Modern technologies as a tool for improving the quality of education. Modern technologies in the context of the competence-based approach as a tool for managing the quality of education. The gentleman looks out the window and says

"Competence" - a set of interrelated personality traits (knowledge, skills, methods of activity), which allows you to set and achieve goals. "Competence" is an integral quality of a person, manifested in the general ability and readiness for activities based on knowledge and experience.

The second question for discussion Will the teacher be interested in teaching, and the student will be interested in learning, if modern technologies are used in the educational process? educational technologies and methods? Please select at least 3 reasons that you think prove the effectiveness of technology that can increase interest in the learning process.

Requirements of a competency-based approach to teachers search for new forms, methods, teaching technologies; navigate a wide range of modern technologies, ideas, directions; do not waste time discovering what is already known. Possession of a system of technological knowledge is the most important component and indicator of the pedagogical skill of a modern teacher

“Problem on the palm of your hand” Two conditions for the success of the game: First, the presence of an object that symbolizes the problem. The professionalism of a teacher lies not in the selection of a subject, but in the ability to present it to children. Candle - fire, light, human thought, mind. A flower is not a plant that produces oxygen, but the Beauty of the world. Secondly, there can be no "right" and "wrong" answers here. The main thing is the movement of thought.

Kariev A.D., Sarsekova G.K.

teachers of the department of pedagogy,

Shakarim State University of Semey,

Semey, Republic of Kazakhstan

Development of the seminar Modern technologies as a tool for managing the quality of education"

Target:formation of knowledge about the role of modern technologies as a tool for managing the quality of education.

Logistics: laptop, projector, multimedia presentation.

Teaching methods: work in creative groups, interactive methods (“Give me a flower”, "Questionnaire-newspaper")

Plan of the seminar:

1. Method "Give a flower"

2. Overture (opening seminar)

3. Summary of the seminar moderator on the role of modern technologies as a tool for managing the quality of education

4. Presentation "Modern technologies as a tool for managing the quality of education"

5. Method "Questionnaire-newspaper"

6. Closing of the seminar

move workshop work

1. Method"Give me a flower." Now I will give this flower to one of the participants and explain why I am doing this, in turn, this participant needs to give a flower to one of the seminar participants, explaining the motivation for giving a flower, etc.

2. Overture (the moderator opens the workshop and makes a short theoretical introduction):

Seminar topic: "Modern technologies as a tool for managing the quality of education."

The purpose of the workshop: knowledge formation about the role of modern technologies as a tool for managing the quality of education.

The seminar will be held in an interactive mode, i.e. using a complex of interactive methods.

3.Summary of the moderator of the seminar on the role of modern technologies as a tool for managing the quality of education.

The key concept of the topic and content of the seminar is "Modern technologies"

4. Presentation "Modern technologies as a tool for managing the quality of education"

In this workshop, we will seek answers to the following problem questions:

1. Are modern technologies a tool for managing the quality of education? If yes, why?

2. What modern technologies does a modern teacher need to master in order to develop key competencies in students?

3. What professional and pedagogical competencies does the teacher himself need to possess in order to ensure his own professional development?

Currently, there is a process of transition from knowledge educational paradigm to competence educational paradigm.

To begin with, it is necessary to consider the main concepts of our seminar: competence, quality of education, technology, pedagogical technology.

Competence- this is the possession, possession by a person of the relevant competence, including his personal attitude towards it and the subject of activity.

The quality of education - the set of properties and characteristics of educational and educational services that make them capable of meeting stated and implied needs.

Word - "technology" comes from Greektechno - it means art, skill, skill and logos - science, law. Literally, “technology” is the science of craftsmanship.

Pedagogical technology - it is a system of functioning of all components of the pedagogical process, built on a scientific basis, programmed in time and space and leading to the intended results (Selevko G.K.) [ 3 ].

5. Method "Questionnaire-newspaper"

You need to express your attitude or evaluate the interaction in the form of drawings, friendly cartoons, caricatures, lines of poetry, short prose texts, wishes, comments, suggestions, questions, etc. on a drawing paper.

6. Closing of the seminar

I would like to end the seminar with the following words of Francis Bacon: Those who do not want to use new means must wait for new troubles.
Literature:

1. Khutorskoy, A.V. Workshop on didactics and modern techniques training - St. Petersburg: Peter, 2004. - 541 p.

2. Panshina, T.V. Monitoring the quality of education: Tutorial. - Almaty: Triumph "T", 2007. - 104 p.

3. Selevko G.K. Encyclopedia of Educational Technologies: In 2 volumes. T.1.M.: Research Institute of School Technologies, 2006.- 816s.

Municipal government institution additional education

"House of childhood and youth"

Modern technologies

as a tool to improve the quality of education

Akulova Elena Evgenievna,

Deputy Director for MMR

Pike 2018

Conduct form : workshop using a group form of work.

Security: handout for each group, presentation

Target: understanding the need and possibility of using modern technologies as a tool to improve the quality of education

Tasks

1. Increase the motivation of teachers to use modern technologies in the educational process

2. Contribute to increasing the effectiveness of interaction between the teacher and students in the educational process.

3.Create conditions for active interaction of all participants of the seminar

Expected results: Teachers of additional education will take practical action based on the use of modern educational technology as a tool to improve the quality of education

List of used literature:

1. Pedagogical technologies: a textbook for students of pedagogical specialties / edited by V.S. Kukunina. - M .: ICC "Mart": - Rostov n / D, 2006.
2. Shchurkova N.E. Classroom leadership: gaming techniques. - M .: Pedagogical Society of Russia, 2002, - 224 p.
3. Khutorskoy A.V. Article “Technology for designing key competencies and subject competencies”. // Internet magazine "Eidos".
4. Ivanov D.A., Mitrofanov K.G., Sokolova O.V. Competence approach in education. Problems, concepts, tools. Teaching aid. - M.: APK and PRO, 2003. - 101 p.

Seminar progress:

1.Org. moment. Seminar participants are invited to choose keys according to the form. We offer to take their places in the form of the selected key

Leading:Good afternoon, dear colleagues! It's nice to see you in this audience, and I really hope that you and I will have an interesting and useful conversation.

I invite you to the fantasy playground. Today, the owner of this site will be you and me and modern pedagogical technologies. Our communication will take the form of a workshop "Who wants to become an expert pedagogical technologies?"

2. Creating a Success Situation:

Let's start with this parable:

One day the king decided to put all his courtiers to the test in order to find out which of them was capable of occupying an important state post in his kingdom. A crowd of strong and wise men surrounded him.

"Oh, you, my subjects," - "I have a difficult task, and I would like to know who can solve it."

He led those present to a huge door lock, so huge that no one had ever seen before.

“This is the largest and heaviest castle that has ever been in my kingdom. Which of you can open it?” asked the king.

Some courtiers only shook their heads, others, who were considered wise, began to look at the castle, however, they soon admitted that they could not open it. Since the wise had failed, the rest of the courtiers had no choice but to also admit that this task was beyond their power, it was too difficult. Only one vizier approached the castle. He began to carefully examine and feel it, then tried to move it in various ways, and finally, with one jerk, pulled it.

Oh, miracle - the castle opened! It just wasn't fully latched.

Then the king announced: “You will get a place at court, because you rely not only on what you see and hear, but rely on your own strength and are not afraid to make an attempt.”

We teachers working according to the second generation of the Federal State Educational Standards also need to take courage and make an attempt to implement modern educational technologies (not just to know, but to use them in our practice)

3. Exercise “Presentation”

Before proceeding to the theoretical part of the seminar, I suggest

each participant to draw up in any form a business card to his neighbor, where he indicates his name. The name must be written legibly and large enough.

3-4 minutes are given for all participants to make their business cards and prepare for a mutual introduction

The task is to prepare to introduce your partner to the whole group.

They introduce their partner, starting the presentation with the words: “For Elena Evgenievna, the most effective technology is technology….., because……”.

4. Introduction

Epigraph of the seminar

Who does not want to use new means,
must wait for new troubles

Francis Bacon

Francis Bacon - one of the greatest scholars of the 17th century, a contemporary of Galileo and a predecessor of Newton, the author of the treatise "Experience and Instructions Moral and Political"

Teacher and student grow together:
learning is half learning.

Li Ji

5. Theoretical part

The program for the modernization of the content of education affects all aspects educational process. Its task is to achieve a new quality - a quality that meets the requirements for a person in today's rapidly changing socio-economic conditions.

Traditionally, the entire domestic education system was oriented towards knowledge as the goal of learning (KL). The transformations of Russian society in general and education in particular have led to a change in the requirements for students. The “knowledgeable graduate” has ceased to meet the demands of society. There was a demand for a “skillful, creative graduate” with value orientations. A competency-based approach to learning is intended to help solve this problem.

A student is considered competent based on the results of activity if he is able to apply what he has learned in practice, that is, to transfer competence to certain situations in real life.

Let's now find out what a teacher should be in order to prepare today's graduate.

To do this, we work in groups.

6. Practical part

Exercise 1. The participants of the seminar are divided into three groups: “students”, “teachers”, “experts”

First question for discussion : Groupstudents about answer the question"When is a student not interested in learning?"

Groupteachers answer the questionWhen is a teacher not interested in teaching?

Experts in the role of administrationanswer both questions

During the 5 minutes, participants brainstorm a list of reasons and present the group's response.

Second question for discussion :

students answer the questionWhat teacher would you like to see in your classes?

teachers answer the question:"Which teacher-colleague do you want to see next to you? Reflect on whatman today's teacher.

Experts answer the question"What should be modern teacher?"

Within 5 minutes, the participants answer the question and present the answer of the group.

Task 2 for all groups. in front of you"suitcase" which contains cards with the names of educational technologies that you use in your classes. Using one technology as an example, tell us how it affects the quality of education.

During 5 minutes, the participants discuss the answer to the question and present the answer of the group.

Let's assume that the following technologies are selected:

– student-centered technologies provide for the priority of subject-subject learning, diagnostics personal growth, situational design, game simulation, inclusion learning objectives in the context of life problems involving the development of the individual in the real, socio-cultural and educational space;

– health-saving technologies , a distinctive feature of which is the priority of health, i.e. competent health care is a prerequisite for the educational process

– Information Technology allow to individualize and differentiate the learning process, stimulate cognitive activity and independence of students

– gaming technology allow you to manage emotional tension in the learning process, contribute to the mastery of the skills necessary for cognitive, labor, artistic, sports activities, for communication. During the game, children quietly master what was difficult before.

– problem-developing technologies learning contribute to the development creativity students; the formation of critical thinking and positive emotions.

– design technologies , the essence of which is that the student in the process of working on the educational project comprehends real processes, objects, lives in specific situations. Project technologies are based on the method of projects, which is aimed at developing the cognitive skills of students, critical thinking, the formation of the ability to independently construct their knowledge, the ability to navigate in the information space.

Task 3

Before we start talking about innovative technologies, let's define the concept of "technology".

What is “technology”, technique, technological processes?

How relevant is this topic now? What does Modern Technology mean? What is interactive technology?

So what is “technology”, how does it differ from methodology?

Technology - Greek. the word - means "skill, art" and "the law of science" is the science of skill.

The problem of pedagogical technologies was dealt with by: Selevko, Bespalko, I.P. Volkov, V.M. Monakhov and others.

On the this moment There are several definitions of pedagogical technology, we will choose the most detailed one for today:

Pedagogical technology - this is system method creation, application and definition of the entire process of teaching and mastering knowledge, taking into account technical and human resources and their interaction, which sets as its task the optimization of forms of education (UNESCO).

In other words,technology is fixed sequential actions that guarantee the achievement of a given result.

It contains an algorithm for solving the tasks set; its use is based on the idea of complete controllability of learning and reproducibility of educational cycles.

Differences from the methodology:

The technology is not of an objective nature, it can be implemented on any subject, regardless of the content. Technology can be implementedany teacher (easily reproducible, stability of results). Technology includes a set of methods, forms, means and techniques.

Today there are more than a hundred educational technologies. It is classified according to organizational forms, according to subjects, author's, according to approaches to the child, etc.

Methodology andtechnology - not synonyms, although these two concepts are sometimes equated. Both are forms of process organization.

Technology - a term originally used as a detailed description of the production process. Technology is step-by-step instruction, a recipe with the exact indication of such parameters as quantity, composition, time, sequence, etc.

Methodology - a way of executing the "instruction", suggesting variability and an individual approach to the process of its implementation.

If the technology "dictates", then the technique "recommends". Technology has no personal connotation, it is dry, like a mathematical formula.

The methodology is focused on certain human qualities and takes them into account.

I will give an example . Two people, independently of each other, prepare a dish according to the same recipe, where the composition of the products, the proportions, and the general sequence of the cooking process (technology) are prescribed. However, at the exit, the dishes have a different taste and appearance. This is facilitated by a different approach and style of cooking (methodology).

I was told that in the same production (we are talking about the production of sausages), the same type of sausage was obtained differently depending on which technologist was on duty.

traditional technologies. How is it different from innovation?

* draw a house (test) - traditional image, innovation (house on the slide, teachers should copy)

Features of the technique

Traditional technology is primarily an authoritarian pedagogy of requirements, learning is very loosely connected with inner life the child, with his diverse requests and needs, there are no conditions for the manifestation of individual abilities, creative manifestations of the personality.

regulation of activities, compulsory training procedures;

centralization of control;

orientation towards the middle.

Position: the child is a subordinate object of learning influences.

The position of the teacher is the commander, the only initiative person, the judge (“always right”); the elder (parent) teaches; “with an object for children”, “striking arrows” style.

Knowledge acquisition methods are based on:

communication of ready-made knowledge;

exemplary learning;

inductive logic from particular to general;

mechanical memory;

verbal presentation;

reproductive reproduction.

The learning process as an activity in TT is characterized by a lack of independence, weak motivation. As part of educational activities child:

there is no independent goal-setting, learning goals are set by an adult;

activity planning is carried out from the outside, imposed on the child against his will;

the final analysis and evaluation of the child's activities are not carried out by him, but by the teacher, another adult.

Under these conditions, the stage of implementation of educational goals turns into work "under pressure" with all its negative consequences (alienation of the child from school, education of laziness, deceit, conformity)

Requirements for a teacher

Today, the teacher does not have enough knowledge about existing technologies, he also needs the ability to apply them in practice. The demand for masters of learning is always high.

To feel confident, the teacher must master at least three fundamentally different technologies: productive (subject-oriented), sparing (personally-oriented), cooperation technology

Technology and craftsmanship

The same technology can be carried out by different performers more or less conscientiously, exactly according to instructions, or creatively. The results will be different, however, close to some average statistical value characteristic of this technology.

Sometimes a master teacher uses elements of several technologies in his work, applies original methodological techniques, in this case one should talk about the "author's" technology of this teacher. Every teacher is a creator of technology, even if he deals with borrowing. The creation of technology is impossible without creativity. For a teacher who has learned to work at a technological level, it will always be the main guideline cognitive process in its developing state.

Conditions necessary for mastering and implementing technologies:

the teacher’s understanding of the ideology of technology, the definition of the social group that it will serve, the acceptance of the teacher whose technology is being mastered, the opportunity to “live” in this technology, passing it through their emotions, needs and values; those. (What is it? Who is it for? How do I feel comfortable working with it?)

taking into account the personal qualities of the teacher

providing an opportunity for the teacher to evaluate the results of the use of technology and, if necessary, bring their own into the optimization of technology

technological competence of the teacher

Task in groups: With the help of the “House” reception, settle the tenants in the houses “Technologies for student-centered learning” and “Technologies for problem-based learning”

personality-oriented technologies:

Developmental learning

Multilevel training

The technology of using gaming methods in teaching: role-playing, business and other types of educational games

Gaming Technology

Collective learning system

Collaborative learning (team, group work)

Student Portfolio

Teacher Portfolio

problem learning technology;

Technology for studying inventive problems (TRIZ)

Exploratory learning technology

Project based learning technology

Information and Communication Technologies

Health-saving technology, etc.

Any pedagogical technology should be reproducible and be health-saving.

Person-Centered Technologies represent the embodiment of humanistic philosophy, psychology and pedagogy.

The focus of personality-oriented technologies is a unique holistic person who strives for the maximum realization of his capabilities (self-actualization), is open to the perception of new experience, and is capable of making a conscious and responsible choice in various life situations. It is the achievement of such qualities by a person that is proclaimed the main goal of education, in contrast to the formalized transfer of knowledge and social norms to a child in traditional technology.

The peculiarity of the paradigm of the goals of personality-oriented technologiesconsists in focusing on the properties of the personality, its formation, its development not by someone else's order, but in accordance with natural abilities.

A special place in student-centered learning assignedinteractive technologies

Colleagues , interactive learning technologies - what is it? What technologies do you know?

Interactive learning technologies. Recently gaining more importance (interactive museums of the world)

1. Work in pairs

2. Carousel

4. Work in small groups

5. Aquarium

6. An unfinished offer. (They lived - there were a king and a queen, and then one day ...) along the chain

7. Brainstorm

8. Brownian motion

9. Decision Tree

10. Role (business) game

11. Workshop

12. ICT technology

Interactive methods allow learning to interact with each other; and interactive learning is learning built on the interaction of all students, including the teacher. They involve co-education (collective, collaborative learning), and both the student and the teacher are subjects of the educational process. The teacher more often acts only as the organizer of the learning process, the leader of the group, the creator of the conditions for student initiative.

1. "Microphone". As part of the agreed assistance, the teacher activates the weakly active students in the group by giving them a microphone: the one who has the microphone speaks.

2. "Great circle". One of the simplest methods of group interaction. Its organization requires chairs to be arranged in a large circle. They agree that the answers should be clockwise, the initial place is conventionally indicated, from which the presentation of points of view on the problem begins. The facilitator makes sure the rules are followed. The teacher sets out the problem that should be solved .. Next, in a circle, each participant in the "Big Circle" sets out his own draft solution. The group listens to him without criticism. This decision is gradually fixed on the board (or whatman paper). Upon completion of cooperation on the development common solution problems, the project of each of the participants is voiced and approved (if necessary, corrected) by all the participants in the "circle".

3. Work in pairs.

4. Aquarium - several pupils act out the situation in a circle, and the rest observe and analyze.

5. Unfinished sentence - the first one starts, then the plot develops along the chain.

6. Brainstorm.

7. Brownian movement - the movement of participants throughout the space in order to collect information on the proposed topic. (n/r: Find objects that are round)

8. Decision tree - children are divided into groups, discuss the issue, make their own drawings, then change places and finish drawing their ideas with their neighbors.

9. Role (business) game.

10. Workshop - student performance

11. Show - technologies

Interesting, spectacular action.

Peculiarities:

competitive nature;

The division of participants into speakers, spectators, jury.

It can be spontaneous or pre-planned.

12. ICT technology - interactive technology

The use of ICT is the result of the implementation of the Electronic Russia program

ICT - this is a generalized concept that describes various methods, methods and algorithms for collecting, storing, processing, presenting and transmitting information.

On the one hand, this computer, on the other - communication.

This is the use of televisionDVD,CD, radio, tablets, media, computer, phone, game consoles.

The modern educational process cannot be imagined without the use of multimedia technologies, which provide unique opportunities for the implementation of creative initiatives of the teacher and the student.

From the point of view of the use of ICT in the classroom, it seems appropriate to divide them into four groups. The belonging of an occupation to one or another group determines specifications and the availability of appropriate software for its implementation.

1. Demonstration type classes - presentation

To conduct it, you need a computer and a projector or TV to which you can connect a computer. In such a lesson, information is shown on a large screen and can be used at any stage.

As software, materials of ready-made software products on CD are used, containing a large amount of photo, video, audio information on various topics. Even more popular was the creation by the teacher of presentations for their classes.

2.classes - quizzes, tests.

The high effectiveness of monitoring programs is determined by the fact that they strengthen the feedback in the teacher-student system. Test programs allow you to quickly evaluate the result of work, accurately identify topics in which there are gaps in knowledge. Today, teachers themselves can develop and create computer versions of various tests and use them in their classes.

3. Educational computer games.

Educational programs for this age group on the market can be classified as follows:

1. Games for the development of memory, imagination, thinking, etc.

2. "Talking" dictionaries foreign languages with good animation.

3. ART studios, the simplest graphic editors with libraries of drawings.

4. Games-travelling, "rpg".

5. The simplest programs for teaching reading, mathematics, etc.

Website game maker LearningApps.org

4.Physical minutes, relaxation exercises, posing a problem after watching the video.

Now, dear teachers, we will live with you several new or forgotten technologies, in practice

Educational technologies

1.Cluster

A cluster is a graphical organization of material that shows the semantic fields of a particular concept. The word "cluster" in translation means a beam, a constellation. They form clusters at the stage of comprehension and reflection. This technique allows you to systematize new information in relation to their existing ideas, as well as in accordance with the categories of knowledge. Compiling a cluster allows students to freely and openly think about a topic, independently build cause-and-effect relationships. Students write down a key concept in the center of the sheet, and from it draw arrows-rays in different directions that connect this word with others, from which in in turn, the rays diverge further and further.

Exercise I suggest that each group make a cluster to the topic INNOVATIVE TECHNOLOGIES as I tell, using the names of technologies and keywords

2. Technology for the development of critical thinking "Six Hats of Thinking".

Edward de Bono's "Six Thinking Hats" method can easily be used in any subject area. The use of this method in the classroom develops the ability of students to structure information, in the "Six Thinking Hats" the author presents a simple, but effective method to become a better thinker. He divides thinking into six distinct modes, denoted by hats of different colors. "Putting on" the hat focuses thinking, "changing" the hat changes its direction.

Why is this technology used?

There is a traditional connection between thinking and hats.

"I'm in my hat", "Let's put on our thinking hats" are common phrases.

The hat indicates a specific role that the children will play throughout the lesson.

The method allows you to remove your ego from thinking. And any question is discussed more fully and objectively.

With the Six Thinking Hats method, if we don't like someone's proposal, we know that we will always get the opportunity to critique that idea under black and express feelings under red. However, it becomes possible to explore the idea using white, yellow, green.

Card No. 1 Technology for the development of critical thinking "Six hats of thinking"

Phrase

The group should analyze the proposed plan from the standpoint of a critical way of thinking that is characteristic of the color of the chosen hat, distribute roles - hats.

white hat "Interactive technologies are the future" , including only facts, figures, without argumentation - FACTS

red hat - Prepare a proof proposal"Interactive technologies are the future", including as many different adjectives as possible, both negative and positive - EMOTIONS

Black hat - Prepare a proof proposal"Interactive technologies are the future" , including as many negative features as possible - PROBLEMS, CONTRADICTIONS, NEGATIVE

yellow hat - Sunny, life-affirming color. The yellow hat is full of optimism, hope and positive thinking live under it. The “color of the sun” mindset is a persistent search for the positive aspects inherent in a given situation, and the construction of positive conclusions. Prepare a proof"Interactive technologies are the future" by including as many positive traits as possible - POSITIVE

Green Hat - Prepare a Proof Proposal"Interactive technologies are the future" by incorporating as many future innovations as possible - CREATIVITY

Blue Hat - Prepare your text"Interactive technologies are the future" , incorporating as many interesting ideas as possible from other group members - SUMMARY

3. Case technologies

Case technology

Case - a situation taken from practice, real case which deals with theoretical ideas. The concept of a case comes from the English case - "circumstances".

Case technologies are not a repetition after the teacher, not a retelling of information or articles, not an answer to the teacher's question, this is an analysis specific situation which makes you raise the layer of acquired knowledge and apply them in practice.

Case technology is an interactive learning technology based on real or fictional situations, aimed not only at mastering knowledge, but at forming new qualities and skills in students.

One of the most important characteristics of the case method is the ability to use theory, referring to factual material.

The task of the teacher is to teach children both individually and as part of a group:

analyze information

sort it to solve a given problem

identify key issues

generate alternative solutions and evaluate them

choose the best solution and form action programs, etc.

Work with the case in the lesson is organized according to the following principle:

getting to know the situation

analysis and discussion of the solution in mini-groups

general discussion of the solution proposed by each group and the choice of the optimal one;

summary of the teacher.

Creating a children's case on any topic requires compliance with a number of specific conditions:

the case must correspond to reality, that is, describe the facts that have the possibility of being

the case should not be very large, as it is designed for children, not adults, and the time of working with the case is limited by the lesson

the information necessary to solve the case should be contained in the text; the possibility of attracting additional or reference literature is minimized

case may contain several alternatives solutions

The information needed to create cases can be gleaned from newspaper and magazine articles, fiction, news releases, collections of statistical data. Each case is accompanied by a list of questions for its analysis.

Exercise In the song "Get Together - We Wave to Everyone" there are the words "We will say kind words to everyone, we will be glad to anyone ..."

What adjectives will help you characterize the people about whom the words of the song speak?

Using the dictionary of synonyms, select synonyms for the wordfriendly.

Based on the knowledge gained, compose a leaflet-appeal, urging the inhabitants of our city to be friendly.

4. Basket of ideas

This is a technique for organizing individual and group work of students at the initial stage of the lesson, when their experience and knowledge are being updated. It allows you to find out everything that students know or think about the topic under discussion. On the board, you can draw a basket icon, in which everything that all students together know about the topic being studied will be collected.

Card Technology "Basket of Ideas"

The song "Strong friendship will not break ..."

Exercise: Assemble a basket of ideas in which the secrets of true friendship will be collected.

All information is briefly written in the form of abstracts by the teacher in the "basket" of ideas (without comments), even if they are erroneous. In the basket of ideas, you can "dump" facts, opinions, names, problems, concepts related to the topic of the lesson. Further, in the course of the lesson, these facts or opinions, problems or concepts that are scattered in the mind of the child can be connected in a logical chain.

5.Game technology

You are all familiar and use them in your practice. I want to dwell on the game technology GAME "POSTMAN"

Card №5 Game technologies Postman game

The phrase "What kind of peoples are there in our great country ..."

Match the pictures and envelopes correctly, and you will find out from whom the letter came.

Read the proverbs in the envelopes

Friendship is priceless wealth. Kazakh

For a stranger - half, for a friend - everything is Armenian

You can't trade a close friend for gold. Tatars

Not the friend who walks at the feast, but the one who helps in trouble. Bashkirs

What do people of these nationalities value?

Conclusion: The competence-based approach imposes its own requirements on teachers: the search for new forms, methods, teaching technologies. The teacher needs to navigate a wide range of modern technologies, ideas, trends, not waste time discovering what is already known. The system of technological knowledge is the most important component and indicator of the pedagogical skill of a modern teacher.

Among teachers, the opinion was firmly established that pedagogical skill is purely individual, therefore it cannot be passed from hand to hand. However, based on the ratio of technology and skill, it is clear that pedagogical technology, which can be mastered, like any other, is not only mediated, but also determined by the personal parameters of the teacher. The same technology can be carried out by different teachers, where their professionalism and pedagogical skills will be manifested.

V. Reflection

I propose to evaluate today's work in groups.

- In front of you is a "thermometer", select the temperature of your group on the scale by which the value of the seminar is determined:

34-useless, hopeless, indifferent.

36.6 - necessary, useful, interesting, necessary.

38 - scary, difficult, uninteresting, burdensome

And now, using the technology of six hats, we will conduct a reflection of the seminar

White hat - tell what we did today at the seminar

red hat - express feelings

Green hat - think about where you can apply the knowledge gained

blue hat - general conclusion by seminar

Black hat - highlight flaws

Yellow hat - what was good

VI. Summary of the seminar

- Game "Applause in a circle"

Target: relieve stress and fatigue, thank all participants for their work.

All participants sit in a circle. The host begins to clap his hands and looks at one of the participants. They both start clapping. The participant looked at by the facilitator looks at the other participant, including him in the game. Thus, all participants begin to clap.

Improving the quality of education should be carried out not at the expense of an additional burden on students, but through improving the forms and methods of teaching, selecting the content of education, through the introduction of educational technologies focused not so much on the transfer of ready-made knowledge, but on the formation of a complex of personal qualities of students.

The younger student not only prepares for adulthood, not only acquires knowledge, but participates in various activities. The use of modern pedagogical technologies makes it possible to solve educational problems and form a child's readiness for independent knowledge of the world around him.

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Komogorova Svetlana Nikolaevna

Workshop "Modern technologies as a tool for managing the quality of education" (January 2014)

"The child in the pedagogical process

must accompany

Feeling of free choice

(Sh.A. Amonashvili)

The teacher must be proficient in student-centered, developing educational technologies that take into account different levels of readiness for learning at school.

Among the variety of modern educational technologies, I singled out for myself those that, in my opinion, can be used in working with primary school students.

For example: student-centered, developmental, problem-based learning technologies, as well as game, project, portfolio, health-saving and information and communication technologies.

Modern approaches to the lesson:

person-oriented,

activity,

competence

Three postulates form the basis of the new lesson technology:

“The lesson is the discovery of truth, the search for truth and the comprehension of truth in joint activities children and teachers.
"A lesson is a part of a child's life, and living this life should be done at the level of a high universal culture." The teacher must have the courage to live in the classroom, and not frighten children, be open to all manifestations of life
“A lesson is the work of the soul, and the more diligent this work is, the more respectful the child’s attitude to himself, as well as the teacher’s attitude to his own personality.”

The goals of the modern lesson:

The goals of the teacher:

goals focused on the development of the child's personality and the formation of UUD; objective goals

Student Activity Goals

Types of UUD:

Personal

cognitive

Regulatory

Communicative

Problem-Based Learning Technologies

How to make an ordinary lesson unusual, how to present uninteresting material interesting, how to speak with modern children in modern language? These and many other questions we ask ourselves when we come to class today.

Problematic dialogue is not a system of leading questions and students' choral answers. Questions for dialogue should be carefully thought out in advance and possible answers of students should be predicted.

When working with the use of problem-dialogical learning, the following develops:
1. mental abilities of students(difficulties that arise make students think, look for a way out of a problem situation);
2. independence(independent vision of the problem, formulation of the problematic issue, problematic situation, independence in choosing a solution plan);
Z. creative thinking(independent application of knowledge, methods of action, search for non-standard solutions).

Information educational technologies

A lesson using information technology becomes more interesting for students, as a result, it becomes more effective assimilation of knowledge; improving the level of clarity in the classroom. Computer technology in the classroom is my main assistant. The computer helps me make the lessons more intense, makes it easier for the children to assimilate the material.

The use of computer technology is superior to traditional education for several reasons:

The classroom creates a positive emotional mood: beautiful graphics, elements of a fairy tale, "magic" in training programs involve children in an atmosphere of creativity. As a result, the motivation for learning increases.
The game goal comes to the fore in comparison with the educational one., therefore, it is possible to organize such training that gives solid knowledge and is not tedious for students. The child saves the space station from meteorites, but in fact the task of improving mental counting skills is being solved. The child is looking for a way out of the dragon's cave, and meanwhile his memory, attention, etc. are developing.
There is an intensification of learning. Pupils solve at their own pace, for example, in 20 minutes about 30 language puzzles or 30-40 examples of oral counting, and instantly receive an assessment of the correctness of their solution.
In parallel, the child develops a need to use the computer as a tool that helps him learn.. He masters the keyboard, knows how to enter the required information, correct a mistake, i.e. acquires user skills.
However The computer does not replace the teacher, but only complements! I am convinced that the reasonable use of a computer in elementary school classes promotes students in intellectual development, fosters curiosity, a scientific outlook, the desire for self-development and creative growth.

Design technologies

I also use the methods of project activity, as this method stimulates the independence of students, their desire for self-expression,

forms an active attitude to the world around, empathy and involvement in it, develops communicative qualities.

The project is the "five P's":
Problem
Design (planning)
Search for information
Product
Presentation

With each new project (conceived by the child himself, the group, the class, independently or with the participation of the teacher), we solve several interesting, useful and related real life tasks.

Gaming technologies

The game is the strongest means of socialization of the child, it makes it possible to simulate different situations of life, to look for a way out. The game is important as a sphere of self-realization as a person, it is a communicative activity.

The game contributes to the creation of an emotional mood among students, causes a positive attitude towards the activities performed, improves overall performance, makes it possible to repeatedly repeat the same material without monotony and boredom.

Health saving technologies

I believe that our task today is to teach the child various techniques and methods for maintaining and strengthening their health. I try to build my lessons, setting myself and my students exactly this goal: how

protect and improve health?

To do this, I use the methods of health-saving technologies.

1. I include elements of student-centered learning:

Entry into the working day.

Starting from the 1st grade, to speed up the entry of the child into the school day, I teach children to smile more often. Our rule: “If you want to make friends, smile!”

When congratulating on a birthday, everyone names only the positive qualities of the birthday man.

Creating a situation of choice and success.

Creation of a favorable emotional and psychological microclimate in the classroom and extracurricular activities also plays an important role.

The use of reflection techniques.

What made the biggest impression on you?

What worked out best?

What tasks seemed the most interesting?

What caused the difficulty?

What do you want to think about?

What advice would you give yourself?

Who wants to compliment?

Will the knowledge of today's lesson be useful to you in the future?

2. I use physical education.

We love, we love, we love

We love everyone around!

Happy, happy, happy

What a friend is next to us !!!

Technology "AMO"

ACTIVE LEARNING METHODS- methods that stimulate the cognitive activity of students. They are built mainly on a dialogue that involves a free exchange of views on ways to resolve a particular problem. A.m.o. characterized high level student activity.

Innovation Assessment System "Portfolio"

At present, educationalportfolio technology.The use of the Portfolio technology allows you to track the individual progress of the student, helps him to realize his strengths and weaknesses, allows you to judge not only educational, but also creative and communicative achievements.

Mugs "Harmony", "Theatre"

Conclusion

The priority of training should not be the development by students of a certain amount of knowledge, skills and abilities, but the ability of students to learn on their own, acquire knowledge and be able to process it, select the right one, memorize it firmly, connect it with others.

Widespread adoption innovative technologies create conditions for improving the quality of education, cognitive activity and educational motivation of schoolchildren.

Therefore, the task of the teacher is to try to build the study educational material in the classroom so that most of it was mastered by students on their own. “Nothing that is important to know cannot be taught - all a teacher can do is indicate the paths,” the English writer believed.Richard Aldington .

It is not always easy for a teacher to prepare a lesson using this or that technology. Often this requires a lot of time, preparation of a large amount of material. But, as a rule, a lesson conducted with the use of technology justifies itself, as it allows students to be involved in the lesson process as much as possible, motivates them to work independently, and, perhaps most importantly, allows them to achieve high-quality assimilation of educational material. Which, in turn, will lead each teacher to the realization of the main goal - improving the quality of education of the student, and, accordingly, will contribute to the implementation of the tasks of the new generation standards.

Our children behave smartly, one teacher has silence in the lesson, the task is completed, and the other can afford a lot. So everything depends on us, dear colleagues, on the chosen, properly constructed line of training. Correctly written by one studentWe don't need to be loved, we need to be understood."

Modern educational technologies and pedagogical innovations as a tool for managing the quality of education

Improving the quality of education is one of the main tasks of modernizing Russian education. The most important criterion of pedagogical skill in modern pedagogy is the effectiveness of the teacher's work, which is manifested in the one hundred percent success of schoolchildren and their same interest in the subject. That is, the teacher ― this is a master who knows how to teach all children without exception. The professionalism of the teacher is most clearly manifested in the good results of those students who are considered to be unwilling, unable, unable to learn.

The basis of education quality management is the transition from teaching methodology to implementation in studying proccess educational technologies.

How to distinguish between the concepts of "methodology" and "educational technology"?

The methodology is pedagogical science, which explores the patterns of teaching a particular subject. Teaching methods are the methods of work of the teacher and students, with the help of which the mastery of knowledge, skills and abilities is achieved, the worldview of students is formed, and abilities are developed. The concept of "methodology" expresses the mechanism for using a set of methods, techniques, means and conditions for training and education.

If the methods prescribe the activities of the teacher in the lesson (what and in what sequence to state, what means to use, what tasks to solve, how to organize the generalization of the material, etc.), then in educational technologies, as a rule, the activities of the students themselves are described.

If the methods are soft, advisory in nature (the teacher has the right to more or less follow the advice teaching aids for the teacher), then technologies prescribe a certain sequence of activities of the trainees and the teacher's control actions, deviation from which destroys the integrity of the educational process, which may prevent the achievement of the planned result.

There are many definitions of learning technology, in which, as G.K. Selevko, the following criteria of manufacturability are emphasized to one degree or another. These criteria include conceptuality, consistency, manageability, efficiency and reproducibility.

Criterion of conceptuality lies in the fact that each of the technologies is based on one or more theories (philosophical, pedagogical or psychological). For example, programmed learning is based on behavioral theory; developmental education - on theories learning activities and meaningful generalization; integral technology - on the idea of enlargement of didactic units, etc.

Consistency characterized by the logic of construction, the relationship of elements, the completeness and structure of the material and activities.

Controllability— this is the possibility of effective management of educational and cognitive activity of students through diagnostic goal setting; designing the learning process; "built-in" control, which allows you to adjust the results and the very process of selecting means and teaching methods.

Efficiency involves achieving the planned result with the optimal cost of funds and time for training.

Reproducibility implies the possibility of replication, transfer and borrowing of technology by other teachers.

The practical implementation of the methodology is the teacher's lesson plan, which prescribes, in particular, a certain sequence of stages, actions of the teacher, and sometimes students.

The technology will include:

Diagnostic goal-setting: planning learning outcomes through the actions of students, which they master during a certain segment of the educational process. These actions are written with verbs: recognize, define, name, give examples, compare, apply, etc.; goals can also be defined using a system of multi-level tasks;

The presence of a certain technological chain of pedagogical and educational activities that lead to the planned result;

The presence in the basis of each technology of one or more pedagogical or psychological theories;

The ability to reproduce the technology by any teacher, since the technology is based on objective scientific grounds that do not depend on the personality of the teacher;

Availability of diagnostic procedures that contain indicators, tools for measuring results; these procedures represent the input, current, final control, which is necessary for the correction of knowledge, skills of students and the educational process itself.

Characteristics of modern educational technologies,

ensuring the quality of education

Many technologies are currently described in the literature. In order to better understand the essence of technologies, it is important to put them in order, to find grounds for their systematization. As such grounds, various authors propose: target settings, the content of education, the nature of the interaction between the teacher and students, the method of managing the cognitive activity of students, the scope of application.

The main modern technologies aimed at providing quality education are characterized by the transition:

From learning as a function of memorization to learning as a process of mental development that allows you to use what you have learned;

From a purely associative, static model of knowledge to dynamically structured systems of mental actions;

From focusing on the average student to differentiated and individualized training programs;

From external motivation of teaching to internal moral-volitional regulation.

AT Russian education the principle of variability has been proclaimed today, which makes it possible to choose and design the pedagogical process according to any model, including author's. At the same time, it is important to organize a kind of dialogue between various pedagogical systems and teaching technologies, and to test new forms in practice.

The effectiveness of a particular technology largely depends on who specifically embodies certain approaches in pedagogical practice. A modern teacher, as a technologist of the educational process, needs to freely navigate a wide range of innovative technologies, not waste time discovering what is already known. Today it is impossible to be a pedagogically competent specialist without studying the entire vast arsenal of educational technologies.

The most popular and widely used are: the technology of student-centered education and upbringing, the technology of pre-profile training and specialized training, project activity, adaptive learning system, developmental learning, integration, discussion forms of learning, game technologies, gradeless learning technology, information and computer technologies, group activity technology, game technologies, problem learning, technology of educational research, technologies of various types independent work students.

Non-standard forms of organization also contribute to the development of cognitive activity, increasing the educational motivation of schoolchildren and ensuring the quality of education. training session(lesson-game, lesson-competition, lesson-excursion, lesson-travel, multimedia lesson, lesson-conference, business game, quiz lesson, lecture lesson, jousting tournament, teleconference, performance lesson, debate lesson, KVN lesson, debates).

One of the modern technologies aimed at improving the quality of education is interactive learning.

The advantages of interactive forms of learning are obvious, because:

Students master new material not as passive listeners, but as active participants in the learning process;

The share of class load is reduced and the amount of independent work is increased;

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

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

Interactive technologies provide an opportunity for permanent, rather than episodic (scheduled) contacts between the teacher and students. They make education more personal. At the same time, it is important to understand that the use of network resources should not exclude direct communication between the teacher and students and between students.

The use of interactive forms is effective where it is really needed. Any technology should have certain specifics depending on the age of the students and the content of the material being studied.

In elementary school, technology requirements may be as follows:

The use of a variety of technologies for ungraded learning - an ungraded assessment system throughout elementary school, teaching children self- and mutual assessment, the freedom of choice by schools of the assessment system;

Expansion of activity-based forms of education, involving the priority development of creative and search activity in all areas school life, including in teaching;

Building an educational process using technologies for organizing educational cooperation - a significant expansion of the types of joint work of students, their communicative experience in joint activities, a gradual transition from oral to written types of communication, including using the capabilities of information technology;

The use of gaming technologies that contribute to the solution of the main educational tasks in the lesson.

In the primary school, the requirements must change. The basis of the interests and needs of adolescents is the orientation to the test of their capabilities in different areas: intellectual, social, interpersonal, personal. In this regard, the technological aspect of the basic school should be to increase the diversity of types and forms of organization of students' activities. Hence, the main requirements for the conditions for organizing the educational process at this stage of school education can be:

Increase in project, individual and group activities of schoolchildren;

Use of different forms of modular or concentrated training;

Strengthening the role of independent work of students with various sources of information and databases;

Introduction of social practice and social design;

Differentiation of the learning environment: workshop, laboratory, library, lecture hall;

Transition to a cumulative assessment system, for example, the use of the "portfolio" technology.

In high school, the main idea should be associated with a significant expansion of the choice of each student educational programs from those offered to him, or with the creation of his own individual educational program. When choosing educational technologies for high school, it is advisable to be guided by two circumstances:

Priority should be given to those technologies that will allow to differentiate and individualize the educational process within the same class without the use of selective means;

An extremely important role at this stage of education is acquired by technologies for the development of independent cognitive activity.

When formulating the requirements for the selection of educational technologies for each of the three levels, it must be taken into account that all technologies used in school education, must have a certain continuity and there are no technologies that work effectively only at one level of education. The system of educational technologies must be built taking into account the main goals of each stage of education.

Ppedagogical innovations affecting the quality of education

Innovation in education is a process of improving pedagogical technologies, a set of methods, techniques and teaching aids, one of the essential components of the educational activity of any educational institution.

Pedagogical innovations are innovations in the field of pedagogy, a purposeful progressive change that introduces stable elements (innovations) into the educational environment that improve the characteristics of both its individual components and the educational environment itself. educational system generally.

Pedagogical innovations can be carried out both at the expense of the educational system's own resources (intensive development path), and by attracting additional capacities (investments) - new tools, equipment, technologies, capital investments, etc. (extensive development path).

Considering the system of basic concepts of pedagogical innovation, R.N. Yusufbekova identifies three blocks in the structure innovation processes in modern school.

The first block is the block of creating something new in pedagogy. Here we consider such categories as new in pedagogy, classification of pedagogical innovations, conditions for creating a new one, criteria for novelty, a measure of the readiness of a new one for its development and use, traditions and innovation, stages of creating a new one in pedagogy, creators of a new one.

The second block is the block of perception, development and evaluation of the new: the pedagogical community, evaluation and varieties of the processes of mastering the new, conservatives and innovators in pedagogy, innovative environment, readiness of the pedagogical community to perceive and evaluate the new.

The third block is the block of using and applying the new. In this block, patterns and varieties of introduction, use and application of the new are studied.

Innovations aimed at ensuring the quality of education should be associated with changes:

- in styles pedagogical activity and organization of the educational and cognitive process;

- in the system of control and evaluation of the level of education;

- in the system of financing;

- in educational and methodological support;

- into the system educational work;

- in the curriculum and learning programs;

- in the activities of the teacher and the student.

In this regard, all innovations in the field of education can be classified as follows:

1. Intra-subject innovations: innovations implemented within the subject, due to the specifics of its teaching.

2. General methodological innovations: introduction into pedagogical practice of non-traditional pedagogical technologies, universal in nature, since their use is possible in any subject area.

3. Administrative innovations: decisions made by leaders of various levels that contribute to the effective functioning of all subjects of educational activity.

4. Ideological innovations: the fundamental principle of all other innovations, are caused by the renewal of consciousness, the trends of the times.

Pedagogical innovations can be pedagogical ideas, processes, tools, methods, forms, technologies, content programs, etc.

Pedagogical innovations can be classified as follows:

1) by type of activity:

- pedagogical, providing the pedagogical process;

- managerial, providing innovation management educational institutions;

2) by validity period:

- short-term;

- long-term;

3) by the nature of the changes:

- radical, based on fundamentally new ideas and approaches;

- combined, based on a new combination of known elements;

- modified, based on the improvement and addition of existing samples and forms;

4) scale of change:

- local, that is, independent of each other changes in individual sections or components;

- modular - interconnected groups of several local innovations;

- systemic - complete reconstruction of the system as a whole.

Pedagogical innovations are carried out according to a certain algorithm. It is possible to distinguish such stages of development and implementation of pedagogical innovations:

Identification of the need for innovations - development of criteria and indicators of the state of the pedagogical system to be reformed.
Determination of the need for reform - a comprehensive check and assessment of the quality of the pedagogical system, the preparation of special tools.
Sample search pedagogical decisions leading nature, which can be used to model innovations.
Analysis scientific developments containing a creative solution to actual pedagogical problems.
Designing an innovative model of the pedagogical system as a whole or its individual parts.
Setting tasks, fixing those responsible, finding solutions, establishing forms of control.
Calculation of practical significance and efficiency.
Building an algorithm for introducing innovations into practice - searching for areas for renewal or replacement, modeling innovations, developing an experiment program, monitoring its results, introducing the necessary adjustments, final control.
Rethinking and updating the professional vocabulary, that is, the introduction of new concepts into the professional vocabulary.
Protection of pedagogical innovation from copying creative method teacher-innovator without his creative processing.

The creation of highly effective innovative learning technologies allows, on the one hand, students to increase the efficiency of mastering educational material and, on the other hand, teachers to pay more attention to the issues of individual and personal growth of students, manage the quality of education, and provide them creative development.

Innovative educational technology increases teacher productivity. Monitoring the effectiveness of each student's learning and a feedback system allow students to be trained in accordance with their individual capabilities and character warehouse. For example, if one student learns the material the first time, then another, sitting at the computer, can work through the material two or three times or more. Shifting the main function of teaching to teaching means frees up the teacher's time, as a result of which he can pay more attention to issues of individual and personal development students. For innovative technology, the goal is determined very accurately, so the use of objective methods of control makes it possible to reduce the role of the subjective factor in the control, the creation of innovative teaching technologies makes it possible to reduce the dependence of the learning result on the level of the teacher's qualifications. Technologization creates the prerequisites for solving the problem of the continuity of educational programs of school and vocational education.

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