win ensures the development of students in gaming activities.
Well, at the end of my speech, I want to say that the game is active form human activities. This model of learning using pedagogical games, if compared with the traditional one, is more promising. Classes conducted according to the game method quite strongly increase the interest of students in the subject and allow children to better remember the wording and definitions.
Part 3 (practical).
Master class "Lesson-game - one of the forms of using gaming technologies in the educational process in additional education."
So that from today's seminar you, dear teachers, can take with you not only theory, but also a little practical baggage, I have prepared for you several options for playing games.
Occupation - the game "Domino".
To conduct a lesson-game, it is necessary to prepare cards, each of which is divided into two parts. In these parts we place tasks and answers. Cards are distributed to the participants of the game. All participants take turns arranging the cards so that each next card is logically related to the previous one. But here it is necessary to theoretically substantiate the fact that is written on the player's card. If the participant incorrectly put up the card or could not explain the reason for putting it up, then his move is skipped. The player can use the help of an arbiter, but 100 points are lost.
The winner is the private trader who put all the cards first.
Methodological instructions for organizing a lesson:
The game is held in the classroom as one of the stages of group work in order to repeat and consolidate knowledge on the entire topic or on several topics. Each group must have a judge who will evaluate the correctness of the answer. The judge can be the most successful child of this group of the group, or the child who has been trusted by the largest part of the group.
Example cards for the game:
Lesson - the game "Lotto"
Terms of the game: five teams participate in the game. Each team receives a card with only the numbers of ten questions. The teacher takes out a barrel with numbers from the bag. The team that has this number on the card gets the right to answer. If the answer is correct, then the team receives a keg and puts it on the corresponding number on the card. If the team does not give the correct answer to the question, then the keg remains with the leader and the other team gets the right to answer, which, in case of a correct answer, receives a token. For this token, you can redeem the keg that was taken out of the bag, but remained with the host. The first team to place kegs on all card numbers wins. This game can be played in the lessons of generalizing repetition or throughout the course.
(Kegs from a real lotto are used), cards with numbers are prepared independently)
Lesson - the game "Auction".
Tasks are put up for auction on any topic, which is discussed in advance with all participants. The game is played by 3-5 teams. With the help of a projector, Lot No. 1 is projected onto the screen - five tasks on this topic (you can write tasks in advance on the board, on a poster, or ready-made, printed texts are used). The first team chooses a task and assigns it a price from 1 to 5 points. If the price of this team is higher than those given by others, then it receives a task and completes it. The remaining tasks must be redeemed by other teams. If the task is solved correctly, points are awarded to the team, if the task is failed, then points (or part of them) are removed. The advantage of this simple game is that when choosing a problem, students compare all five problems and mentally scroll through the course of their solution. This game is a prototype of the game "The smartest".
Which of the presented games would you, dear teachers, like to play now?
(A game is being played, chosen by a large number of teachers present)
Reflection. Summing up the seminar.
Dear teachers! Summing up the results of the seminar, I would like to say that the game is the most accessible type of activity for children and a great way to process the impressions received from the outside world. The game clearly manifests the features of the child's thinking and imagination, his feelings, emotionality, activity, and the need for communication.
An interesting and well-planned game increases the mental activity of the child. She is able to solve a more difficult problem than in a traditional lesson. But, however, this does not mean that classes should be held only in a playful way. The game is just one of the methods, and it gives good results only in combination with other methods: observation, conversation, reading.
Games have a strong emotional impact on all children without exception, they form many skills and abilities. This is the ability to work in a group, and the ability to make decisions, take responsibility. They perfectly develop organizational skills, foster a sense of empathy, stimulate mutual assistance in solving difficult problems. Thus, the use of game methods in the educational process allows solving a whole range of pedagogical problems.
The seminar participants pass the sun to each other, and the person who holds the sun in his hands tells his opinion about the seminar.
Dear colleagues, our today's meeting has come to an end. We hope that the knowledge that you have received or consolidated today will be useful to you in your work. Goodbye. Thank you all very much for your work.
Attachment 1.
Questionnaire for students.
- Do you like it when the teacher uses the game in class?
- How often would you like the game to be used in class?
- What form of play do you like more: individual, group or pair?
- What activities do you enjoy playing (please list)?
- Are there times when you don't like the game and why?
- Does your desire depend on the teacher using games?
- What do you like the most in the game?
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