Interactive learning technology. The concept of interactive technologies Conditions for the use of interactive pedagogical technologies

29.09.2021

INTRODUCTION

interactive learning multimedia

The main goal of education is the formation of a free, responsible, humane personality capable of further self-development. An educated person who easily navigates in a changing society, quickly masters new areas of activity, has a high level of tolerance, is able to analyze a new situation, evaluate it and make an appropriate decision - this is a citizen of society.

The use of new interactive technologies in the educational process allows teachers to implement their pedagogical ideas, present them to the attention of colleagues and get a prompt response, and gives students the opportunity to independently choose an educational trajectory - the sequence and pace of studying topics, a system of tasks, ways to control knowledge. This is how the most important requirement of modern education is realized - the development of an individual meaning of activity, a culture of self-determination in the subjects of the educational process, their personal development takes place.

More recently, there was a popular belief that a computer can only be used by a teacher of computer science, and other subjects do not seem to need it, but today it is already becoming clear that information technology opens up truly enormous opportunities in professional activities. The use of a computer allows you to combine various technical teaching aids with visual aids; organize methodological material and use it effectively in the classroom, taking into account the individual characteristics of students.

Information, communication and interactive technologies open up unique opportunities in various fields of professional activity, offer simple and convenient means for solving a wide range of problems, including in the field of education.

Interactive learning

Object of study: technologies in the educational process.

Subject of study: interactive technologies in education.

Purpose of the study: study the concept of "technology" in education, explore the use of interactive technologies in the educational process.

Research objectives:

1. Define the concepts of "interactive learning", "interactive technology".

2. To study the main aspects of the use of interactive equipment in educational activities.

Develop classes for children of senior preschool (primary school) age using interactive teaching aids.

CHAPTER 1. THEORETICAL SUBSTANTIATION OF THE TOPIC

1.1 The concept of interactive learning and interactive technologies

Interactive learning

The student becomes a full participant in the educational process, his experience is the main source of educational knowledge. The teacher (leader) does not give ready-made knowledge, but encourages participants to search independently.

· Compared to traditional teaching, interaction between the teacher and the student is changing in interactive learning: the activity of the teacher gives way to the activity of students, and the task of the teacher is to create conditions for their initiative.

· The teacher refuses the role of a kind of filter that passes educational information through himself, and performs the function of an assistant in work, one of the sources of information.

Interactive learning- this is a special form of organizing cognitive activity, when the educational process proceeds in such a way that almost all students are involved in the process of cognition, they have the opportunity to understand and reflect on what they know and think.

· The joint activity of students in the process of learning, mastering the educational material means that everyone makes their own individual contribution, there is an exchange of knowledge, ideas, ways of activity.

This happens in an atmosphere of goodwill and mutual support, which allows students not only to acquire new knowledge, but also to develop their communication skills: the ability to listen to the opinion of another, weigh and evaluate different points of view, participate in discussions, develop a joint decision.

· The educational possibilities of interactive forms of work are also significant. They contribute to the establishment of emotional contacts between students, teach them to work in a team, relieve the nervous stress of schoolchildren, helping to experience a sense of security, mutual understanding and their own success.

Interaction levels From the point of view of the degree of interaction under interactivity, the following cases (levels) can be considered:

· linear interaction(1:), or lack of interactivity, when the message being sent is not related to previous messages;

· reactive interaction(1:1) when the message is related to only one immediately previous message;

· multiple or conversational interaction(1:m) when a message is related to a set of previous messages and to relationships between them.

Sometimes interactivity in a given series of communication interactions is defined as the degree to which the third (or later) message is related to the level of interaction of the previous information exchange (messages) with even earlier exchanges (messages).

Interactive learning requires the use of special forms of organizing cognitive activity and sets quite specific and predictable goals, for example, creating comfortable learning conditions and involving students in learning interaction, which makes the learning process itself productive.

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

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

The structure of pedagogical technology includes:

Organization of the educational process

Methods and forms of educational activity of students

The activity of the teacher in managing the process of mastering the material

Diagnostics of the educational process.

Any pedagogical technology must satisfy some basic methodological requirements:

Conceptuality. Each pedagogical technology should be based on a certain scientific concept.

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, varying 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 learning.

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

To summarize: interactive technologies are increasingly being included in the educational process. To date, there is no established term that defines what is meant by interactive technologies. Interactivity is the interaction inherent in the software, aimed at presenting information, navigating through the content and placing any information. It (interaction) includes the use of hyperlinks, filling out forms, searching for data by keywords and other forms of dialogue with the user. Technology (pedagogical technology) - a set of forms, methods and techniques of the means of transferring social experience, as well as the technical equipment of this process. The main problem that is solved with the help of technology is the controllability of the learning process.

1.2 The use of interactive and multimedia equipment in educational activities

To optimize the educational process in modern educational institutions, it is necessary to apply a visual teaching method. When organizing the educational process, teachers try to use a variety of technical teaching aids, illustrations, technological maps; quite recently, audio and video equipment was used for these purposes: a tape recorder, a television, a vinyl disc player, a film projector and a slide projector. But time does not stand still, and in modern conditions, multimedia functions are successfully combined in a personal computer, supplemented by a subject media library.

The lesson lasts only 45 minutes, and the teacher needs to do a lot: conduct a survey, check homework, conduct some practical exercises, explain new material, reinforce it. How can one do without the all-powerful electronic assistant - the computer? After all, with skillful use, it can take on a significant part of this work, and its powerful intellectual base, interactivity, combined with visibility, makes it possible to become a direct participant in events and allows you to manage its development.

Computer technologies qualitatively change the content, methods and organizational forms of education and, under certain conditions, can contribute to the development of individual abilities of trainees, their personal qualities; the formation of cognitive abilities; striving for self-improvement. Practice shows that the use of a computer has many advantages over traditional teaching methods. When using a computer in the classroom, the student is involved in the learning process as an active participant. Computer programs allow for the individualization of learning, make it possible to organize independent actions of students.

Each student has the opportunity to work at his own pace, not depending on weaker or, conversely, stronger classmates. The computer contributes to the formation of children's reflection of their activities, allows you to visualize the result of their actions.

Work experience shows that students who actively work with a computer develop a higher level of self-educational skills, the ability to navigate in a turbulent flow of information, the ability to highlight the main thing, to generalize, to draw conclusions. Therefore, the role of the teacher in revealing the possibilities of modern information technologies in the process of teaching both natural and humanitarian disciplines is very important.

In the learning process, one of the most important roles is played by the visibility of the material being studied. Physiologists have proven that about 95% of the information a person receives with the help of a visual analyzer. Thus, the more clearly the studied material is presented, the better it is remembered by students.

For the last decades, the textbook has been the most important methodological aid in the educational process. But modern information technologies are developing in such a way that a multimedia presentation can claim the role of a textbook in the educational process. Thanks to modern information technologies, it is possible to develop teaching aids that will more clearly show the material being studied. One of the active forms of learning that offers the use of computer technology is the creation of a multimedia abstract or presentation. The purpose of a multimedia presentation is to convey information in a visual, easily perceived form.

Power Point makes it easy to create multimedia presentations. The main property of this program is that it supports the use of not only textual information, but also allows you to insert and operate on objects created in other programs. Examples of such objects are audio fragments that can be used for sound accompaniment, and graphic objects, which allows you to most clearly present the material being studied. Multimedia presentations can be used to explain a new topic, knowledge control, as a means of information in extracurricular activities.

When showing multimedia presentations, an interactive whiteboard plays an important role. It is one of the most important tools in obtaining knowledge of students. With this board, the teacher can make the lesson more interesting and exciting. The interactive whiteboard makes it possible to use multimedia resources, enrich the lesson with additional material. Electronic interactive whiteboards enrich the possibilities of computer technology, providing a large screen for working with multimedia materials.

Interactive equipment, in particular, an interactive whiteboard, a document camera, ensure the efficient use of computers during lessons, classes, extracurricular activities, parent-teacher meetings, meetings, presentations, etc.

An interactive whiteboard is a flexible tool that combines the simplicity of a whiteboard with the power of a computer. In combination with a multimedia projector, this board becomes a large interactive screen, with one touch on the surface of which you can open any computer application or web page, display the necessary information, or simply draw and write. Anything drawn or written during the session can be saved as computer files, printed, emailed, saved as Web pages, and posted on the Internet.

interactive board is a touch screen connected to a computer, the image from which is transmitted to the board by a projector. Just touch the surface of the board to start working on the computer.

It implements one of the most important principles of learning - visibility.

The interactive whiteboard works together with a computer and a video projector, representing a single complex. On it you can do everything the same as on a regular computer.

The interactive whiteboard combines projection technologies with a touch device, so this board does not just display what is happening on the computer, but allows you to control the presentation process (two-way traffic!), make corrections and adjustments, make notes and comments with color, save lesson materials for later use and editing. A microscope, document camera, digital camera or video camera can be connected to a computer, and, as a result, to an interactive whiteboard. And with all the displayed materials, you can work productively right during the lesson.

Multimedia presentation is a modern and promising information advertising technology. The created audio, video, photographic range provides an effective and interesting perception of information. The composition of multimedia technology includes the following components: digital photographic images; formatted text; computer drawings and animation; audio sound, voice accompaniment of the sketch.

Multimedia presentations help convey information to the audience in a short time, visually show objects in three dimensions. The uniqueness of a multimedia presentation lies in the fact that it can be used in all types of lessons.

In a lesson devoted to the presentation of new material, a multimedia presentation can become an indispensable assistant to the teacher: the material presented in an accessible form is partially shown on the slides of the presentation, the teacher only needs to supplement it, make comments and explanations to the most difficult moments and images.

The use of electronic interactive whiteboards can make the educational process more exciting, bringing real pleasure to students.

Observations show that when using an interactive whiteboard, students are more attentive, enthusiastic and interested in the lesson than when working on a regular whiteboard. In addition, the researchers argue that absent-minded students perceive information best on a television or computer screen, and the interactive whiteboard meets these requirements. The use of an interactive whiteboard can make learning more fun, more enjoyable for students, and they, in turn, begin to pay more attention to learning. An interactive whiteboard can enrich any lesson and keep students focused on learning. This technology helps educators to creatively capture the attention and activate the imagination of their students.

Thus, in our opinion, interactive whiteboards allow you to solve the following tasks when organizing the educational process:

· Get away from the purely presentational form of presentation of material introduced by computer culture. The latter is good for an introduction to the topic, for a primary acquaintance with the material. Deeper development will require interactive interaction with the computer, preferably with the inclusion of the student's motor skills.

Allows you to save class time by refusing to take notes of the material. At the end of the lesson, students receive a file with its recording, which can be viewed at home on a PC in step-by-step mode. At the same time, not only the illustrations and notes offered by the teacher are available, but also the sequence of his actions at the blackboard is correctly reproduced.

・Improve material feed efficiency. The projector displays on the surface of the interactive whiteboard a background image or a background slide show pre-selected by the teacher. Acoustic systems create the necessary background sound in the classroom, and the teacher needs to take care of the content of the material, he can, say, write or draw on an interactive whiteboard. In terms of the strength and depth of impact on the audience, a well-structured lesson using a computer and an interactive whiteboard can be compared with cinema and theater. However, this will require directing knowledge and skills from the teacher. However, a couple of decades ago, photography and video filming were the lot of the elite; Perhaps in the coming years, directing will also go to the masses.

· Allows you to organize group work (or group games), the skills of which today are fundamentally important for success in many areas.

Working with an interactive whiteboard, the teacher is always in the center of attention, facing the students and maintaining constant contact with the class. Thus, the interactive whiteboard still saves valuable time.

Using this whiteboard, you can combine the proven methods and techniques of a regular whiteboard with a range of interactive and multimedia features.

Thus, multimedia presentations help convey information to the audience in a short time, visually show objects in three dimensions. The uniqueness of a multimedia presentation lies in the fact that it can be used in all types of lessons.

Information and interactive technologies make it possible to use text, sound, graphic and video information in a new way in the organization of educational work, increase interest in creativity, and the further use of creative works performed on a computer stimulates the cognitive activity of students. In research work, the child completely moves away from cramming, he consciously absorbs knowledge.

But first of all, it should be remembered that the board is just a tool, and the effectiveness of the educational process largely depends on the skill of the teacher and the quality of specialized software.

CHAPTER 2. DEVELOPING A LESSON USING INTERACTIVE LEARNING TOOLS

Examples of tasks using interactive teaching aids in the senior group of preschoolers (first graders)

1. The task of correlating a number with a quantity (Fig. 1).

The teacher invites the children to find a card with a number and match it with a card with objects. Children take turns approaching the interactive whiteboard and move the cards with objects to the jacket with the image of the corresponding number.

2. Task for a quantitative account (Fig. 2).

The teacher opens the "screen" and asks the children to decorate the doll's hair with bows. The child moves the bows on the doll's head, the children count the number of bows in unison.

Similarly, children "give" flowers to the doll and count them.

I would like to note the active participation of children in the implementation of practical tasks.

3. Task to determine the composition of the number 7 of the two smaller ones (Fig. 3).

Children are invited to add by moving the number of two strips of different colors (one child does the task at the blackboard, the rest at the tables do the work on their own from the Kuizner set). After completing the task, the guys are invited to compare the result with the one behind the "screen".

. Task for attention, knowledge of geometric shapes, classification according to three criteria: color, shape, size a (Fig. 4).

It is necessary to resettle the tenants in the houses using hint signs (the task at the blackboard is performed by one child, the rest at the tables do the work on their own with Gyenesh blocks).

5. Task for the classification of groups of animals: domestic, wild (Fig. 5).

Children move images of animals to the symbols, name them. Subject to the correct completion of the task, the children activate the sound accompaniment that imitates the voice of the animal.

6. The task of compiling a riddle based on a diagram (Fig. 6).

Children are offered pictures and a diagram. The children need to read the text of the riddle and guess it. If the answer is correct, the teacher moves the “screen” and shows a guessing picture.

. The task "Who lives where?" for comparison (Fig. 7).

Children name the animal, its dwelling and draw lines with a marker connecting the image of the animal with its dwelling.

8. Game for attention (Fig. 8).

The children need to carefully look at the drawing, then the drawing is closed with a screen, and the children must reproduce it in notebooks, on the board.

9. The game "Movement on the playing field" for the development of algorithmic thinking (Fig. 9).

One of the willing players stands at the board with his back to it, the other player carries out his commands on the board. Game condition: the star starts moving from the center of the field, moves around the field, executes commands: forward, left, right, down. The one who stays on the playing field the longest wins.

The use of interactive learning tools allows you to:

organize training more intensively and qualitatively;

· to promote the development of creative abilities in children, through the use of photo-objects, objects with sound, drawing and solving interactive problems;

Actively involve children in the learning process.

CONCLUSION

Interactive learning(from the English interation - interaction), learning, built on the interaction of the student with the learning environment, the learning environment, which serves as an area of mastered experience.

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

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

Technology is a set of forms, methods, techniques and means used in any activity.

Interactive technologies are increasingly being included in the educational process. To date, there is no established term that defines what is meant by interactive technologies.

Technology (pedagogical technology) - a set of forms, methods and techniques of the means of transferring social experience, as well as the technical equipment of this process. The main problem that is solved with the help of technology is the controllability of the learning process.

For the last decades, the textbook has been the most important methodological aid in the educational process. A multimedia presentation can claim to be a textbook in the educational process. The purpose of a multimedia presentation is to convey information in a visual, easily perceived form.

Multimedia presentations can be used to explain a new topic, knowledge control, as a means of information in extracurricular activities.

In our work, we have developed tasks using an interactive whiteboard for students of the senior preschool group. It can also be used in the first grade of a general education school in general developmental classes.

BIBLIOGRAPHY

1. Bespalko V.P. Components of pedagogical technology. -M.: Pedagogy, 1989.

2. Bulanova-Toporkova M.V., Duhavneva A.V. Pedagogical technologies.- M.: Phoenix, 2010.-336s.

3. Zakharova I.G. Information technologies in education. Textbook for students of higher pedagogical institutions. - M.: Publishing center "Academy", 2003. - 192 p.

4. Krivshenko L.P. Pedagogy : Textbook . - M .: TK Welby, Prospekt, 2008.- 428 p.

5. Popova E.N. Interactive technologies are not a luxury, but a learning tool // Internet and Education, August, Volume 2009, No. 11 (http://www.openclass.ru/io/11/osipova)

6. Selevko G.A. Modern educational technologies. - M: Public education, 1998. - 255 p.

7. Khutorskoy A.V. Pedagogical innovation: textbook. allowance for students. higher textbook establishments. - M.: Publishing Center "Academy", 2008. - 256 p.

Khutorskoy A.V. . Modern didactics. Tutorial. 2nd edition, revised / A.V. Khutorskaya. - M.: Higher School, 2007. - 639 p.

9. Yakupova G. Z. The use of interactive and multimedia equipment in educational activities // Journal of informatization of education, 2007, No. 1.

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Introduction

1.3 Pedagogical conditions for the use of innovative technologies in the classroom

2. Experimental work on the use of innovative technologies

2.1 Goals, objectives and methodology of experimental work

2.2 Implementation of pedagogical conditions for the effective use of innovative technologies

2.3 Evaluation and interpretation of the results of experimental work

Conclusion

List of sources used

Introduction

Innovative transformations of living conditions and activities in Kazakhstan are naturally reflected in the education system as well.

Today, a person is especially needed,

Able to creatively apply the knowledge and skills that he possesses; - able to transform activities in such a way as to make them as effective as possible.

As a result, at the present stage of development of education, it became necessary to update the methods, means and forms of organization of education.

This problem is related to the development and implementation of new pedagogical technologies in the educational process. Renovation of education requires the use of non-traditional methods and forms of organization of education, the creation of such pedagogical conditions for learning that will contribute to the most optimal development of cognitive activity and creative independence of students.

Unfortunately, the school does not pay much attention to the implementation of pedagogical conditions for the effective use of innovative technologies.

Thus, there is a contradiction between the need to use innovative technologies and the real conditions of education in the basic school.

We see one of the possible solutions to this contradiction in the identification and implementation of pedagogical conditions for the most optimal use of new technologies in primary school. This contradiction confirms the relevance of the chosen research topic - "Pedagogical conditions for the use of innovative technologies in primary school".

The purpose of the study: to identify and experimentally test the pedagogical conditions for the use of new technologies in primary school.

Object of research: the process of education in the primary school.

Subject of research: pedagogical conditions for the use of new technologies in primary school.

The course of the study is determined by the following hypothesis:

The learning process in the primary school will become more efficient if the following conditions are implemented using innovative technologies:

· psychological setting for success;

block-modular structuring of educational material;

use of the subjective experience of students;

Research objectives:

1. to study the psychological and pedagogical literature on the research problem;

2. to identify the pedagogical conditions for the effective use of innovative teaching technologies in the basic school;

3. to implement and experimentally test the influence of the identified conditions on the effectiveness of the use of innovative technologies in the educational process of the basic school.

To achieve the goals set, the following methods of scientific research were used.

1. theoretical analysis;

2. generalization;

3. observation;

4. study of school documentation;

5. pedagogical experiment.

The scientific novelty and theoretical significance of the study lies in the identification of the psychological and pedagogical conditions for the effective use of new technologies in the educational process of the primary school.

The practical significance lies in the possibility of using the results of the research in the educational process of the main school.

The methodological basis is the foundations of the theory of pedagogical technologies by V.M. Monakhova, Selevko G.K., the psychological concept of the activity approach in personality development (L.S. Vygotsky, A.N. Leontiev, S.L. Rubinshtein), modern concepts of building the content of education (V.V. Kraevsky, I.Ya. Lerner, V.S. Lednev).

The thesis consists of an introduction, two main chapters, a conclusion, a list of references.

1. Theoretical foundations for the use of innovative technologies at school

1.1 Innovative educational technologies and their impact on the effectiveness of the learning process for schoolchildren

President of the Republic of Kazakhstan N.A. Nazarbayev, in his message to the people of Kazakhstan "Kazakhstan is on the path of accelerated economic, social and political modernization", emphasized that "Without a modern education system and modern managers who think broadly, on a large scale, in a new way, we will not be able to create an innovative economy." This is evidence that today we must determine the strategy and tactics for the development and improvement of school education, it is planned to introduce new information, pedagogical and educational technologies into the educational practice of schools

Technology is close to education as the art of influencing the personality of the child as a participant in the educational process. What does the term "technology", namely "innovative technology" mean?

Technos (Greek) means art, craftsmanship; logos (Greek) - doctrine - a body of knowledge about the methods and means of carrying out productive processes, as well as the very processes in which a qualitative change occurs in the object being processed.

Technology is also understood as "a set of techniques and methods for obtaining, processing ... materials ... It is also customary to call technology a description of production processes, instructions for their implementation" .

Innovation (eng. - innovation) - changes within the system; creation and implementation of various types of innovations that generate significant progressive changes in social practice.

Pedagogical innovation is an innovation in the field of pedagogy, a purposeful progressive change that introduces stable elements into the educational environment that improve the characteristics of both its individual components and the educational system itself as a whole (Simonenko).

In the psychological and pedagogical literature, one can find several different views on the concept of innovative technologies.

As a system logic and instrumentation of the organization of the practical implementation of the activities of the participants in the educational process (EP) - teachers and students - they pursue the same goal as the NOT (scientific organization of labor) - maximum results at a minimum or optimum cost. The technology is created on the basis of a certain theory of organization of activity (Rachenko I.P., Pyatigorsk).

A complex, integrative process involving people, ideas. Means and methods of organizing activities for analyzing the problem and planning, providing, evaluating the management of solving problems, covering all aspects of the assimilation of knowledge (USA and the NOT laboratory at the Pyatigorsk GLU).

An ordered system of procedures, the strict implementation of which will lead to the achievement of a certain planned result (Monakhov V.M.).

The natural choice of various methods of pedagogical influence as a natural harmonious behavior of a teacher in the context of modern culture, at the level of his high spirituality and psychological and pedagogical understanding of the developing situation. This is the operational support of humane, psychologically justified functions of an adult in relation to a child entering the world (Shchurkova N.E.).

A holistic process of setting goals, constantly updating curricula and programs; testing alternative strategies and materials, evaluating pedagogical systems as a whole and setting goals again as soon as new information about the effectiveness of the system becomes known (Spalding V.P.).

The project of a certain pedagogical system, implemented in practice (Bespalko V.P.).

A certain way of learning, in which the main load for the implementation of learning functions is performed by a learning tool under human control (Smirnov S.A.).

The search for completely accurate means of influencing the individual and the team, allowing the teacher to save his strength and achieve the desired results (Azarov Yu.P.).

A system of methods of activity that ensures the receipt of a guaranteed end result in terms of quality and quantity. A sequence of interrelated actions and sustainable methods of work of a teacher to ensure the process of functioning of the pedagogical system, carried out under the conditions of the limitations existing in it. (Ustemirov K., Shametov N.R., Vasiliev I.B.)

Thus, both educational technology and innovative technology have a variety of definitions. However, most of the existing definitions explicitly or implicitly indicate something in common, namely, they operate with such concepts as "a sequence of procedures or interrelated actions", "a set of interrelated methods", "clear planning, design, programming", "a system of instructions, a set of operations", etc.

Therefore, it seems appropriate and reasonable to understand educational technology as a kind of algorithm, an ordered sequence of actions of the participants in the pedagogical process.

Often, technology means a particular technique for achieving a separately set goal (for example, the technology of developing the skill of mental counting). Equating technology to a private technique, the authors of this approach rely on one of the most important characteristics of technology - they emphasize that this is a way to achieve any specific goal. The use of the concept of "technology" in this sense does not give pedagogy something new, does not specify the learning process.

Therefore, we must note the differences between the methodology and technology (Table 1).

Table 1.

Distinctive feature of the technique from technology

Methodology

Technology

She studies various methods of education and training.

Development of the personality of schoolchildren, without building certain logical chains from them;

is a theory, a doctrine of methods (methods of pedagogical interaction);

the method is made up of techniques, together they are related as a part and a whole;

the teacher, using techniques, correlates it with his typology, answers the questions: "Why use this technique? What does its use give?" (forecast of effectiveness, efficiency).

Assumes logic, sequence of pedagogical methods and techniques, joint analytical activity (SAD), which give concrete results of their development;

different algorithmic;

takes into account and allows the creativity of participants in the EP;

this is a toolkit of pedagogical activity in increasing professionalism and competence, in the formation of a teacher of a new formation;

answers the question "How to do it?";

is the result of reflection by the teacher of pedagogical interaction.

Learning technology is a system of certain operations and functions:

1. organizational and active involves: organizing the activities of participants in the EP (teachers and students) mutual organization from the SAD;

2. design (prognostic) reflects the prediction by the participants of the EP of its CRR (final real results); modeling of pedagogical interaction; forecasting the level of development of EP participants in the process of implementing educational technology;

3. communicative involves the communicative activity of participants in the EP; exchange of information between them; creation of conditions for mutual understanding of the teacher and the student;

4. reflexive (comprehension in the situation; assessment of the objectivity of the CRR of pedagogical interaction; understanding the experience of interaction; fixing the state and causes of development);

5. developing (creating conditions for the development and self-development of participants in the EP);

V.P. Bespalko noted that the most important elements of the pedagogical system are students and teachers. Hence, four levels of organizational and pedagogical activity are defined:

1. Organizational - the most elementary level of educational technology, which is organized and carried out through separate operations, techniques. This is the main working, operational level of organization and implementation of activities. The organization and technology here are set by the operations themselves, the methods without which the activity is unthinkable.

2. The methodological level of organization of activity and the creation of its technology is closed on separate disparate methods as a set of certain techniques, where the method and method of touching the personality and the cell of the organization of activity, an element of its technology.

3. Formative - the teacher's ability to choose appropriate not only methods, but also forms of activity, where forms are a certain set of methods, a higher level of organization and technology of pedagogical activity.

4. Creative is based on the organizational and activity approach. Its advantages are that it allows each teacher to design their own educational technology that meets modern achievements in science and technology, taking into account real circumstances (competence, availability of computer facilities, the Internet, working conditions, taking into account the peculiarities of the development of schoolchildren as a high-speed generation).

As you can see, the functions and levels of educational technologies complement each other.

Even at the end of the XIX century. P.F. Kapterev noted that "the educational process is not only the transfer of something from one to another, it is not only an intermediary between generations; it is inconvenient to represent it as a tube through which culture flows from one generation to another." "... The essence of the educational process from the inside lies in the self-development of the body; the transfer of the most important cultural acquisitions and the teaching of the older generation to the younger is only the outer side of this process, covering its very essence."

Consideration of education as a process presupposes, firstly, the distinction between its two sides: teaching and learning (learning), where the terms themselves, as already noted, are interpreted ambiguously. Secondly, on the part of the educator, the educational process always represents, voluntarily or involuntarily, the unity of training and education. Thirdly, the process of nurturing education itself includes, from the perspective of the student, the acquisition of knowledge, practical actions, the implementation of educational research-transformative, cognitive tasks, as well as personal and communicative training, which contributes to its comprehensive development. Education as a result can be considered in two ways. The first is the image of the result that should be obtained by a specific educational system, and fixed in the form of an educational standard. Modern educational standards include requirements for the qualities of a person completing a certain course of study, for his knowledge and skills. It is obvious that the content of the standard is a potentially achievable representation of the socio-cultural experience, preserved in an ideal form.

The second plane of existence of the result of education is the person himself, who has been trained in a certain educational system. His experience as a set of formed intellectual, personal, behavioral qualities, knowledge and skills allows him to act adequately on this basis in any situation. The result of education in this regard is education, which can be general and professionally meaningful. So, the school forms the general education of the graduate. A graduate of any higher educational institution on this basis is characterized by a special professional education. A broad and systematic education that makes a person educated lays the foundation for self-esteem, confidence, and competitiveness in changing conditions of life.

Traditional education - since it is usually opposed to innovative - can be characterized as contact, informing, based on the principle of consciousness (awareness of the very subject of development - knowledge), purposefully unmanaged, built on a disciplinary-subject principle, out of context (in the system of higher education - without purposeful modeling future professional activity in the educational process).

Definition of N.F. Talyzina of traditional learning as information-communicating, dogmatic, passive reflects all the characteristics mentioned above. At the same time, it must be emphasized that this is a stating definition, and not an evaluative one of the type "good" - "bad". Traditional education contains all the basic prerequisites and conditions for mastering knowledge, the effective implementation of which is determined by many factors, in particular, the individual psychological characteristics of students. As shown in the studies of M.K. Kabardov, people characterized by an analytical type of intellectual activity - "thinkers" - are more capable, for example, in traditional forms of teaching a foreign language than in active, game ones.

Problem-based learning is based on the acquisition of new knowledge by students by solving theoretical and practical problems, tasks in the resulting problem situations (V. Okon, M.I. Makhmutov, A.M. Matyushkin, T.V. Kudryavtsev, I.Ya. Lerner and others). A problem situation arises in a person if he has a cognitive need and intellectual capabilities to solve a problem in the presence of difficulty, a contradiction between the old and the new, the known and the unknown, the given and the desired, conditions and requirements.

Problem situations are differentiated by A.M. Matyushkin according to the criteria:

1) structures of actions that must be performed when solving a problem (for example, finding a course of action);

2) the level of development of these actions in the person solving the problem;

3) the difficulties of the problem situation depending on the intellectual capabilities.

Problem-based learning includes several stages: awareness of the problem situation, formulation of the problem based on the analysis of situations, problem solving, including the nomination, change and testing of hypotheses, and verification of the solution. This process unfolds by analogy with the three phases of the mental act (according to S.L. Rubinshtein), which occurs in a problem situation and includes awareness of the problem, its solution and the final conclusion. Therefore, problem-based learning is based on the analytical and synthetic activity of students, implemented in reasoning, reflection. This is a heuristic, exploratory type of learning with great developmental potential.

Problem-based learning can be of different levels of difficulty for the student, depending on what and how many actions he takes to solve the problem. V.A. Krutetsky. proposed a scheme of levels of problematic learning in comparison with the traditional one, based on the separation of the actions of the teacher and the student.

The ever-increasing flow of information currently requires the introduction of such teaching methods that allow for a fairly short period of time to transfer a fairly large amount of knowledge, to ensure a high level of mastery of the material being studied and to consolidate it in practice. That is why the issues related to the use of interactive teaching methods are so relevant in the modern school.

The concept of "interactive" comes from the English "interact" ("inter" - "mutual", "act" - "act"). Interactive learning is a special form of organizing cognitive activity. It implies quite specific and predictable goals. One of these goals is to create comfortable learning conditions in which the student feels his success, his intellectual viability, which makes the learning process itself productive.

Interactive methods require a certain change in the life of the class, as well as a lot of preparation time, both from the student and the teacher.

The introduction of interactive forms of education is one of the most important areas for improving the teaching of a foreign language in a modern school. The main methodological innovations today are associated with the use of interactive teaching methods. However, the term "interactive learning" is understood in different ways. Since the very idea of such training arose in the mid-1990s with the advent of the first web browser and the beginning of the development of the Internet, a number of specialists interpret this concept as training using computer networks and Internet resources.

However, a broader interpretation is also quite acceptable, as "the ability to interact or be in a dialogue mode with something (for example, a computer) or someone (a person)"

In pedagogy, there are several models of learning:

1) passive - the student acts as an "object" of learning (listens and looks);

2) active - the student acts as the "subject" of learning (independent work, creative tasks);

3) interactive - interaction. The use of an interactive learning model involves the simulation of life situations, the use of role-playing games, and joint problem solving. The dominance of any participant in the educational process or any idea is excluded. From the object of influence, the student becomes the subject of interaction, he himself actively participates in the learning process, following his own individual route.

In the traditional learning model, students are encouraged to absorb large amounts of ready-made knowledge. At the same time, there is practically no need to develop projects based on learning activities with other students.

The educational process, based on the use of interactive teaching methods, is organized taking into account the involvement in the learning process of all students in the class, without exception. Joint activity means that everyone makes his own special individual contribution, in the course of work there is an exchange of knowledge, ideas, ways of activity.

Individual, pair and group work is organized, project work, role-playing games are used, work is carried out with books, textbooks and various sources of information. Interactive methods are based on the principles of interaction, activity of students, reliance on group experience, mandatory feedback. An environment of educational communication is being created, which is characterized by openness, interaction of participants, equality of their arguments, accumulation of joint knowledge, the possibility of mutual evaluation and control.

The essence of interactive learning is that the learning process is organized in such a way that almost all participants are involved in the learning process, they have the opportunity to reflect on what they know and think.

The teacher, together with new knowledge, leads the participants of the training to an independent search. The activity of the teacher gives way to the activity of students, his task is to create conditions for their initiative. The teacher refuses the role of a kind of filter that passes educational information through himself, and performs the function of an assistant in work, one of the sources of information. Therefore, interactive learning is intended to be initially used in intensive training of sufficiently adult learners.

Teaching foreign languages has always, at different time intervals, been creative learning, teachers, through experience and their own intuition, found the forms that were necessary for its effective implementation. At present, there is a need to generalize this experience, structure it and, undoubtedly, to introduce it into the learning process not only in individual cases, but also in a complex way.

The problem of interactive learning is actively discussed at scientific and practical conferences, on the pages of the media and on the Internet. The question is especially acute when it comes to teaching the latest methods of the teacher himself.

The advantages of interactive forms of learning are obvious:

1. Students master new material not as passive listeners, but as active participants in the learning process. The share of class load is reduced and the amount of independent work is increased;

2. Students acquire the skill of mastering modern technical means and technologies for searching, extracting and processing information;

3. The ability to independently find information and determine the level of its reliability is developed;

4. Relevance and efficiency of the information received; students are involved in solving global rather than regional problems - their horizons are expanding;

5. Flexibility and availability. Students can connect to educational resources and programs from any computer on the network;

6. The use of such forms as a calendar, electronic tests (intermediate and final) allows for a clearer flow of the educational process; etc.

7. Interactive technologies provide an opportunity for constant, rather than episodic (scheduled) contacts between the teacher and students. They make education more personal.

At the same time, it is important to understand that the use of network resources should not exclude direct communication between the teacher and students and between students. The use of interactive forms is effective where it is really needed.

The development of requirements for the innovativeness of the education system is illustrated in Figure 1.

Figure 1. Evolution of pedagogical innovations

At the same time, these educational technologies differ among themselves in the degree of development of thinking (albeit not innovative) of the students. Therefore, the authors propose to rank them according to the level of innovation:

The 1st level of innovation has those innovative educational technologies in which the innovation of teachers is aimed at improving the qualitative indicators of the educational process that are not related to the innovative activity of students (improving academic performance, involvement in the educational process, communication, etc.).

The 2nd level of innovation has those innovative educational technologies in which the innovation of teachers is aimed at developing the cognitive (cognitive) sphere of students, theoretical thinking, functional literacy, etc. (i.e. meeting the requirements of the international comparative study of educational achievement PISA, but not exceeding them).

The 3rd level of innovation has those innovative educational technologies in which the innovation of teachers is aimed at developing the creative (creative, innovative) activities of students, but only psychological conditions are created to motivate students to creative activity.

If we consider the most common pedagogical technologies, then the 1st level can include, for example, such of them as a collective way of learning (CSE), individually oriented learning (IOSE). Level 2 includes developmental education. To the 3rd level: project-based learning method, dialectical learning method (DLS), "dialogue of cultures", heuristic learning, interactive teaching methods, creative field method, etc.

Pedagogical technologies used at school are quite diverse, and therefore must be classified in a certain way.

Several classifications of pedagogical technologies by V.G. Gulchevskaya, V.P. Bespalko, V.T. Fomenko and others. In the most generalized form, all technologies known in pedagogical science and practice were systematized by G.K. Selevko. Let us give a brief description of the classification groups presented in the work of this author.

According to the level of application, general pedagogical, particular methodological (subject) and local (modular) technologies are distinguished.

According to the philosophical basis: materialistic and idealistic, dialectical and metaphysical, scientific (scientist) and religious, humanistic and inhumane, anthroposophical and theosophical, pragmatic and existentialist, free education and coercion and other varieties.

According to the leading factor of mental development: biogenic, sociogenic, psychogenic and idealistic technologies. Today it is generally accepted that personality is the result of the combined influence of biogenic, sociogenic and psychogenic factors, but a particular technology can take into account or rely on any of them, consider it the main one.

In principle, there are no such monotechnologies that would use only one single factor, method, principle - pedagogical technology is always complex.

However, by its emphasis on one or another side of the learning process, technology becomes characteristic and gets its name from this.

According to the scientific concept of the assimilation of experience, the following are distinguished: associative-reflex, behavioral, gestalt technologies, interiorization, developing. We can also mention the less common technologies of neurolinguistic programming and suggestive ones.

By focusing on personal structures: information technology (formation of school knowledge, skills in subjects - ZUN); operating (formation of ways of mental actions - COURT); emotional-artistic and emotional-moral (formation of the sphere of aesthetic and moral relations - SEN); technologies of self-development (formation of self-governing mechanisms of personality - SUM); heuristic (development of creative abilities) and applied (formation of an effective-practical sphere - SDP).

By the nature of the content and structure, technologies are called: teaching and educating, secular and religious, general education and professionally oriented, humanitarian and technocratic, various industry, private subject, as well as monotechnologies, complex (polytechnologies) and penetrating technologies.

In monotechnologies, the entire educational process is built on any one priority, dominant idea, principle, concept, in complex ones it is combined from elements of various monotechnologies. Technologies, the elements of which are most often included in other technologies and play the role of catalysts, activators for them, are called penetrating.

According to the type of organization and management of cognitive activity, V.P. Bespalko proposed such a classification of pedagogical systems (technologies). The interaction of a teacher with a student (management) can be open (uncontrolled and uncorrectable activity of students), cyclic (with control, self-control and mutual control), scattered (frontal) or directed (individual) and, finally, manual (verbal) or automated (with the help of teaching aids). The combination of these features determines the following types of technologies (according to V.P. Bespalko - didactic systems):

1- classical lecture training (control - open, scattered, manual);

Learning with the help of audiovisual technical means (open-loop, scattered, automated);

System "consultant" (open, directed, manual);

4 - learning with the help of a textbook (open, directed, automated) - independent work;

The system of "small groups" (cyclic, scattered, manual) - group, differentiated ways of teaching;

Computer training (cyclic, scattered, automated);

7 - "Tutor" system (cyclic, directed, manual) - individual training;

8 - "program training" (cyclic, directed, automated), for which there is a pre-compiled program.

In practice, various combinations of these "monodidactic" systems usually appear, the most common of which are:

The traditional classical classroom system of Ya.A. Comenius, representing a combination of the lecture method of presentation and independent work with the book (didachography);

Modern traditional teaching using didachography in combination with technical means;

Group and differentiated ways of teaching, when the teacher has the opportunity to exchange information with the whole group, as well as pay attention to individual students as a tutor;

Programmed learning based on adaptive program control with partial use of all other types.

a) Authoritarian technologies, in which the teacher is "the sole subject of the educational process, and the student is only an "object", a "cog". They are distinguished by the rigid organization of school life, the suppression of the initiative and independence of students, the application of requirements and coercion.

b) A high degree of inattention to the personality of the child is distinguished by didactic technologies, in which the subject also dominates - the object relations of the teacher and the student, the priority of education over education, and didactic means are considered the most important factors in the formation of personality. Didactocentric technologies in a number of sources are called technocratic; however, the latter term, unlike the former, refers more to the nature of the content than to the style of the pedagogical relationship.

c) Student-centered technologies put the personality of the child at the center of the entire school educational system, providing comfortable, conflict-free and safe conditions for its development, the realization of its natural potentials. The personality of the child in this technology. Not only a subject, but also a priority subject; it is the goal of the educational system, and not a means to achieve some abstract goal (which is the case in authoritarian and didactocentric technologies). Such technologies are also called anthropocentric.

d) Humane-personal technologies are distinguished, first of all, by their humanistic essence, psychotherapeutic focus on supporting the individual, helping her. They "profess" the ideas of all-round respect and love for the child, an optimistic faith in his creative powers, rejecting coercion.

e) Technologies of cooperation realize democracy, equality, partnership in the subject-subject relations of the teacher and the child. The teacher and students jointly develop goals, content, give assessments, being in a state of cooperation, co-creation.

f) Technologies of free education focus on giving the child freedom of choice and independence in a greater or lesser area of his life. Making a choice, the child realizes the position of the subject in the best way, going to the result from internal motivation, and not from external influence.

g) Esoteric technologies are based on the doctrine of esoteric ("unconscious", subconscious) knowledge - the Truth and the paths leading to it. The pedagogical process is not a message, not communication, but an introduction to the Truth. In the esoteric paradigm, the person himself (the child) becomes the center of information interaction with the Universe.

Mass (traditional) school technology, designed for the average student;

advanced level technologies (in-depth study of subjects, gymnasium, lyceum, special education, etc.);

technologies of compensatory education (pedagogical correction, support, leveling, etc.);

Various victimological technologies (surdo-, ortho-, tiflo-, oligophrenic pedagogy);

Technologies of work with deviant (difficult and gifted) children within the framework of a mass school.

And, finally, the names of a large class of modern technologies are determined by the content of those upgrades and modifications to which the existing traditional system is subjected.

Monodidactic technologies are used very rarely. Usually, the educational process is built in such a way that some polydidactic technology is constructed that combines and integrates a number of elements of various monotechnologies based on some priority original author's idea. It is essential that the combined didactic technology may have qualities that are superior to the qualities of each of its constituent technologies.

Usually, the combined technology is called according to the idea (monotechnology) that characterizes the main modernization, makes the greatest contribution to the achievement of learning goals. In the direction of modernization of the traditional system, the following groups of technologies can be distinguished:

a) Pedagogical technologies based on the humanization and democratization of pedagogical relations. These are technologies with a procedural orientation, the priority of personal relationships, an individual approach, non-rigid democratic management and a bright humanistic orientation of the content.

These include the pedagogy of cooperation, the humane-personal technology of Sh.A. Amonashvili, the system of teaching literature as a subject that forms a person, E.N. Ilyina, etc.

b) Pedagogical technologies based on the activation and intensification of students' activities. Examples: game technologies, problem-based learning, learning technology based on abstracts of reference signals V.F. Shatalova, communicative learning E.I. Passova, etc.

c) Pedagogical technologies based on the effectiveness of the organization and management of the learning process. Examples: programmed learning, differentiated learning technologies (V.V. Firsov, N.P. Guzik), learning individualization technologies (A.S. Granitskaya, I. Unt, V.D. Shadrikov), prospective-anticipatory learning using reference schemes with commented control (S.N. Lysenkova), group and collective methods of learning (I.D. Pervin, V.K. Dyachenko), computer (information) technologies, etc.

d) Pedagogical technologies based on methodological improvement and didactic reconstruction of educational material: enlargement of didactic units (UDE) P.M. Erdnieva, technology "Dialogue of cultures" B.C. Bibler and S.Yu. Kurganov, system "Ecology and Dialectics" L.V. Tarasova, the technology for implementing the theory of the stage-by-stage formation of mental actions by M.B. Volovina, etc.

e) Natural, using the methods of folk pedagogy, based on the natural processes of the development of the child; training according to L.N. Tolstoy, literacy education according to A. Kushnir, M. Montessori technology, etc.

f) Alternative: Waldorf pedagogy by R. Steiner, technology of free labor by S. Frenet, technology of probabilistic education by A.M. Pubis.

g) Finally, many of the existing systems of copyright schools are examples of complex polytechnologies (of the most famous ones are A.N. Tubelsky’s “School of Self-Determination”, I.F. Goncharov’s “Russian School”, E.A. "School-Park" by M. Balaban, etc.).

A very interesting classification of pedagogical technologies was proposed by the professor of Rostov State University V.T. Fomenko:

Technologies that involve the construction of the educational process on an activity basis.

Traditional education is assessed as inactive; overly contemplative, in contrast to which this technology is used. It involves several plans of action:

substantive plan of action;

external speech action plan;

folded, or abbreviated, action plan, i.e. "About myself".

Teaching, especially in the upper grades, in most cases is verbal, and this circumstance is one of the epistemological sources of the formalism of students' knowledge. In order to realize the external speech activity of students, innovators find a way out: each student records his own speech on tape with subsequent listening. It is necessary to help students reconsider their attitude to homework (after reading complex material, pave, retelling, a path in the windbreak of concepts, events, facts that the student has just dealt with when doing homework).

Actions "to oneself" are a plan of such actions that compress, condense information in the mind of the child into more capacious categories. The implementation of such an action plan, i.e. "silently" should contribute to the computer equipment of the educational process (management of mental activity through a computer, turning into self-management). Therefore, it is necessary to introduce computer training programs - this is the hope for improvement.

* Technology that involves the construction of the educational process on a conceptual basis.

The conceptual framework involves isolating:

a single basis;

end-to-end course ideas;

interdisciplinary ideas.

A true teacher comes to a lesson with a flexible model of the upcoming process in his head, which provides for a dynamic dosage of content into more essential and less essential. What is it for? The key concept mastered by the child is the “peak” from which the entire field of facts covered by this concept is clearly observed, it becomes the very orienting basis for actions of a high level of generalizations.

* Technology that involves the construction of the educational process on a large-block basis

Large-block technology has its own two-line logical structure of the lesson: repetition "by communication" is carried out in all activities of the process and serves as a kind of background against which new material is studied. This technology has its own requirements for the use of visual aids in teaching. We are talking about the convergence in time and space of associative schemes, drawings, diagrams. On this (symmetry, semi-symmetry, asymmetry) the reference signals that have become widespread are based. Combining the material into very large blocks (instead of 80-100 training topics - 7-8 blocks) can lead to a new organizational structure of the educational process. Instead of a lesson, a school day (biological, literary) can become the main organizational unit. It creates an opportunity for deeper immersion of students. You can go further by shifting all the blocks of the educational process and studying them within the framework of another organizational unit - the academic week: biological, literary, etc. M. Shchetinin, for example, repeats subject weeks three or four times during the academic year.

* Technology that involves building the educational process on a proactive basis

The lesson, built on an advanced basis, includes both studied and passed, and future material. A new system of concepts is emerging in didactics that reveals the essence of lead: the frequency of lead, the length or distance of lead (close lead - within the lesson, medium - within the system of lessons, far - within the curriculum, intersubject lead).

* Technology that involves the construction of the educational process on a problem basis

Problems with an objective necessity should arise in the minds of students - through a problem situation.

Problem technology involves the disclosure of the method that will lead to problem knowledge. Therefore, the student must leave the lesson with a problem.

* The technology, which involves the construction of educational material on a personal-semantic and emotional-psychological basis, turned out to be the least scientifically developed.

The personal-semantic organization of the educational process involves the creation of emotional and psychological attitudes. Before studying, for example, theoretical material, the teacher, through vivid images, influences the emotions of children, creating in them an attitude to what will be discussed. The educational process turns out to be student-oriented.

* Technology that involves the construction of the educational process on an alternative basis. One of the rules of this technology says: state several points of view, approaches, theories as true (while only one point of view, theory, one approach is true among them).

* Technology that involves the construction of the educational process on a situational basis, primarily on a game basis. There is too big a gap between the academic and practical activities of students. It is filled with activities that imitate reality and thereby help to fit the educational process into the context of the real life of children.

A technology that involves the construction of the educational process on a dialogue basis. Dialogue, as you know, is opposed by the teacher's monologue, which is still widespread. The value of the dialogue is that the teacher's question evokes in students not only and not so much an answer as, in turn, a question.

A technology that involves the construction of the educational process on a reciprocal basis. These are collective learning methods, which will be discussed in more detail below.

The whole variety of technologies can become a powerful tool in the "struggle" for knowledge in the hands of an experienced teacher, because the conditions for their applicability depend on many factors; in addition, the technologies are closely interconnected (Table 2).

Table 2.

Criteria and conditions for ensuring the effectiveness of educational technology

Criteria

1. the relationship of the components of educational technology;

2. high level of final real result;

3. success in the implementation of educational technology;

4. correspondence of the logic of the implementation of educational technology to the structure of activity;

5. the possibilities of educational technology in the actualization and self-development of participants in the educational process;

6. joint analytical activity, creativity, positive assessment by the participants in the educational process, the presence of reflection as a component of educational technology.

1. a sufficient complete description of the educational technology;

2. availability of the necessary didactic means of educational technology;

3. high level of knowledge of educational technology, methods, techniques;

4. systematic use, variety of types of educational technology;

5. effectiveness of educational technology;

6. optimality of educational technology;

Any technology used in the social sphere has its own characteristics.

Teaching technology is characterized by the following features:

The uncertainty of the result, the lack of methods and means that immediately after one cycle of interaction give the necessary 100% result;

Periodic monitoring of the improved parameter;

Identification and selection of underachievers;

Additional work with selected, i.e. carrying out a repeated cycle of interaction;

Secondary inspection after additional work;

In case of persistent misunderstanding by students of new material, a diagnosis of the causes of misunderstanding or lagging behind is also carried out.

The selection of a certain sequence of even the most effective methods or techniques does not guarantee the achievement of high efficiency. A person is too multidimensional and multifactorial system, he is influenced by a huge number of external influences, the strength and direction of which are different, and sometimes even opposite. It is often impossible to predict the effect of this or that influence in advance. The creation of highly effective learning technologies allows, on the one hand, students to increase the efficiency of mastering educational material and, on the other hand, teachers to pay more attention to the issues of individual and personal growth of students, to direct their creative development.

Thus, innovative educational technology, firstly, increases the productivity of the teacher.

Secondly, monitoring the effectiveness of each student's learning and a feedback system make it possible to train students in accordance with their individual capabilities and temperament. For example, if one student learns the material the first time, then another, sitting at the computer, can work through the material two or three times or more.

Thirdly, shifting the main function of teaching to teaching means frees up the teacher's time, as a result, he can pay more attention to the issues of individual and personal development of students.

Fourth, since for any technology the goal is determined very accurately, the use of objective methods of control makes it possible to reduce the role of the subjective factor in the control.

Fifth, the creation of learning technologies makes it possible to reduce the dependence of the result of learning on the level of teacher qualification, which opens up opportunities for leveling the levels of mastering disciplines by students in all educational institutions of the country.

Sixth, Technologization creates the prerequisites for solving the problem of the continuity of educational programs of school and vocational education.

In modern pedagogy, there are many different technologies that are used to varying degrees in school education.

All this "fan" of technologies can open and develop in the hands of an experienced teacher.

1.2 Characteristics of educational technologies on the example of modular learning technology and project method

Innovations, or innovations, are characteristic of any professional activity of a person and therefore, naturally, become the subject of study, analysis and implementation. Innovations do not arise by themselves, they are the result of scientific research, advanced pedagogical experience of individual teachers and entire teams. This process cannot be spontaneous, it needs to be managed. In the context of an innovative strategy for a holistic pedagogical process, the role of the school principal, teachers and educators as the direct carriers of innovative processes increases significantly. With all the variety of teaching technologies: didactic, computer, problematic, modular and others, the implementation of the leading pedagogical functions remains with the teacher. With the introduction of modern technologies into the educational process, the teacher and educator are increasingly mastering the functions of a consultant, adviser, and educator. This requires them to have special psychological and pedagogical training, since in the professional activity of a teacher not only special, subject knowledge is realized, but also modern knowledge in the field of pedagogy and psychology, teaching and education technologies. On this basis, a readiness for the perception, evaluation and implementation of pedagogical innovations is formed. The concept of "innovation" means innovation, novelty, change; innovation as a means and process involves the introduction of something new. In relation to the pedagogical process, innovation means the introduction of something new in the goals, content, methods and forms of education and upbringing, the organization of joint activities of the teacher and the student.

The very concept of "innovation" - first appeared in the studies of culturologists in the 19th century and meant the introduction of some elements of one culture into another. This meaning is still preserved in ethnography. At the beginning of the 20th century, a new field of knowledge was formed - the science of innovations, within which the laws of technical innovations in the sphere of material production began to be studied. The science of innovation - innovation - arose as a reflection of the growing need for firms to develop and implement new services and ideas. In the 1930s, the terms "innovation policy of the company" and "innovation process" were established in the United States. In the 1960s and 1970s, empirical studies of innovations carried out by firms and other organizations are gaining momentum in the West.

Initially, the subject of innovation was the economic and social patterns of creation and dissemination of scientific and technical innovations. But rather quickly, the interests of the new industry expanded and began to cover social innovations, and, above all, innovations in organizations and enterprises. Innovation has evolved as an interdisciplinary field of research at the intersection of philosophy, psychology, sociology, management theory, economics and cultural studies. By the 1970s, the science of innovation had become a complex, branched industry. Pedagogical innovation processes have become the subject of a special study of scientists since about the end of the 50s.

...

Part 1: Using an Interactive Learning Model

Presentation by the presenter (head of the educational organization or his deputy). After the abstracts are expressed, the participants discuss important points and discuss.

Thesis 1. New forms and methods of working with students are needed

Leading:

Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation” contains a definition of the concept of “education” - this is “an activity aimed at developing the personality, creating conditions for self-determination and socialization of the student on the basis of socio-cultural, spiritual and moral values and accepted in a society of rules and norms of behavior in the interests of a person, family, society and the state.

In the Federal State Educational Standard of Basic General Education, approved. by order of the Ministry of Education and Science of Russia dated December 17, 2010 No. 1897(as amended on December 31, 2015, hereinafter referred to as the Federal State Educational Standard of Basic General Education), the following features of educational work are approved:
ideal orientation;
value judgments;
following a moral example;
dialogical communication with significant others;
identification;
polysubjectivity of education and socialization;
joint solution of personally and socially significant problems;
system-activity organization of education.

It is necessary to choose new methods and forms of work with students. There is a need for interactive technologies aimed at:
on the development of the communicative culture of the student;
providing conditions for its effective socialization;
development of individuality;
education of the personality in situations of communication and interaction of people with each other.

Thesis 2. Technology is a tool for the professional activity of a teacher

Leading:

The success of the implementation of the goals and objectives determined by the Federal State Educational Standards of basic general education depends on the close interaction of teachers and parents of students. It is necessary to apply new technologies not only in educational activities, but also in work with their parents.

What is educational technology?

Participant:

Strictly scientific design and accurate reproduction of pedagogical activities that guarantee success.

Leading:

The teacher is required to be able to organize his influence in such a way that its end result is personal interaction at a pedagogically optimal level. The technology used in this case should be optimal from the point of view of the influence of the teacher on the students, to form their value attitudes towards the world.

The central component of the technology is a clearly defined end goal, built on a diagnostic basis. The precise definition of the final and intermediate goals allows you to develop an optimal algorithm for achieving them, choose tools for tracking the planned results and, if necessary, make step-by-step adjustments. Technology is a tool for the professional activity of a teacher.

Pedagogical technology is distinguished by:
specificity and clarity of goals and objectives;
the presence of stages: primary diagnosis; selection of content, forms, methods and techniques of its implementation;
the use of a set of means in a certain logic with the organization of intermediate diagnostics of achieving the goal, criteria-based assessment.

Thesis 3. The interactive model of education and upbringing focuses on the personality of the child

Leading:

In modern pedagogy, the most significant types of technologies include the technologies of student-centered upbringing and education of schoolchildren. Their leading principle is to take into account the personal characteristics of the student, the individual logic of his development. In the process of education and upbringing, it is necessary to focus on children's interests and preferences in content and activities. Pedagogical activity with a focus on the personality of the student naturally contributes to his prosperous existence, and hence health.

What learning models are used in pedagogy?

Participant:

There are several models of education:
passive - the student acts as an "object" of learning (listens and looks);
active - the student acts as the "subject" of learning (independent work, creative tasks);
interactive - inter (mutual), act (act) - the learning process is carried out in conditions of constant, active interaction of all participants in educational relations; teacher and student are equal subjects of the educational process.

Leading:

An interactive model of training and education is an imitation of life situations, the use of role-playing games, project activities, and joint resolution of problem situations.

Interactive technology is an integral system covering a specific part of the educational process. It includes sequentially games and exercises that form the personal qualities of students, which ensure the effectiveness of entry into society, their self-realization in accordance with interests and capabilities.

Advantages of interactive, including gaming technologies:
activation and intensification of educational relations;
creation of interpersonal interaction;
making collective decisions in various situations simulating real conditions;
flexible combination of various techniques and methods of work;
the ability to simulate almost any type of activity.

Name the principles of interactive learning and upbringing.

Participant:

Dialogic interaction; work in small groups on the basis of cooperation and cooperation; active-role playing and training forms of work.

List interactive forms and working methods.

Participant:

Discussion: dialogue, group discussion, analysis of situations from practice, analysis of situations of moral choice, etc.

Game: didactic and creative games, including business/management games, role-playing games, organizational and activity games.

Training: forms of conducting classes (communicative trainings, sensitivity trainings), which may include discussion and game teaching methods.

Leading:

In the extracurricular activities of students, interactive technologies can perform the following functions:
value-oriented (translation of social norms for solving urgent problems of social interaction);
individual orientation (self-determination in status and function in social interaction);
instrumental orientation (acquisition of orientation experience in various social situations);
the function of self-realization (getting pleasure from the process of interaction, realization of one's own capabilities and needs);
stimulating (an incentive to participate in extracurricular activities, to achieve success, to analyze and reflect on one's own behavior);
constructive, diagnostic and corrective.

At today's pedagogical council, held in the form of an organizational and activity game, we have to develop a set of conditions that ensure the effectiveness of the use of interactive technologies in the activities of our school.

25 min

Part 2. Organizational and activity game

It is useful to play the game with parents of students at parent meetings and with high school students at class hours, and discuss the results at the pedagogical council.

Leading:

Break into 4 equal teams: administration, teachers, parents, students. Tasks have been prepared for you, where questions are indicated from the positions of four social groups.

The game will start in all teams at the same time. You have 15 minutes to think.

After completing the first task, the teams change places (“move” to the next social group), etc. You must play the roles of representatives of each social group.

The results of the discussion of issues in each group are recorded, then collectively discussed, analyzed, and corrected.

Leading:

Now let's start developing a system for the organization's activities on the introduction of interactive pedagogical technologies.

Participants summarize the results of the game. The expert group selects the most acceptable options for solving the tasks and prepares the decision of the pedagogical council.

Leading:

The Board of Education decides:

In order to master teachers with modern interactive pedagogical technologies, the methodologist should develop and conduct theoretical and practical classes with the team.
To summarize the experience of teachers who effectively use interactive pedagogical technologies in working with students and their parents.
The psychologist should organize individual and group consultations, the purpose of which is to correct the activities of teachers to introduce interactive technologies into the educational process.
The administrations develop and provide organizational and pedagogical conditions that provide the possibility of using interactive pedagogical technologies in the educational space of the school.
Create a new organizational management structure in an educational organization that ensures the inclusion of teachers and parents of students in self-management activities through the use of interactive technologies.
Class teachers at parent meetings to acquaint the parents of students with the results of the pedagogical council.
Deputy heads of educational organizations for educational and educational work to create a bank of interactive pedagogical technologies for working with parents and students, taking into account age characteristics and various areas of educational activities.

“A child may not be a great scientist, but he needs to learn how to be an independent person, able to analyze his actions, behavior, improve himself, realize himself in the world around him.”

Everyone will probably agree that the educational aspect of the lesson is no less important than the educational one; as well as the fact that these two aspects are interconnected. How will the child get used to doing his work, which is teaching? Will she be attracted to him? Make you think, critically rethink? All this and much more depends on what conditions in the lesson are created for children.

Learning Models

As you know, in secondary school education there are many teaching methods, different types of lessons that have one single goal - the assimilation of knowledge by students. The introduction of innovations, or as it is now fashionable to say innovations, and their harmonious infusion into the established structure of the lesson are welcome. Among the learning models are: passive, active and interactive. A similar division of learning models can be found in V.V. Guzeev, but differently named: extraactive, intraactive and interactive modes respectively.

Features passive model or extractive mode is the activity of the learning environment. This means that students learn material from the words of the teacher or from the text of the textbook, do not communicate with each other and do not perform any creative tasks. Examples of such a model can be traditional forms of lessons, for example, in the form of a lecture. This model is the most traditional and quite often used, although the modern requirements for the structure of the lesson are the use of active methods that cause the child to be active.

Active or intraactive methods involve stimulating the cognitive activity and independence of students. This model assumes the presence of creative (often homework) assignments and communication in the student-teacher system as mandatory. The disadvantage of this model is that students act as subjects of learning for themselves, teaching only themselves, and not interacting at all with other participants in the process, except for the teacher. So, this method is characterized by its one-sided orientation, namely, for technologies of independent activity, self-education, self-education, self-development, and does not teach the ability to exchange experiences and interact in groups.

The interactive model aims to organize comfortable learning conditions in which all students actively interact with each other. It is the use of this model of teaching by the teacher in his lessons that speaks of his innovative activity. The organization of interactive learning involves the simulation of life situations, the use of role-playing games, the general solution of issues based on the analysis of circumstances and situations, the penetration of information flows into the mind, causing its vigorous activity. It is clear that the structure of an interactive lesson will differ from the structure of a regular lesson; this also requires the professionalism and experience of the teacher. Therefore, the structure of the lesson includes only elements of the interactive learning model - interactive technologies, that is, specific techniques and methods that make the lesson unusual and more rich and interesting. Although it is possible to conduct fully interactive lessons.

So what is interactive technology? Interactive technologies are those in which the student acts in a constantly fluctuating subject-objective relationship with respect to the learning system, periodically becoming its autonomous active element.

Let us consider the features of the organization of interactive technologies, their conceptual positions and target orientations.

Classification parameters

Philosophical basis: humanistic, nature-like.

Methodological approach: communicative.

Leading factors of development: sociogenic.

Type of management of the educational process: support.

Type of management of the educational process: mutual learning.

Prevailing methods: dialogic.

Organizational forms: any.

Approach to the child and the nature of educational interactions: interactive, democratic, cooperation.

Target Orientations

Activation of individual mental processes of students.

Stimulation of the student's internal dialogue.

Ensuring understanding of the information being exchanged.

Individualization of pedagogical interaction.

Bringing the student to the position of the subject of learning.

Achieve two-way communication in the exchange of information between students.

The most common task of a teacher in interactive technology is facilitation(support, facilitation) - direction and assistance to the process of information exchange:

- identification of the diversity of points of view;
– appeal to the personal experience of the participants;
– support for the activity of participants;
– combination of theory and practice;
– mutual enrichment of participants' experience;
- facilitating perception, assimilation, mutual understanding of participants;
- Encouraging the creativity of the participants.

Conceptual Positions

Information should be assimilated not in a passive mode, but in an active one, using problem situations, interactive cycles.

Interactive communication contributes to mental development.

In the presence of feedback, the sender and recipient of information change their communicative roles. The original receiver becomes the sender and goes through all the steps in the communication process to communicate its response to the original sender.

Feedback can contribute to a significant increase in the efficiency of information exchange (training, educational, managerial).

Bilateral exchange of information, although slower, is more accurate and increases confidence in the correctness of its interpretation.

Feedback increases the chances of an effective exchange of information by allowing both parties to eliminate interference.

Knowledge control should involve the ability to apply the acquired knowledge in practice.

Organization Features

Interactive technologies are based on the direct interaction of students with the learning environment. The learning environment acts as a reality in which the student finds for himself the area of mastered experience. The learner's experience is the central activator of learning cognition.

In traditional teaching, the teacher plays the role of the “filter”, passing through itself educational information, in interactive - the role of an assistant in work, activating mutually directed flows of information.

Compared to traditional ones, in interactive learning models, the interaction with the teacher also changes: his activity gives way to the activity of students, the task of the teacher is to create conditions for their initiative. In interactive technology, students act as full participants, their experience is no less important than the experience of a teacher, which does not so much provide ready-made knowledge as encourages students to search independently.

The teacher acts in interactive technologies in several main roles. In each of them, he organizes the interaction of participants with a particular area of the information environment. As an expert informant the teacher presents the textual material, demonstrates the video sequence, answers the questions of the participants, monitors the results of the process, etc. As a facilitator he establishes the interaction of students with the social and physical environment (breaks into subgroups, encourages them to independently collect data, coordinates the implementation of tasks, the preparation of mini-presentations, etc.). As a consultant the teacher refers to the professional experience of the students, helps to find solutions to the tasks already set, independently set new ones, etc.

The disadvantages of the role of the facilitator include the high labor costs of the teacher in preparation, the difficulty of accurately planning the results.

The source of interference in interactive mode may be a difference in perception, due to which the meaning in the processes of encoding and decoding information may change.

Interactive technologies and methods

Let's get acquainted with some interactive technologies and methods through which you can implement an interactive learning model within the lesson:

Work in small groups - in pairs, rotational trios, “two, four, together”;

Carousel method;

Lectures with problem presentation;

heuristic conversation;

Lessons seminars (in the form of discussions, debates);

Conferences;

Business games;

Use of multimedia tools (computer classes);

Technology of full cooperation;

Modeling technology, or project method (rather as an extracurricular activity);

The main goal of interactive learning

The legislation of the Russian Federation enshrined, as one of the fundamental, principle of humanization educational process. E it requires a revision of the entire content of training, namely the recognition of the creative nature of the personality of each child. The presence of internal activity in it leads to the rejection of the assimilation of a certain amount of relevant knowledge as the main goal of the educational process. The main goal is the holistic development of the student's personality. The means of personality development, revealing its potential internal abilities, is independent cognitive and mental activity. Therefore, the task of the teacher is to provide such activities in the lesson, which is facilitated by modern interactive technologies. In this case, the student himself opens the way to knowledge. The assimilation of knowledge is the result of his activity.

Ideal learning model

And there is one more important point that I would like to mention.

Among domestic researchers of methodologists, there is a growing understanding of the need to create such a learning model (which they call ideal), in which the essence of learning will not be reduced to transferring ready-made knowledge to students, or to overcoming difficulties on their own, or to students' own discoveries. It is distinguished by a reasonable combination of pedagogical management with its own initiative and independence, the activity of the student. And just such a model of learning, which is based on the totality of current knowledge about the mechanisms of learning, the goals and motives of cognitive activity. It will be suitable for the realization of the main goal - the comprehensive and harmonious development of the individual.

And if so, then a wide field of activity opens before us teachers - to create, experiment and look for the ideal learning option.

I would like to finish my article with the words of the famous didactician I.P. Podlasovoy: “Pedagogical theory is an abstraction. Its practical application is always a high art.” And let everyone judge the meaning of these words, as he sees fit for himself.

Bibliography:

Podlasy I.P. Pedagogy. New course: a textbook for students of pedagogical universities. - M.: VLADOS, 1999. - Kr. 1: General basics. Learning process. - 576 p.: ill.
Selevko G.K. Pedagogical technologies based on activation, intensification and effective management of UVP. Moscow: Research Institute of School Technologies, 2005.
Materials from the site eurokid.com.ua

Interactive learning technology. The concept of interactive technologies Conditions for the use of interactive pedagogical technologies

5. Popova E.N. Interactive technologies are not a luxury, but a learning tool // Internet and Education, August, Volume 2009, No. 11 (http://www.openclass.ru/io/11/osipova)

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