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Using effective educational technologies to improve the quality of learning. Completed by: teacher of Russian language and literature Uzdenova M.I. MKOU "Secondary school No. 1 named after A.M. Izhaev, Uchkeken"

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The relevance of the topic is due to the need to rethink the application of pedagogical technologies in modern education and the selection of educational technologies to improve the quality of teaching in Russian language and literature lessons.

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Goal: To introduce modern educational technologies that help improve the quality of education, the formation of literacy, and the development of potential abilities of students in Russian language and literature lessons.

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Objectives: choosing SOT to improve the quality of teaching Russian language and literature; development of key competencies of students; increasing professional competence, methodological culture and innovative potential of the teacher; formation of key teacher competencies; inclusion of the teacher in the design, research and support of individual educational trajectories of students; introduction of person-centered learning technologies and health-saving technologies into the educational process; differentiated learning technologies; information technologies; collaborative learning technologies; gaming technologies; technologies for developing critical thinking through reading and writing.

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Educational technologies The Federal State Educational Standards documents formulate the requirements for a teacher, including: to be able to select and use modern educational technologies, to use assessment technologies, modern technologies for designing an educational environment

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The new standard focuses teachers’ attention on the need to use modern educational technologies that can ensure the development of schoolchildren. It is no coincidence that the use of advanced technologies becomes the most important criterion for a teacher’s success. Thanks to modern technologies, student activity unfolds in lessons.

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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 Learning based on educational tasks and situations Information and communication technologies (ICT) Differentiated learning technologies Business games Problem-based learning Student portfolios computer technologies interactive technologies Multi-level learning technologies

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The following educational technologies have become widespread: technology of project-based learning; differentiated learning technology; problem-based learning technology; gaming technologies; Computer techologies;

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Gaming technologies. Application in work Final lesson on Russian folk tales in 5th grade (quiz). The lesson is accompanied by a computer presentation. Note: Students will receive questions in advance to prepare for class. The game “Get to know the hero” is used in many classes during final literature lessons. Such lessons are accompanied by a computer presentation; students must recognize a literary character from a portrait or characteristics. Didactic game “Make up a story using... (for example, indefinite pronouns: each student takes turns making up a sentence in which there should be an indefinite pronoun, the sentences are connected to each other by meaning, this is how a coherent story is obtained). The game is used in Russian language lessons in grades 5-7. Didactic game “Exclude the unnecessary” (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 the mistakes” (various rules, definitions, etc. can be proposed). The game can be used in Russian language lessons and literature lessons. 7. Game “Name the last one” (you are asked to list certain signs or words (for example, personal pronouns), the one who names the last one wins).

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The result of using SOT This event allows you to activate the knowledge of children, forms communicative competence, allows you to expand the horizons of schoolchildren and enrich their vocabulary. The lesson provides an opportunity to implement a differentiated approach to learning: each student chooses questions according to their capabilities. The quiz material allows you to deepen the children’s knowledge and draw attention to the depths of oral folk art. And the stage of independent preparation forms information competence. This type of work allows you to activate the children’s knowledge and makes the learning process more fun.

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Technology of problem-based learning Application in work 1. Russian language. 6th grade. “Alternating vowels” (a problematic situation is created: the children discover that not all unstressed vowels can be checked with stress; by analyzing language material, students establish a pattern in working with a given spelling). 2. Russian language. 7th grade." Communion as a part of speech" (when determining the morphological features of a participle, students are offered two points of view on the definition of a participle as a part of speech (a special form of a verb or an independent part of speech); the children 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”, “Hero of Our Time”; the “fishbow” technique can be used).

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The result of using 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 and communicative competence. In addition, it allows for a person-centered approach to learning. 3. This type of work forms cognitive universal educational actions: the ability to generalize, analyze, give examples, justify one’s opinion, and structure the material.

UDC 74.200.04

CRITERIA AND EFFICIENCY INDICATORS OF IMPLEMENTATION OF MODERN PEDAGOGICAL TECHNOLOGIES IN THE PROCESS OF MODERNIZATION OF GENERAL EDUCATION

Fomichev Roman Sergeevich
Kemerovo State University
Interuniversity Department of General and University Pedagogy

annotation
The article examines the features of the use of modern pedagogical technologies in the process of modernizing general education, and provides a classification of modern pedagogical technologies. The author has formulated criteria and indicators of the effectiveness of the implementation of a number of modern pedagogical technologies at the present stage of development of society.

THE CRITERIA AND INDICATORS OF USE EFFECTIVITY OF MODERN EDUCATIONAL TECHNOLOGIES IN EDUCA-TION MODERNIZATION

Fomichev Roman Sergeevich
Kemerovo State University
Department of general and higher education pedagogy

Abstract
The article investigates the features of the use of modern pedagogical technologies in the modernization of public education, a classification of modern educational technologies. The au-thor defines the criteria and indicators of the effectiveness of its implementation of modern educational technology at the present stage of development of society.

Bibliographic link to the article:
Fomichev R.S. Criteria and indicators of the effectiveness of the implementation of modern pedagogical technologies in the process of modernization of general education // Humanitarian Research. 2014. No. 11 [Electronic resource]..03.2019).

The current stage of development of domestic education is characterized by the active introduction of innovative pedagogical technologies into the educational process.

Speaking on the topic of modernization of the education sector, E.D. Dneprov notes that the modernization of education is “a comprehensive, comprehensive renewal of all links of the educational system and all spheres of educational activity in accordance with the requirements of modern life, while preserving and enhancing the best traditions of domestic education.”

V.V. Putin also notes that “...one cannot treat education only as the accumulation of knowledge. In modern conditions, this is primarily the development of analytical abilities and critical thinking in students. This is the ability to learn. The ability to independently perceive knowledge and keep up with changes.”

Thus, an important task of a modern school is to create the necessary and complete conditions for the personal and cognitive development of each student, the formation of an active position, the subjectivity of students in the educational process.

An effective solution to this problem, based on the Federal State Standard of General Education, is impossible without the meaningful implementation by teachers of modern pedagogical (including computer information) technologies in the educational process of the school.

At the same time, the study of the positions of teachers of secondary general education organizations allows us to assert that, despite a sufficient number of theoretical justifications and methodological developments, none of the existing technologies fully satisfies the requirements of consistency and completeness, unity of foundations.

In our opinion, at the present stage of development of society, the urgent problem is to develop criteria and indicators of the effectiveness of the implementation of modern pedagogical technologies, as well as to provide conditions that would help teachers effectively apply these technologies in practice.

The problem of organizing and systematizing pedagogical technologies was considered by such scientists as V. P. Bespalko, E. V. Rudensky, A. Ya. Savelyev, G. K. Selevko, V. A. Slastenin, V. T. Fomenko and others,

V. P. Bespalko proposes a classification of pedagogical technologies, which is based on the types of interaction between teacher and student and identifies a number of characteristics of this interaction. The combination of these features, according to Bespalko, allows us to define a number of didactic systems (technologies):

Classical lecture teaching;

Training using audiovisual technical means;

Consultant system;

Learning with the help of a textbook - independent work;

“Small groups” system – group work;

Differentiated ways of teaching;

Computer training;

The “tutor” system – individual training;

Programmatic training, for which there is a pre-compiled program.

A correctly compiled classification gives a clear picture of the entire variety of classified objects, allows you to keep them in a single mental framework, and easily find for each of the newly discovered objects of the classified area the most specific and meaningful concept under which it can be subsumed.

Analyzing the experience of scientists, we can conclude that the variety of modern pedagogical technologies makes it possible to take into account the individual abilities of students, reveal their creative potential, and ensure the comprehensive development of students’ personality.

Summarizing the experience of scientists, we have developed a modern classification of educational technologies:

Table 1 – Classification of modern pedagogical technologies

Name	Target	Implementation mechanism	Essence technologies
Problem-based learning technology	Development of cognitive activity and creative independence of students.	Search methods, setting cognitive tasks, solving problem situations.	Consistent and purposeful presentation of problematic tasks to students, by solving which students actively acquire knowledge, skills, and abilities.
Modular learning technology	Ensuring flexibility, adapting it to the individual needs of the individual, the level of his basic training.	Dividing the material into logical blocks - modules; individual pace of learning.	Independent work of students according to an individual curriculum.
Developmental learning technologies	Comprehensive development of the individual and his abilities.	Working with students involved in various activities	Orientation of the educational process towards human potential and their implementation.
Differentiated learning technology	Creating optimal conditions for identifying and developing the interests and abilities of students within the educational process.	Using individual and differentiated teaching methods.	Mastering program material at various levels, but not lower than the state educational standard.
Concentrated learning technology	Adaptation of the structure of the educational process to the natural psychological characteristics of human perception.	Using methods that take into account the dynamics of students’ performance.	In-depth study of the material by combining lessons into logical blocks.
Educational information technologies	Development of students’ skills in obtaining the necessary knowledge with the help of modern technical teaching aids.	Active use of computer and Internet resources, computer testing, etc. in the educational process.	Continuous step-by-step development of students' interest in educational aspects of using technical teaching aids.
Business game technology	Security personal and activity-based nature of acquiring knowledge and skills.	Game teaching methods that promote the involvement of students in creative activities.	Independent cognitive activity aimed at searching, processing and assimilation of knowledge.

According to E.S. Polat, “the problem of pedagogical technologies is the problem of transition from the theory of learning to its methodological developments, the system of pedagogical activity, since the construction of pedagogical technology reflects all the main structures of the learning process, starting from goal setting, ending with the diagnosis of the results obtained "

Thus, the effectiveness of the implementation of educational technologies largely depends on the built system, which reflects the relationship between the characteristics of educational technology and the indicators of their implementation.

The effectiveness of the implementation of modern pedagogical technologies can be determined through a number of criteria that need to be verified during experimental work.

V.P. Bespalko argued that there are no “criteria for assessing the effectiveness of the didactic process as a whole.” Modern society and the world put forward special demands on the quality of education received at school.

In this regard, the effectiveness of educational technology can be assessed according to the following criteria:

• integrity of reflection in the content of the tasks of education, upbringing and development;
• reflection in the content of the current level of development of science and technology;
• compliance of the content with the age and psychological characteristics of students;
• informative content of educational material;
• variety of methods used and variability of implemented teaching techniques;
• ensuring the principles of visibility and accessibility of training;
• universality of use and ease of use of teaching aids;
• the degree of teacher assistance to students in organizing their independent activities, etc.

The criteria listed above do not affect all aspects of assessing the effectiveness of the use of educational technology, however, they can serve as a criterion for assessing the effectiveness of not only educational technology, but also a traditional lesson.

The analysis allowed us to formulate criteria for the effectiveness of the implementation of pedagogical technologies:

• technological culture of the teacher;
• availability of personal experience as a teacher in using educational technologies;
• creative “refinement” and transformation of technology;
• creating a situation of success in the process of joint activities of students and teachers when implementing technology;
• organic interconnection of technology components;
• the possibilities of technology in actualization, self-development of students and teachers;
• noticeable changes in the state of students (in their motivation for activity, knowledge, skills, emotions, etc.) in the process of implementing a certain pedagogical technology.

To test and effectively implement pedagogical technologies, it is necessary to determine the indicators and indicators of the criteria described above.

Table 2 presents criteria for the effectiveness of pedagogical technologies, indicators of their effectiveness, as well as indicators that allow us to assert that a certain criterion really affects the effectiveness of the implementation of a particular pedagogical technology.

Table 2 – Criteria and indicators of the effectiveness of the implementation of modern pedagogical technologies

Criterion efficiency	Indicators efficiency	Indicators
Technological culture of the teacher	- the teacher’s knowledge of technological methods, techniques, teaching aids, and their use in the educational process.	- periodic use by the teacher of modern pedagogical technologies during the lesson, The teacher’s ability to find their relationship with classical pedagogical technologies.
Having your own experience	- generalization and systematization of practices on the use of modern pedagogical technologies (hereinafter referred to as SPT) in the educational process; – the ability to analyze and correct one’s own mistakes (shortcomings) in the process of using SPT	- publications: monographs, brochures, books, teaching aids, articles; Participation in seminars, webinars, round tables to exchange experiences with colleagues
Creative revision and transformation of SPT	- the presence or absence of the teacher’s use of qualitative changes in a certain SPT in the educational process	- availability of peer-reviewed methodological developments, transformations of a certain SPT; Availability of patents for teacher inventions
Creating a situation of success for students in the process of using SPT	- implementation of the principle of feedback to students during the lesson; Motivating students to successfully solve the tasks assigned to them	- increasing the level of quality performance in the subject; Increasing the number of participants in the competitive movement among students, their victories in competitions at various levels
Interrelation of technology components	- obvious and periodically realized connection in the educational process of various components of the technology chosen by the teacher	- conducting classes in which the interrelations of the components of SPT are revealed and effectively used
Technology as a factor in self-development of participants in the educational process	- setting by the teacher goals and objectives aimed at self-development, development of students’ personality, their cognitive abilities	- transition to a new level of interaction between participants in the educational process - “cooperation” between the teacher and students; Tutoring
Positive changes in students' condition	- positive changes in the general condition of students	- increasing the level of academic performance; Increasing the level of motivation for activity (increasing the number of participants and winners of Olympiads, scientific and advanced training in the subject, etc.) Increasing the level of psychological comfort in the classroom (questioning); Promoting the health of students (feedback from parents, reports from the school doctor)

It should be noted that these criteria do not cover the entire variety of pedagogical technologies, however, as we assume, they make it possible to assess the effectiveness of the implementation of a number of modern pedagogical technologies at the present stage of modernization of Russian education. The criteria and performance indicators described above are currently being tested in a number of educational organizations in Kemerovo and the Kemerovo region.

Selevko, G.K. Modern educational technologies [Text] / G.K.Selevko. – M.: Public education. 1998 -256 p.

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Modern pedagogical technologies in secondary schools

And the future has already arrived
Robert Jung

“Everything is in our hands, so we can’t let them go”
(Coco Chanel)

“If a student at school has not learned to create anything himself,
then in life he will only imitate and copy.”
(L.N. Tolstoy)

Peculiarity federal state educational standards for general education- their active nature, which sets the main task of developing the student’s personality. Modern education abandons the traditional presentation of learning outcomes in the form of knowledge, skills and abilities; the formulations of the Federal State Educational Standard indicate real activities.

The task at hand requires a transition to a new one system-activity educational paradigm, which, in turn, is associated with fundamental changes in the activities of the teacher implementing the new standard. Educational technologies are also changing; the introduction of information and communication technologies (ICT) opens up significant opportunities for expanding the educational framework for each subject in a general education institution, including mathematics.

Under these conditions, the traditional school, which implements the classical model of education, has become unproductive. Before me, as well as before my colleagues, a problem arose - to transform traditional education, aimed at accumulating knowledge, abilities, skills, into the process of developing the child’s personality.

Moving away from the traditional lesson through the use of new technologies in the learning process eliminates the monotony of the educational environment and the monotony of the educational process, creates conditions for changing the types of activities of students, and makes it possible to implement the principles of health conservation. It is recommended to select a technology depending on the subject content, lesson objectives, students’ level of preparedness, the ability to satisfy their educational needs, and the age category of the students.

Often pedagogical technology is defined as:

. A set of techniques is an area of ​​pedagogical knowledge that reflects the characteristics of the deep processes of pedagogical activity, the features of their interaction, the management of which ensures the necessary efficiency of the teaching and educational process;

. A set of forms, methods, techniques and means of transmitting social experience, as well as the technical equipment of this process;

. A set of ways to organize the educational and cognitive process or a sequence of certain actions, operations related to the specific activities of the teacher and aimed at achieving set goals (process chain).

In the context of the implementation of the requirements of the Federal State Educational Standards LLC, the most relevant are technologies:

v Information and communication technology

v Technology for developing critical thinking

v Project technology

v Technology of developmental education

v Health-saving technologies

v Problem-based learning technology

v Gaming technologies

v Modular technology

v Workshop technology

v Case - technology

v Integrated learning technology

v Pedagogy of cooperation.

v Level differentiation technologies

v Group technologies.

v Traditional technologies (classroom-lesson system)

1). Information and communication technology

The use of ICT contributes to achieving the main goal of modernization of education - improving the quality of education, ensuring the harmonious development of an individual who navigates the information space, is familiar with the information and communication capabilities of modern technologies and has an information culture, as well as presenting existing experience and identifying its effectiveness.

I plan to achieve my goals through the implementation of the following tasks:

· use information and communication technologies in the educational process;

· to form in students a sustainable interest and desire for self-education;

· form and develop communicative competence;

· direct efforts to create conditions for the formation of positive motivation for learning;

· give students the knowledge that determines their free, meaningful choice of life path.

In recent years, the issue of using new information technologies in secondary schools has been increasingly raised. These are not only new technical means, but also new forms and methods of teaching, a new approach to the learning process. The introduction of ICT into the pedagogical process increases the authority of the teacher in the school community, since teaching is conducted at a modern, higher level. In addition, the self-esteem of the teacher himself grows as he develops his professional competencies.

Pedagogical excellence is based on the unity of knowledge and skills corresponding to the modern level of development of science, technology and their product - information technology.

Currently, it is necessary to be able to obtain information from different sources, use it and create it independently. The widespread use of ICT opens up new opportunities for teachers in teaching their subject, and also greatly facilitates their work, increases the efficiency of teaching, and improves the quality of teaching.

ICT application system

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

Stage 1: Identification of educational material that requires a specific presentation, analysis of the educational program, analysis of thematic planning, selection of topics, choice of lesson type, identification of features of lesson material of this type;

Stage 2: Selection and creation of information products, selection of ready-made educational media resources, creation of your own product (presentation, educational, training or monitoring);

Stage 3: Application of information products, application in various types of lessons, application in extracurricular activities, application in guiding students’ research activities.

Stage 4: Analysis of the effectiveness of the use of ICT, study of the dynamics of results, study of the rating in the subject.

2) Technology of critical thinking

What is meant by critical thinking? Critical thinking - that type of thinking that helps to be critical of any statements, not to take anything for granted without evidence, but at the same time to be open to new ideas and methods. Critical thinking is a necessary condition for freedom of choice, quality of forecast, and responsibility for one’s own decisions. Critical thinking, therefore, is essentially a kind of tautology, a synonym for quality thinking. This is more of a Name than a concept, but it was under this name that, with a number of international projects, the technological techniques that we will present below came into our lives.
The constructive basis of the “technology of critical thinking” is the basic model of three stages of organizing the educational process:

· At the stage call they are “recalled” from memory, existing knowledge and ideas about what is being studied are updated, personal interest is formed, and the goals for considering a particular topic are determined.

· On the stage comprehension (or realization of meaning), as a rule, the student comes into contact with new information. It is being systematized. The student gets the opportunity to think about the nature of the object being studied, learns to formulate questions as he correlates old and new information. Your own position is being formed. It is very important that already at this stage, using a number of techniques, you can independently monitor the process of understanding the material.

· Stage reflections (reflection) is characterized by the fact that students consolidate new knowledge and actively rebuild their own primary ideas in order to include new concepts.

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

Functions of the three phases of technology for the development of critical thinking

Call Motivational(inspiration to work with new information, awakening interest in the topic) Information(bringing to the surface existing knowledge on the topic) Communication (conflict-free exchange of opinions)

Understanding the content Information(obtaining new information on the topic) Systematization(classification of received information into categories of knowledge)

Reflection Communication(exchange of views on new information) Information(acquisition of new knowledge) Motivational(incentive to further expand the information field) Estimated(correlation of new information and existing knowledge, development of one’s own position, process evaluation)

Basic methodological techniques for developing critical thinking

1. “Cluster” technique

2. Table

3. Educational brainstorming

4. Intellectual warm-up

5. Zigzag, zigzag -2

6. “Insert” technique

8. “Basket of Ideas” technique

9. Technique “Compiling syncwines”

10. Test question method

11. Technique “I know../I want to know.../I found out...”

12. Circles on the water

13. Role-playing project

14. Yes - no

15. Technique “Reading with stops”

16. Reception “Mutual survey”

17. Technique “Confused logical chains”

18. Reception “Cross-discussion”

3). Project technology

The project method is not fundamentally new in world pedagogy. It originated at the beginning of this century in the USA. It was also called the problem method and was associated with the ideas of the humanistic direction in philosophy and education, developed by the American philosopher and teacher J. Dewey, as well as his student W. H. Kilpatrick. It was extremely important to show children their personal interest in the acquired knowledge, which can and should be useful to them in life. This requires a problem taken from real life, familiar and significant for the child, to solve which he needs to apply acquired knowledge, new knowledge that has yet to be acquired.

The teacher can suggest sources of information, or can simply direct the students’ thoughts in the right direction for independent search. But as a result, students must independently and in joint efforts solve the problem, applying the necessary knowledge, sometimes from different areas, to obtain a real and tangible result. All work on the problem thus takes on the contours of project activity.

Purpose of technology- stimulate students’ interest in certain problems that require possession of a certain amount of knowledge and, through project activities that involve solving these problems, the ability to practically apply the acquired knowledge.

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

Later, already under the Soviet regime, these ideas began to be quite widely introduced into schools, but not sufficiently thought out and consistently, and by a resolution of the Central Committee of the All-Union Communist Party (Bolsheviks) in 1931, the project method was condemned and since then, until recently, no serious efforts have been made in Russia. attempts to revive this method in school practice.

In modern Russian schools, the project-based learning system began to be revived only in the 1980s - 90s, in connection with the reform of school education, the democratization of relations between teachers and students, and the search for active forms of cognitive activity of schoolchildren.

Practical application of design technology elements.

The essence of the project methodology is that the student himself must actively participate in acquiring knowledge. Project technology is practical creative tasks that require students to use them to solve problem problems and knowledge of the material at a given historical stage. As a research method, it teaches how to analyze a specific historical problem or task created at a certain stage in the development of society. By mastering the culture of design, a student learns to think creatively and predict possible solutions to the problems facing him. Thus, the design methodology:

1. characterized by high communication skills;

2. involves students expressing their own opinions, feelings, and active involvement in real activities;

3. a special form of organizing the communicative and cognitive activities of schoolchildren in a history lesson;

4. based on a cyclical organization of the educational process.

Therefore, both the elements and the project technology itself should be used at the end of studying a topic according to a certain cycle, as one of the types of repeating and generalizing lessons. One of the elements of this technique is project discussion, which is based on the method of preparing and defending a project on a specific topic.

Stages of work on the project

	Student activities	Teacher activities
Organizational preparatory	Selecting a project topic, defining its goals and objectives, developing an implementation plan for the idea, forming microgroups.	Forming the motivation of participants, advising on the choice of topic and genre of the project, assistance in selecting the necessary materials, developing criteria for assessing the activities of each participant at all stages.
Search	Collection, analysis and systematization of collected information, recording interviews, discussing the collected material in micro groups, putting forward and testing hypotheses, designing a layout and poster presentation, self-monitoring.	Regular consultation on the content of the project, assistance in systematizing and processing the material, consultation on project design, monitoring the activities of each student, assessment.
Final	Design of the project, preparation for defense.	Preparation of speakers, assistance in project design.
Reflection	Evaluation of your activities. “What did working on the project give me?”	Evaluation of each project participant.

4). Problem-based learning technology

Today under problem-based learning is understood as such an organization of educational activities that involves the creation, under the guidance of a teacher, of problem situations and the active independent activity of students to resolve them, as a result of which the creative mastery of professional knowledge, skills, abilities and the development of thinking abilities occurs.

The technology of problem-based learning involves the organization, under the guidance of a teacher, of independent search activities of students to solve educational problems, during which students develop new knowledge, abilities and skills, develop abilities, cognitive activity, curiosity, erudition, creative thinking and other personally significant qualities.

A problematic situation in teaching has educational value only when the problematic task offered to the student corresponds to his intellectual capabilities and helps to awaken in the students the desire to get out of this situation and remove the contradiction that has arisen.
Problem tasks can be educational tasks, questions, practical tasks, etc. However, you cannot mix a problem task and a problem situation. A problem task in itself is not a problem situation; it can cause a problem situation only under certain conditions. The same problem situation can be caused by different types of tasks. In general, the technology of problem-based learning consists in the fact that students are presented with a problem and, with the direct participation of the teacher or independently, explore ways and means of solving it, i.e.

v build a hypothesis,

v outline and discuss ways to verify its truth,

v argue, conduct experiments, observations, analyze their results, reason, prove.

According to the degree of cognitive independence of students, problem-based learning is carried out in three main forms: problem-based presentation, partial search activity and independent research activity. The least cognitive independence of students occurs with problem-based presentation: the communication of new material is carried out by the teacher himself. Having posed the problem, the teacher reveals the way to solve it, demonstrates to students the course of scientific thinking, forces them to follow the dialectical movement of thought towards the truth, makes them, as it were, accomplices of scientific search. In conditions of partial search activity, the work is mainly directed by the teacher with the help of special questions that encourage trained for independent reasoning, active search for an answer to individual parts of the problem.

Problem-based learning technology, like other technologies, has positive and negative sides.

Advantages of problem-based learning technology: contributes not only to the acquisition by students of the necessary system of knowledge, skills and abilities, but also to the achievement of a high level of their mental development, the formation of their ability to independently acquire knowledge through their own creative activity; develops interest in educational work; ensures lasting learning outcomes.

Flaws: large expenditures of time to achieve planned results, poor controllability of students’ cognitive activity.

5). Gaming technologies

Play, along with work and study, is one of the main types of human activity, an amazing phenomenon of our existence.

A-priory, a game- this is a type of activity in situations aimed at recreating and assimilating social experience in which self-government of behavior is formed and improved.

Classification of pedagogical games

1. By area of ​​application:

—physical

—intellectual

— labor

—social

—psychological

2. According to (characteristics) the nature of the pedagogical process:

— educational

—training

—controlling

- generalizing

—cognitive

—creative

— developing

3. According to gaming technology:

— subject

—plot

— role-playing

—business

—imitation

-dramatization

4. By subject area:

—mathematical, chemical, biological, physical, environmental

—musical

— labor

—sports

-economically

5. By gaming environment:

-no items

- with objects

—desktop

—room

—street

- computer

—television

—cyclic, with means of transportation

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

—Carries out freer, psychologically liberated control of knowledge.

—The painful reaction of students to unsuccessful answers disappears.

—The approach to students in teaching becomes more sensitive and differentiated.

Game-based learning allows you to teach:

Recognize, compare, characterize, reveal concepts, justify, apply

As a result of using game-based learning methods, the following goals are achieved:

§ cognitive activity is stimulated

§ mental activity is activated

§ information is spontaneously remembered

§ associative memorization is formed

§ motivation to study the subject increases

All this speaks about the effectiveness of learning during the game, which is professional activity that has features of both teaching and work.

6). Case - technology

Case technologies combine role-playing games, the project method, and situational analysis at the same time. .

Case technologies are contrasted with such types of work as repeating after the teacher, answering the teacher’s questions, retelling the text, etc. Cases differ from ordinary educational problems (tasks, as a rule, have one solution and one correct path leading to this solution; cases have several solutions and many alternative paths leading to it).

In case technology, an analysis of a real situation (some input data) is carried out, the description of which simultaneously reflects not only any practical problem, but also actualizes a certain set of knowledge that must be learned when solving this problem

Case technology is not a repetition of the teacher, not a retelling of a paragraph or article, not an answer to a teacher’s question, it is an analysis of a specific situation, which forces you to raise the layer of acquired knowledge and apply it in practice.

These technologies help to increase students’ interest in the subject being studied, develop in schoolchildren such qualities as social activity, communication skills, the ability to listen and competently express their thoughts.

When using case technologies in elementary school, children experience

· Development of analytical and critical thinking skills

· Connection of theory and practice

· Presentation of examples of decisions made

· Demonstration of different positions and points of view

· Formation of skills to evaluate alternative options under conditions of uncertainty

The teacher is faced with the task of teaching children, both individually and as part of a group:

· analyze information,

· sort it to solve a given problem,

· identify key problems,

· generate alternative solutions and evaluate them,

· choose the optimal solution and formulate action programs, etc.

In addition, children:

· Gain communication skills

· Develop presentation skills

· Form interactive skills that allow you to effectively interact and make collective decisions

· Acquire expert skills and abilities

· Learn to learn by independently searching for the necessary knowledge to solve a situational problem

· Change motivation to learn

With active situational learning, participants in the analysis are presented with facts (events) associated with a certain situation according to its state at a certain point in time. The students' task is to make a rational decision, acting within the framework of a collective discussion of possible solutions, i.e. game interaction.

Case technology methods that activate the learning process include:

· method of situational analysis (Method of analysis of specific situations, situational tasks and exercises; case stages)

· incident method;

· method of situational role-playing games;

· method of analyzing business correspondence;

· game design;

· discussion method.

So, case technology is an interactive teaching technology, based on real or fictitious situations, aimed not so much at mastering knowledge, but at developing new qualities and skills in students.

7). Technology of creative workshops

One of the alternative and effective ways to study and acquire new knowledge is workshop technology. It is an alternative to classroom-lesson organization of the educational process. It uses relationship pedagogy, comprehensive education, education without rigid programs and textbooks, the project method and immersion methods, and non-judgmental creative activity of students. The relevance of the technology lies in the fact that it can be used not only in the case of learning new material, but also in repeating and consolidating previously learned material. Based on my experience, I concluded that this form of lesson is aimed at both the comprehensive development of students in the learning process and the development of the teacher himself.

Workshop - this is a technology that involves such an organization of the learning process in which the master teacher introduces his students into the process of cognition through the creation of an emotional atmosphere in which the student can express himself as a creator. In this technology, knowledge is not given, but is built by the student himself in a pair or group based on his personal experience, the teacher-master only provides him with the necessary material in the form of tasks for reflection. This technology allows the individual to build his own knowledge, in this it is very similar to problem-based learning. Conditions are created for the development of creative potential for both the student and the teacher. The communicative qualities of the individual are formed, as well as the student’s subjectivity - the ability to be a subject, an active participant in activities, independently determine goals, plan, carry out activities and analyze. This technology makes it possible to teach students to independently formulate lesson goals, find the most effective ways to achieve them, develop intelligence, and contribute to the acquisition of experience in group activities.

A workshop is similar to project-based learning because there is a problem to be solved. The teacher creates conditions and helps to understand the essence of the problem that needs to be worked on. Students formulate this problem and offer options for solving it. Various types of practical tasks can serve as problems.

The workshop necessarily combines individual, group and frontal forms of activity, and training proceeds from one to the other.

The main stages of the workshop.

Induction (behavior) is a stage that is aimed at creating an emotional mood and motivating students for creative activity. At this stage, it is assumed that feelings, the subconscious are involved and the formation of a personal attitude towards the subject of discussion. An inductor is everything that encourages a child to act. The inductor can be a word, text, object, sound, drawing, form - anything that can cause a flow of associations. This may be a task, but an unexpected, mysterious one.

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

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

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

Advertising - this is a hanging, a visual representation of the results of the activities of the master and students. This could be a text, a diagram, a project and familiarize yourself with them all. At this stage, all students walk around, discuss, identify original interesting ideas, and defend their creative works.

Gap - a sharp increase in knowledge. This is the culmination of the creative process, a new emphasis by the student on the subject and awareness of the incompleteness of his knowledge, an incentive to delve deeper into the problem. The result of this stage is insight (illumination).

Reflection - this is the student’s awareness of himself in his own activities, this is the student’s analysis of the activities he has carried out, this is a generalization of the feelings that arose in the workshop, this is a reflection of the achievements of his own thoughts, his own perception of the world.

8). Modular learning technology

Modular learning has emerged as an alternative to traditional learning. The semantic meaning of the term “modular training” is associated with the international concept of “module”, one of the meanings of which is a functional unit. In this context, it is understood as the main means of modular learning, a complete block of information.

In its original form, modular learning originated in the late 60s of the 20th century and quickly spread in English-speaking countries. Its essence was that a student, with a little help from a teacher or completely independently, can work with the individual curriculum proposed to him, which includes a target action plan, a bank of information and methodological guidance for achieving the set didactic goals. The functions of the teacher began to vary from information-controlling to advisory-coordinating. The interaction between the teacher and the student in the educational process began to be carried out on a fundamentally different basis: with the help of modules, the conscious independent achievement of a certain level of preliminary preparedness by students was ensured. The success of modular learning was predetermined by the observance of parity interactions between the teacher and students.

The main goal of a modern school is to create an education system that would meet the educational needs of each student in accordance with his inclinations, interests and capabilities.

Modular training is an alternative to traditional training; it integrates everything progressive that has been accumulated in pedagogical theory and practice.

Modular training, as one of the main goals, pursues the formation of students’ skills of independent activity and self-education. The essence of modular learning is that the student completely independently (or with a certain dose of help) achieves specific goals of educational and cognitive activity. Learning is based on the formation of the thinking mechanism, and not on the exploitation of memory! Let's consider the sequence of actions for constructing a training module.

A module is a target functional unit that combines educational content and technology for mastering it into a system of a high level of integrity.

Algorithm for constructing a training module:

1. Formation of a block-module of content of theoretical educational material of the topic.

2. Identifying educational elements of the topic.

3. Identification of connections and relationships between educational elements of the topic.

4. Formation of the logical structure of the educational elements of the topic.

5. Determining the levels of mastery of the educational elements of the topic.

6. Determination of requirements for the levels of mastery of educational elements of the topic.

7. Determination of awareness of mastering the educational elements of the topic.

8. Formation of a block of algorithmic prescription of skills and abilities.

A system of teacher actions to prepare for the transition to modular teaching. Develop a modular program consisting of CDTs (comprehensive didactic goals) and a set of modules that ensure the achievement of this goal:

1. Structure educational content into specific blocks.
A CDC is being formed, which has two levels: the level of mastery of educational content by students and orientation towards its use in practice.

2. IDCs (integrating didactic goals) are identified from the CDC and modules are formed. Each module has its own IDC.

3. IDC is divided into PDTs (private didactic goals); on their basis, UE (educational elements) are distinguished.

The principle of feedback is important for managing student learning.

1. Before each module, conduct an incoming examination of students’ knowledge of learning.

2. Current and intermediate control at the end of each UE (self-control, mutual control, comparison with the sample).

3. Output control after completion of work with the module. Goal: to identify gaps in mastering the module.

The introduction of modules into the educational process should be carried out gradually. Modules can be integrated into any training system and thereby enhance its quality and effectiveness. You can combine a traditional teaching system with a modular one. The entire system of methods, techniques and forms of organizing student learning activities, individual work, in pairs, and in groups fit well into the modular training system.

The use of modular learning has a positive effect on the development of students’ independent activities, self-development, and improving the quality of knowledge. Students skillfully plan their work and know how to use educational literature. They have a good command of general academic skills: comparison, analysis, generalization, highlighting the main thing, etc. Active cognitive activity of students contributes to the development of such qualities of knowledge as strength, awareness, depth, efficiency, flexibility.

9). Health-saving technologies

Providing the student with the opportunity to maintain health during the period of study at school, developing in him the necessary knowledge, skills and abilities regarding a healthy lifestyle and applying the acquired knowledge in everyday life.

Organization of educational activities taking into account the basic requirements for the lesson with a set of health-saving technologies:

· compliance with sanitary and hygienic requirements (fresh air, optimal thermal conditions, good lighting, cleanliness), safety regulations;

· rational lesson density (time spent by schoolchildren on academic work) should be at least 60% and no more than 75-80%;

· clear organization of educational work;

· strict dosage of training load;

· change of activities;

· training taking into account the leading channels of information perception by students (audiovisual, kinesthetic, etc.);

· place and duration of application of TSO;

· inclusion in the lesson of technological techniques and methods that promote self-knowledge and self-esteem of students;

· building a lesson taking into account the performance of students;

· individual approach to students, taking into account personal capabilities;

· formation of external and internal motivation for students’ activities;

· favorable psychological climate, situations of success and emotional release;

· stress prevention:

work in pairs, in groups, both on the spot and at the board, where the led, “weaker” student feels the support of a friend; encouraging students to use different methods of solving, without fear of making a mistake and getting the wrong answer;

· conducting physical education minutes and dynamic breaks in lessons;

· purposeful reflection throughout the lesson and in its final part.

The use of such technologies helps preserve and strengthen the health of schoolchildren: preventing students from overwork in the classroom; improving the psychological climate in children's groups; involving parents in work to improve the health of schoolchildren; increased concentration; reduction in child morbidity rates and anxiety levels.

10). Integrated learning technology

Integration - this is a deep interpenetration, merging, as far as possible, in one educational material of generalized knowledge in a particular area.

Need to arise integrated lessons is explained by a number of reasons.

• The world surrounding children is learned by them in all its diversity and unity, and often school subjects aimed at studying individual phenomena split it into isolated fragments.
• Integrated lessons develop the potential of students themselves, encourage active knowledge of the surrounding reality, to comprehend and find cause-and-effect relationships, to develop logic, thinking, and communication abilities.
• The form of integrated lessons is non-standard and interesting. The use of various types of work during the lesson maintains the attention of students at a high level, which allows us to talk about the sufficient effectiveness of the lessons. Integrated lessons reveal significant pedagogical possibilities.
• Integration in modern society explains the need for integration in education. Modern society needs highly qualified, well-trained specialists.
• Integration provides an opportunity for self-realization, self-expression, teacher creativity, and promotes the development of abilities.

Advantages of integrated lessons.

• Helps to increase learning motivation, develop students’ cognitive interest, develop a holistic scientific picture of the world and consider phenomena from several angles;
• To a greater extent than regular lessons, they contribute to the development of speech, the formation of students’ ability to compare, generalize, and draw conclusions;
• They not only deepen their understanding of the subject, but broaden their horizons. But they also contribute to the formation of a diversified, harmoniously and intellectually developed personality.
• Integration is a source of finding new connections between facts that confirm or deepen certain conclusions. Student observations.

Patterns of integrated lessons:

• the entire lesson is subject to the author's intention,
• the lesson is united by the main idea (the core of the lesson),
• the lesson is a single whole, the stages of the lesson are fragments of the whole,
• the stages and components of the lesson are in logical-structural dependence,
• The didactic material selected for the lesson corresponds to the plan, the chain of information is organized as “given” and “new”.

Teacher interaction can be structured in different ways. It could be:

1. parity, with equal participation of each of them,

2. one of the teachers can act as a leader, and the other as an assistant or consultant;

3. The entire lesson can be taught by one teacher in the presence of another as an active observer and guest.

Integrated lesson methodology.

The process of preparing and conducting an integrated lesson has its own specifics. It consists of several stages.

1. Preparatory	2. Executive	3.reflective.
1.planning, 2. organization of a creative group, 3. designing lesson content , 4.rehearsals.	The purpose of this stage is to arouse students’ interest in the topic of the lesson and its content.. There can be different ways to arouse students’ interest, for example, describing a problem situation or an interesting incident. In the final part of the lesson, it is necessary to summarize everything said in the lesson, summarize the students’ reasoning, and formulate clear conclusions.	At this stage, the lesson is analyzed. It is necessary to take into account all its advantages and disadvantages

eleven). Traditional technology

The term “traditional education” implies, first of all, the organization of education that developed in the 17th century on the principles of didactics formulated by Ya.S. Komensky.

Distinctive features of traditional classroom technology are:

Students of approximately the same age and level of training form a group that remains largely constant throughout the entire period of study;

The group works according to a unified annual plan and program according to the schedule;

The basic unit of instruction is the lesson;

The lesson is devoted to one academic subject, topic, due to which students in the group work on the same material;

The work of students in the lesson is supervised by the teacher: he evaluates the results of studies in his subject, the level of learning of each student individually.

The academic year, the school day, the lesson schedule, school holidays, breaks between lessons are the attributes of the class-lesson system.

By their nature, the goals of traditional education represent the education of an individual with given properties. In terms of content, the goals are focused primarily on the acquisition of knowledge, skills and abilities, and not on personal development.

Traditional technology is, first of all, an authoritarian pedagogy of demands; learning is very weakly connected with the inner life of the student, with his diverse requests and needs; there are no conditions for the manifestation of individual abilities, creative manifestations of personality.

The learning process as an activity in traditional education is characterized by a lack of independence and weak motivation for educational work. Under these conditions, the stage of realizing educational goals turns into work “under pressure” with all its negative consequences.

Positive sides

Negative sides

Systematic nature of training Orderly, logically correct presentation of educational material Organizational Clarity Constant emotional impact of the teacher's personality Optimal expenditure of resources during mass training

Template construction, monotony Irrational distribution of lesson time The lesson provides only initial orientation to the material, and achievement of high levels is transferred to homework Students are isolated from communication with each other Lack of independence Passivity or appearance of activity of students Weak speech activity (average speaking time for a student is 2 minutes per day) Weak feedback Average approach lack of individual training

Levels of mastery of pedagogical technologies

mastery		On practice
optimal	Knows the scientific foundations of various PTs, gives an objective psychological and pedagogical assessment (and self-assessment) of the effectiveness of the use of PTs in the educational process	Purposefully and systematically applies learning technologies (TE) in his activities, creatively models the compatibility of various TEs in his own practice
developing	Has an understanding of various PTs; Reasonably describes the essence of its own technological chain; actively participates in analyzing the effectiveness of the teaching technologies used	Basically follows the learning technology algorithm; Possesses techniques for designing technological chains in accordance with the set goal; Uses a variety of pedagogical techniques and methods in chains
elementary	A general, empirical idea of ​​PT has been formed; Builds individual technological chains, but cannot explain their intended purpose within the lesson; Avoids discussion issues related to PT	Applies elements of PT intuitively, sporadically, unsystematically; Adheres to any one teaching technology in its activities; allows violations in the algorithm (chain) of teaching technology

Today, there is a fairly large number of pedagogical teaching technologies, both traditional and innovative. It cannot be said that one of them is better and the other is worse, or that to achieve positive results you need to use only this one and no other.

In my opinion, the choice of one technology or another depends on many factors: the number of students, their age, level of preparedness, topic of the lesson, etc.

And the best option is to use a mixture of these technologies. Thus, the educational process for the most part represents a classroom-lesson system. This allows you to work according to a schedule, in a certain audience, with a certain permanent group of students.

Based on all of the above, I want to say that traditional and innovative teaching methods should be in constant relationship and complement each other. There is no need to abandon the old and completely switch to the new. We should remember the saying “EVERYTHING NEW IS WELL FORGOTTEN OLD.”

Internet and literature.

1).Manvelov S.G. Designing a modern lesson. - M.: Education, 2002.

2). Larina V.P., Khodyreva E.A., Okunev A.A. Lectures at the classes of the creative laboratory “Modern pedagogical technologies”. - Kirov: 1999 - 2002.

3).Petrusinsky V.V. Irgy - education, training, leisure. New school, 1994

4). Gromova O.K. “Critical thinking - how is it in Russian? Technology of creativity. //BS No. 12, 2001

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Sections: School administration

A school is an open social and pedagogical system that is created by society and is designed to perform socially significant functions. As society renews itself and the social order changes, the school also changes. Fundamental government documents of recent years call the idea of ​​development key in the ideology of the new school, highlighting three important postulates:

1. school is the most important factor in personal development;
2. the school must turn into an effective, promising factor in the development of Russian society;
3. The education system and schools need to be constantly developed.

The development of a school without the development of new ideas is impossible; an innovative process is necessary.

A focus on personal development involves identifying the following as the main criteria for an innovative educational system:

– students’ free access to information, introduction to culture and creativity;
– preserving the life, physical, mental and moral health of students;
– the ability of the education system to include not only cognitive, but also social programs aimed at solving the life problems of students;
– the ability of an innovative educational system to adapt to the needs of each child, to individualize training and education; ensure moral and psychological comfort of students;
– a democratic structure for the joint life of students and teachers.

These criteria for an innovative educational system are reflected in the School Development Program for the 2006–2010 academic years. One of the tasks successfully solved by the school staff is the use of modern educational technologies, which are a prerequisite for the intellectual, creative and moral development of students.

What is the effect of using modern educational technologies?

To do this, you need to understand the meaning of the term “effect”.

An effect is a means, a technique for creating a certain impression, as well as the impression itself; results of any reasons. Thus, the effect is an action, an impression. Therefore, we need to figure out how to produce this impression, with what action. The meaning inherent in this concept can be deepened by words of the same root. For example, effective, which means productive, efficient, effective.

Often the problem of measuring effectiveness is limited to determining the quality of knowledge acquisition, although it is obvious that the concept of the effectiveness of a particular educational technology depends on its potential, on its focus. Therefore, the scientific and methodological council of the school determined the criteria for determining the effectiveness of using innovative technologies:

1. Level of use of modern educational technologies.
2. Level of computer equipment and PC proficiency.
3. Level of readiness of teachers for innovative, experimental activities.
4. Level of development of the cognitive sphere of students.
5. Level of motivation to learn.
6. Participation of students in project activities and creative competitions.
7. Formation of the need for a healthy lifestyle.
8. The degree of satisfaction with school life of students and parents.

Over the analyzed period (3 years), there has been a positive trend in the use of modern educational technologies. During the diagnostics, the following systemic effects were noted.

100% of teachers have information about modern pedagogical technologies.

The school staff uses:

Developmental education technology – 82%

Effectiveness of use: formation of the ability and desire to learn, development of initiative, interest in learning. Comprehensive harmonious development of the child’s personality.

Problem-based learning technology – 78%

Effectiveness of use: mastering methods of independent activity, the ability to see a problem, look for solutions, and form conclusions.

Technology of multi-level training – 95%

Effectiveness of use: involvement of all students in learning activities, learning in accordance with individual capabilities.

Project technology – 72%

Effectiveness of use: formation of research, information, communication competencies. Creating conditions for organized activity and cooperation.

Gaming technology – 84%

Effectiveness of use: fulfillment of the individual’s need for self-expression. Formation of a creative attitude to reality.

Collaborative learning technology – 82%

Effectiveness of use: development of mutual responsibility, the ability to learn according to one’s own capabilities with the support of one’s friends.

Health-saving technology – 100%.

Effectiveness of use: creating and strengthening the physical and mental health of children.

Information and communication technology – 85%

Efficiency of use: increasing the effectiveness of the lesson through the use of multimedia tools and Internet technologies. Formation of information and communication competencies.

Computer literacy of teachers.

Effective use of ICT tools by all participants in the educational process is possible with appropriate preparation. 60% of teachers have been trained in the use of ICT. The school provides courses and consultations for teachers on the topics “Creating tables and diagrams”, “Working on the Internet. E-mail”, “Working with interactive equipment”. In order to increase operational efficiency, the school relies on the formation of its own personnel policy, which contributes to the creation of a team of teachers ready for creativity and innovation. Close attention is paid to the issues of certification of teaching staff.

The number of teachers with VKK increased by 11%, which is proof of the effectiveness of methodological work.

A teacher who is capable and ready to carry out innovative activities at school can become successful when he recognizes himself as a professional and has an attitude towards creative perception of existing innovative experience and its necessary transformation. On the basis of the school in 2007, a regional experimental site was opened on the topic: “Integrated information and educational environment in the cognitive activity of students.” We faced the problem of teachers' willingness to participate in experimental activities. Therefore, the core of OER diagnostics was the idea of ​​identifying and studying the innovative potential of a teacher, which determines his readiness to improve his teaching activities and confirms the availability of means and methods that ensure this readiness.

Level of readiness of teachers for innovative, experimental activities.

The advanced pedagogical experience of teachers is generalized and disseminated in the school, district, and region through open lessons, master classes, and presentations at conferences. Only this academic year, teachers spoke at regional conferences: “Competency-based approach in education as the basis for the implementation of second generation standards: from theory to practice”, “Professional portrait of a teacher”, held open lessons as part of regional advanced training courses, and a regional seminar “Features of UMK Harmony”, etc.

Over the past three years, the number of publications by teachers has increased, revealing effective pedagogical technologies used in school.

Publications of teachers.

The use of modern educational technologies has made it possible to prepare a contingent of students who have the opportunity to study at an increased level of requirements. The school implements pre-profile preparation and specialized training, which made it possible to create conditions for personal and professional self-determination of schoolchildren, new curricula are tested (economics, law, information modeling), and elective courses are developed and taught. To create sustainable motivation for educational activities and the formation of career guidance, an elective course “In search of your calling” is being conducted. At the senior level, the socio-economic profile is implemented, which is the most popular in the microdistrict. In implementing this profile, the school actively cooperates with higher educational institutions: Russian State Social University, Institute of Management, Marketing and Finance.

The number of school graduates who entered universities.

The number of school students in grades 10–11 studying under individual plans increased from 10% to 16%.

The most important component of the pedagogical process should be the personality-oriented interaction of the teacher with students, which would ensure a comfortable psychological well-being of teachers and students, a sharp reduction in conflict situations in the classroom and during educational activities, where favorable preconditions would be created for increasing the level of general cultural training, a favorable microclimate would be created in the classroom and at school. According to the results of psychological studies, over three years the level of school anxiety decreased by 10% and the level of motivation to learn increased by 8.5%.

Today, like hundreds and thousands of years ago, a teacher and a student meet. Between them is an ocean of knowledge and reefs of contradictions. And that's okay. Any ocean contradicts, obstructs, but those who overcome it will be gifted with constantly changing landscapes, the vastness of the horizon, the hidden life of its depths, the long-awaited and unexpectedly growing shore.

Creative success and effective work.

Modern pedagogical technologies

And the future has already arrived

Robert Jung

“Everything is in our hands, so we can’t let them go”

(Coco Chanel)

“If a student at school has not learned to create anything himself,

then in life he will only imitate and copy.”

(L.N. Tolstoy)

The peculiarity of the federal state educational standards of general education is their activity-based nature, which sets the main task of developing the student’s personality. Modern education abandons the traditional presentation of learning outcomes in the form of knowledge, skills and abilities; The formulations of the Federal State Educational Standard indicate real types of activities.

The task at hand requires a transition to a new system-activity educational paradigm, which, in turn, is associated with fundamental changes in the activities of the teacher implementing the new standard. Educational technologies are also changing; the introduction of information and communication technologies (ICT) opens up significant opportunities for expanding the educational framework for each subject in an educational institution.

Under these conditions, the traditional school, which implements the classical model of education, has become unproductive. Teachers have a problem - to transform traditional education, aimed at accumulating knowledge, skills, abilities, into the process of developing the child’s personality.

Moving away from the traditional lesson through the use of new technologies in the learning process eliminates the monotony of the educational environment and the monotony of the educational process, creates conditions for changing the types of activities of students, and makes it possible to implement the principles of health conservation. It is recommended to select a technology depending on the subject content, lesson objectives, students’ level of preparedness, the ability to satisfy their educational needs, and the age category of the students.

Often pedagogical technology defined as:

A set of techniques is an area of ​​pedagogical knowledge that reflects the characteristics of the deep processes of pedagogical activity, the features of their interaction, the management of which ensures the necessary efficiency of the teaching and educational process;

A set of forms, methods, techniques and means of transmitting social experience, as well as the technical equipment of this process;

A set of ways to organize the educational and cognitive process or a sequence of certain actions, operations related to the specific activities of the teacher and aimed at achieving set goals (process chain).

In the conditions of implementation of the requirements of the Federal State Educational Standard LLC, the following technologies become the most relevant:

1. Information and communication technology

2. Technology for the development of critical thinking

3. Project technology

4. Technology of developmental education

5. Health-saving technologies

6. Problem-based learning technology

7. Gaming technologies

8. Modular technology

9. Workshop technology

10. Case - technology

11. Integrated learning technology

12. Pedagogy of cooperation.

13. Level differentiation technologies

14. Group technologies.

15. Traditional technologies (classroom-lesson system)

1). Information and communication technology

The use of ICT contributes to achieving the main goal of modernization of education - improving the quality of education, ensuring the harmonious development of an individual who navigates the information space, is familiar with the information and communication capabilities of modern technologies and has an information culture, as well as presenting existing experience and identifying its effectiveness.

I plan to achieve my goals through the implementation of the following tasks:

· use information and communication technologies in the educational process;

· to form in students a sustainable interest and desire for self-education;

· form and develop communicative competence;

· direct efforts to create conditions for the formation of positive motivation for learning;

· give students the knowledge that determines their free, meaningful choice of life path.

In recent years, the issue of using new information technologies in education has been increasingly raised. These are not only new technical means, but also new forms and methods of teaching, a new approach to the learning process. The introduction of ICT into the pedagogical process increases the authority of the teacher in the team, since teaching is conducted at a modern, higher level. In addition, the self-esteem of the teacher himself grows as he develops his professional competencies.

Pedagogical excellence is based on the unity of knowledge and skills corresponding to the modern level of development of science, technology and their product - information technology.

Currently, it is necessary to be able to obtain information from different sources, use it and create it independently. The widespread use of ICT opens up new opportunities for teachers in teaching their subject, and also greatly facilitates their work, increases the efficiency of teaching, and improves the quality of teaching.

ICT application system

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

Stage 1: Identification of educational material that requires a specific presentation, analysis of the educational program, analysis of thematic planning, selection of topics, selection of the type of lesson, identification of features of the material of this type of lesson;

Stage 2: Selection and creation of information products, selection of ready-made educational media resources, creation of your own product (presentation, educational, training or monitoring);

Stage 3: Application of information products, application in various types of lessons, application in educational work, application in guiding students’ research activities.

Stage 4: Analysis of the effectiveness of the use of ICT, study of the dynamics of results, study of the rating in the subject.

2) Technology of critical thinking

What is meant by critical thinking? Critical thinking is the type of thinking that helps to be critical of any statements, not to take anything for granted without evidence, but at the same time to be open to new ideas and methods. Critical thinking is a necessary condition for freedom of choice, quality of forecast, and responsibility for one’s own decisions. Critical thinking, therefore, is essentially a kind of tautology, a synonym for quality thinking. This is more of a Name than a concept, but it was under this name that, with a number of international projects, the technological techniques that we will present below came into our lives.

The constructive basis of the “technology of critical thinking” is the basic model of three stages of organizing the educational process:

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

· At the stage of comprehension (or realization of meaning), as a rule, the student comes into contact with new information. It is being systematized. The student gets the opportunity to think about the nature of the object being studied, learns to formulate questions as he correlates old and new information. Your own position is being formed. It is very important that already at this stage, using a number of techniques, you can independently monitor the process of understanding the material.

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

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

Functions of the three phases of technology for the development of critical thinking

Call

Motivational (motivation to work with new information, awakening interest in the topic)

Informational (bringing to the surface existing knowledge on a topic)

Communication (conflict-free exchange of opinions)

Understanding the content

Informational (obtaining new information on the topic)

Systematization (classification of received information into categories of knowledge)

Reflection

Communication (exchange of views on new information)

Informational (acquisition of new knowledge)

Motivational (encouragement to further expand the information field)

Evaluative (correlation of new information and existing knowledge, development of one’s own position, evaluation of the process)

Basic methodological techniques for developing critical thinking

1. “Cluster” technique

2. Table

3. Educational brainstorming

4. Intellectual warm-up

5. Zigzag, zigzag -2

6. “Insert” technique

8. “Basket of Ideas” technique

9. Technique “Compiling syncwines”

10. Test question method

11. Technique “I know../I want to know.../I found out...”

12. Circles on the water

13. Role-playing project

14. Yes - no

15. Technique “Reading with stops”

16. Reception “Mutual survey”

17. Technique “Confused logical chains”

18. Reception “Cross-discussion”

3). Project technology

The project method is not fundamentally new in world pedagogy. It originated at the beginning of this century in the USA. It was also called the problem method and was associated with the ideas of the humanistic trend in philosophy and education, developed by the American philosopher and teacher J. Dewey, as well as his student W. H. Kilpatrick. It was extremely important to show children their personal interest in the acquired knowledge, which can and should be useful to them in life. This requires a problem taken from real life, familiar and significant for the child, to solve which he needs to apply acquired knowledge, new knowledge that has yet to be acquired.

The teacher can suggest sources of information, or can simply direct students’ thoughts in the right direction for independent search. But as a result, students must independently and in joint efforts solve the problem, applying the necessary knowledge, sometimes from different areas, to obtain a real and tangible result. All work on the problem thus takes on the contours of project activity.

The purpose of the technology is to stimulate students’ interest in certain problems that require possession of a certain amount of knowledge and, through project activities that involve solving these problems, the ability to practically apply the acquired knowledge.

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

In modern Russian schools, the project-based learning system began to be revived only in the 1980s - 90s, in connection with the reform of school education, the democratization of relations between teachers and students, and the search for active forms of cognitive activity of schoolchildren.

Practical application of design technology elements.

The essence of the project methodology is that the student himself must actively participate in acquiring knowledge. Project technology is practical creative tasks that require students to use them to solve problem problems and knowledge of the material at a given historical stage. As a research method, it teaches how to analyze a specific historical problem or task created at a certain stage in the development of society. By mastering the culture of design, a student learns to think creatively and predict possible solutions to the problems facing him. Thus, the design methodology:

1. characterized by high communication skills;

2. involves students expressing their own opinions, feelings, and active involvement in real activities;

3. a special form of organizing the communicative and cognitive activities of schoolchildren in a history lesson;

4. based on a cyclical organization of the educational process.

Therefore, both the elements and the project technology itself should be used at the end of studying a topic according to a certain cycle, as one of the types of repeating and generalizing lessons. One of the elements of this technique is project discussion, which is based on the method of preparing and defending a project on a specific topic.

Stages of work on the project

	Student activities	Activities of a teacher
Organizational and preparatory	Selecting a project topic, defining its goals and objectives, developing an implementation plan for the idea, forming microgroups.	Forming the motivation of participants, advising on the choice of topic and genre of the project, assistance in selecting the necessary materials, developing criteria for assessing the activities of each participant at all stages.
Search	Collection, analysis and systematization of collected information, recording interviews, discussing the collected material in micro groups, putting forward and testing hypotheses, designing a layout and poster presentation, self-monitoring.	Regular consultation on the content of the project, assistance in systematizing and processing the material, consultation on project design, monitoring the activities of each student, assessment.
Final	Design of the project, preparation for defense.	Preparation of speakers, assistance in project design.
Reflection	Evaluation of your activities. “What did working on the project give me?”	Evaluation of each project participant.

4). Problem-based learning technology

Today, problem-based learning is understood as such an organization of classes that involves the creation, under the guidance of a teacher, of problem situations and the active independent activity of students to resolve them, as a result of which the creative mastery of professional knowledge, skills, abilities and the development of thinking abilities occurs.

The technology of problem-based learning involves organizing, under the guidance of a teacher, independent search activities of students to solve educational problems, during which students develop new knowledge, abilities and skills, develop abilities, cognitive activity, curiosity, erudition, creative thinking and other personally significant qualities.

A problematic situation in teaching has educational value only when the problematic task offered to the student corresponds to his intellectual capabilities and helps to awaken in the students the desire to get out of this situation and remove the contradiction that has arisen.

Problem tasks can be educational tasks, questions, practical tasks, etc. However, you cannot mix a problem task and a problem situation. A problem task in itself is not a problem situation; it can cause a problem situation only under certain conditions. The same problem situation can be caused by different types of tasks. In general, the technology of problem-based learning consists in the fact that students are presented with a problem and they, with the direct participation of the teacher or independently, explore ways and means of solving it, i.e.

· build a hypothesis,

· outline and discuss ways to verify its truth,

· argue, conduct experiments, observations, analyze their results, reason, prove.

According to the degree of cognitive independence of students, problem-based learning is carried out in three main forms: problem presentation, partial search activity and independent research activity. The least cognitive independence of students occurs with problematic presentation: the communication of new material is carried out by the teacher himself. Having posed the problem, the teacher reveals the way to solve it, demonstrates to students the process of scientific thinking, forces them to follow the dialectical movement of thought towards the truth, makes them, as it were, accomplices in scientific research. In conditions of partial search activity, the work is mainly directed by the teacher with the help of special questions that encourage the student to independently reason and actively search for an answer to individual parts of the problem.

Problem-based learning technology, like other technologies, has positive and negative sides.

Advantages of problem-based learning technology: it contributes not only to the acquisition by students of the necessary system of knowledge, skills and abilities, but also to the achievement of a high level of their mental development, the formation of their ability to independently acquire knowledge through their own creative activity; develops interest in educational work; ensures lasting learning outcomes.

Disadvantages: large amounts of time spent achieving planned results, poor controllability of students’ cognitive activity.

5). Gaming technologies

Play, along with work and study, is one of the main types of human activity, an amazing phenomenon of our existence.

By definition, a game is a type of activity in situations aimed at recreating and assimilating social experience, in which self-control of behavior is formed and improved.

Classification of pedagogical games

1. By area of ​​application:

—physical

—intellectual

— labor

—social

—psychological

2. According to (characteristics) the nature of the pedagogical process:

— educational

—training

—controlling

- generalizing

—cognitive

—creative

— developing

3. According to gaming technology:

— subject

—plot

— role-playing

—business

—imitation

-dramatization

4. By subject area:

—mathematical, chemical, biological, physical, environmental

—musical

— labor

—sports

-economically

5. By gaming environment:

-no items

- with objects

—desktop

—room

—street

- computer

—television

—cyclic, with means of transportation

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

—Carries out freer, psychologically liberated control of knowledge.

—The painful reaction of students to unsuccessful answers disappears.

—The approach to students in teaching becomes more sensitive and differentiated.

Game-based learning allows you to teach:

Recognize, compare, characterize, reveal concepts, justify, apply

As a result of using game-based learning methods, the following goals are achieved:

· cognitive activity is stimulated

· mental activity is activated

· information is spontaneously remembered

· associative memorization is formed

· motivation to study the subject increases

All this speaks about the effectiveness of learning during the game, which is a professional activity that has features of both learning and work.

6). Case - technology

Case technologies combine role-playing games, the project method, and situational analysis.

Case technologies are contrasted with such types of work as repeating after the teacher, answering the teacher’s questions, retelling the text, etc. Cases differ from ordinary educational problems (tasks, as a rule, have one solution and one correct path leading to this solution; cases have several solutions and many alternative paths leading to it).

In case technology, an analysis of a real situation (some input data) is carried out, the description of which simultaneously reflects not only any practical problem, but also actualizes a certain set of knowledge that must be learned when solving this problem

Case technology is not a repetition of the teacher, not a retelling of a paragraph or article, not an answer to a teacher’s question, it is an analysis of a specific situation, which forces you to raise the layer of acquired knowledge and apply it in practice.

These technologies help to increase students’ interest in the subject being studied, develop in schoolchildren such qualities as social activity, communication skills, the ability to listen and competently express their thoughts.

When using case technologies in primary school, children experience

· Development of analytical and critical thinking skills

· Connection of theory and practice

· Presentation of examples of decisions made

· Demonstration of different positions and points of view

· Formation of skills to evaluate alternative options under conditions of uncertainty

The teacher is faced with the task of teaching children, both individually and as part of a group:

· analyze information,

· sort it to solve a given problem,

· identify key problems,

· generate alternative solutions and evaluate them,

· choose the optimal solution and formulate action programs, etc.

In addition, children:

· Gain communication skills

· Develop presentation skills

· Form interactive skills that allow you to effectively interact and make collective decisions

· Acquire expert skills and abilities

· Learn to learn by independently searching for the necessary knowledge to solve a situational problem

· Change motivation to learn

With active situational learning, participants in the analysis are presented with facts (events) associated with a certain situation according to its state at a certain point in time. The students' task is to make a rational decision, acting within the framework of a collective discussion of possible solutions, i.e. game interaction.

Case technology methods that activate the learning process include:

· method of situational analysis (Method of analysis of specific situations, situational tasks and exercises; case stages)

· incident method;

· method of situational role-playing games;

· method of analyzing business correspondence;

· game design;

· discussion method.

So, case technology is an interactive teaching technology, based on real or fictitious situations, aimed not so much at mastering knowledge, but at developing new qualities and skills in students.

7). Technology of creative workshops

One of the alternative and effective ways to study and acquire new knowledge is workshop technology. It is an alternative to classroom-lesson organization of the educational process. It uses relationship pedagogy, comprehensive education, education without rigid programs and textbooks, the project method and immersion methods, and non-judgmental creative activity of students. The relevance of the technology lies in the fact that it can be used not only in the case of learning new material, but also in repeating and consolidating previously learned material.

A workshop is a technology that involves organizing the learning process in such a way that the master teacher introduces his students into the learning process through the creation of an emotional atmosphere in which the student can express himself as a creator. In this technology, knowledge is not given, but is built by the student himself in a pair or group based on his personal experience, the teacher-master only provides him with the necessary material in the form of tasks for reflection. This technology allows the individual to build his own knowledge, in this it is very similar to problem-based learning. Conditions are created for the development of creative potential for both students and teachers. The communicative qualities of the individual are formed, as well as the student’s subjectivity - the ability to be a subject, an active participant in activities, independently determine goals, plan, carry out activities and analyze. This technology makes it possible to teach students to independently formulate lesson goals, find the most effective ways to achieve them, develop intelligence, and contribute to the acquisition of experience in group activities.

A workshop is similar to project-based learning because there is a problem to be solved. The teacher creates conditions and helps to understand the essence of the problem that needs to be worked on. Students formulate this problem and offer options for solving it. Various types of practical tasks can serve as problems.

The workshop necessarily combines individual, group and frontal forms of activity, and training proceeds from one to the other.

The main stages of the workshop.

Induction (behavior) is a stage that is aimed at creating an emotional mood and motivating students for creative activity. At this stage, it is assumed that feelings, the subconscious are involved and the formation of a personal attitude towards the subject of discussion. An inductor is everything that encourages a child to act. The inductor can be a word, text, object, sound, drawing, form - anything that can cause a flow of associations. This may be a task, but an unexpected, mysterious one.

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

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

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

Posting is a hanging, a visual presentation of the results of the activities of the master and students. This could be a text, a diagram, a project and familiarize yourself with them all. At this stage, all students walk around, discuss, identify original interesting ideas, and defend their creative works.

A gap is a sharp increase in knowledge. This is the culmination of the creative process, a new emphasis by the student on the subject and awareness of the incompleteness of his knowledge, an incentive to delve deeper into the problem. The result of this stage is insight (illumination).

Reflection is the student’s awareness of himself in his own activities, this is the student’s analysis of the activities he has carried out, this is a generalization of the feelings that arose in the workshop, this is a reflection of the achievements of his own thoughts, his own perception of the world.

8). Modular learning technology

Modular learning has emerged as an alternative to traditional learning. Associated with the international concept of “module”, one of the meanings of which is a functional unit. In this context, it is understood as the main means of modular learning, a complete block of information.

In its original form, modular learning originated in the late 60s of the 20th century and quickly spread in English-speaking countries. Its essence was that a student, with a little help from a teacher or completely independently, can work with the individual curriculum proposed to him, which includes a target action plan, a bank of information and methodological guidance for achieving the set didactic goals. The functions of the teacher began to vary from information-controlling to advisory-coordinating. The interaction between the teacher and the student in the educational process began to be carried out on a fundamentally different basis: with the help of modules, the conscious independent achievement of a certain level of preliminary preparedness by students was ensured. The success of modular learning was predetermined by the observance of parity interactions between the teacher and students.

The main goal of a modern school is to create an education system that would meet the educational needs of each student in accordance with his inclinations, interests and capabilities.

Modular training is an alternative to traditional training; it integrates everything progressive that has been accumulated in pedagogical theory and practice.

Modular training, as one of the main goals, pursues the formation of students’ skills of independent activity and self-education. The essence of modular learning is that the student completely independently (or with a certain dose of help) achieves specific goals of educational and cognitive activity. Learning is based on the formation of the thinking mechanism, and not on the exploitation of memory! Let's consider the sequence of actions for constructing a training module.

A module is a target functional unit that combines educational content and technology for mastering it into a system of a high level of integrity.

Algorithm for constructing a training module:

1. Formation of a block-module of content of theoretical educational material of the topic.

2. Identifying educational elements of the topic.

3. Identification of connections and relationships between educational elements of the topic.

4. Formation of the logical structure of the educational elements of the topic.

5. Determining the levels of mastery of the educational elements of the topic.

6. Determination of requirements for the levels of mastery of educational elements of the topic.

7. Determination of awareness of mastering the educational elements of the topic.

8. Formation of a block of algorithmic prescription of skills and abilities.

A system of teacher actions to prepare for the transition to modular learning.

1. Develop a modular program consisting of CDTs (comprehensive didactic goals) and a set of modules that ensure the achievement of this goal:

2. Structure educational content into specific blocks.

A CDC is being formed, which has two levels: the level of mastery of educational content by students and orientation towards its use in practice.

3. From the CDC, IDCs (integrating didactic goals) are identified and modules are formed. Each module has its own IDC.

4. IDC is divided into PDTs (private didactic goals); on their basis, UE (educational elements) are distinguished.

The principle of feedback is important for managing student learning.

1. Before each module, conduct an incoming examination of students’ knowledge of learning.

2. Current and intermediate control at the end of each UE (self-control, mutual control, comparison with the sample).

3. Output control after completion of work with the module. Goal: to identify gaps in mastering the module.

The introduction of modules into the educational process should be carried out gradually. Modules can be integrated into any training system and thereby enhance its quality and effectiveness. You can combine a traditional teaching system with a modular one. The entire system of methods, techniques and forms of organizing student learning activities, individual work, in pairs, and in groups fit well into the modular training system.

The use of modular learning has a positive effect on the development of students’ independent activities, self-development, and improving the quality of knowledge. Students skillfully plan their work and know how to use educational literature. They have a good command of general academic skills: comparison, analysis, generalization, highlighting the main thing, etc. Active cognitive activity of students contributes to the development of such qualities of knowledge as strength, awareness, depth, efficiency, flexibility.

9). Health-saving technologies

Providing the student with the opportunity to maintain health during the period of study at school, developing in him the necessary knowledge, skills and abilities regarding a healthy lifestyle and applying the acquired knowledge in everyday life.

Organization of educational activities taking into account the basic requirements for the lesson with a complex of health-saving technologies:

· compliance with sanitary and hygienic requirements (fresh air, optimal thermal conditions, good lighting, cleanliness), safety regulations;

· rational lesson/lesson density (time spent by schoolchildren on academic work) should be at least 60% and no more than 75-80%;

· clear organization of educational work;

· strict dosage of training load;

· change of activities;

· training taking into account the leading channels of information perception by students (audiovisual, kinesthetic, etc.);

· place and duration of application of TSO;

· inclusion of technological techniques and methods that promote self-knowledge and self-esteem of students;

· building a lesson taking into account the performance of students;

· individual approach to students, taking into account personal capabilities;

· formation of external and internal motivation for students’ activities;

· favorable psychological climate, situations of success and emotional release;

· stress prevention:

· work in pairs, in groups, both on the spot and at the board, where the led, “weaker” student feels the support of a friend; encouraging students to use different methods of solving, without fear of making a mistake and getting the wrong answer;

· conducting physical education minutes and dynamic breaks in lessons;

· purposeful reflection throughout the lesson and in its final part.

The use of such technologies helps preserve and strengthen the health of schoolchildren: preventing students from overwork in the classroom; improving the psychological climate in children's groups; involving parents in work to improve the health of schoolchildren; increased concentration; reduction in child morbidity rates and anxiety levels.

10).Integrated training technology

Integration is a deep interpenetration, merging, as far as possible, in one educational material of generalized knowledge in a particular area.

The need for integrated lessons is explained by a number of reasons.

The world surrounding children is learned by them in all its diversity and unity, and often school subjects aimed at studying individual phenomena split it into isolated fragments.

Integrated lessons develop the potential of students themselves, encourage active knowledge of the surrounding reality, to comprehend and find cause-and-effect relationships, to develop logic, thinking, and communication abilities.

The form of integrated lessons is non-standard and interesting. The use of various types of work during the lesson maintains the attention of students at a high level, which allows us to talk about the sufficient effectiveness of the lessons. Integrated lessons reveal significant pedagogical possibilities.

Integration in modern society explains the need for integration in education. Modern society needs highly qualified, well-trained specialists.

Integration provides an opportunity for self-realization, self-expression, teacher creativity, and promotes the development of abilities.

Advantages of integrated lessons.

Helps to increase learning motivation, develop students’ cognitive interest, develop a holistic scientific picture of the world and consider phenomena from several angles;

To a greater extent than regular lessons, they contribute to the development of speech, the formation of students’ ability to compare, generalize, and draw conclusions;

They not only deepen their understanding of the subject, but broaden their horizons. But they also contribute to the formation of a diversified, harmoniously and intellectually developed personality.

Integration is a source of finding new connections between facts that confirm or deepen certain conclusions. Student observations.

Patterns of integrated lessons:

the lesson is united by the main idea (the core of the lesson),

the lesson is a single whole, the stages of the lesson are fragments of the whole,

the stages and components of the lesson are in logical-structural dependence,

The didactic material selected for the lesson corresponds to the plan, the chain of information is organized as “given” and “new”.

Interaction between teachers can be structured in different ways. It could be:

1. parity, with equal participation of each of them,

2. one of the teachers can act as a leader, and the other as an assistant or consultant;

3. the entire lesson can be taught by one teacher in the presence of another as an active observer and guest.

Integrated lesson methodology.

The process of preparing and conducting an integrated lesson has its own specifics. It consists of several stages.

1. Preparatory

2. Executive

3. Reflective.

1.planning,

2. organization of a creative group,

3. designing the content of the lesson/session,

4. rehearsals.

The purpose of this stage is to arouse students’ interest in the topic of the lesson and its content. There can be different ways to arouse students’ interest, for example, describing a problem situation or an interesting incident.

In the final part of the lesson, it is necessary to summarize everything said in the lesson, summarize the students’ reasoning, and formulate clear conclusions.

At this stage, the lesson is analyzed. It is necessary to take into account all its advantages and disadvantages

eleven). Traditional technology

The term “traditional education” implies, first of all, the organization of education that developed in the 17th century on the principles of didactics formulated by J. A. Komensky.

Distinctive features of traditional classroom technology are:

Students of approximately the same age and level of training form a group that remains largely constant throughout the entire period of study;

The group works according to a unified annual plan and program according to the schedule;

The basic unit of instruction is the lesson;

The lesson is devoted to one academic subject, topic, due to which students in the group work on the same material;

The work of students in the lesson is supervised by the teacher: he evaluates the results of studies in his subject, the level of learning of each student individually.

The academic year, the school day, the lesson schedule, school holidays, breaks between lessons are the attributes of the class-lesson system.

By their nature, the goals of traditional education represent the education of an individual with given properties. In terms of content, the goals are focused primarily on the acquisition of knowledge, skills and abilities, and not on personal development.

Traditional technology is, first of all, an authoritarian pedagogy of demands; learning is very weakly connected with the inner life of the student, with his diverse requests and needs; there are no conditions for the manifestation of individual abilities, creative manifestations of personality.

The learning process as an activity in traditional education is characterized by a lack of independence and weak motivation for educational work. Under these conditions, the stage of realizing educational goals turns into work “under pressure” with all its negative consequences.

Positive sides	Negative sides
Systematic nature of training	Template construction, monotony
Orderly, logically correct presentation of educational material	Irrational distribution of lesson time
Organizational Clarity	The lesson provides only initial orientation to the material, and achievement of high levels is transferred to homework
Constant emotional impact of the teacher's personality	Students are isolated from communication with each other
Optimal expenditure of resources during mass training	Lack of independence
	Passivity or appearance of activity of students
	Weak speech activity (average speaking time for a student is 2 minutes per day)
	Weak feedback
	Average approach lack of individual training

Levels of mastery of pedagogical technologies

Mastery level		On practice
optimal	Knows the scientific foundations of various PTs, gives an objective psychological and pedagogical assessment (and self-assessment) of the effectiveness of the use of PTs in the educational process	Purposefully and systematically applies learning technologies (TE) in his activities, creatively models the compatibility of various TEs in his own practice
developing	Has an understanding of various PTs; Reasonably describes the essence of its own technological chain; actively participates in analyzing the effectiveness of the teaching technologies used	Basically follows the learning technology algorithm; Possesses techniques for designing technological chains in accordance with the set goal; Uses a variety of pedagogical techniques and methods in chains
elementary	A general, empirical idea of ​​PT has been formed; Builds individual technological chains, but cannot explain their intended purpose within the lesson; Avoids discussion issues related to PT	Applies elements of PT intuitively, sporadically, unsystematically; Adheres to any one teaching technology in its activities; Allows violations in the learning technology algorithm (chain)

And the best option is to use a mixture of these technologies. Thus, the educational process for the most part represents a classroom-lesson system. This allows you to work according to a schedule, in a certain audience, with a certain permanent group of students.

Traditional and innovative teaching methods must be in constant relationship and complement each other. We should remember the saying “EVERYTHING NEW IS WELL FORGOTTEN OLD.”

Internet and literature.

http://yandex.ru/yandsearch?text=project%20technology&clid=1882611&lr=2

http://nsportal.ru

http://murzim.ru/nauka/pedagogika

http://www.imc-new.com

http://yandex.ru/yandsearch?text

http://works.tarefer.ru

http://www.moluch.ru

http://charko.narod.ru

http://mariyakuznec.ucoz.ru

http://www.bibliofond.ru/view.aspx

1).Manvelov S.G. Designing a modern lesson. – M.: Education, 2002.

2). Larina V.P., Khodyreva E.A., Okunev A.A. Lectures at the classes of the creative laboratory “Modern pedagogical technologies”. - Kirov: 1999 - 2002.

3). Petrusinsky V.V. Irgy – education, training, leisure. New school, 1994

4). Gromova O.K. “Critical thinking – how is it in Russian?” Technology of creativity. //BS No. 12, 2001