Educational portal. Modern educational technologies as a factor in improving the efficiency of the school The use of effective educational technologies
Ministry of Education and Science of the Russian Federation and the Republic of Dagestan
MKOU "Steel Gymnasium"
Kizilyurtovsky District, Republic of Dagestan
Report at the meeting of the methodological association of the district of technology teachers
on the topic of:
« The effectiveness of the lesson through the use of modern educational technologies »
Prepared by: teacher of technology MKOU "Steel Gymnasium" Abdulova Patimat Musaevna
2016
"The effectiveness of the lesson through the use of modern educational technologies"
Modern educational technologies are used in the lessons in schools, taking into account the latest trends in education. The use of promising approaches and educational technologies in lessons in various subjects can significantly increase the perception of the lesson material by students.
Modern educational technologies in the classroom are based on several approaches to the lesson.
This includes:
personality-oriented;
active;
systemic;
optimal;
innovative - creative.
Modern educational technologies in the classroom take into account the requirements of the mandatory minimum of the content of education, self-assessment of the teacher's capabilities and diagnostics of the student's individual capabilities and needs.
A student-centered approach comes to the fore in modern lesson technologies. Thanks to him, it is possible to conduct a more complete lesson on the topic of the program of the academic discipline.
Student-centered approach in modern educational technologies
Modern educational technologies in the lessons at school, which use a student-centered approach, are based on the teacher's activity aimed at students. The activity of a teacher in a lesson with a student-oriented orientation implies that the teacher has a curriculum for conducting a lesson, depending on the readiness of the class and the use of problematic creative tasks.
Modern educational technologies encourage the use of tasks that allow the student to choose the type, type and form of the material: verbal, graphic, symbolic. Also positive experience confirmed the creation of a positive emotional mood for the work of all students during the lesson. This is especially important at the beginning of the lesson. In addition, at the beginning of the lesson, not only the topic of the lesson should be reported, but also the features of the organization of educational activities during the lesson.
Modern educational technologies in the classroom necessarily include a discussion with children at the end of the lesson not only of what they learned or mastered, but also of what they liked or disliked. How much did the students like or dislike this or that aspect of the lesson. What they would like to do again, and what to do differently. This is how students are encouraged to choose and independently use various ways to complete tasks.
Modern educational technologies in the classroom also imply assessment or encouragement during a survey in the lesson not only of the correct answer of the student, but also an analysis of how the student reasoned, which method he used, why and what he was wrong about. This does not imply bad arguments, on the contrary, the teacher should, if possible, identify the positive aspects even in the wrong answer. The mark given to the student at the end of the lesson should be argued according to a number of parameters: correctness, independence, originality. Moreover, the last arguments should be more important for students than just an assessment.
Modern school educational technologies provide that when doing homework, not only the topic and scope of the task are called, but it is also explained in detail how to rationally organize your educational work when doing homework. Thus, the teacher uses a student-centered approach even outside the classroom. This is the main concept in modern school education technologies.
Educational technologies of the modern lesson
The modern lesson begins with the preliminary organization of the class. It includes preparing the psychological mood of students for the upcoming lesson and ensuring a normal environment in the lesson. The actions of the teacher and students in this case are as follows:
mutual greeting of teacher and students
checking for missing
checking the external condition of the premises
checking jobs, working posture and appearance of students organization of attention
Modern educational technologies in the classroom separate the activities of the teacher and students, depending on the focus of a particular part of the lesson. Those. The lesson is presented in several parts. Structurally, they correspond to the classical elements of the lesson: learning new material, consolidating what has been learned, assessing students' knowledge and homework.
The study of new material in the lesson includes the assimilation of facts and the main ideas of the topic, the assimilation of the method of studying the material being studied and mastering the methodology for reproducing the material being studied. The actions of the teacher and students are as follows:
pedagogical tasks of processing new material
explanation of the material by the teacher
independent study of the material in the lesson
Consolidation of the past should be aimed at a solid assimilation of knowledge. At the same time, students repeat fundamental knowledge on the topic, and the teacher must conduct a final repetition on the topic.
The control and assessment of students' knowledge consists in the development by the teacher of criteria for assessing knowledge, positive motivation to acquire knowledge, and the teacher's education of objective self-esteem in students. For these purposes, teachers conduct oral surveys, independent and control work. At the end of the academic year, an annual test and/or exam is organized.
Homework according to modern educational technologies is aimed at developing independence and creative thinking, as well as improving the methods of independent work of students. The teacher should explain the homework, and in the next lesson check and evaluate the homework. Modern educational technologies also imply the possibility of individualization of homework by teachers in relation to individual students or groups of students according to their abilities.
Modern educational technologies in the classroom separately distinguish tasks aimed at generalizing and systematizing the knowledge of students. They involve the development in students of a system of knowledge, skills, abilities and qualities that are formed within the framework of the subject being studied. The main importance in this regard is given to recapitulating lessons and final repetition.
Now let's consider the features of using modern educational technologies in the classroom in relation to the structure of the lesson, analysis of the lesson and evaluation of the effectiveness of the lesson.
Modern educational technologies and lesson structure
Consider the structure of the lesson based on modern educational technologies.
Lesson structure:
1. Goals, objectives of the topic of educational material: educational, educational, developing or improving.
2. Requirements for the goals and objectives of the lesson:
Orientation to the maximum possibilities of different students.
Goals should be achievable and understood by students.
Objectives should be specific and result oriented.
3. Requirements for the content of educational material
Scientific
Availability
Appropriateness by volume
There is a degree of novelty
There is variability, the possibility of creative activity
4. The main stages of the lesson in accordance with the student-centered approach are discussed above. Modern educational technologies in the classroom suggest the possibility of flexible use of the proposed stages in accordance with the characteristics of a particular lesson.
5. The main teaching methods include verbal, visual and practical.
6. Forms of organization of cognitive activity of students: frontal, group, pair and individual.
7. Management of educational and cognitive activity of students is implemented through the following teacher skills:
Organize the activities of students to understand the objectives of the lesson.
Ensure the inclusion of each student in the activity of mastering the leading concepts, knowledge, methods of activity (activation).
To ensure that each student completes a similar cycle of learning.
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8. As a real result and performance indicators, modern educational technologies in the classroom at school involve the use of the following objects of assessment: the volume and quality of knowledge; practical skills and abilities; intellectual development; motivation for learning activities. In this case, the second and fourth objects of evaluation are predominant.
9. Determining the degree of student learning.
10. Introspection of the lesson
The last two points are important elements in the development of students' cognitive activity.
Modern educational technologies in the classroom imply constant teacher control over the development of students' abilities to learn and assimilate lesson material and conduct critical self-analysis in order to constantly improve the educational process.
Using modern educational technologies to analyze the lesson and evaluate its effectiveness
It should be noted that the scheme of the psychological analysis of the lesson is based on the assessment of the main factors for the successful conduct of the lesson and, therefore, the better assimilation of the educational material by the students. Modern educational technologies in the classroom include 6 such factors.
1. Psychological and pedagogical goals and objectives of the lesson.
2. Taking into account the mental characteristics of students in preparation for the lesson. Taking into account the peculiarities of the relationship of students in the team, the level of organization, preparedness of students, their attitude to learning, to this subject.
3. Psychological aspects of the formation of value qualities in the lesson:
educational tasks of the lesson;
formation of beliefs, ideals, worldview;
the use of knowledge of psychology in the lesson (age and individual characteristics of students).
4. The activation of the cognitive activity of students is assessed by the development of students' abilities.
Techniques for the development of attention (stability, switchability, volume), memory (voluntary and involuntary memorization and reproduction, methods of strong and meaningful memorization), thinking (flexibility, depth, breadth, creative and reproductive thinking, various mental operations), imagination (connection of words and visualization, elements of creative imagination, fantasy, etc.).
5. Activities and personality of students in the lesson:
interest in the subject;
the degree of ease of assimilation of the material;
erudition;
the activity of students as a single team, cohesion, organization, accuracy, attitude towards underachievers and violators of discipline;
activity, independence, focus on different types of work;
discipline;
the ability to correctly perceive criticism and readiness to support the actions of the teacher;
the attitude of students to the teacher and to each other (obedience, fear, goodwill, respect, mutual assistance, prompting, etc.).
6. Characteristics of the personality and activities of the teacher:
knowledge of the subject, erudition, versatility of interests;
the ability to explain the material in an accessible way;
the ability to interest the topic, to show its practical significance;
exactingness,
tact, politeness in communication;
discipline in the classroom;
engaging students in active work in the classroom;
justice, clarity;
modesty, simplicity;
the ability to celebrate the merits of students;
creation of a favorable psychological atmosphere, communication in the classroom using communicative means (inducement, advice, censure, approval, etc.);
taking into account the mental state of individual students;
communication skills of the teacher (the ability to find a way out of difficult situations, self-control, looseness, removal of adverse emotional states).
After conducting a psychological analysis of the lesson, the effectiveness of the lesson is evaluated. To do this, use the following plan:
1. Organization of the start of classes.
2. Checking homework
3. Preparation for the main stage
4. Assimilation of new knowledge
5. Initial check of understanding
6. Consolidation of knowledge
7. Generalization and systematization of knowledge
8. Control and self-examination
9. Summing up the activities
10. Information about homework.
The main goal of my work with children is to develop the creative imagination of children, teach them to take the initiative, analyze the advice of their peers, and work independently.
I build my methodological work on the study of advanced developmental technologies, using the principles of developmental education identified by Z.I. Kalmykova:
the principle of problem-based learning;
the principle of optimal development of different types of mental activity;
the principle of individualization and differentiation of education;
the principle of special formation of algorithmic and heuristic methods of mental activity;
the principle of a special organization of mnemonic activity.
These principles ensure the activity of students, the consciousness of learning, the possibility of independent work:
The use of the principles of developmental education stimulates the cognitive interest of students, improves the quality of assimilation of the material.
A special role in the formation of a creative personality capable of highly productive work in the future, technically saturated production activities, is assigned to the lessons of technology.
The activation of creative cognitive activity of students depends to a large extent on the teaching methods that the teacher uses in these lessons.
Methods are ways of interconnected activities of the teacher and students aimed at achieving the learning goals. With the help of teaching methods, educational, educational and developmental tasks are implemented. It is during the school years that children develop cognitive interest, cognitive activity, which do not arise by themselves. The leading role in this process belongs to the school, the teacher.
Very often, the result of training and education is evaluated by the actions of the student who listens, writes, reads, performs. This is the external side of his activity, it is visible and understandable to us.
Systematic work on my use of modern pedagogical technologies and their elements in the educational process leads to the fact that progress in the subject of technology in groups is 100%, students take an active part in subject weeks, participate in exhibitions of children's creativity: school, district, regional among weak students lowering the threshold for anxiety.
Chinese wisdom says: "I hear - I forget, I see - I remember, I do - I assimilate." My task, as a teacher, is to organize learning activities in such a way that the knowledge gained in the lesson by students is the result of their own searches. But these searches must be organized, while managing students, developing their cognitive activity.
The need to systematically improve the effectiveness of schooling raises the question: what educational technologies according to the Federal State Educational Standards are the most effective? What organizational systems can be applied in a modern school? Recommendations of experts on the topic, including a list of innovative educational technologies, can be found in the article.
The basis of the federal state educational standards of the second generation is the activity principle, which provides for the need to organize learning through the transfer of initiative from the teacher to the students. Modern educational technologies according to the Federal State Educational Standards are a set of pedagogical methods, forms and means that are systematically used in the educational process and allow you to consistently achieve the declared result with acceptable deviation rates. Signs of new generation educational technologies:
- the nature and sequence of actions of the teacher corresponds to a specific pedagogical plan, they are based on a reasonable author's position;
- the chain of organizational actions is built strictly in accordance with the target settings, which ensures consistent movement in favor of the intended result;
- the teacher abandons the practice of object-subject interaction with children in favor of subject-subject interaction;
- elements of the pedagogical process based on modeling situations of search, "discovery" of knowledge and analysis of their practical value, can be reproduced by any teacher and marked by the achievement of the goal;
- a significant part of the technology is diagnostic procedures that allow systematic self- and mutual control of knowledge.
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- Implementation of educational projects during the transition to the Federal State Educational Standard of basic general education (examples of projects)- Profile training in the context of the implementation of the Federal State Educational Standard of secondary general education (updating the regulatory framework)
Classification of educational technologies in accordance with the Federal State Educational Standard
The need for a qualitative change in the system of Russian education, which for many years relied on the knowledge base for the formation of knowledge, necessitates a constant methodological search. Combining the traditions of domestic pedagogical science and innovative ideas, modern educational technologies developed in accordance with the Federal State Educational Standards make it possible to meet the requirements of the regulator and public demands, and therefore the development and testing of active management at all levels. Already today, it is possible to single out a truly large number of organizational and educational models of conducting pedagogical practice, which can be used in their pure form, rethought taking into account the realities of the educational process or the specifics of work in a particular school, integrated and supplemented in a comprehensive manner.
In order to understand the possibilities and features of the implementation of educational technologies, teachers should understand their boundaries, defined within the framework of existing classifications.
| Parameters for the classification of basic educational technologies according to the Federal State Educational Standard | Pedtech groups |
| By level of application |
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| By organizational form |
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| By type of control of cognitive activity of schoolchildren |
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| Approach to the child |
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| By the level of orientation to personal structures |
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| By the nature of the content |
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In modern pedagogical science, more than a hundred organizational and pedagogical solutions are collectively distinguished, but only the most effective educational technologies of the Federal State Educational Standards are widely used in Russian schools, including developing, problem-based, multi-level education, the project method, TRIZ, critical thinking development technology, ICT, health-saving technology, innovation assessment system "portfolio of achievements". Let us consider in more detail the theoretical features and possibilities of implementing the main educational technologies.
Information and communication educational technology of training according to the Federal State Educational Standard
In view of the fact that the key goal of modernizing the Russian education system is to improve the quality of education of the younger generation, create conditions for the harmonious development of a person who is able to freely navigate in the information and communication space, independently “extract” knowledge, expand existing theoretical and practical experience, introduce IR technologies into the daily educational process is a priority direction of conducting pedagogical search.
Modern information and communication educational technologies and methods of the Federal State Educational Standards are aimed at creating a stable motivation for self-education in children, developing communicative competencies and critical thinking, which can be implemented through:
- Providing students with free access to information resources, the content of which is not contrary to state, legal and moral standards.
- Use of all available means of information support for the educational process.
- Implementation of control and diagnostic methods that meet the requirements of the time (keeping electronic diaries, testing on a PC, establishing child-parent thematic chats).
- Implementation of the process of individualization, differentiation of training, increasing the effectiveness of lessons through the use of training capabilities of special technical means.
Educational technologies according to the Federal State Educational Standards aimed at the formation of critical thinking
Under the conditions of free choice, the widespread availability of information, which is gradually losing its value aspect, the educational technologies of critical thinking most fully meet the requirements of the Federal State Educational Standard in the matter of the formation of meta-subject competencies of future school graduates. The inculcation of a special way of perceiving data, which provides for their mandatory analysis for reliability, is carried out on the basis of designing special educational situations, when students are offered systematic work with various sources of knowledge that need to be classified, systematized, correlated with existing knowledge experience, evaluating the level of usefulness and practicality.
The pedagogical technology of critical thinking provides for the consistent modeling of educational situations that necessitate the "passage" of students through three stages: challenge, comprehension and reflection. Thanks to this, children learn to soberly evaluate information, cutting off unconfirmed conjectures and assumptions, form their own opinion with reason, build cause-and-effect relationships and logical chains, express their point of view correctly, observing the principles of tolerance and mutual respect.
As part of the educational technology of critical thinking, numerous methodological techniques are used: clustering, brainstorming, writing essays, sequences, discussions, intellectual warm-ups, creating “boxes of useful ideas” and many others.
Project educational technology according to the Federal State Educational Standard
The method of creating projects as a pedagogical technique is widely used in US schools with the aim of demonstrating to students the high practical value of acquiring knowledge, and a general increase in indicators of learning motivation. Among the modern educational technologies according to the Federal State Educational Standard, he considers project modeling to be one of the most valuable, since it:
- It opens up opportunities for in-depth study of a specific problem, the formation of knowledge in the framework of the transition from a point to a general one.
- Promotes the development of a communicative culture, the practice of active group interaction.
- It involves the presentation of a point of view by students with mandatory argumentation, a willingness to defend it in the form of a constructive discussion with "opponents".
The creation of projects is widely practiced in the preparation of disciplinary or thematic exhibitions, competitions of scientific works, educational festivals, conducting search directed work by gifted students with the assistance of teachers. Under the condition of competent implementation, this technology provides a comprehensive formation of search, analyzer, presentation and reflective skills in children.
Educational technologies for the implementation of the Federal State Educational Standard through problem-based learning
The practice of developing (problem) learning, based on the differentiation of areas of knowledge into previously studied, transitional and unknown, was introduced by Soviet teachers in the middle of the last century, and now it has confidently become one of the most effective types of educational technologies according to the Federal State Educational Standard. It is based on the teacher's directed modeling of situations that determine the cognitive activity of children on the way to expanding knowledge through defining the boundaries of the known, formulating assumptions and hypotheses, finding the best way to solve an educational problem, conducting collective discussion and reflection.
The technology of problem-based learning, which contributes not only to the formation of a system of knowledge and skills in children, but also to the achievement of high intellectual qualities, self-confidence, can be effective only if the task in question corresponds to the real knowledge level of students, when it is possible to distinguish the boundaries of what is already known and requires confirmation. . At the same time, not every problem task contains a problem situation, which necessitates careful preliminary preparation when applying this teaching method.
The use of modern educational technologies, including a game component, according to the Federal State Educational Standard
The game is one of the main adaptive mechanisms of childhood, contributing to the assimilation of knowledge about phenomena, objects, behavior patterns through the reproduction of experience. Game educational technologies, characterized by a high level of audience coverage, subject to proper adaptation, are widely used during pedagogical work with schoolchildren of different age groups.
Didactic games are classified:
- By areas of application - physical, intellectual, social, search.
- By type of training component - informational, training, generalizing, diagnostic, controlling.
- According to the specifics of technology - subject, business, simulation.
- By subject - linguistic, literary, mathematical, physical, etc.
- By type of environment - without or with objects, computer, desktop.
Pedagogical gaming technology contributes to the design of the educational process according to the Federal State Educational Standard, in which the accumulation and consolidation of knowledge is easy and unconstrained, children learn to calmly respond to wrong answers and look for the right ones, it becomes possible to fully realize the differentiation of the learning process and psychologically comfortable control of knowledge. While participating in didactic games that include a competitive component, schoolchildren learn to think independently, actively interact with each other, demonstrate activity and independence, which helps to increase learning motivation and improves the dynamics of the educational complex as a whole.
Modular educational technology at school according to GEF
Primary school students are predominantly characterized by a consistent decrease in their academic interest, especially in disciplines, the mastery of which causes serious difficulties. The latest educational technologies of the Federal State Educational Standards, which provide for the teacher's ability to divide educational material into separate modules, make it possible to reverse the current trend and increase the level of quality assimilation of knowledge by children, as well as provide equal learning conditions in classes where there is a significant differentiation of students' abilities. It is important to note that a module can be considered an information block, which is characterized by the presence of a clearly formulated goal, a mini-program, a list of practical tasks of different levels of complexity, as well as a control evaluation scheme.
Within the framework of modular technology, children are invited to master knowledge in short blocks, for each of which an intermediate assessment is carried out. For the performance of each type of activity, students accumulate points, the sum of which forms the final grade. In addition to the development of independence, the formation of self-assessment skills, this educational technology gives students the opportunity not to get hung up on intermediate results, even if they do not meet expectations, but to make efforts to correct the learning situation during the development of the next module.
Educational technology of multi-level education in the context of the implementation of the Federal State Educational Standard
Another effective organizational and pedagogical solution that makes it possible to guarantee equal opportunities for all students (regardless of psychophysical abilities) to master the program minimum is the organization of multi-level education. This educational technology makes it possible to most fully provide the conditions for the implementation of the Federal State Educational Standard, since it is based on the idea of evaluating not the result of educational activity, but the efforts made by the child to master the program material and its further application.
In order to be able to introduce a system of multi-level education, practical tasks for each of the subjects must be differentiated taking into account the depth and complexity of the educational material (but not below the basic minimum). Students are assigned the right to choose tasks of the level that corresponds to their personal educational needs and aspirations, while the levels of depth of study of the material may differ in different subjects. When implementing the technology of multi-level education, the key task of teachers is to support the children's initiative, to provide support, if the student wishes, to raise the “bar” in order to achieve higher educational results.
Pedagogy of cooperation - a modern educational technology for the implementation of the Federal State Educational Standard
In view of the course towards the widespread humanization of the education system, in the center of which the interests and needs of the child are placed, a methodology of pedagogy of cooperation was developed, which is characterized by maintaining the maximum level of psychological comfort for schoolchildren and teachers. Among the modern educational technologies for the implementation of the Federal State Educational Standard, the pedagogy of cooperation is the most difficult organizational solution due to the need to:
- complete rejection of requirements, the transfer of the educational initiative from the teacher to the child while ensuring the individualization of the educational process;
- the use in didactic manuals of a special verbal-symbolic system that determines the nature of educational actions (read, write, remember, pay attention);
- providing children with a free type of activity depending on personal needs and the current state;
- conducting systematic self-analysis and finding ways to correct difficulties (with the support of the teacher).
New educational technology according to the Federal State Educational Standard - workshop technology
A qualitatively new organizational solution, which is an alternative to the traditional class-lesson system, is the technology of workshops, based on the principles of pedagogy of education, partnership, methods of full immersion, conducting non-judgmental educational activities.
Conceptually, within the framework of the implementation of this technology, the teacher becomes a “master”, who, after creating a special emotional atmosphere, reveals to the students the “secrets” of the world of knowledge. Due to this, the acquisition of new information is organized in pairs or mini-groups through the activation of existing learning experience, through sequential "layering". At the same time, the "Master" creates more and more opportunities for development, independent search and creativity, which contributes to the development of children's initiative, sociability, readiness for active interaction in groups. In light of this, it is easy to draw parallels between workshop technology and the project method, but the former is characterized by a greater degree of creativity, and therefore presents a lot of organizational difficulties for the teacher. Of course, in the conditions of a modern school, the design of workshops cannot be carried out systematically, but this technology is very effective as a way to enhance cognitive activity.
Features of the implementation of modern educational technologies in the school according to the Federal State Educational Standard
The full list of modern educational technologies according to the Federal State Educational Standard, which can be implemented in the conditions of a modern school, is very voluminous. In addition to the above, it also covers health-saving organizational and pedagogical solutions, active learning methods, advanced learning technology, case technology, and many others. Therefore, one of the significant tasks of practicing teachers is to search for those innovative practices that, in a real educational situation, would create optimal conditions for children to master the program material, form their meta-subject competencies, harmonious development with a consistent disclosure of natural talents.
It is customary to distinguish three levels of application by teachers of educational technologies according to the Federal State Educational Standard in the classroom at school:
- Elementary. The teacher applies elements of technology sporadically, intuitively, making mistakes in the implementation of established algorithms.
- Developing. The teacher as a whole follows the algorithms of technology, uses a wide range of pedagogical techniques and methods, but makes minor mistakes and excludes the possibility of creativity.
- Optimal, characterized by the confident use of educational technologies, the guaranteed achievement of the declared results with an acceptable error rate, the teacher's willingness to confidently combine elements of organizational decisions, to conduct a creative search.
teacher - speech therapist MBOU "Secondary School No. 1"
Use of modern educational technologies and methods in the educational process
The use of modern educational technologies and methods in the educational process.
Modern pedagogical technology in the educational process is a model of joint pedagogical activity for the design, organization and conduct of the educational process, thought out in all details, with the unconditional provision of comfortable conditions for students and teachers, i.e. content technique for the implementation of the educational process.
Modern technologies used in training and education
- Technologies of correctional and developmental education.
- Game technologies.
- Technologies of differentiated learning.
- Technologies of the collective way of learning.
- Technology of individualization of education.
- Project-based learning technologies
- Problem-Based Learning Technologies
- Health saving technologies.
- Person-Centered Technologies
- Information and communication technologies.
TECHNOLOGIES OF CORRECTIONAL DEVELOPMENTAL TRAINING .
These technologies allow the most flexible response to the educational needs and opportunities of each child.
The priority areas of pedagogical correction are:
- improvement of movements and sensorimotor development;
- correction of certain aspects of mental activity;
- development of basic mental operations;
- development of various types of thinking;
- correction of violations in the development of the emotional and personal sphere;
- speech development;
- expansion of ideas about the world around and enrichment of the dictionary;
- correction of individual problems in knowledge.
GAME TECHNOLOGIES.
The concept of "game technologies" includes a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games.
Unlike games in general, a pedagogical game has an essential feature - a clearly defined learning goal and a pedagogical result corresponding to it, which can be substantiated, explicitly identified and characterized by a cognitive orientation.
The game form of classes is created by game motivation, which acts as a means of inducing, stimulating students to learning activities.
The implementation of game techniques and situations in the lessons takes place in the following main areas:
- the didactic goal is set for schoolchildren in the form of a game task;
- learning activity is subject to the rules of the game;
- educational material is used as its means;
- an element of competition is introduced into the educational activity, which translates the didactic task into a game one;
- the successful completion of the didactic task is associated with the game result.
The place and role of game technology in the educational process, the combination of game and learning elements largely depend on the teacher's understanding of the functions and classification of pedagogical games.
The psychological mechanisms of gaming activity are based on the fundamental needs for self-expression, self-affirmation, self-regulation, self-realization.
The goal of gaming technologies is to solve a number of problems:
— didactic (expansion of horizons, the development of cognitive activity, the formation of certain skills and abilities necessary in practical activities);
— developing (development of attention, memory, speech, thinking, imagination, fantasy, creative ideas, the ability to establish patterns, find optimal solutions);
— educating (education of independence, will, formation of moral, aesthetic and worldview positions, education of cooperation, collectivism, sociability, etc.);
— socializing (initiation to the norms and values of society; adaptation to environmental conditions, etc.).
TECHNOLOGIES OF DIFFERENTIATED LEARNING.
A differentiated (multi-level) approach to learning is considered as an opportunity for individualization of learning in a subgroup/group. A differentiated approach is one of the components of the psychological comfort of students, since it involves removing, if possible, all stress-forming factors of the educational process, creating an atmosphere in the classroom that unchains children, in which they feel “at home”, and in which the quality of education improves.
TECHNOLOGIES OF COLLECTIVE LEARNING .
The use of the method of collective organization of educational activities increases the effectiveness of correctional and developmental education:
- promotes the development of independence, activity of educational activities;
— increases the level of speech development and communication skills.
TECHNOLOGIES OF INDIVIDUALIZATION OF LEARNING .
Such an organization of the educational process, in which an individual approach and an individual form of education are a priority.
PROJECT LEARNING TECHNOLOGIES .
The project method is not new in world pedagogy. It was proposed and developed in the 1920s by the American philosopher and educator George Dewey and was based on humanistic ideas in philosophy and education. J. Dewey proposed to build learning on an active basis, using the purposeful activities of students, taking into account their personal interest in this knowledge, and eventually getting a real result.
The project method is based on:
- development of cognitive skills and abilities of students;
- ability to navigate in the information space;
- the ability to independently construct their knowledge;
– the ability to integrate knowledge from various fields of science;
- the ability to think critically.
Design technology involves:
- the presence of a problem that requires integrated knowledge and research search for its solution;
- practical, theoretical, cognitive significance of the expected results;
- independent activity of the student;
- structuring the content of the project, indicating the phased results;
— use of research methods.
TECHNOLOGIES OF PROBLEM LEARNING.
The problem of organizing learning using active methods has attracted the attention of many researchers, since it is in the process of problem-based learning that this knowledge and skills will be formed most effectively. The use of elements of problem-based learning contributes to an increase in the level of scientific education, the development of students' independence, their mental and creative abilities, emotional and volitional qualities, and the formation of students' cognitive motivation for learning.
Learning is carried out in such a way that the assimilation of knowledge proceeds not only on the basis of memorization, but to a greater extent on the conscious application of knowledge in the process of solving cognitive problems. In this case, students learn to reason and use the available information.
In the process of organizing training, the following are used: problem questions, programmed tasks, differentiated tasks on cards at the stage of testing and consolidating knowledge, didactic games. All this didactic material provides various types of assistance (organizing, stimulating, teaching) in the process of forming mental operations.
Thus, we can conclude that training usually requires not one, but a number of methods, their complex. The variation of teaching methods will intensify the cognitive activity of students. The combination of methods makes it possible to best take into account the specifics of the content of the educational material, to choose the most rational methods of mastering knowledge.
Based on the use of active learning technologies, conditions are created for the comprehensive development of the student's cognitive abilities.
HEALTH-SAVING TECHNOLOGIES.
Children's health is a common problem of physicians, teachers and parents. And the solution to this problem depends on the introduction of health-saving technologies into the school.
The goal of health-saving educational learning technologies is to provide the student with the opportunity to maintain health during the period of study at school, to form in him the necessary knowledge and practical skills in a healthy lifestyle, to teach him to use the acquired knowledge in everyday life.
Modern health-saving technologies are a real chance to solve the problem of preserving the health of children consciously, comprehensively and systematically. Classes are built taking into account an individual approach to students, taking into account the peculiarities of their mental development. Only with this approach can the principle of "health through education" be implemented.
So, health-saving technologies include:
- articulatory gymnastics
– The use of fairy tale therapy
- Breathing exercises
- visual gymnastics
— Elements of relaxation
- Dynamic pauses in combination with speech material.
- Finger gymnastics with the use of self-massage.
- Elements of psycho-gymnastics.
Long-term practice shows that the creation of an educational environment that ensures the elimination of stress-forming factors, an individual approach to schoolchildren, which allows creating a situation of success for each child in any kind of activity, the creative nature of the educational process using active and diverse forms and methods of teaching, the rational organization of motor activity allow to increase the adaptive capabilities of the child's body, and therefore, to become a means of preserving and strengthening the health of children.
PERSON-ORIENTED TECHNOLOGIES.
They 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 is not only a subject, but also a priority subject; it is the goal of the educational system.
Person-centered technology is the embodiment of humanistic philosophy, psychology and pedagogy. The focus of the teacher's attention is on the child's unique integral personality, striving for the maximum realization of its capabilities (self-actualization), open to the perception of new experience, capable of making a conscious and responsible choice in various life situations. In contrast to the usual (formalized) transfer of knowledge and social norms to the pupil in traditional technologies, here the achievement by the individual of the above qualities is proclaimed the main goal of training and education.
Person-centered technologies are characterized by:
- humanistic essence;
- psychotherapeutic orientation;
- set a goal - the versatile, free and creative development of the child.
INFORMATION AND COMMUNICATION TECHNOLOGIES.
It's no secret that the rapid development of information technology in recent years has affected all aspects of human activity. Information technology allows a person to interact more actively with the outside world, to receive the maximum amount of information in a minimum period of time and with a minimum effort to search for it.
The potential of the computer, as the main learning tool, allows the most complete use of the cognitive capabilities of students.
The need to use information technology in remedial education is undeniable, as it is a promising direction in the development of remedial education.
The use of computer technology gives a positive result in learning to work on a computer, as well as in consolidating the acquired knowledge.
The use of these technologies in a holistic system helps to increase the effectiveness and efficiency of correctional activities, as evidenced by the positive dynamics of the development of the correctional program.
The effectiveness of the use of modern pedagogical technologies in the educational process
A well-known didacticist, one of the leading developers of the problem of forming interest in the learning process, Shchukina G. I. believes that an interesting lesson can be created due to the following conditions:
the personality of the teacher (even boring material explained by a favorite teacher is well absorbed);
content of educational material;
application of modern teaching technologies. If the first two points are not always in our power, then the last one is a field for the creative activity of any teacher.
Today, significant changes are taking place in school education, which cover almost all aspects of the pedagogical process. The student's personal interest is a decisive factor in the educational process.
One of the main tasks, I think, is to improve the pedagogical skills of the teacher through the development of modern educational technologies for training and education. Pedagogical technology is the design of the educational process, based on the use of a set of methods, techniques and forms of organizing training and educational activities that increase the effectiveness of training, the use of which has a clearly defined result.
With the mastery of any new technology, a new pedagogical thinking of the teacher begins: clarity, structure, clarity of the methodological language.
Applying new pedagogical technologies in the classroom, I was convinced that the learning process can be viewed from a new point of view and master the psychological mechanisms of personality formation, achieving better results.
To improve the efficiency of the educational process when conducting lessons in elementary school, I use the following modern educational technologies:
1. Problem-based learning technology
Herrelevance is determined by the development of a high level of motivation for learning activities, the activation of the cognitive interests of students, which becomes possible when resolving emerging contradictions, creating problem situations in the classroom. Overcoming feasible difficulties, students experience a constant need to acquire new knowledge, new ways of acting, skills and abilities. The effectiveness of this technology is confirmed not only by my own observations, but also by the results of a survey of students, their parents, and the dynamics of improving the quality of education.
"Tell me and I'll forget.
Show me so I can remember.
Let me do it myself
and I will learn."
( Confucius)
This technology attracted me with new opportunities for building any lesson, where students do not remain passive listeners and performers, but turn into active researchers of educational problems. Educational activity becomes creative. Children learn better not what they receive ready-made and memorize, but what they themselves have discovered and expressed in their own way. So that training using this technology does not lose the principle of scientific character, I necessarily confirm and compare the conclusions of students with the rules, theoretical provisions of textbooks, dictionary, encyclopedic articles. The problematic dialogue technology is universal, as it is applicable to any subject content and at any level of education, it is easily and accessiblely presented by E.L. Melnikova in the book "Problem lesson or How to discover knowledge with students".
1) I will give an example of using this technology onRussian lesson on the topic "Unpronounceable consonants".
The word is written on the board messenger. Teacher: - Read this word spelling, orthoepic. (Bulletin, [in, e? sn, ik].) – What surprised you? (Letter T it is written in the word, but when reading, the sound [t] is not pronounced.) – What question do you have? (Why are some consonants written where the sound is not pronounced? How to find out or check whether it is necessary to write a letter denoting a consonant sound in a word if we do not hear it?) So, the children independently came up with a new topic and set the goal of the lesson. The term "unpronounceable consonants", like all terms and facts in general, the teacher can report in finished form. I always give my students the opportunity to suggest their own names and then compare them with scientific terms. In this case, students can be brought closer to the correct name: - The sound is NOT PRONOUNCED, therefore it is called ...
2) Russian language lesson.
The word "flycatcher" is written on the board. It is necessary to highlight the root in the word. There are different opinions. On the basis of word-formation analysis, children come to a new way of isolating the root (in compound words).
3) The introduction of mathematical concepts also presents many opportunities for organizing problem situations in the classroom.
for instance , the student received the tasks: "Add 5 to 2 and multiply by 3." And another: "To 2 add 5, multiplied by 3." You can write both problems and calculate as follows:
2 + 5 * 3 = 21
2 + 5 * 3 = 17
Such a record is surprising in children. After analyzing the actions, students come to the conclusion that two different results can be correct and depend on the order in which addition and multiplication are performed. A problematic question arises, how to write this example in order to get the correct answer. The question encourages children to search, as a result of which they come to the concept of brackets. After inserting parentheses, the task becomes:
(2 + 5) * 3 = 21
2 + 5 * 3 = 17
2. Research work .
This approach allows you to transfer the student from a listener to an active participant in the learning process.
Exploratory behavior is one of the most important sources of a child's understanding of the world. To explore, to discover, to study means to take a step into the unknown and the unknown. Children are researchers by nature and take part in various research activities with great interest. The success of a study largely depends on its organization. It is very important to teach children to observe, compare, ask questions and develop a desire to find answers. And, therefore, you need to read additional literature, learn to experiment, discuss the results, listen to other people's opinions. When conducting research, children learn to think, draw conclusions.
3. Health-saving technologies .
In my class, it includes: holding thematic physical minutes at each lesson, dynamic pauses, participating in sports competitions of the school and the district, holding parent meetings on the topic “Daily routine at school and at home”, “How to keep a child healthy”, “Computer and child”, the organization of hot meals at school for all students, a series of meetings with a general practitioner, the organization of outdoor games during breaks. I think that our task today is to teach the child various techniques and methods for maintaining and strengthening their health, so that later, when they go to secondary school and beyond, the children can already apply them on their own. I try to build my lessons with this very goal in mind: how to make a lesson health-saving?
I use various fun physical exercises, gymnastics, “singing” sounds and much more in my lessons.
At different lessons I offer tasks with health-saving content
:
Mathematics
Solve the problem
.
Petya ate 6 cakes at the holiday, and Vasya ate 2 less. How many cakes did both boys eat?
(children make a short note and write down the solution to the problem)
Can you eat so many cakes? Why?
- What is the rule to follow? (Healthy food)
Literary reading
Reading and discussion of what has been read with conclusions about the right life and health.
For instance:
« Sister Alyonushka and brother Ivanushka
Only clean water can be used for drinking. In an open reservoir, water cannot be clean, it must be boiled.
If the water is clear, beautiful, is it clean?
No. It may contain living organisms invisible to the eye, microbes that cause intestinal diseases.
Finger massage, preparing them for written work. I show a finger massage, accompanying it with the words:
small house
One, two, three, four, five.
(We unclench the fingers from the fist one at a time, starting with the thumb.)
The fingers went out for a walk.
(Rhythmically unclench all fingers together.)
One, two, three, four, five.
(Alternately squeeze the widely spaced fingers into a fist, starting with the little finger.)
They hid in the house again.
(We return to the starting position.)
I'll rub my hands
I rub my hands hard
I twist each finger
(Rubbing the palms, grab each finger at the base and with a rotational movement reach the nail phalanx.)
I say hello to him
And I'll start pulling.
I will then wash my hands
(Rub palm on palm.)
I'll put my finger in my finger
I'll lock them up.
(Fingers to "lock".)
And keep warm.
I will release my fingers
(Fingers unhook and sort through them.)
Let them run like bunnies.
4. Training in cooperation (group work)
Group work plays a positive role not only at the first stages of education, but also in subsequent educational work. I try to introduce the method of group work from the very first days of the child's education at school. These can be lessons in technology, the world around, where at the first stages, children are not faced with the complex tasks of analyzing and synthesizing the material being studied. While the children still do not know each other well, I suggest that they divide into groups of 5-6 people if they wish. I give the task to do the work independently to each, and then the same work - but all together.
For example, in a manual labor lesson, work with plasticine, the topic is “10 bulk apples”. First, everyone makes their own apple, and then 5 more with the whole group and collectively decorate the apple tree, hanging apples on it. Before starting work with children, I stipulate the rules of work: call each other only by name and use only polite words in conversation. Later, when the children get to know each other well, I begin work on forming groups for a quarter. The main selection principle is personal sympathy, ability to communicate, the level of intellectual development of the child.
And since the group being created is a single entity, each child must be involved in the work. And therefore, the methodology of such work involves distributing their responsibilities among the children. The leader of the group is the leader. This child should be able to organize work, direct it in the right direction. An idea generator is one who gives an idea, highlights the main idea of the material being studied. Fixer - one who writes down (preferably in diagrams) everything that the group suggests. Critic - identifies shortcomings in the work, criticizes the proposed from the position of unacceptable in the given conditions. The analyst draws conclusions, generalizes what has been said. The main goal of group work is to approach the problem being studied together, regardless of your assigned role.
Working in groups is very interesting for children, as they get to know each other better, learn to communicate, taking into account the interests of a friend. The teacher, observing the children, can conduct a mini-monitoring of the mental characteristics of the child for himself (the ability to communicate in a micro-team, summarize what has been said, express his opinion, determine the level of performance).
In these lessons, no child is left behind. Even children with a low level of performance, who prefer to be silent in the classroom, make attempts to join the group. You can not think that this work brings results from the first lessons. This requires a series of such lessons and painstaking work of the teacher.
5. Gaming technology
Play is a natural and humane form of learning for a child. Teaching through play, we teach children not in the way that it is convenient for us, adults, to give educational material, but how it is convenient and natural for children to take it.
Games allow for a differentiated approach to students, to involve each student in the work, taking into account his interest, inclination, level of preparation in the subject. Game exercises enrich students with new impressions, perform a developing function, and relieve fatigue. They can be diverse in their purpose, content, methods of organization and conduct. With their help, you can solve any one problem (improve computing, grammatical skills, etc.) or a whole range of tasks: form speech skills, develop observation, attention, creativity, etc.
Game activity is used by me in the following cases:
for mastering the concept, topic and even a section of the subject (lesson-game "Journey through the Land of Knowledge", lesson - play "Folk Holidays");
as a lesson (class) or part of it (introduction, explanation, consolidation, exercise, control).
These are various games - competitions, relay races, in which it is proposed to find the meaning of an expression, insert the desired sign, come up with an example, etc. Such games are undeniable in assessing the automatism of skills and abilities.
for instance , at literacy lessons in the game "Who is more?" Children make up their own words for the given sound. In the game "Find a word in a word" students make words from the letters of the word given by the teacher. For example, a thunderstorm (rose, horn, mountain, etc.) For the same purpose, I use the games “Find a Pair” (find synonyms for words), “Add a word” and others.
For instance: Connect the halves of the words.
1) Make several word lists of six letters, divided in half into two columns. Each of them can contain both the first and last halves of words:
(Answer: optics, parquet, balloon, dried apricots, chamber, cinnamon, tanker, peanuts, armada, dance).2) Connect the halves of the words with arrows so that you get whole words.
3) In mathematics lessons, children are happy to “travel” to the Land of Fairy Tales, to the Far Far Away Kingdom, and when they meet with each hero, they perform certain mathematical tasks.For instance:
Oral counting in elementary school can be carried out according to the fairy tale "Gingerbread Man":
The teacher pronounces the fairy tale "Gingerbread Man" and plays on the magnetic board. When a kolobok meets with the heroes of a fairy tale, a goal is set for him: to solve examples or a problem. - Guys, if Kolobok does not cope with his task, then the Wolf will eat him, let's help Kolobok solve examples. (Children agree and solve examples that are written on separate cards) ...
4) At the lesson of literary reading, you can play the game "Proverbs-shifters":
I call the turnaround proverb, and you have to guess what proverb is actually in question, which exists in Russian folklore.
(The cap is on fire on the thief)2. Joy is gone - nail the door.
(Trouble has come - open the gate)
3. Cowardice of the village avoids.
(Cheek brings success)
4. Someone else's pants are further from the legs.
(His shirt is closer to the body)
5. Close your eyes on your bread.
(On someone else's loaf, don't open your mouth)
6. Comrade is saved. And he throws you.
(Die yourself, but help a friend out)
7. Keep a lot of money and don't be friends with anyone.
(Do not have a hundred rubles, but have a hundred friends.)
8. Ruined work, stay at home and tremble with fear.
(Business before pleasure)
9. Duck cow girlfriend.
(Goose pig is not a friend)
10. No need to think, you need to try twenty times to do something.
(Seven times measure cut once)
But including games and game moments in the process of teaching children, the teacher must always remember their purpose and purpose. We must not forget that there is a lesson behind the game - this is acquaintance with new material, its consolidation and repetition, this is work with a textbook and notebook.
All of the above techniques, new technologies used in the classroom and after school hours, enable the child to work creatively, contribute to the development of curiosity, increase activity, bring joy, form the desire to learn in the child.
Literature:
Andyukhov B. Case technology - a tool for the formation of competencies /B. Andyukhova // Director of the school. - 2010. - No. 4. - P.61-65
Yagodko L.I. The use of problem-based learning technology in elementary school / L.I. Yagodko // Primary school plus before and after. - 2010. - No. 1. – P.36-38
Zolotukhina A. Group work as one of the forms of student activity in the lesson / A. Zolotukhina // Mathematics. Newspaper Ed. House "First of September". - 2010. - No. 4. – pp. 3-5
Andreev O. Role-playing game: how to plan, organize and sum up /O. Andreeva // School planning. - 2010. - No. 2. – P.107-114
Description of the presentation on individual slides:
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Use of effective educational technologies to improve the quality of education. Completed by: teacher of Russian language and literature Uzdenova M.I. MKOU "Secondary School No. 1 named after A.M. Izhaev, Uchkeken village"
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The relevance of the topic is due to the need to rethink the applications of pedagogical technologies in modern education and the selection of SOT to improve the quality of education in the lessons of the Russian language and literature.
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Purpose: To introduce modern educational technologies that improve the quality of education, the formation of literacy, the development of the potential abilities of students in the lessons of the Russian language and literature.
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Tasks: selection of SOT to improve the quality of teaching the Russian language and literature; development of key competencies of students; increasing professional competence, methodological culture and innovative potential of the teacher; formation of key competencies of a teacher; the inclusion of a teacher in the design, research and maintenance of individual educational trajectories of students; introduction of student-centered learning technologies, health-saving technologies into the educational process; differentiated learning technologies; information technologies; learning technologies in cooperation; gaming technologies; technologies for the development of critical thinking through reading and writing.
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Educational technologies The Federal State Educational Standard documents set out the requirements for a teacher, including: be able to choose and use modern educational technologies use assessment technologies modern technologies for designing an educational environment
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The new standard focuses the attention of teachers on the need to use modern educational technologies that can ensure the development of students. It is no coincidence that it is the use of advanced technologies that becomes the most important criterion for the success of a teacher. Thanks to modern technologies, the activities of students are deployed in the classroom.
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Modern pedagogical technologies Health-saving technologies Integrated learning technologies Project activities (individual, group, collective) Educational and research activities Collaboration technologies Personally-oriented technologies Education based on learning tasks and situations Information and communication (ICT) Technologies of differentiated learning Business games Problem-based learning Portfolio of students computer technologies interactive technologies Technologies of different levels of education
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The following educational technologies have become widespread: project-based learning technology; technology of differentiated learning; problem learning technology; gaming technologies; Computer techologies;
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Game technologies. Application in work Final lesson on Russian folk tales in grade 5 (quiz). The lesson is accompanied by a computer presentation. Note: Students will receive questions in advance to prepare for the lesson. The game "Know the Hero" is used in many classes at the final lessons of literature. Such lessons are accompanied by a computer presentation, students must recognize a literary hero by a portrait or characteristics. Didactic game “Make up a story using ... (for example, indefinite pronouns: each student in turn makes a sentence in which there should be an indefinite pronoun, the sentences are linked by meaning, so a coherent story is obtained). The game is used in Russian language lessons in grades 5-7. Didactic game "Exclude the superfluous" (can be used when studying various spellings and parts of speech). The game is used in Russian language lessons in grades 5-7. 6. Didactic game "Correct mistakes" (various rules, definitions, etc. can be offered). The game can be used both in Russian language lessons and in literature lessons. 7. The game "Name last" (it is proposed to list certain signs or words (for example, personal pronouns), the one who calls the last one wins).
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The result of the use of SOT This event allows you to activate the knowledge of children, forms communicative competence, allows you to expand the horizons of schoolchildren and enrich vocabulary. The lesson makes it possible to implement a differentiated approach to teaching: each student chooses questions according to his abilities. The material of the quiz allows you to deepen the knowledge of the children and draw attention to the depths of oral folk art. And the stage of self-preparation forms information competence. This type of work allows you to activate the knowledge of the children and makes the learning process more exciting.
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Technology of problem learning Application in work 1. Russian language. 6th grade. “Alternating vowels” (a problematic situation is created: the guys discover that not all unstressed vowels can be checked by stress; analyzing the language material, students establish a pattern in working with this spelling). 2. Russian language. 7th grade." Communion as a part of speech ”(when determining the morphological features of the sacrament, students are offered two points of view on the definition of the participle as a part of speech (a special form of the verb or an independent part of speech), the guys must choose one of the points of view and justify their choice). 3. Characteristics of literary heroes who cannot be given an unambiguous assessment (for example, literature lessons based on the novels "Eugene Onegin", "A Hero of Our Time"; the "fishbow" technique can be used).
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The result of the use of SOT 1. Creating a problem situation allows you to focus not on simple memorization, but on meaningful assimilation of the material. 2. This technique develops students' thinking, communicative competence. In addition, it allows for a student-centered approach to learning. 3. This type of work forms cognitive universal learning activities: the ability to generalize, analyze, give examples, justify one's opinion, structure the material.