Federal Agency for Education

State educational institution

Supreme vocational education

Irkutsk State Linguistic

University

Department of Pedagogy

Problems of introducing infocommunication technologies in education R Russian Federation

Introduction

1. Infocommunication technologies in education (problems of implementation)

2. Possible ways of integrating the media and educational space and the difficulties arising in connection with this

3. Adaptation of the media education space in Russia

4. The problem of spatial lacunarity

Conclusion

Bibliography

Introduction

Soberly assessing the situation of the current position of the Russian state in the system of world-class higher education, it is quite difficult not to notice the fact of some lagging behind developed countries in the speed of the process of integration and adaptation to a single open educational space.

You can endlessly analyze the situation, look for good excuses, like a delay, citing the fact that Russia is a patriarchal country with unshakable traditions, but it will still be more effective to try to intensively organize such a media education space that could compete with the European community, while it costs take into account the experience of advanced countries and the search for possible ways to solve the problems that arise during its organization.

The purpose of our work is to study problems of this kind and find the most rational and convenient solutions for the country. Having overcome the backlog, Russia has a real chance to take an advantageous place (“a place in the sun”) in the export market of educational services. But for this it is necessary first of all to resolve internal contradictions, such as:

1) The introduction of new infocommunication technologies in the educational process, which will speed up the search and processing of information (the need is caused by the currently relevant inflation of knowledge, in the context of a rapid increase in the flow of information; indirectly, it will help to revise the training and retraining of specialists in a particular field, i.e. takes into account the necessary factor of their mobility, competitiveness, instilling skills, effective work with information).

2) Integration of media and educational space (providing the educational process with the active use of existing telecommunications, creating a dedicated network, channels, university portals in order to provide educational resources to remote areas of the Irkutsk region).

3) Consideration of the problem of spatial gaps (holes) in the media space (as you know, it is often very difficult to find “clean” information on the Internet, every day we are faced with the problem of sorting information, which takes a huge amount of precious time and material resources).

4) Finally, adaptation to the proposed innovations (special attention should be paid to the human factor - to follow the processes of addiction and continuity from a psychological, pedagogical, social point of view).

At the end of our work, we propose for consideration ways to solve the above difficulties and, based on them, a forecast of the position of the Russian educational space on the world stage.

1. Infocommunication technologies in education (problems of implementation)

The beginning of the III millennium is characterized by the understanding that the intellectual potential is the main factor in the development of civilization. The main factors in the growth of intellectual potential are science and education. The most promising technologies among the entire spectrum of innovative technologies, in terms of the fastest solution global problem raising the educational level of the population, are information and communication learning technologies. It should be noted that in the current realities of Russia, with its economic and political situation, vast territories, it is infocommunication technologies used in the state and non-state spheres of the educational market that is a real positive answer to solving the problem of increasing the population with higher education in Russia, which is necessary. condition for the progress of our country. In connection with the foregoing, the problem of “transforming” the classical education system, its adaptation to innovative processes of improving quality in the system of information and communication education, has matured in Russian education.

The reason for the introduction of information technology in all areas human life lies in the increasing volume of information that a person encounters every day, with the transition of society to an information civilization. Such global processes cannot but affect the education system. The use of information technologies in the pedagogical process is becoming one of the priority areas for organizing the educational process in a higher professional educational institution.

Modern education should ensure the formation of graduates with a high level of professionalism and competence, able to adapt to changing conditions professional activity. Thus, a professional educational institution faces the task of preparing a competitive specialist. Competitiveness should be considered in two aspects: the first is the presence of a specialist high level professionalism and competence, which includes a certain level of knowledge, skills and abilities that allow one to become a highly qualified specialist, intellectually and creatively developed. And the second, important in our opinion, is the personal willingness to work in a market environment, in a competitive environment. This is the formation of a self-sufficient personality, able to independently make decisions, take initiative, responsibility, capable of self-presentation, the ability to effectively interact with others.

For teacher education the issue of using the entire range of available information and communication technologies in various types of professional activities is particularly relevant in connection with the special mission of this educational system aimed at preparing teachers for future generations. Anticipating that information and communication technologies will soon become the “core” of the educational process, it is necessary to form a common information culture among students and develop their information and communication competencies.

The introduction of information technologies will also make it possible to solve a number of applied problems of optimizing the educational process, increasing the active role of the student through his inclusion in various activities, including independent, developing his motivation for educational activities which, in turn, improves the quality of the educational process.

For example, modern PC software will allow the use of information technology in the creation of multimedia documents, using text, mathematical and multimedia packages at the same time. With their help, it will be possible to create films both for demonstration during classes in the classroom using a video projector and a wall screen, and in the corridors of educational institutions using remote monitors. The use of such films in the educational process will significantly enliven and optimize, in our opinion, the process of mastering knowledge and improve the quality of education. If, at the same time, students are involved in compiling video clips using the mentioned multimedia packages, this will also increase their interest in the subjects being studied. Created films can be placed on the websites of educational institutions, access to which is provided via the Internet or local networks.

It's no secret that in addition to the standardized education that a person can receive in an educational institution (school, college, university), there are alternative types of education. This refers to various training courses, specialized courses, distance courses etc. Thanks to information technology, a person can get the necessary education in a fairly short time, practically without leaving home. This may be knowledge by profession, information from the field of culture, etc.

The use of multimedia technology makes it possible to spread interactive learning through a network of multimedia classes or via CD, the Internet. Users can take the training program at their locations at their convenience.

characteristic feature higher education is the predominant value of the student's independent work. This means that he must master most of the educational material on his own, using the recommended teaching aids, with the help of the teacher, mainly of a methodological nature. However, as practice shows, a significant part of first-year students are not ready for the form of education adopted at the university, and experience certain difficulties before they learn to work independently. At first, such students need additional guidance, which the teacher most often does not have the opportunity to provide personally, but which becomes possible by means of modern information technologies in the form of interactive teaching aids.

The analysis of the scientific methodological literature showed that the method of using infocommunication technologies in the study of various disciplines in the Russian educational process is at the initial stage of its formation.

Analysis of scientific and methodological research and state of the art higher education, in particular, linguistic, allows us to talk about the existence of a whole complex contradictions:

1) between the possibilities of learning with computer support and the lack of didactic material on the use of infocommunication technologies in teaching the humanities;

2) between a huge number of works in the field of information technology and a clear lack of methodological developments on the use of various means of infocommunication technologies in teaching the humanities;

3) between the requirements of the modern educational system aimed at training a specialist who is able to independently replenish and update knowledge, think critically and creatively, and the orientation of teachers to develop students' knowledge and skills.

Given the above contradictions, it seems relevant to solve the problem of designing the educational process using infocommunication technologies, substantiating the goals, content and technologies of training in the study of various disciplines by university students, in particular, foreign language.

To summarize all of the above, I would like to once again note the relevance of the problem of using infocommunication technologies in combination with traditional approaches in education, since innovative pedagogical and infocommunication technologies are important components of the modern educational process aimed at forming a specialist with critical and creative thinking, able to function effectively in changing conditions of professional activity.

Today in Russia there are already schools where a computer plays one of the central roles in the organization of the pedagogical process - from scheduling, making calls, announcing programmed announcements, reminders through a running line and electronic boards, chip systems at the entrance to the school, paying for breakfast and lunch through electronic cards to prompt communication with parents via mobile communications and the Internet. But, unfortunately, there are still very few schools of this type, most of the educational institutions of our country are practically or slightly equipped with the latest equipment, so Russia cannot dream of a high-tech school of the 21st century in the near future.

2. Possible ways of integrating the media and educational space and the difficulties arising in connection with this

Differentiation and individualization of education, the need to ensure public educational standards based on the variability of educational programs, require the introduction of new technologies and information systems. In the conditions of modernization of Russian education, the problem of introducing media technologies at all levels of education becomes especially necessary. This need is dictated, first of all, by the high requirements placed on the level of qualification of employees at all levels of management. this contributes to the expansion of opportunities for professional development, career growth and the growth of the general well-being of people. Do not forget that without the introduction of media technologies in the field of education, it is impossible for the state to harmoniously enter the world community on the principles of equal cooperation and information openness.

media education in modern world is considered as a process of personality development with the help of mass media in order to form a culture of communication with the aim of communicating with the media, creative, communicative abilities, critical thinking, skills of full perception, interpretation, analysis and evaluation of media texts, teaching various forms of self-expression using media technology. The skills acquired as a result of this process are called media literacy. Media education is recommended for implementation in the national curricula of all states, in the system of additional, non-formal education and training throughout a person's life.

In 1991, Professor Alexander Sharikov published one of the first Russian media education programs for secondary schools. In 1998, a professor at the Russian Academy of Education, Lyudmila Zaznobina, developed Russia's first draft media education standard for secondary schools.

Now it is observed that there is no interaction between the educational and information space. These are the so-called spatial gaps. Spatial gaps in education are mass media that are included in the information and communication map of the world, but are not controlled by the pedagogical community and universities, do not interact with the educational space. In other words, they exist as a "parallel school". An important problem today is not only the presence of spatial gaps in education, but their expansion due to the development of the media in the context of global informatization. modern society. The information space is not controlled by the pedagogical community. This leads to the destruction of the integrity of the educational space. It is necessary to choose such a strategy so that the gap between the media and educational space does not increase, their disunity is overcome. The solution to the problem can only be such a model of higher professional education, the design of which is an integrated media educational space. The search for ways to integrate the information and educational space is relevant for achieving the goals of modern vocational education. The first steps in this direction were taken when an extremely important government decision was made to develop the system distance education. It is important to note that this system provides the opportunity to study simultaneously in several universities, allows you to implement the principle individual training, choose the appropriate "professional and educational trajectory", provides academic mobility.

Now we can say with full confidence that it is in the media education space that the training of a specialist of today can take place, ready to work in the new conditions of the 21st century, meeting the modern requirements of the employer, competitive in the labor market, competent, responsible, able to process large amounts of information and highlight the main who is able to apply the acquired knowledge in practice, has teamwork skills, has a desire to constantly learn, is purposeful and career-oriented, fluent in his profession and oriented in related fields of activity, capable of effective work in his specialty in the new socio-economic conditions of the information society, ready for constant professional career growth, social and professional mobility. This is the strategy of innovative development of higher professional education in modern Russia.

3. Adaptation of the media education space in Russia

An important feature of the emerging modern world system is the formation of a global educational space, the elements of which, along with national education systems, are also regional educational and non-governmental organizations and foundations that develop and implement international educational programs.

The infrastructure of the global education system has been formed and is rapidly developing, the main link of which is the Internet. It should be borne in mind that this tool has a multifaceted application in various fields. public life, including, along with the field of education, also in the economy, politics, military affairs, etc. Directions for using the Internet in the global education system are very diverse. Thanks to this tool, it is possible to organize and manage the educational process from one center in any of the most remote countries, i.e. the problem of the lack of qualified teaching staff, financial resources for the maintenance of students, classrooms is being solved, there is no need to allocate additional resources for printing textbooks, their delivery to educational institutions, etc. The Internet provides an opportunity for communication between a teacher and students who are hundreds of kilometers apart, both through the transmission of texts and using a voice communication system. There are also video conferencing facilities that exchange both voice and video information. The Internet is an important means of conducting discussions and exchanging views on various issues. To do this, there is an e-mail that sends messages by subscription to a given topic. The Internet influences the development of forms and methods of education. Now, on its basis, such a promising form of education has been formed, such as distance learning. The formation of a global education system poses a number of complex tasks for national states, including Russia, related to the need to enter the global educational space and effectively adapt to this phenomenon. There are a lot of problems here that need to be analyzed and ways to solve them should be found. The problems of effective adaptation of Russia to the process of globalization of the educational space are largely determined by the superficial assessment of this phenomenon by the ruling political forces. This assessment does not take into account the fact that the process is developing on the basis of the values of liberalism and is directed mainly by Western countries. Objective researchers concluded that the formation of a neoliberal model of globalization, the purpose of which is to create the necessary conditions for maintaining the scientific, technical and political leadership of the countries of Western civilization and preserving the lag of states. The purpose of strengthening the leadership of the West in the modern world, in particular, is served by such a component of the global educational space as the Internet. This aspect is distinguished by the well-known American politician A. Gore, he believes that the development of the Internet will make it possible to include every school and library in any country in the world in this information system and will open up new opportunities for asserting American leadership in the world. As a result, a problem arises for Russia, which consists in the fact that the Internet eliminates any national, ethnic and other control over the content of educational programs and information. With its help, influencing people from the very early age, it is possible not only to carry out linguistic and cultural expansion, but also to program the formation of certain structures of consciousness and awareness, including value orientations, to impose a corrupted, dual logic of thinking and perceiving events. An acute problem generated by Russia's entry into the global educational space is expressed in such a phenomenon as the "brain drain". This is the process of intellectual migration of the most gifted part of Russian scientists, teachers of engineering and technical personnel, the direction of which is to travel abroad on labor contracts or for permanent residence. Among those who go abroad, the main flow in the process of “brain drain” is made up of scientific and technical personnel who go abroad with an employment contract. A particularly large outflow of specialists from the leading centers of the country. For example, Moscow State University. M.V. Lomonosov has recently left, depending on the specialty, from 10 to 20% of leading scientists and teachers. Qualitative losses from the “brain drain” are expressed in the fact that the qualitative characteristics of labor resources are significantly deteriorating, damage is done to the intellectual level of society both at the present time and in the long term, which is practically impossible to quantify. First of all, it refers to the problem of reproduction scientific schools and intellectual scientific elite. Especially because of the “brain drain”, the process of reproduction of scientific schools and the elite in the regional structure, which is represented by the Novosibirsk Academgorodok, the Far Eastern and Ural branches of the Academy of Sciences, is disrupted. These centers are notable for the comparatively small number of scientific schools. In this regard, the reduction in the number of scientists in them is often significantly below the “critical mass” necessary for effective research. In order to implement the effective entry of Russia into the global educational space, it is necessary not to weaken national sovereignty in matters of education, but to look for new forms and methods of its assertion. In particular, this can be a combination of educational policy measures and information security policy, which is a coordinated activity of ministries and departments, civil society institutions to ensure the safety of the information and psychological environment of society, the psychological environment of society, the psychological security of the population. The principle of combining educational policy and information security policy involves the implementation of information security measures in the field of education. These include, in particular, measures of communicative education of the population. The theoretical basis of such education is a special science, an academic discipline - information pedagogy. Its main goal is to teach citizens to be critical of the media, to use them competently and responsibly. The study of this discipline is designed to acquaint people with the central role of the media in democratic state and in modern politics in general, with their positive and negative impact on recipients, to form in them the ability to navigate the complex flow of information and develop immunity to manipulation, to low-quality printed, video and other products that stupefy a person. In order to remove the acuteness of the problem of “brain drain”, it is necessary to start regulating the process of intellectual migration within the framework of state policy. Such an approach is directly opposite to the widespread position on the fundamental impossibility of such regulation as being incompatible with the full realization of human rights and freedoms in the modern world. He prefers an active combination of domestic measures and international legal acts, primarily regulating programs for the return of migrants. The optimal entry of Russia into the global educational space is based on an objective assessment of the achievements of world culture and education. A misjudgment can lead to isolationism. This, in particular, leads to the opposition of the assets of national culture and universal values, the identification of the latter with mass culture. Having considered the process of formation of the global educational space and the problems of Russia's adaptation to this phenomenon, we can conclude that our country faces complex tasks, the solution of which determines its place and role in the world in the 21st century. Solving the problems of Russia's entry into the global educational space, it is important to prevent, on the one hand, the weakening of national sovereignty in the field of education, on the other hand, isolation, self-elimination from global educational processes.

4. The problem of spatial lacunarity

IN modern science A number of attempts have been made to consider the content nature of open educational space. This problem is most fully disclosed by G.N. Prozumentova, who identified the main distinguishing features of the "open space of education" and "closed system":

1. The “place” of a person in education, the ability (impossibility) to influence, participate in one’s education, create one’s own, real educational forms.

2. "Driving" forces of change in education. An exclusive role in change closed education- government order and its reduced forms (decrees, directives, curricula, programs...). The role of educational initiatives and innovative activities in changing the Open Educational Space.

3. Attitude to the “human resource”: its “accounting” in the Closed Education System, or rather, the functional reduction of the human content of activity in this system and the development of the human resource, its increment in the Open Educational Space.

Having considered the distinguishing features identified by G.N. Prozumentova, one of the trends in the development of the Open Educational Space can be identified. This is spatial lacunarity. It is connected with the industrial development of the hardware-network basis of informatization of society: the globalization of the system of satellite television and radio communications, the development of global information telecommunication networks such as the Internet, the globalization of mobile telephony.

However, this group of opportunities is not fully used by education. That is, there is no interaction between the educational and information (media) space. These are the so-called spatial gaps. Spatial gaps in education (from lacuna - holes) are mass media that are included in the information and communication map of the world, but are not controlled by the pedagogical community and universities, do not interact with the educational space.

An important problem today is not only the presence of spatial gaps in education, but also their expansion due to the development of the media. The information space that is not controlled by the pedagogical community does not fall under pedagogical analysis, which in turn leads to the destruction of the integrity of the educational space. In addition to the destruction of the integrity of the educational space, a number of other problems have been identified that arise as a result of spatial lacunarity. This is information overload, that is, the volume of potential knowledge obviously exceeds the possibility of its development by a person. According to the observations of specialists, spatial lacunarity has a strong influence on students, and every year the influence noticeably increases, while the authority of the classical higher professional school, on the contrary, is falling. It is necessary to choose such a strategy for the development of education so that the gap between the media and educational space does not grow, but is overcome.

At the present stage, we are talking about setting a task for higher professional education - designing an open media education space in Russia, actively interacting with the global infosphere. Apparently, the solution to the problem can only be such a model of higher professional education, the design of which is an integrated media educational space.

Literature

information communication technology education

1. Ershov A.P. Selected works. - Novosibirsk, VO "Nauka", 1994

2. Ivanova L.A. Media Educational Space in the Strategy of Innovative Development of Higher Professional Education in Modern Russia: Statement of the Problem // Pedagogical Theory, Experiment, Practice / Ed. T.A. Stefanovskaya. Irkutsk: Publishing house Irkut. Inst. qualified works. Education, 2008. S. 215-228. 3. Matveeva M.A. Computer technology in vocational training students.// Computer learning programs, No. 11. - M .: 2000. - - S. 52 - 61.

4. Modernization of the educational process in primary, secondary and high schools: solutions. / Ed. Kasprzhak A.G., Ivanova L.F./.M.: "Enlightenment", 2004

5. Nine A.Ya. Innovations in education. Chelyabinsk, 1995.

6. Educational informational portal XMAO-Ugra

7. Problems of information culture: Sat. Art. Issue 6. Methodology and organization of information and cultural studies / Nauch. ed. Yu.S. Zubov and V.A. Fokeev. - Moscow; Magnitogorsk: Publishing House of the Magnitogorsk State University. conservatory them. M.I. Glinka, 1997. - 191 p.

8. Slastenin V.A. Formation of the teacher's personality Soviet school in the process of professional training / V.A. Slastenin - M:, 1976.

9. Kharunzheva E.V. Formation of the information culture of high school students on the basis of an integrative approach: Dis... cand. ped. Sciences. Kirov, 2003. - p.195

10. Zenkina SV. Pedagogical foundations for the orientation of the information and communication environment to new educational outcomes: autoref. dis. doctor ped. Sciences: 13.00.02/S.V.Zenkina. -M., 2007.

In modern conditions, when the modernization of knowledge is rapid, and old knowledge quickly becomes obsolete, the only way to obtain high qualifications and maintain it at a professional level is the mass development of new pedagogical technologies that form the active role of the student.

One of the main tasks is to form the student's professional skills of independent work with knowledge.

This means: being able to accurately formulate problems; quickly, efficiently collect and evaluate information; identify traditional approaches and contradictions in the problem; independently form alternative views on the problem; guaranteed to come up with new ideas and offer original solutions to problems.

The basis for increasing the active role of trainees should be the information culture and the skills of the collective practice of knowledge management, based on information technologies and hybrid intelligence systems.

To the question of what pedagogical technology is, there are many answers, sometimes not coinciding with each other. This suggests that the theory and practice of pedagogical technologies is still being developed. According to the dictionary of S.I. Ozhegov, technology is a set of processes in a certain industry, as well as scientific description production methods. Technology (from the Greek: techne - art, skill, skill; logos - word, teaching) - a set of methods implemented in any process. Hence, pedagogical technology is a set of rules and their corresponding pedagogical techniques and ways of influencing the development, training and education of the student.

In many international publications devoted to pedagogical technology, one can find such an understanding of it: “Pedagogical technology is not just the use of technical teaching aids or computers; this is the identification of principles and the development of methods for optimizing the educational process by analyzing factors that increase educational efficiency, by designing and applying techniques and materials, and also by evaluating the methods used. The essence of this approach lies in the idea of complete controllability of the work of a school or other educational institution. According to the characteristics of the Japanese scientist-teacher T. Sakamoto, pedagogical technology is the introduction of a systemic way of thinking into pedagogy, which can be otherwise called “systematization of education”.

M. Makhmutov thus reveals the meaning of the concept of pedagogical technology: "Technology can be represented as a more or less rigidly programmed (algorithmic) process of interaction between a teacher and students, which guarantees the achievement of the goal." IN this definition pedagogical technology, attention is drawn to the structure of interaction between the teacher and students - this determines, in fact, both the methods of influencing students and the results of this influence. The words “hard-coded” seem to free the teacher from the need to think: take some well-known technology and apply it in your work. Without pedagogically developed thinking, without taking into account many factors of the pedagogical process and the age and individual characteristics of students, any technology will not fulfill its purpose and will not give the proper result. “Programmed” means that before applying this or that technology, it is necessary to study all its features, what it is aimed at, what it is used for, what pedagogical concepts it corresponds to, what tasks it can help solve under certain conditions. It is not for nothing that they say: a teacher who has mastered pedagogical technology is a person who owns pedagogical skills.

Any technology in one way or another is aimed at the implementation of scientific ideas, provisions, theories in practice. Therefore, pedagogical technology occupies an intermediate position between science and practice. Pedagogical technologies can differ for various reasons: by the source of occurrence (based on pedagogical experience or scientific concept), by goals and objectives (formation of knowledge, education of personal qualities, development of individuality), by the possibilities of pedagogical means (what means of influence give the best results), according to the functions of the teacher, which he performs with the help of technology (diagnostic functions, control functions conflict situations), according to which side of the pedagogical process a particular technology “serves”, etc.

Modern requirements for the modernization of education and the development of a unified information educational environment form an active learner paradigm, replacing the old passive learner paradigm.

So, the purpose of this course work is to characterize the history, essence, relevance and problems of learning technologies in a modern school.

The following tasks follow from the set goal: to determine the essence and historical prerequisites for the emergence of pedagogical technology; analyze and characterize their own experience in the use of modern teaching technologies, as well as determine the effectiveness of improving the educational process when using technology.

SECTION 1. Theoretical and methodological foundations of the problem of learning technology

1.1. Historical aspect and scientific foundations of pedagogical technology

Searching for answers not only to the questions “what to teach?”, “why to teach?”, “how to teach?”, but also to the question “how to teach effectively?” led scientists and practitioners to attempt to "technologize" studying proccess, i.e. to turn learning into a kind of production and technological process with a guaranteed result, and in connection with this, a direction appeared in pedagogy - pedagogical technologies.

Pedagogical technologies have two sources. The first source is production processes and design disciplines, which in one way or another link technology and man, constituting the system "man - technology - goal". In this sense, technology is defined as a set of methods of processing, manufacturing, changing the state, properties, form of raw materials, material in the process of manufacturing products. Other definitions of this concept can be given, but, in essence, they all reflect the main characteristics technologies: technology is a procedural category; it can be represented as a set of methods for changing the state of an object; technology is aimed at designing and using efficient economic processes.

The second source is pedagogy itself. Even A. Makarenko called the pedagogical process a specially organized "pedagogical production", posed the problems of developing "pedagogical technology". He noted: “Our pedagogical production has never been built according to technological logic, but always according to the logic of moral preaching ... That is why we simply do not have all the important departments of production: the technological process, accounting for operations, design work, the use of designers and devices, rationing, control, tolerances and rejection”.

Researchers of this problem attribute the mass development and implementation of pedagogical technologies to the mid-50s and associate with the emergence of a technological approach to building education, first in the American and then in the European school. Initially, pedagogical technology was understood as an attempt to technicalize the educational process; The first brainchild of this direction and at the same time the foundation on which the subsequent floors of pedagogical technology were built was programmed learning. Further development of research in the field of pedagogical technology expanded its understanding, which was reflected in various definitions of this concept by well-known teachers and methodologists (for example, Academician V. Monakhov gives 10 definitions, Prof. V. Basharin - 8, etc.). From the point of view of V. Bespalko, B. Bloom, V. Zhuravlev, M. Klarin, G. Morevoy, V. Monakhov and others, pedagogical technology (or more narrowly - learning technology) is an integral (procedural) part of the learning system associated with didactic processes, means and organizational forms of education. It is this part of the learning system that answers the traditional question “how to teach” with one significant addition “how to teach effectively”.

Thus, pedagogical technology is a well-thought-out model of joint educational and pedagogical activities for designing, organizing and conducting the educational process with the unconditional provision of comfortable conditions for students and teachers. Pedagogical technology involves the implementation of the idea of complete controllability of the educational process.

Any general pedagogical educational technology is based on a certain (conscious or unconscious) philosophical foundation. Philosophical provisions act as the most general regulators that are part of the methodological support of pedagogical technology.

However, it is more difficult to find a philosophical basis in the methods and means of teaching. The same methods can be used in technologies that are completely opposite in ideology. Therefore, the same technology can be flexible, adapting to one or another philosophical basis.

We single out only a few alternative philosophical foundations: materialism and idealism, dialectics and metaphysics, scientism and natural conformity, humanism and anti-humanism, anthroposophy and theosophy, pragmatism and existentialism.

Factors of mental development and technology

Depending on the main, leading development factor on which the technology relies, we can distinguish:

biogenic technologies suggesting that the development of the psyche is determined by the biological hereditary (genetic) code; the external environment only implements hereditary data;

· sociogenic, representing the personality as a “tabula rasa”, on which the social experience of a person is recorded, the results of learning;

psychogenic, the result of development, in which it is determined mainly by the person himself, his previous experience, the psychological processes of self-improvement;

Idealistic, assuming the non-material origin of the personality and its qualities.

Scientific philosophical and pedagogical concepts

1. The theory of the formation of concepts (the learning process is understood as a generalization of the acquired knowledge, the formation of certain concepts).

Yu. Samarin, I. Sechenov, I. Pavlov, S. Rubinstein, N. Mechinskaya,

D. Bogoyavlensky, E. Kabanova and others.

2. The activity theory of learning the structure of integral activity.

Needs - motives - goals - conditions - actions

A.Disterweg, L.Vygotsky, S.Rubinshtein, A.Leontiev, N.Galperin, D.Elkonin, V.Davydov and others.

Activities for the reproduction of content, ways, methods of scientific (theoretical) knowledge.

V. Davydov - D. Elkonin.

4. The theory of gradual formation of mental actions.

Internalization, i.e. gradual transition of “material” (external) activity to the internal mental plane.

L. Vygotsky, P. Galperin, N. Talyzina.

5. Behavioral theories of learning.

Formula: "stimulus - reaction - reinforcement".

E. Thoridike, Dowatson, B. Skinner and others.

6. Gestalt theory of assimilation.

The doctrine of gestalt - a holistic organization of the object of perception, in which only the assimilation of knowledge is possible.

M. Wertheimer, G. Müller, W. Koehler, K. Koffka and others.

7. Suggestopedic concept of learning.

Learning based on emotional suggestion in the waking state, leading to overmemorization.

V. Myasishchev, D. Uznadze, B. Parygin, G. Lozanov and others.

8. Theory of neurolinguistic programming.

Learning in the form of the movement of information through nervous system person.

Analysis of pedagogical technology

1. Identification.

2. Technology name.

3. Conceptual part (description of ideas, hypotheses, technology principles)

goals and orientations;

main ideas and principles;

the position of the child in the educational process.

4. Features of the content of education:

· Orientation to personal structures (ZUN, SUD, SUM, SEN, SDP);

the volume and nature of the content of education;

· didactic structure of the curriculum, material, programs, forms of presentation.

5. Procedural characteristics:

Features of the methodology, application of methods and teaching aids;

· motivational characteristic;

organizational forms of the educational process;

management of the educational process (diagnostics, planning, regulations, correction);

6. Software and methodological support:

curricula and programs;

educational and teaching aids;

· didactic materials;

Visual technical teaching aids;

diagnostic tools.

7. Criteria for assessing pedagogical technology:

· efficiency;

efficiency.

Pedagogical technologies provide

1.2. The essence of the concept of "pedagogical technologies" and its structure

The concept of "pedagogical technology" has recently become more widespread in the theory of learning.

Pedagogical technology reveals a system of professionally significant skills of teachers, offers a way to comprehend the manufacturability of pedagogical technology.

The Czech thinker, humanist, teacher J. Comenius (1592-1670) argued that it is possible and necessary to teach every teacher to use pedagogical tools. His outstanding work "Great Didactics" contains a set of technological solutions for "short", "pleasant", "thorough" education of children. This includes a lesson as a form of communication that encourages examples, the correct distribution of time, the priority development of mental abilities, etc.

The term "technology" is used in the pedagogical literature and has received many (more than three hundred) formulations.

Here are some example definitions:

Thus, pedagogical technology functions both as a science and as a system of methods, principles and regulations used in educational institutions.

Pedagogical technology is meaningful, incorporating a set of actions that affect changes in the content of education, in organizational forms, methods and methods of the pedagogical process, in the management and management of the organization of educational work, the activities of teachers and students.

Pedagogical technology in educational practice is used at three hierarchically subordinate levels:

Manufacturability criteria. Any pedagogical technology must satisfy some basic methodological requirements.

Pedagogical technology is defined as:

purposeful use of objects, techniques, technical training aids, events and relationships in the educational process;

purposeful structuring and presentation of pedagogical information and a system for organizing communications in the pedagogical process;

The system for managing the cognitive activity of students;

· designing means and methods of the pedagogical process to solve certain problems;

Planning the process of education and upbringing;

a complex integrative process, including a systematic connection of ideas, ways of organizing people's activities, resources to achieve the goals of education;

technology of designing pedagogical systems;

· methodology of planning, implementation and evaluation of educational processes.

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

Consistency. Pedagogical technology must have all the features of the system: the logic of the process, the interconnection of all its parts, integrity.

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

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

Reproducibility implies the possibility of using pedagogical technology in other educational institutions of the same type, by other subjects.

SECTION 2. Experience in the use of modern learning technologies

2.2. The use of technology "Method of projects" in the process of learning a foreign language for the formation of communicative competencies of students of secondary school No. 36 in Lugansk

The project method is not fundamentally new in world pedagogy. The project method originated in the 1920s in the United States. It was also called the method of problems and it was associated with the ideas of the humanistic direction in philosophy and education, developed by the American philosopher and teacher J. Dewey, as well as his student W.H. Kilpatrick. J. Dewey proposed to build learning on an active basis, through the expedient activity of the student, in accordance with his personal interest in this particular knowledge. Hence, it was extremely important to show the children their personal interest in the acquired knowledge, which can and should be useful to them in life. But why, when? This is where the important problem is taken from real life, familiar and significant for the child, for the solution of which he needs to apply the acquired knowledge, new knowledge that has yet to be acquired. The teacher can suggest new sources of information, or can simply direct the students' thoughts to the right direction for independent search. But as a result, students must solve the problem independently and in joint efforts, applying the necessary knowledge, sometimes from different areas, to get a real and tangible result. The whole problem thus acquires the contours of project activity. Of course, over time, the idea of the project method has undergone some evolution. Born from the idea of free education, it is now becoming an integrated component of a fully developed and structured education system. But its essence remains the same - to stimulate the interest of children in certain problems, involving the possession of a certain amount of knowledge, and through project activities, which provide for the solution of one or a number of problems, to show the practical application of the acquired knowledge. In other words, from theory to practice, combining academic knowledge with pragmatic knowledge in an appropriate balance at each stage of learning.

The choice of project topics in different situations may be different. In some cases, this topic can be formulated by specialists of educational authorities within the framework of approved programs. In others, to be nominated by teachers, taking into account the educational situation in their subject, natural professional interests, interests and abilities of students. Thirdly, the subjects of projects can be proposed by the students themselves, who, naturally, are guided by their own interests, not only purely cognitive, but also creative, applied.

The concept of modernization of Ukrainian education notes that the general education school should form an integral system of universal knowledge and skills:

work with information, with text, highlight main idea, to search for the necessary information in a foreign language text;

Analyze the material, make generalizations, conclusions, based on your life learning experience, erudition and creativity;

Ability to work with a variety of reference material;

the ability to generate ideas

the ability to find not one, but many options for solving a problem that are significant in their importance, informative, interesting to others, relevant;

the ability to predict the consequences of a decision - this all applies

the ability to conduct a discussion, listen and hear the interlocutor, defend one's point of view, supported by arguments;

the ability to find a compromise with the interlocutor;

the ability to concisely express one's thoughts by means of a foreign language, to express one's attitude to the subject of research, to the problems under consideration.

These competencies make up the informational, research and language aspects of project activities and contribute to the formation key competencies that determine the quality modern education.

It has been proven that competencies are formed in the process of learning not only at school, but also under the influence of family, friends, work, politics, religion, and culture. In this regard, the implementation of the competency-based approach depends on the entire educational and cultural situation in which the student lives and develops. Practice shows that one of the educational technologies that support competence-based oriented approach in education, is the method of projects.

In the practice of her activities, a secondary school teacher Olga Viktorovna Voskresenskaya uses the technology of the project method for 4 years. Without claiming that project work will help solve all problems in the study of foreign languages, it can be noted that this is an effective remedy for monotony, boredom, it contributes to the development of the student, awareness of himself as a member of a group, and the expansion of language knowledge. Students, perceiving language as a means of forming and formulating thoughts, as a means of intercultural interaction, get acquainted with regional studies, in practice learning the features of the functioning of the language in a new culture for them and forming regional studies competence.

The project method allows you to solve a didactic problem and, accordingly, transform the lessons in English into a discussion, research club, in which really interesting, practically significant and accessible problems for students are solved, taking into account the peculiarities of the country's culture and, if possible, on the basis of intercultural interaction.

The use of the project methodology increases the interest of students in learning English and contributes to the development of internal motivation by transferring the center of the learning process from the teacher to the student. Olga Viktorovna believes that positive motivation is the key to successful learning of a foreign language.

Therefore, the task is for the student to receive research skills in orienting in the flow of information at school, learn to analyze it, generalize, compare facts, draw conclusions and conclusions, then, due to a higher educational level, it will be easier for him to adapt in later life, to choose the right future profession, to live a creative life.

The implementation of the project tasks is beyond the scope of the lesson and requires a certain amount of time, but the efforts justify themselves, since a number of important tasks are solved in this case:

Classes go to the practical actions of students, affecting their emotional sphere, which increases the motivation of students when learning a foreign language;

Independent creative work is carried out within the framework of a given topic;

· the project successfully implements various forms of organization of educational activities;

interaction of students with each other and the teacher as a partner and consultant is carried out;

Increases individual and collective responsibility of students for specific work within the project;

Working on a project, students learn to complete the task: document the results of their work (write an article for a newspaper, a message, collect and process statistical data, make an audio and video recording, design an album, collage, wall newspaper, exhibition, organize an evening for parents , classmates).

The form of presentation (reportage, message, role-playing game, quiz, show, concert, discussion, etc.) is chosen by the students themselves.

Olga Viktorovna solves the problem of forming students' competencies with the support of subject teachers of the school, as well as parents. The following resources are used for this: Internet, media library, museums, etc. Protection of projects is carried out both during school hours and after school hours, and at competitions. The form of the presentation (reportage, messages, role-playing game, quizzes, show, concert, discussion) is chosen by the children themselves.

In her practice, Olga Viktorovna uses various options for projects and ways to implement them.

Here are the types of projects most widely used in the practice of teaching a foreign language by Olga Viktorovna:

· A monoproject is a solution to a problematic issue of one student: For example, the following topics are most significant for students: “Which school would I like to study in”, “Useful rules”, “My favorite store”, “My family history”, “ We and our soul”, “Famous people”, “School uniform”.

Collective project - involves solving a problematic issue by a group of students. The following topics are of great interest to students: “Home medicine”, “Youth subculture”, “ The Royal Family”, “Would you like to visit the UK?”, “Environmental protection”, “Principals of our school”, “Holidays in the UK”

Types of individual and collective projects.

Oral-speech - this is the solution of the problem in oral form; this is the staging of various fairy tales, holding matinees: “Merry Christmas”, organizing a concert: “We love our mothers”

· Written - involves a product of activity, designed in the form of essays, dictionaries, newspapers, poems (their translations from English), the creation of reference books. One of the most interesting projects for us is the compilation of a dictionary of youth slang and a guide to London.

When performing all types of projects, students actively use Internet resources.

Organizing the work on the project, Olga Viktorovna observes several conditions:

provocative questions offered to students are formulated in such a way as to orient students to attract facts from related fields of knowledge and various, if possible, authentic sources of information;

All students of the class are involved in the process of working on the project (projects), tasks are offered to everyone, taking into account the level of their language skills.

More expedient and fruitful from the point of view of Olga Viktorovna are collective projects. They are interesting and important in that a large number of students are involved in working on them, which is the optimal condition for the formation of oral communication skills and social interaction. Collective projects in English require great efforts not only from students, but also from the English teacher, and also involve the involvement of teachers of other subjects as consultants.

During the work on the project, all discussions are conducted in English. The discussion is not in the form of prepared answers, but in the form of a natural discussion.

In the course of working on a project, students acquire skills in working on the Internet, learn to select information from different sources and highlight the main thing, and carry out mathematical calculations.

Work on this project may involve correspondence between students and teenagers in the UK. The product of the activities of microgroups can also be the design of a presentation, messages, the release of an album with the sights of this country, the organization of the exhibition “Landmarks of Great Britain”, etc. Both during the preparation and in the process of defending the project, speech skills are developed (students are forced to use English both as a means of extracting information and as a means of communication). There is a formation of communicative competence - the development of skills of monologue and dialogic speech. Students have the opportunity to show their organizational skills, hidden talents.

The role of the teacher is to monitor how vocabulary is learned, whether students use grammatical constructions correctly, and evaluate their answers.

As we can see, the project method is clearly focused on a real practical result that is significant for the student.

To determine the level of formation of key competencies, the developed and recommended criteria were used to determine the degree of formation of information key competencies, problem-solving skills.

2.2. Increasing the efficiency of the educational process when using technology by the team of secondary school No. 36 in Lugansk

The application of the project method is advisable when organizing the activities of students in the lessons of studying a new topic, consolidating, seminar lessons. The use of the project method in the classroom and in the organization of extracurricular activities in the subject increases the effectiveness of students' learning activities, saves time in the lesson, and provides clarity of the material presented.

The project method is clearly focused on real practical results. During the work on the project, new relationships are built between the teacher and students. The teacher is no longer the only source of information. He becomes a consultant, an assistant. I would like to emphasize that this form of organization of educational activities in groups has a number of advantages and brings positive results: work on the project arouses great interest among schoolchildren, diversifies the lesson, develops the ability to communicate, and strengthens interpersonal relationships. With this form of work, students have conditions for the development of speech skills, since they are forced to use English both as a means of extracting information and as a means of communication. All this contributes to the growth of motivation to learn the language and helps to achieve learning goals; formation of communicative competence (development of monologue and dialogic speech skills).

The relevance of this development is due to several factors, one of which is the implementation of the Concept for the modernization of Ukrainian education, in particular, the transition to Competency-Based Education, the implementation of the National Priority Project "Education" "Informatization". The ability to use the method of projects, learning in collaboration is an indicator of the high qualification of the teacher, his progressive methods of teaching and the development of the student. No wonder this technology belongs to the technology of the 21st century.

Below is an example of the results of this technology, used in the 2005-2006 academic year.

The diagram shows that the level of formation of key competencies of students in grades 5.7 increased by the end of the year.

The level of formation of key competencies of 9th grade students

In addition, an assessment was made of the communicative competence of students in grades 5, 7 and 9, which indicates that the level of communicative competence has also increased.

Assessment of communicative competence of 5.7 classes:

Assessment of communicative competence of the 9th grade:

The results of the work were other indicators:

For example, in the 2004-2005 academic year, school olympiad in English, only 27% of the children studying with Olga Viktorovna took part, in the 2005-2006 academic year - 49%, and in the 2006-2007 academic year 52% of students took part. Ten students won awards. In the past academic year, 3rd place in the district Olympiad in English. In the district scientific and practical conference also 3rd place. IN subject week English language students are actively involved.

Number of students participating in school Olympiads

Along with these indicators, it can be seen that the quality of students' knowledge has also increased.

In 2004-2005 the quality of knowledge was 58%, in the 2005-2006 academic year - 66%, in the 2006-2007 academic year - 73%.

The quality of students' knowledge

An important indicator is the emotional changes in the development of schoolchildren, as evidenced by the diagram: it is clearly seen that all indicators have increased markedly. Children like that they can demonstrate what they can do. Life has become more interesting, both in English lessons and in extracurricular activities.

Using the project methodology in her work, Olga Viktorovna came to the conclusion that when summarizing, consolidating and repeating educational material, and especially when organizing it practical application this method is very efficient. As mentioned above, project-based learning actively influences the student's motivational sphere. It is also very important that in working on a project, children learn to cooperate, and learning in cooperation brings up in them such moral values as mutual assistance, desire and ability to empathize; formed Creative skills and the activity of the trainees, i.e., there is an inextricable process of training and education. The project method shapes and improves common culture communication and social behavior in general and leads students to practical knowledge of a foreign language.

Conclusion

Thus, pedagogical technology notes two fundamental points:

1) Technology is the guarantee of the final result;

2) Technology is a project of the future educational process.

The second conclusion: pedagogical technology is a set of technological procedures that ensure the professional activity of a teacher and guarantee the final planned result.

Advantages of pedagogical technology:

1. The basis of technology is a clear definition of the ultimate goal. In technology, the goal is seen as a central component.

2. Technology, in which the goal is precisely defined, allows the development of control methods and its achievement.

3. Technology allows you to move on to pedagogical exports in search of an acceptable option.

4. Unlike lesson development, technology involves a project of the educational process. The design of learning activities leads to the stability of student success.

The technology of the learning process requires:

Reformulate the ideal into a diagnostic goal.

· Divide the diagnostic global goal into stages and define diagnostic goals for each of the stages (segments) of training.

Awareness of the need for language proficiency has come to our society, knowledge of a foreign language has become vital. However, the difficulties in the way of mastering a foreign language, especially in a public school, have not diminished. As before, the main ones are: the lack of active oral practice per each student of the group, the lack of individualization and differentiation of training.

The project method is based on the development of students' cognitive skills, the ability to independently construct their knowledge, the ability to navigate in the information space, and the development of critical thinking.

The project method is always focused on the independent activity of students - individual, pair, group, which students perform for a certain period of time. This approach is organically combined with a group (cooperative learning) approach to learning. The project method always involves solving some problem, which, on the one hand, involves the use of a variety of methods, teaching aids, and, on the other hand, the integration of knowledge and skills from various fields of science, engineering, technology, and creative fields. The results of completed projects should be, as they say, "tangible", i.e. , if this theoretical problem, then its specific solution, if practical, a specific result, ready for implementation.

The ability to use the method of projects, group training is an indicator of the teacher's high qualification, his progressive methods of teaching and development. It is not for nothing that these technologies are referred to as technologies of the 21st century, providing, first of all, the ability to adapt to the rapidly changing living conditions of a person in a post-industrial society.

Basic requirements for using the project method.

1. The presence of a problem/task that is significant in research, creative terms, requiring integrated knowledge, research search for its solution (for example, studying the demographic problem in different regions of the world; creating a series of reports from different parts of the globe on one problem; the problem of the impact of acid rain on environment, etc.).

2. Practical, theoretical, cognitive significance of the expected results (for example, a report to the relevant services on the demographic state of a given region, factors affecting this state, trends that can be traced in the development of this problem; joint publication of a newspaper, an almanac with reports from the scene; security forests in different areas, action plan, etc.);

3. Independent (individual, pair, group) activities of students.

4. Structuring the content of the project (indicating the phased results).

5. The use of research methods: defining the problem, the research tasks arising from it, putting forward a hypothesis for their solution, discussing research methods, final results, analyzing the data obtained, summarizing, correcting, conclusions (using the "brainstorming" method during joint research, "round table", statistical methods, creative reports, views, etc.).

The topics of the projects may relate to some theoretical issue of the school curriculum in order to deepen the knowledge of individual students on this issue, to differentiate the learning process. More often, however, project topics, especially those recommended by educational authorities, relate to some practical issue that is relevant to practical life and at the same time requires the involvement of students' knowledge not in one subject, but from different areas, their creative thinking, research skills. Thus, by the way, a completely natural integration of knowledge is achieved.

As you know, the goal of teaching a foreign language in schools different types is communicative competence. In addition, auditory-motor connections are at the heart of learning any kind of speech activity. Therefore, the study of a foreign language should be based on the development of auditory-motor connections in schoolchildren as a result of their performance of oral exercises and, if possible, on an individual basis. It is possible and necessary to compensate for the lack of developing textbooks designed for the average student through the methods, approaches and teaching technologies developed in the methodology, which make it possible to whiten each student for 15-20 minutes, to implement a student-centered approach to teaching a foreign language. So, using in In my work, the experience of using the project methodology by a secondary school teacher Olga Viktorovna Voskresenskaya, I came to the conclusion that this method is very effective in generalizing, consolidating and repeating educational material, and especially in organizing its practical application. It is also very important that children learn to cooperate while working on a project, and learning in cooperation instills in them such moral values as mutual assistance, desire and ability to empathize; the creative abilities and activity of students are formed. The project method forms and improves the general culture of communication and social behavior in general and leads students to practical knowledge of a foreign language.

1. Adamenko N.A. Non-traditional methods of teaching foreign languages / N.A. Adamenko // Modern technologies of teaching in higher education: Proceedings of the conference. - Khabarovsk. - 1999. - P.225.

2. Andreev S.V. Educational programs for students of foreign languages / S.V. Andreev. - Computing Center of the Russian Academy of Sciences, 2004. - 47 p.

3. Arutyunov A.R. Communicative methodology of the Russian language as a foreign language: Lecture notes / A.R. Arutyunova, I.S. Kostina. - M., 2003. - 147 p.

4. Bezrukova V.S. Pedagogy. Projective Pedagogy: Tutorial.- Yekaterinburg: Business book, 2006. - 371 p.

5. Bezrukova V.S. Pedagogy and progressive learning technologies. - M.: Prospekt, 1999. - 510 p.

6. Boldova T.A. Variety of didactic methods of teaching foreign languages / T.A. Boldova // Improving the teaching of foreign languages at school and university. - 2000. - Issue 5. - P.52-61.

7. Boldyrev N.N. Linguistic foundations communication methods teaching a foreign language / N.N. Boldyrev // Inostr. languages at school. - 2005. - N 3. - S.10-16; N 4. - S.16-20.

8. Borzova E.V. Pair and group work at foreign language lessons in senior classes / E.V.Borzova // Language. Speech. Communication. - 2000. - Issue 4. - P.4-15.

9. Butorina E.P. On the use of computer technologies in contrastive research and language teaching / E.P. Butorina, N.I. Saitanova // Moscow Linguistic Journal. - 2006. - N 3. - S.70-79.

10. Davydov V.V. The theory of developmental learning. - M.: Vlados, 1996. - 281 p.

11. Klarin M.V. Pedagogical technology in the educational process. - M.: Prospekt, 2002. - 219 p.

12. Kulyutkin Yu., Tarasov S. Educational environment and personal development //New knowledge. - 2001. - No. 1. - S. 6-7.

13. Levina M.M. Technologies of professional pedagogical education: Proc. allowance for students. higher ped. textbook establishments. - M.: Publishing Center "Academy", 2001. - 266 p.

14. Monakhov V.M. Technological bases for designing and constructing the educational process. - Volgograd, 2001. - 355 p.

15. Norenkov I.P., Zimin A.M. Information Technology in education. - M.: Publishing house of MSTU im. Bauman, 2004. - 352 p.

16. Polat E.S. New pedagogical technologies / Manual for teachers - M., 1997. - 258 p.

17. Selevko G.K. Modern educational technologies. Textbook for pedagogical universities and advanced training institutes. - M.: People's education, 1998. - 217 p.

18. Slastenin V. A. Pedagogy. Innovation activity. M. Master Publishing House - 2005. - 410 p.

19. Fokin Yu.G. Teaching and education in higher education. - M.: Academy, 2001. - 208 p.

20. Elkonin D.B., Zankov L.V. Problems of developing education. - M., 1986. - 318.

The idea of continuous education can be implemented in modern conditions, if both general education and professional schools will be able to effectively solve the problems of transferring accumulated experience to the younger generation: to teach the method of working with information, the method of creating new knowledge, and most importantly, the methods of maintaining the required level of knowledge about the developing world. Therefore, in order to master the processes of “teaching” and “learning”, it is desirable for each teacher and student to speak three languages: their native language, the language of science, the language of technology, considering them as the basis of professional activity.

Technology - from the Greek words technё (art, craft, science) and logos (concept, teaching). In the dictionary of foreign words: "technology - a set of knowledge about the methods and means of carrying out production processes (metals, chemical ...)".

With the help of technology, intelligent information is translated into the language of practical solutions. Technology is both ways of activity, and how a person participates in activity. “Any activity can be either technology or art. Art is based on intuition, technology is based on science. Everything begins with art, ends with technology, so that then the whole process begins again. ”

Modern technologies in education are considered as a means by which a new educational paradigm can be implemented. Trends in the development of educational technologies are directly related to the humanization of education, which contributes to the self-actualization of the self-realization of the individual. The term "educational technologies" is more capacious than "learning technologies", because it also implies an educational aspect associated with the formation and development of personal qualities of students.

In UNESCO documents, learning technology is seen as a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction. This definition of technology, like many similar ones, cannot claim to be complete and accurate, despite the fact that new (environmental, space, information) technologies are constantly emerging.

In its most general form, technology is a well-thought-out system of “how” and “how” the goal is embodied in “a specific type of product or its component. For example, from the scientific and methodological literature, we will name some options for defining technology:

a technical method for achieving practical goals;
a set of methods used to obtain items necessary for human existence;
a set of procedures and methods for organizing human activity;
· means used to model human behavior.

The modern approach to teaching is to build it on a technological basis. General principles and the rules of teaching technology are seen as follows:

1. The principle of pedagogical expediency, formulated by A.S. Makarenko: “Not a single action of a teacher should stand aside from the goals set”
2. The relationship and interdependence of teaching and learning as two inseparable aspects of the learning process. Teaching is the organization of pedagogically expedient independent activity of students. The main task of the teacher, as K.D. Ushinsky saw it, is to turn the student's activity into his amateur activity.
3. The ultimate specification of educational and educational and developmental goals in the content, teaching aids, in the methods of students' activities organized by teachers.
4. A necessary element of teaching technology is thematic planning, which includes a brief description of the final results and the construction of the entire chain of individual classes connected by the same logic.
5. Organization of control at each stage of educational and cognitive activity of students.
6. Stimulating the creative activity of students, focusing on the student who is not only knowledgeable, but also able,
7. A variety of forms and methods of teaching, preventing the universalization of a separate tool or form.

Until the technology is created, individual skill prevails. As the individual mastery of calculation improves, "collective creativity" develops, "collective mastery", the concentrated expression of which is technology.

It is useful to study and compare activities based on individual skill with activities based on technology (Table 1).I. The sublingual does it like this:

Table 1

Craftsmanship and technology in comparison

Individual skill	General Technology
1. The process is carried out by the worker from start to finish	The process is divided into parts, each worker performs his part of the work
2. It is necessary to know the whole system, all the details of the process	It is necessary to know the part of the process that the worker performs
3. You need to do everything yourself	“Ready-made” developments are being introduced, eliminating the need to do everything yourself
4. The process is long	The process is much faster
5. Quality product	The product is of lesser quality
6. Based on intuition, feeling, experience	Based on scientific calculation, knowledge
7. Products are limited by the capabilities of the manufacturer	Products are not limited by the capabilities of individual manufacturers, mass production is possible

The development of modern technologies in education should be carried out in accordance with the following principles:

· the principle of the integrity of the technology representing the didactic system;
the principle of technology reproducibility in a specific pedagogical environment to achieve the goals;
· the principle of non-linearity of pedagogical structures and the priority of factors influencing the mechanisms of self-realization of the corresponding pedagogical systems;
the principle of adapting the learning process to the personality of the student and his cognitive abilities;
The principle of potential redundancy educational information, which creates optimal conditions for the formation of generalized knowledge.

Thus, with the help of technology, it is possible to achieve an effective result (goal) in the development of personal properties in the process of assimilating knowledge, skills and abilities.

General characteristics of humanitarian technologies

In modern scientific and theoretical literature and practical activities of outstanding domestic teachers, three main types of technologies are distinguished: technical, economic and humanitarian.

Rice. 1.1 Technology classification

Humanitarian technologies are technologies of people's self-expression, self-realization of their intellectual qualities. The effectiveness of technical and economic technologies is determined, for example, by the fact that businessmen and managers are somewhat accomplished in the application of humanitarian technologies. According to some sociological studies, economic managers realize their knowledge and abilities by 30%, from strength to 70%. The lower their managerial and humanitarian training, the poorer their personal and business potential is manifested. The improvement of this training provides an increase in labor productivity at industrial enterprises by 25-30%, and in some cases - by 40-60%.

Along with technological and economic technologies, social technologies are persistently invading our lives. They have long been recognized abroad. Interest in them arose in connection with the appearance in Bulgaria in the 70-80s of two major works. These are "Social Sciences and Social Technology" by N. Stefanova and "Technology and Efficiency social management» M. Markova. Through sociology and social psychology, which gained the right to exist in the 60s, research on the management of social processes became possible. In turn, this required turning to social engineering, and then to social technologies. However, such a belated connection to this scientific and applied field has led to discrepancies in their understanding, often social technologies are associated with human science technologies.

Social technologies contribute to the solution of an important class of problems of human life, but not all problems. They focus on such an object as a social phenomenon. The person himself often does not figure in them either as an object or as a goal. They have their own object and, accordingly, their own goals. This shows the specialization of this type of technology.

Humanitarian technologies include: futurological, situational and everyday.

Futurological humanitarian technologies reproduce a synoptic map representing the economic, social, cultural, moral-psychological and demographic "forecast" of possible futures. With the help of these technologies, a specific model of the state of society, the region, the labor collective is predicted, which is very important for managers who are interested in being ready to solve new problems in their activities.

Situational humanitarian technologies are developed and applied due to some circumstances. For example, managing people's behavior in extreme situations. Special trainings are carried out on these technologies - vocational training of the relevant employees. Most often, it is carried out in the form of analysis situation - conflict or business game.

Everyday humanitarian technologies are universal. For example, vocational training technologies, technologies for finding gifted people.

It is known that not all humanitarian knowledge is technological. First, humanitarian knowledge is characterized by a cognitive orientation. Secondly, they are characterized by abstractness, the possibility of arbitrary interpretation. Thirdly, they are characterized by the richness of the artistic language, symbolic diversity, subtext.

Attempts to give symbolic designations to humanitarian information have so far been ineffective. The results obtained are very conditional. All this confirms that humanitarian information is laborious for technological processing, both in content and in form.

Speaking about the essence and content of humanitarian technologies, it should be emphasized that:

Humanitarian technologies are a system of scientific and humanitarian knowledge, the used of which makes it possible to realize a specific humanistic plan with the help of certain conditions, means and methods.

The object and the idea determine everything else in technology: what scientific and humanitarian knowledge, means, methods of the process of implementing the idea are needed. The object of humanitarian technologies is the life and work of an individual, various social communities, the interaction of man and nature. These are the most advanced technologies. The development of each technology requires a huge amount of information, its special selection, and the use of the results of the latest scientific research. Errors at the theoretical level must be kept to a minimum so as not to harm the health or personal dignity of people, in practice this is difficult to achieve. To do this, during their development, it is necessary to repeatedly logically comprehend according to the “concept - version - variant” scheme. Humanitarian technologies are difficult to algorithmize. The principle of operation, characteristic of many technologies, is applied in them very limitedly. The process of implementing a plan often cannot be broken down into a sequential series of operations or algorithms. It is no coincidence that generally recognized masters in the field of pedagogy A.S. Makarenko and V.A. Sukhomlinsky, who consistently achieved positive final results in the implementation of the educational plan, called their pedagogical theory and practice not a technology, but a methodology.

Humanitarian technologies have a low success rate. The non-guaranteedness of the “final” result of humanitarian technologies is due to the inconsistency and uniqueness of their object. The object with which they work is confirmed by the influence of so many internal and external determinants that it is often not possible to clearly define them.

Humanitarian technologies are a special kind of professional activity. Mastering them is available to people who have outstanding personal and business qualities, who have life experience, and who have undergone special training. Appeal to humanitarian technologies is legitimate for those who feel the need to communicate with people, have developed intuition, communication skills and empathy.

Pedagogical technologies are humanitarian in nature. An important feature of humanitarian technology is dialogue. The conditions for dialogue in humanitarian technology are provided through the deliberate construction of the subject - subjective relations that determine the nature of the individual and personal changes of the teacher and students. The result of such interaction will be "states" in which the participants in the pedagogical process will be able to hear, understand the meanings of each other, develop an accessible language of communication.

Humanitarian technology is characterized by the openness of the goals of human work, the absence of manipulativeness in the activities of a teacher. Openness can be ensured through clarifying the meaning of joint actions, collegiality in formatting and choosing a goal, presenting goals for examination to all interested parties, the possibility of their correction, which was originally incorporated into the technology algorithm. Humanitarian technology is based on the internal logic of the development of a predictable quality, and not on the external formal adherence to a speculatively planned stage of work or the laws of a hypothetical construction of one or another educational model. Humanitarian nature of pedagogical technology is manifested in the possibility of its influence on the integral characteristics of a person (need, interests, motives, value orientations, attitudes, meanings) that determine the dynamics of the personal system as a whole.

The humanitarian nature of technology is determined by the possibility of "turnover" of the methods used, the so-called "two-way" effect of their application and return to the teacher at the individual-personal level.

It will be useful for both researchers and practitioners to find what is the manufacturability of practical samples (collective learning system - CSR; training in creative thinking in the development of TRIZ - the theory of inventive problem solving; etc.), what are their capabilities, where are the limits of their applicability, achievements what pedagogical goals they are guaranteed to provide and in what ways. To expand the boundaries of pedagogical technology, it is of interest to teach various types of psychophysical techniques: professional sports training, acting training, training in some psychotherapeutic techniques. The results that are reproducibly achieved and diagnosed in these types of training are psychophysical self-regulation, goal-directed development of the personal qualities of the trainees. The content of education includes a holistic experience of students (not only knowledge or skills), generation of meanings, control of psychophysical states, reflection of actions, ways of obtaining new experience, the process of communication and its reflection. For "technological" analysis, the reproducibility of the results obtained and the process of achieving them is of interest. We consider important the very possibility of such a technological approach that allows you to get personal learning results. This possibility is the prospect of creating "high pedagogical technologies" (the concept was proposed by A.M. Lobok in 1994); the peculiarity of which is the combination of reproducibility of results with their personal character.

Psychological technologies, representing a type of humanitarian technologies, are aimed at revealing, realizing and developing the student's individuality, optimizing his relationship with teachers and other people. A wide range of psychological technologies used in the pedagogical process helps to improve teaching methods in a professional lyceum. For psychologists, teachers, students, training as a method of deliberate changes can be useful in their professional activities.

In 1993, the Institute of Training was established in St. Petersburg, it is headed by a professional trainer N. Yu. Khryashcheva. The staff of the Institute of Training has developed programs for partner communication training, sensitivity training, creativity training, more than 200 psychological exercises, are aimed at developing the skills and attitudes of effective communication: exercises to create a group atmosphere (optimization of attention, mental activity of students). Many exercises can be used independently to develop communication competence, sensitivity, and creativity. The main values and meanings formulated by its creators at the very beginning are professionalism and competence, friendliness, honesty and decency

Features of humanitarian pedagogical technologies

The concept of pedagogical technology entered the consciousness of teachers gradually: from the initial idea of pedagogical technology as learning with the help of technical means to the idea of pedagogical technology as a systematic and consistent implementation in practice of a pre-designed educational process.

The description of any educational process is a description of some pedagogical system.

The pedagogical system is the basis of the technological process

V. Bespalko

The pedagogical system is understood as a set of (interrelated) means, methods and processes necessary for a purposeful influence on a person.

PEDAGOGICAL TECHNOLOGY is a project of a specific pedagogical system, implemented in practice.

Therefore, at the heart of any pedagogical technology is a systematic approach. The system is an organic integrity (class, school, vocational school, group, etc.) For example, a computer is a system, a student working on it, too. On the spot, they do not form a new unified system, but only a complex of interacting systems. A complex is a unity of interacting, relatively independently existing systems.

Pedagogical technology is specifically implemented in technological processes. In the theory of learning, technological processes are, for example, a system of forms and means of studying a particular topic training course, organization of practical classes to develop skills and abilities in solving various types of problems. Each task is solvable with the help of an adequate (identical) learning technology. The integrity of the technology of training (education) is ensured by its three components:

organizational form
didactic process
teacher qualification (or TCO)

The subject of pedagogical technology is the specific interaction of teachers and students in various activities, organized on the basis of a clear structuring, systematization of programming algorithmization, standardization of methods and techniques of training or education, using computerization and technical means.

The tasks of pedagogical technology are:

· development of depth and strength of knowledge, consolidation of skills and abilities in various fields of activity;
development and consolidation of socially valuable forms and habits of behavior;
learning to act with technological tools;
· Development of technological thinking skills;
· fostering the habit of strict adherence to the requirements of technological discipline in the organization of educational tasks and socially useful work.

In didactic processes (a process is a movement that objectively exists), a distinction is made between the actual educational process and the learning process. To organize the educational process, it is necessary to develop work on setting certain goals. A.S. Makarenko believed that the true development of pedagogical science is associated with its ability to "project a personality", that is, to diagnose the quality and properties of a personality that should be formed (developed) in the process of education. Definiteness of goals makes it possible to move on to a strict technology of the educational process, which is (essentially) associated with an increase in the quality of the pedagogical (educational) process.

What is the deep meaning of pedagogical technology as a whole?

Firstly, pedagogical technology nullifies pedagogical impromptu in practical activities and transfers it to the path of preliminary design of the educational process with the subsequent implementation of the project in a group. This can be done in the language of the concepts of "didactic (educational) task" and "technology of education (education)".

Secondly, unlike the previously used lesson developments intended for the teacher, pedagogical technology offers an educational process that determines the structure and content of the student's activity, that is, the design of educational and cognitive activity leads to high stability of success for almost any number of students.

Thirdly, an essential feature of pedagogical technology is the process of goal formation. This is the central problem of pedagogical technology in contrast to traditional pedagogy. It is considered in two aspects:

1) diagnostics of goal formation and objective quality control of students' assimilation of educational material;
2) development of the personality as a whole.

Fourthly, thanks to the idea of the subject of pedagogical technology as a project of a certain pedagogical system, it is possible to formulate an important principle for the development of pedagogical technology and its implementation in practice - the principle of integrity (structural or content) of the entire educational process. The principle of integrity is the harmony of all elements of the pedagogical system.

The principle of integrity means that when developing a project for a future pedagogical system of any type of education, it is necessary to achieve harmonious interaction of all elements of the pedagogical system (PS), both horizontally (within one period of study - a semester or school year), and vertically - for the entire period of study. . So, changing the goals of education, but leaving its content and learning processes unchanged, we have a deformed pedagogical system. They, as practice shows, are not viable. However, the world is developing a different idea of what "pedagogical technology" in general and "learning technology" in particular are (Table 2).

table 2

Expert or job title	The semantic meaning of the concept of "pedagogical technology"
T. Sakamoto (Japan)	Systematized learning based on a systematic way of thinking
L. Fridman, Palchevsky (Russia)	The set of learning situations designed to implement the pedagogical system
N. Talanchuk (Russia)	An ordered system of actions, the implementation of which leads to the achievement of goals
1978 International Yearbook for Education and Training Technology	A. identifying the principles and methods of optimizing the educational process B. use of TCO
M. Klarin (Russia)	Designing the educational process with guaranteed achievement of goals
V. Bespalko (Russia)	A. pedagogical excellence B. description (project) of the process of formation of the student's personality.
Project "New Values in Education", Institute of Pedagogical Innovations of the Russian Academy of Education, 1995	Complex and open systems of techniques and methods, united by priority educational goals, conceptually interconnected tasks and content, forms and methods of organizing the educational process

With many definitions of the concepts of "pedagogical technology" in general and "learning technology" in particular, most experts combine them with three fundamentally important provisions:

planning training based on the exact definition of the desired standard in the form of a set of observed actions of the student;
· "programming" of the entire learning process in the form of a strict sequence of actions of the teacher and the selection of formative influences (rewards and punishments) that determine the required behavioral learning;
Comparison of learning outcomes with the initially planned standard, in fact, a step-by-step test to identify cognitive progress, understood as a gradual complication of the behavioral repertoire of students.

The rationalistic strategy of the educational process implies its clear construction in order to form a behavioral repertoire in the course of learning. M. Klarin, for example, puts forward the following sequence of actions:

The first phase is learning planning based on a precise definition of the desired benchmark in the form of a set of observed student actions.

The second phase - diagnostic - revealing the initial level of the observed actions. It is necessary to identify what knowledge, necessary for further cognitive advancement, the student has already mastered. And to reveal this not approximately, but very accurately for each student.

The third phase is prescription: it provides for the "programming" of the desired learning outcomes of the formative influences that determine the required behavioral learning.

The fourth phase is the implementation of the planned plan: organizational provision of training conditions, commissioning of the provided behavioral training technology.

The final, fifth phase is the evaluation of the results by comparing them with the originally intended standard, in fact, sequential, step-by-step testing to identify the gradual complication of the "behavioral repertoire".

M. Choshanov, analyzing the works of domestic and foreign authors, highlights, in particular, the following features of pedagogical technologies:

· Diagnostic goal-setting and performance imply guaranteed achievement of goals and the effectiveness of the learning process;
· Profitability provides a reserve of study time, optimization of the teacher's work and the achievement of planned results in a short period of time;
Adjustability - the possibility of prompt feedback, consistently focused on clearly defined goals.

Separating the concepts of "learning technology" and "methodological system", M. Choshanov emphasized that "the main difference lies precisely in the degree of expression of each feature. If in pedagogical technology these features are expressed most strongly, then in pedagogical, didactic and methodological systems they can be expressed weakly or absent altogether. Another difference lies in the fact that the content component, which is present in the pedagogical, didactic and methodological systems, is poorly represented in pedagogical technology. Pedagogical technology, or, already, learning technology is the main (procedural) part of the didactic or methodological system. So, for example, the methodological system is aimed at solving the following problems:

1. What to teach?
2. Why teach?
3. How to teach?

That learning technology, first of all, answers the third question with one significant addition:

4. How to teach effectively?

The concept of “pedagogical technology” is most used in domestic pedagogy, although at the same time it is not sufficiently clarified. In modern practice of education, this concept is used, as a rule, in a non-strict scientific presentation and denotes reproducible techniques, methods of work of teachers.

The widespread appeal to the concept of technology is based primarily on the sign of the reproducibility of pedagogical activity. In social terms, this sign is associated with another sign of technology - its possible mass character. A more rigorous understanding of pedagogical technology in domestic pedagogy is close to the world-wide representation of pedagogical technology and is considered as the construction of an educational process with specified diagnosable results (Bespalko V.P. Components of pedagogical technology. - M., 1989)

Future signs of a rigorous understanding of pedagogical technology are:

Diagnostics of the target description
Reproducibility of the pedagogical process (including the prescription of the stages, the corresponding learning objectives and the nature of the activities of the teacher and students);
Reproducibility of pedagogical results.

M.V. Klarin proposed to distinguish between "strict" and "non-strict" pedagogical technologies (Table 3). "Strict" pedagogical technologies contain signs of diagnostics and reproducibility in relation to both the process and the result of training. They imply a consistent construction of the educational process, aimed at achieving diagnostically specified learning outcomes. "Non-rigorous" pedagogical technologies are reproducible in the educational process, but do not imply the diagnostic nature of the described learning outcomes.

modern technology education abstract

Table 3

Distinguishing between "strict" and "non-strict" pedagogical technologies

A strict idea of pedagogical technologies (according to M.V. Klarin), which we took as a basis, is formulated as “reproducible ways of organizing the educational process that allow achieving diagnostically set learning goals”

Technology does not exist in the pedagogical process in isolation from its general methodology, goals and content. Pedagogical technology is a set of psychological and pedagogical attitudes that determine the choice of forms, methods, methods, techniques, educational means. With the help of technology, an effective result is achieved in the development of personal properties in the process of mastering knowledge, skills and abilities.

The following principles, described by the Dutch psychologist Carl Vann Parreren, most of all, in your opinion, reflect the ideology and practice of modern technology:

Principle 1: to induce in students a sustainable motivation for learning activities - this can be based on the personal experience of the student.

Principle 2: teach dialogically, i.e. in collaboration with learners, not top-down

Principle 3: teach dialogically, constant monitoring of the learning activities of students is necessary; correct and maintain as needed

Principle 4: Divide content and education into appropriate learning units and tasks. This approach should be varied for different categories of learners, in order to provide, as far as possible, a complete indicative basis for heterogeneous categories of learners and to reshape the structure of their learning motivation (or cognitive interest).

Principle 5: provide educational content (action - learning model: subject-oriented; personality-oriented) at heterogeneous levels (material, perceptual, mental, cf. Galperin). This is necessary in order for the internalization process to proceed as efficiently as possible.

Principle 6: Teach at an appropriate pace using appropriate media or media (eg spoken language, written language, artificial language, and graphic patterns and symbols).

Principle 7: Educate and assist students at the level of their actual abilities (for example, their set of communicative and mental actions and their way of dealing with life experience), and not at the level of external characteristics of students' responses to learning tasks. Van Parreren contrasts the rote memorization of unrelated facts with the assessment of student progress based on the conscious interpretation of all conceptual inventories (cf. Davydov's concept of meaningful generalization)

Principle 8: the ability for students to reflect and evaluate their own progress (sense of competence). In this context, Van Parreren puts forward an extraordinary proposal, which is that the accepted system of marks is replaced by a set of assessment criteria developed jointly by the students and the teacher (cf. Amonashvili). According to Van Parreren, the proposed system does not replace, but complements the timesheet system (cf. also Montessori).

Principle 9: Provides a set of tasks for the group before students start working on their own. Assistance is needed in order to avoid the "rigidity" of actions, speech, thoughts.

Principle 10: stimulate the initiative and creativity of students so that they master the subject content in a much deeper way than with the traditional method.

Principle 11: to promote the actual formation of subjectivity, which is expressed precisely in the positive attitude of students to the school subject, and in particular self-determination, self-responsibility, independence in relation to cognitive activity.

Principle 12: Provide conditions for a climate in the group leading to the formation of a socially integrated personality of the student.

One of the features of pedagogical technology is that any technology, its development and application requires high activity of the teacher and students. The activity of the teacher is manifested in the fact that he knows well the psychological and personal characteristics of his students and, on this basis, makes individual adjustments to the technological process. The activity of students is manifested in increasing independence in the technological process of interaction. And yet, pedagogical technology, being an integral part of the learning process, does not provide all students with the same high result of learning and upbringing. This should be remembered.

USE OF MODERN TECHNOLOGIES IN LEARNING

It is quite obvious that our future is laid by the modern school. Modernization dictates the need to develop the cognitive interests, abilities and capabilities of the child. The lesson should be bright, spectacular, emotional, and most importantly - productive. These factors primarily depend on the teacher and his professionalism. The Education Modernization Strategy emphasizes the need to change teaching methods and technologies at all levels, to increase the weight of those that form practical skills in information analysis, self-study, stimulate independent work of students, form the experience of responsible choice and responsible activity. There was a need for a new model of education, built on the basis of modern technologies, implementing the principles of student-centered education. Thus, the following requirements for the school of the future can be distinguished:

The school must develop the creative potential of each student, i.e. implement a personal approach in the learning process.

The school must teach the student how to learn. Learn to work with information.

Both teachers and students should master modern technologies.

Consequently, the modern school should be focused on ensuring self-determination and self-realization of the individual. A traditional lesson is necessary, focusing on the educational requirements of modern society and man. This task can only be achieved through developmental education.

In order to consider yourself a real teacher today, it is not enough to have the ability for cultural self-development and creative cooperation with children. It is important to navigate those innovation processes which, at least at the level of theoretical research, will serve as the basis for creating their own concept, their own view of the professional activities of a teacher. A teacher today is not only an excellent teacher, but also a researcher who is able to formulate in an original way and solve the problems facing pedagogical practice at the technological level. Relevance The problem lies in mastering the basics of technologization of the educational process. The importance of this process, firstly, for the implementation of a systematic approach in solving pedagogical problems related to the design of the learning process, to the development of technology for teaching the subject, to the creation of the author's pedagogical system and the design of students' activities in the lesson to master new concepts. Secondly, teaching technologies significantly intensify the process of mastering knowledge, skills, and create conditions for the creative activity of students in the classroom.

1. The essence of educational technology

The reform processes that unfolded in the education system in last years, cannot be effective both without a deep theoretical understanding of its problems, and without a thorough experimental verification proposed changes.

Any theoretical position that is being tried to be introduced into mass practice must first of all have two qualities: to be technological and reproducible. To be technological means it is possible to implement within the framework of today's accepted business models educational institutions. To be reproducible means that it can be used by every teacher. The process of standardization of the Russian educational space began without proper methodological preparation, without understanding the role and functions of pedagogical technology as an innovative concept in the transition of educational institutions to work in the conditions of an educational standard.

The “Strategy for Modernizing the Content of General Education” considers the development of students' independence and ability for self-organization. The implementation of this goal is based on three conceptual approaches: subject-information, activity and value-orientation.

The subject-information approach is the main one in the modern educational space - it is carried out on the basis of private (subject) methods and is, in fact, the implementation of the concepts of the traditional pedagogy paradigm.

The value-oriented component of the educational process determines the system of universal cultural and historical heritage to be passed on to a new generation, and, in our opinion, does not yet have adequate implementation technologies.

The activity approach is based on the theory of developmental learning and considers the requirement to "teach to learn" to be the main task.

Thus, at the modern level of "innovation" education is considered as an activity, which is determined by the degree of development of the activity structures of the individual and at the same time "works" for the development of activity abilities. It is not so much important to transfer a certain amount of knowledge to the trainee, but to help him master the types of activities, having mastered which, he himself will be able to receive the necessary information in any situation.

With an activity approach, the task of "teaching to learn" cannot be solved within the framework of traditional pedagogy without "exit" to the technological level. In addition, the educational process begins to restructure in the direction of the development of the student's subjectivity, the priority of his self-organization, amateur performance, independence. And as a consequence, the question arises: what is "technology"?

According to a number of researchers (Guzeev, Levites, Chernilevsky, Yudin, and others), many teachers are not aware of the differences between methodology and technology.

We can agree with a number of researchers (Kirikova, Ksenzova) who believe that pedagogical technology is based on the laws of the educational process as a result of scientific knowledge the process of education, and the methodology is based on the empirical experience, skill and art of the teacher.

A.M. Kushnir: “It has long become customary that a technique arises as a result of generalizing experience or inventing a new way of representing knowledge. The technology is designed based on specific conditions and focusing on a given, rather than expected result.

IN AND. Zagvyazinsky, considering the problem of distinguishing between technology and methodology, suggests using the term "learning technology" and identifies four groups of such phenomena:

Search and research technologies,

Criteria-based learning technologies,

Simulation (simulation) learning technologies,

Information Technology.

V. V. Guzeev, who for many years actively dealt with the problems of technologization of the educational process, repeatedly made attempts to create classifications of pedagogical (educational) technologies. So, he identified four classes (generations) of learning technologies in accordance with the minimum unit of the educational process (lesson, learning module, block, etc.):

Private methods (first generation),

Modular-block technologies (second),

Whole block technologies (third),

Integrated technology (fourth generation).

Research in the field of pedagogical technology has led to numerous definitions of this concept by well-known educators and methodologists. From the point of view of V. Bespalko, B. Bloom, V. Zhuravlev, M. Klarin, G. Morevoy, V. Monakhov and others, pedagogical technology (or more narrowly - learning technology) is an integral (procedural) part of the learning system associated with didactic processes, means and organizational forms of education. It is this part of the learning system that answers the traditional question “how to teach” with one significant addition “how to teach effectively”. Below are some definitions of pedagogical technology.

Pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technological and human resources and their interaction, which aims to optimize the forms of education (UNESCO).

Pedagogical technology - a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching methods, educational means; it is an organizational and methodological toolkit of the pedagogical process. (B.T. Likhachev).

Pedagogical technology is a well-thought-out model of joint pedagogical activity in designing, organizing and conducting the educational process with the unconditional provision of comfortable conditions for students and teachers (V.M. Monakhov).

Technology is a set of techniques used in any business, skill, art (explanatory dictionary).

Pedagogical technology is a meaningful technique for the implementation of the educational process (V.P. Bespalko).

Pedagogical technology is a description of the process of achieving the planned learning outcomes (I.P. Volkov).

Teaching technology is an integral procedural part of the didactic system (M. Choshanov).

Educational technology is a set of educational structures of educational institutions, organizational measures, methods, techniques, system tools and psychological attitudes aimed at the transfer of known knowledge, the systematic formation of awareness of information and the effective assimilation of knowledge in the process of learning or activity (V.N. Busurin, V. .N. Kozlov).

Pedagogical technology is a scientifically based choice of the nature of the operational impact in the process of interaction with children organized by the teacher, made in order to maximize the development of the individual as a subject of the surrounding reality (T.N. Shamova).

Recently, in Russia, the term "pedagogical technology" is increasingly found in works devoted to the problems of education (research by L.N. Lazutina, N.E. Shchurkova, V.Yu. Pityukov. L.D. Ragozina, A.P. Savchenko and etc.).

Three approaches to the definition of the concept of "educational technology" are considered in the "Glossary of modern education" (terminological dictionary):

A systematic method of planning, applying, evaluating the entire process of learning and mastering knowledge by taking into account human and technical resources and the interaction between them to achieve more effective form education;

Solving didactic problems in line with the management of the educational process with precisely defined goals, the achievement of which should be clearly described and defined (the generally accepted definition of the 70s);

Identification of principles and development of methods for optimizing the educational process by analyzing factors that increase educational efficiency, by designing and applying techniques and materials, as well as by means of the methods used.

Thus, in a generalized form, pedagogical technology is a model of joint educational and pedagogical activities thought out in all details to design, organize and conduct the educational process with the unconditional provision of comfortable conditions for students and teachers. Pedagogical technology involves the implementation of the idea of complete controllability of the processes of education and upbringing.

Summarizing the views of modern researchers on the problem of using the term "technology" (M.E. Bershadsky, D.G. Levitas, V.V. Yudin, and others), we can distinguish four main areas of its application:

1. The concept is applied intuitively to any pedagogical processes and phenomena. Any pedagogical activity is declared technology (All pedagogical systems of a humanistic and tolerant direction).

2. Technology as an art, teaching skills, communication with students. The concept includes many specific methods of interaction with students in a variety of situations (methods of innovative teachers (V. Shatalov, Sh. Amonashvili, etc.)

3. Classical technology (algorithmic paradigm). It is used to describe models of the educational process in accordance with the paradigm of the production process. The model is built on a theoretical basis and includes: a student's personality model with a description of the parameters to be controlled and methods for diagnosing them; a system of pedagogical influences on a student, consisting of known operations that implement a certain theoretical concept of learning; a system of diagnostically and operationally defined goals of education. (Block-modular technologies, game technologies, algorithmic group forms of work, concentrated learning technologies,

(multimedia) technologies, design and research technologies,

learning technologies in global information networks (TOGIS).

4. Technology of personality-centered education (stochastic paradigm). It is used to describe stochastic models of the educational process based on the design of the learning environment, which affects the likelihood of its flow in various directions (Technologies of personality-oriented, personality-developing, personality-centered and individual-personal learning).

If we strictly approach the concept of “pedagogical technology” from the standpoint of an activity approach, only pedagogical phenomena of the third group, based on the algorithmic paradigm, can be attributed to learning technologies. In this case, it becomes possible to identify common characteristic features of the main teaching technologies that distinguish them from other didactic models:

1. Standardization, unification of the learning process and the ensuing possibility of reproducing (and replicating) technology in relation to given conditions.

2. Efficiency - guaranteed achievement of the planned level of assimilation.

3. The focus of technology on the development of the individual in the educational process and the implementation of a situationally conditioned learning model of multi-level learning.

4. Diagnostic goal setting. The activity approach underlying any technology is that the achievement of each didactic goal can be verified, and this must be justified at the design stage.

5. Optimal organization of educational material: didactic modules, blocks or cycles are developed, including the content of the material being studied, the goals and levels of its study, methods of learning and assessment, etc.

6. Organization of the educational process in accordance with learning goals, where the emphasis is on differentiated independent work of students with prepared educational material (a certain desire to abandon the traditional class-lesson system: paired lessons or cycles of lessons, "immersion", project-research activities, etc.).

7. Examination of the quality of education: 1) input control - for information about the level of readiness of students for work and, if necessary, to update what was previously studied; 2) current or intermediate - after each educational stage in order to identify gaps in the assimilation of the material and the necessary correction; 3) final - to assess the level of assimilation of the material.

8. The form of assessing the level of assimilation of knowledge and methods of activity: along with traditional tests (including those of a multi-level nature), testing is carried out and rating scales of assessment are used.

In addition to these factors, researchers identify several more significant features of learning technology: cost-effectiveness, algorithmicity, projectability, integrity, manageability, correctability, visualization, etc.

Consequently, the basis of any pedagogical technology should be a sequence of procedures for transforming the student in accordance with the learning objectives. In this context, pedagogical technology can be defined as a kind of algorithmic sequence of pedagogical procedures that is guaranteed to ensure the achievement of the didactic goal.

2.Characteristics of technologies that implement

system-activity approach

The modern school needs not one pedagogical technology, but a whole palette. This is essential for both the student and the teacher. If we proclaim a personality-oriented approach in relation to the child, then exactly the same approach should be applied to the teacher. He should have the right to choose which technology suits him best - due to the age, individual, personal qualities and characteristics of the student. The task set before the teacher of transition to a new system-activity educational paradigm is associated with fundamental changes in the activities of the teacher who implements the new standard. In the context of the implementation of the requirements of the Federal State Educational Standard, LLC, the following technologies become the most relevant:

Information and communication technology

Design technology

Gaming technologies

Group technologies

Technology problem learning

Modular technology

Integrated Learning Technology

Information and communication technologies

The use of ICT contributes to the achievement of the main goal of modernizing education - improving the quality of education, ensuring the harmonious development of a person who is oriented in the information space, attached to the information and communication capabilities of modern technologies and possessing an information culture, as well as presenting the existing experience and identifying its effectiveness.

At present, it is necessary to be able to obtain information from different sources, use it and create it yourself. The widespread use of ICT opens up new opportunities for the teacher in teaching his subject, and also greatly facilitates his work, increases the effectiveness of teaching, and improves the quality of teaching.

The ICT application system can be divided into the following stages:

Identification of educational material requiring a specific presentation, analysis educational program, analysis thematic planning, the choice of topics, the choice of the type of lesson, the identification of features of the material of the lesson of this type;

Selection and creation of information products, selection of ready-made educational media resources, creation of your own product (presentation, training, training or control);

The use of information products, the use in lessons of various types, the use in extracurricular activities, the use in the management of scientific - research activities students.

Analysis of the effectiveness of the use of ICT, the study of the dynamics of results, the study of the rating in the subject.

Design technologies

The project method attracted the attention of Russian teachers as early as the beginning of the 20th century. The ideas of project-based learning arose in Russia almost in parallel with the developments of American teachers. Under the leadership of the Russian teacher S. T. Shatsky, a small group of employees was organized in 1905, trying to actively use project methods in teaching practice.

Later, already under Soviet rule, these ideas began to be quite widely introduced into schools, but not thoughtfully and consistently, and by a decree of the Central Committee of the All-Union Communist Party of Bolsheviks / in 1931, the method of projects was condemned and since then, until recently, no more serious projects have been undertaken in Russia. attempts to revive this method in school practice.

The purpose of project-based learning is to create conditions under which students: independently and willingly acquire the missing knowledge from various sources;

learn to use the acquired knowledge to solve cognitive and practical problems;

acquire communication skills working in different groups; develop research skills (ability to identify problems, collect information, observe, conduct an experiment, analyze, build hypotheses, generalize);

develop systems thinking.

There are different approaches to the classification of projects. E.S. Polat proposed the following typological features of projects that underlie the classification:

1 . By the nature of the activity dominating in the project:

search engine (search project);

research (research project);

creative (creative project);

role-playing (game project);

applied (practice-oriented) (practice-oriented project);

introductory and indicative (tentative project).

2. By subject area:

monoproject, within one area of knowledge;

interdisciplinary project, at the junction of different areas.

3. By the nature of project coordination:

direct (rigid, flexible);

hidden (implicit, simulating a project participant,

typical for telecommunications projects).

4. By the nature of contacts (among participants of the same school, class, city, region, country, different countries peace).

5. By the number of project participants (individual, pair, group, collective, mass).

6. By project duration ( long-term, short-term, etc.).

Gaming technologies

Considered from the standpoint of educational activity as a complex pedagogical technology, the educational game is a specific way of managing the educational and cognitive activity of a student.

The educational game is a variable, dynamically developing form of organizing the purposeful interaction of all its participants with pedagogical guidance from the teacher. The essence of this form is the relationship between simulation modeling and the role-playing behavior of game participants in the process of solving typical educational tasks by them of a rather high level of problematicity.

The game reveals the student's personal potential: each participant can diagnose their own abilities individually and in joint activities with other participants. Schoolchildren become the creators of not only the game situation, but also the "creators" of their own personality. They solve the problems of self-management, look for ways and means to optimize communication, identify their shortcomings and take measures to eliminate them. The teacher helps them with this.

The game can also be considered as a technology of group psychotherapy, because the participant in the game is effectively influenced by the atmosphere of the group, group cooperation and support. He learns to overcome psychological barriers in communicating with various people, to improve the qualities of his personality: to eliminate those that hinder effective communication, such as isolation, intemperance, etc.

Classification of educational games

By area of application :

physical

intellectual

labor

social

psychological

By (characteristic) the nature of the pedagogical process:

educational

training

controlling

generalizing

cognitive

creative

developing

Game technology:

subject

plot

role-playing

business

imitation

dramatization

By subject area:

mathematical, chemical, biological, physical

musical

labor

sports

economically

By gaming environment:

no items

with items

desktop

indoor

street

computer

television

cyclic, with vehicles

What tasks does the use of this form of training solve:

Carries out more free, psychologically liberated control of knowledge.

The painful reaction of students to unsuccessful answers disappears.

The approach to students in teaching becomes more delicate and differentiated.

Most games have four main features:

free developmental activity, undertaken only at the request of the child, for the sake of pleasure from the very process of activity, and not just from its result;

the creative, significantly improvisational, very active nature of this activity (“the field of creativity”);

emotional elation of activity, rivalry, competitiveness, competition, attraction, etc. (sensual nature of the game, "emotional tension");

the presence of direct or indirect rules that reflect the content of the game, the logical and temporal sequence of its development.

L. Vygotsky in the form of a paradox: “A child in play cries like a patient and rejoices like a player.” Role play recreates social relations"on faith" in a new material form accessible to the child. This is its main function and significance for the development of personality S.A. Shmakov. Student games are a cultural phenomenon.

Technology for the development of critical thinking

Critical thinking is a type of thinking that helps to be critical of any statements, not to take anything for granted without evidence, but at the same time be open to new ideas, methods, a necessary condition for freedom of choice, quality of forecast, responsibility for one's own decisions. The constructive basis of the "technology of critical thinking" is the basic model of three stages of the organization of the educational process:

Call from memory.

At the stage of recall from memory, the existing knowledge and ideas about what is being studied are “called”, actualized, personal interest is formed, and the goals of considering a particular topic are determined.

Realization of meaning.

At the stage of comprehension, as a rule, the student comes into contact with new information. It is being systematized. The student gets the opportunity to think about the nature of the object being studied, learns to formulate questions as he correlates old and new information. There is a formation of one's own position. It is very important that already at this stage, using a number of techniques, it is already possible to independently monitor the process of understanding the material.

Reflection.

The stage of reflection is characterized by the fact that students consolidate new knowledge and actively rebuild their own primary ideas in order to include new concepts.

In the course of working within the framework of this model, schoolchildren master various ways of integrating information, learn to develop their own opinion based on understanding various experiences, ideas and ideas, build conclusions and logical chains of evidence, express their thoughts clearly, confidently and correctly in relation to others.

The main methodological techniques for the development of critical thinking: . reception "Basket of ideas", reception "Compilation of syncwines", reception "Cluster",

educational brainstorming, essay, Reception "Reading with stops", technique "Confused logical chains", intellectual warm-up, method of control questions, role-playing project, etc.

Group technologies

Interest in group forms of work emerged in the 1970s and 1980s. of the twentieth century after a series of publications by E. Cohen, D. Johnson, R. Johnson,

S. Kagan and other researchers, made mainly in the USA. Using the results of fundamental work on the theory of cooperation and competition in small groups, as well as materials from other areas of psychology, having carried out their numerous experiments, researchers and their colleagues formed the foundations of modern pedagogical techniques for group work. Estonian scientist H.I. Liimets defines the rules for organizing group work:

the class is divided into several small groups - from three to six people;

each group gets its own task. Tasks can be the same or differentiated;

within each group, roles are distributed among its members;

the process of completing a task in a group is carried out on the basis of an exchange of opinions, assessments;

The solutions developed in the group are discussed by the whole class.

Such work is characterized by direct cooperation between students who become active subjects of their own learning. This fundamentally changes the meaning and significance of learning activity in their eyes: they learn to approach the problem being solved creatively, interact with each other, listen to the opinion of another member of the group and express their own, defend their point of view and accept criticism of it, as well as the ability to defend group work. in front of the class. These learning activities allow you to develop self-confidence, independence, sociability, the ability to defend your point of view and easily interact with other people in the student's personality.

Problem-Based Learning Technologies

Problem-based learning arose as teachers searched for ways to enhance learning. Research in the field of problem-based learning has been going on for a long time, but nevertheless problem-based learning attracts attention at the present stage of development of didactics.

The influence of problem-based learning on the activation of the mental activity of schoolchildren, on the formation of non-standard approaches to solving problems in them, and, finally, on the development of their creative thinking, is proved. This influence is ensured by the creation in the educational process of special situations of intellectual difficulty - problem situations - and their resolution. The students are given a problem and they, with the direct participation of the teacher or independently, explore ways and means of solving it:

build a hypothesis

outline and discuss ways to test its truth,

argue, conduct experiments, observations,

analyze their results, argue, prove.

Learning problem functions:

Determination of the direction of scientific research (the activity of the student in finding a way to solve the problem).

The motivation for this study (the formation of cognitive abilities, interest, motives for the student's activity in acquiring new knowledge).

The educational problem for the teacher is a means of controlling the cognitive activity of the student, a way of forming his mental abilities.

In the activity of the student, the educational problem serves as a stimulus for the activation of thinking, and the process of solving it is a way of turning knowledge into beliefs.

The main requirements for the educational problem, taking into account which the teacher can create the most effective types of problem situations.

The educational problem should be connected with the material being studied and in a natural way, logically follow from it, as well as from the student's activity in analyzing the facts and phenomena that caused the problem situation.

The educational problem should reflect the inconsistency of information (directly in the formulation of the question, task or in the educational situation).

The main content of the problem should give direction to the cognitive search process, indicate the direction of ways to solve it. The unknown must be connected by some transitions with the knowledge known to the student.

Problems should be manageable, that is, they should not be too difficult to solve, otherwise they will not arouse interest and students will simply try to get around them. But they should not be too easy: easy problems are quickly solved and do not sufficiently activate the mental activity of students or are not perceived as problems at all.

The verbal formulation of the problem should contain words denoting such concepts known to the student, which contain elements that are related to the unknown in the problem itself.

Problematic questions, tasks and learning tasks, as well as examples given by the teacher when posing problems, should have an impact on the emotional state of the student, interest him in the educational material, encourage him to be active.

Consequently, the educational problem must have such properties that determine its conscious perception by the student, his interest in resolving it. The goal that can be achieved by solving the problem becomes subjectively important and significant for the student.

The teacher's knowledge of the basic requirements for an educational problem is considered one of the most important conditions for the successful formulation of the problem and the organization of students' independent activities.

Modular technologies

A number of foreign authors (V. Goldshmidt, M. Goldshmidt and others) understand the module as the formation of an independently planned unit of educational activity that helps to achieve clearly defined goals. Others (for example, J. Russell) define the essence of the module in a slightly different way: as the construction of autonomous portions of educational material.

A.A. Verbitsky introduces "the concept of "active module" as a unit that defines the transition from professional to educational activities, from real tasks and classroom problems", emphasizing the difference between the active module and the teaching module, which is understood as a fragment of the course content together with teaching materials to him.

A module may include several units, each of which contains a description of the completed operation or reception.

The following advantages and features of modular learning technology should be noted:

The breakdown of the disciplinary course into complete parts (modules and its elements) that have independent significance.

Screening out material that is "superfluous" for this particular type of work.

Maximum individualization of advancement in learning.

A module can be presented as a set of components that may vary depending on the specific discipline. These components are:

clearly formulated learning goal;

list of necessary equipment, materials and tools;

list of related educational elements;

actually educational material in the form of a brief specific text, accompanied by detailed illustrations;

practical exercises to develop the necessary skills related to this educational element;

concrete test, which strictly corresponds to the goals set in this educational element.

The purpose of developing modules is to divide the content of each topic of the course into component components in accordance with professional, pedagogical and didactic tasks, to identify various forms and types of training for all components, to coordinate them in time and integrate them into a single complex.

The introduction of modules into the educational process should be carried out gradually. Modules can be integrated into any training system and thereby enhance its quality and effectiveness. You can combine the traditional system of education with the modular one. Fit well into modular system teaching the whole system of methods, techniques and forms of organization of the UPD of students, individual work, in pairs, in groups.

Leaving the traditional lesson through the use of new technologies in the learning process makes it possible to eliminate the monotony of the educational environment and the monotony of the educational process, create conditions for changing the types of activities of students, and make it possible to implement the principles of health saving. It is recommended to make a choice of technology depending on the subject content, the objectives of the lesson, the level of preparedness of students, the possibility of meeting their educational needs, the age category of students.

Today, there is a fairly large number of pedagogical learning technologies, both traditional and innovative. It cannot be said that one of them is better and the other is worse, or that only this one and no other should be used to achieve positive results. The choice of a particular technology depends on many factors: the contingent of students, their age, level of preparedness, the topic of the lesson, etc. And the best option is to use a mixture of these technologies.

Pedagogical problems of introducing ICT into the modern educational process

Molozhavenko K.V.

The age of computer technology is gaining momentum, and there is no longer a single area of human activity where they would not find their application.

The Education Modernization Strategy emphasizes the need to change teaching methods and technologies at all levels, to increase the weight of those that form practical skills in information analysis, self-study, stimulate independent work of students, form the experience of responsible choice and responsible activity. There was a need for a new model of education, built on the basis of modern information technologies, implementing the principles of student-centered education.

One of the priority areas of the Concept for the Modernization of Russian Education is the introduction of information and communication technologies into the educational process. A computer is a universal tool that makes it possible to work with almost all types of information that exist in the modern world. The computer organically takes the place of a new universal technical means of training and development.

The use of information and communication technologies (ICT) in the educational process is an urgent problem of modern education. Today it is necessary that every teacher could prepare and conduct a training session using ICT, as the teacher is given the opportunity to make the lesson more vivid and exciting.

The use of ICT in the educational process changes the role of the student in the classroom - from a passive listener, he becomes an active participant in the learning process. In this case, the relationship between the student and the teacher changes in the direction of partnership, and the student turns from the object of pedagogical influence into the subject of educational activity.

In this regard, there is a problem of increasing the intensity of the lesson, its saturation.

The introduction of ICT in the educational process has two main directions :

First- the computer is included in the learning process as a "supporting" tool within the traditional methods of the learning system.

Second- it represents the technologization of the learning process in the broadest sense - the development and implementation of computer-information learning models that combine man and machine.

The use of modern technical teaching aids allows you to achieve the desired result - makes learning bright, memorable, interesting, forms an emotionally positive attitude towards the disciplines being studied.

Currently changinggoals and objectivesfacing modern education. There is a shift in efforts from the assimilation of knowledge to the formation of competencies, the emphasis is shifted to student-centered learning. The quality of training of students is determined by the content of education, technologies for conducting classes, its organizational and practical orientation, its atmosphere, therefore, it is necessary to use new pedagogical technologies in the educational process.

Directions for the use of ICT.

When studying disciplines in information systems, we identify several main areas where the use of a computer is justified:

a visual representation of the possibility of using information technology;

a system of test control when checking the knowledge of students, allowing them to independently control their knowledge.

A feature of the introduction of a computer in education is a sharp expansion of the sector of independent academic work and this applies to all academic disciplines. The fundamental innovation introduced by the computer into the educational process is interactivity, which makes it possible to develop active-activity forms of education. It is this new quality that allows us to hope for a real possibility of expanding the functionality of independent study work - useful from the point of view of educational goals and efficient from the point of view of time costs.

Interactive learning partly solves another significant problem. We are talking about relaxation, relieving nervous stress, switching attention, changing forms of activity, etc. It is necessary to strive for creative effective cooperation with students, to take care of their fullest emancipation and comfort not only in their own environment, but also in interpersonal communication with the teacher . The teacher plays a big role in the formation of professional motivation, a sense of confidence in students, in their sense of security.

To successfully achieve educational results in the classroom, we usemultimedia technologies. They can significantly increase the effectiveness of classes, make them interesting and increase the motivation of students, influence their emotional state. Multimedia learning tools allow you to increase the visibility of learning; repeat the most difficult moments of the lesson; enhance the availability and perception of information through the parallel presentation of information in different forms: visual and auditory; organize the attention of students in the phase of its biological decline (25-30 minutes after the start of the lesson and the last minutes of the lesson) due to the artistic and aesthetic design of the electronic resource or due to reasonably applied animation and sound effect; conduct a repetition (review, brief reproduction) of the material of the previous lesson. Of course, a multimedia lesson should not be completely demonstrative.

According to the new requirements of the Federal State Educational Standard, an integral part of the educational process is not only independent work in the classroom, but also extracurricular independent work. Those. This is the activity of students, performed on the instructions of the teacher, under his guidance, but without his direct participation.

Many new pedagogical technologies are based on a practical orientation, including search and research methods. Research activity is the crown of the student's independent work. This type of activity implies a high level of student motivation.

Only when faced in practice with specific problems, situations, conducting sociological research, working with literature, Internet sites, the student accumulates knowledge and gains personal experience.

“All knowledge remains dead if in the student

initiative and independence do not develop.

ON THE. Umnov.

Thanks to the widespread introduction of computer technologies into the educational process to replace boring and “dry” traditional essays, it became possible to prepare meaningful multimedia information-illustrated presentations (including with sound), training videos.

All used electronic educational resources allow presenting educational material as a system of bright reference notes filled with comprehensive structured information. At the same time, each student works at a pace and with those loads that are optimal for him, which allows the best assimilation of educational material.

The problem, probably, of any educational institution is the assimilation and memorization of new special terminology. They mobilize visual memory, focus on the correct spelling of new words, the so-calledreference signals (or "signal cards" with brightly highlighted new terms according to Shatalov). In this regard, at present, the use of multimedia in the educational process greatly facilitates the functions of a teacher. As an element of problem-search learning are usedCrosswords , they can also be shown using multimedia. They are an effective means of differentiated and individualized learning, control and self-control, and also bring up perseverance and perseverance in achieving the goal.

Including multimedia, you can save a lot of time, immediately discuss unclear issues and errors through an unconventional way of conductingtest-programmed knowledge control not in writing, but in oral form (besides - saving paper).

“Active learning methods bring

educational process to professional activity "

Gross.

Currently, there is a need for such technologies, which would be based on the development of the individual: creative and critical thinking, the ability to analyze, make decisions, collaborate in a team, and more. Therefore, under the term "new educational technologies" one can also imagine such asmodeling and simulation, including the case method (CS). For example,"Situation - Assessment"- a prototype of a real situation with a ready-made proposed solution, which should be assessed “correctly or incorrectly” and offer its own adequate solution. This type of CS can be used through videos "Find the mistakes".

Situation - illustration - a prototype of a real situation - can be included as a fact in the lecture material. Multimedia resources may be used to demonstratevisualized situational tasks.For example, during the survey it is proposed to applycomment method , those. thinking aloud. Explaining his judgments and actions, the student gradually comes to some result, an outcome. This technique contributes not only to the development of speech, but also to the development of logical thinking and introspection.

The list of issues of such practice-oriented tasks additionally includes others, including issues of differential diagnosis, problematic issues, etc.Situation is a problem - a prototype of a real problem that requires a prompt solution. With the help of such a situation, one can develop skills to find the optimal solution.

We often talk about the optimization of the educational process (EEP), the introduction computer information technologies. But for objective reasons, not everyone succeeds in achieving this to the full extent, as they would like. Some classrooms are not equipped with computers (laptops), or there are no multimedia installations (or TV screens that could be connected to a laptop). And this would greatly facilitate the perception and memorization (reinforcement) of the educational material.

The mastering of computer technologies by teachers is proceeding at a rapid pace, we have something to be proud of, however, there are still many unresolved issues and it is necessary to look for ways to solve existing and emerging problems so that this process is not painful and thorny, but creative, purposeful and productive.

total:0
In contact with 0
Google Plus 0
OK 0
Facebook 0

Problems of using modern teaching technologies. Problems of using new technologies in education

SECTION 1. Theoretical and methodological foundations of the problem of learning technology

1.1. Historical aspect and scientific foundations of pedagogical technology

1.2. The essence of the concept of "pedagogical technologies" and its structure

SECTION 2. Experience in the use of modern learning technologies

2.2. The use of technology "Method of projects" in the process of learning a foreign language for the formation of communicative competencies of students of secondary school No. 36 in Lugansk

2.2. Increasing the efficiency of the educational process when using technology by the team of secondary school No. 36 in Lugansk

Conclusion