Modern pedagogical technologies in secondary schools. Using innovative technologies in technology lessons in primary and 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 training

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. From the CDC, IDCs (integrating didactic goals) are identified 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 complex 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

The rapid development of society dictates the need for changes in technologies and methods of the educational process. Graduates of educational institutions must be prepared for the trends of changing modernity. Therefore, the introduction of technologies aimed at an individual approach, mobility and distance in education seems necessary and inevitable.

What is “innovative technology”

Word " innovation" is of Latin origin. “Novatio” means “renewal”, “change”, and “in” translates as “in the direction”. Literally “innovatio” - “in the direction of change.” Moreover, this is not just any innovation, but after its application significant improvements in efficiency and quality of activity occur.

Under technology(Greek techne “art”, “skill”, logos “word”, “knowledge” - the science of art) refers to a set of methods and processes used in any business or in the production of something.

Any innovation finds its implementation through technology. Thus, innovative technology is a technique and process of creating something new or improving an existing one in order to ensure progress and increase efficiency in various spheres of human activity.

Innovative educational technologies

The methods used do not work as effectively with the new generation of students. Standardized education does not take into account the individual qualities of the child and the need for creative growth.

Despite a number of problems that cannot be solved using old methods, there are difficulties in introducing innovations. The teacher must understand that the introduction of innovative methods not only helps his students learn the material more effectively, but also develops their creative potential. But it also helps the teacher realize his own intellectual and creative potential.

Types of pedagogical innovations

A wide variety of innovative pedagogical methods are used in school education. The profile orientation of the educational institution, its traditions and standards play a huge role in the choice.

The most common innovations in the education process:

• information and communication technologies (ICT);
• student-centered learning;
• project and research activities;
• gaming technologies.

ICT

Implies integration of teaching disciplines with computer science, and computerization of assessment and communication in general. The computer can be used at any stage of the educational process. Schoolchildren are trained to work with basic programs and study material using electronic textbooks and manuals. Using a computer and projector, the teacher presents the material. Presentations, diagrams, audio and video files, thanks to their clarity, contribute to better understanding of the topic. Independent creation of slides, diagrams, and memory cards helps to structure knowledge, which also helps with memorization.

The presence of a computer, the Internet and special programs makes it possible distance teaching, online excursions, conferences and consultations.

At the end of the study, topics can be used as control tests on the computer. Schools use the system electronic magazines, in which you can track the results of an individual child, class, or performance in a specific subject. Come into use and electronic diaries, where grades are given and homework is recorded. So parents can find out the child’s scores and availability of assignments.

It is important to teach schoolchildren to properly use the Internet, search engines and social networks. With the right approach, they become an inexhaustible source of information and a way for schoolchildren to communicate with the teacher and among themselves.

Gaining popularity creation of a teacher’s own website. Thanks to it, you can share interesting books, manuals, articles, educational videos and audios, and answer students’ questions remotely. Can be used when developing a group project: participants share their work and results with each other and the curator and solve emerging problems.

Student-centered learning

In this case The child is recognized as the main character in learning. The goal is to develop the student’s personality, taking into account his individual qualities. Accordingly, it is not the students who adapt to the educational system and the style of the teacher, but the teacher, using his skills and knowledge, organizes learning according to the characteristics of the class.

Here, the teacher needs to know the psychological, emotional and cognitive characteristics of the student body. Based on this, he forms lesson plans, selects methods and ways of presenting the material. It is important to be able to awaken the student’s interest in the material being presented and to work collectively, acting not so much as a leader, but as a partner and advisor.

If desired by the educational institution, it is possible student differentiation. For example, completing a class according to a certain criterion as a result of testing; further division according to interest; introduction of specialized classes in high school.

Project and research activities

The main goal is to develop the ability to independently, creatively search for data, formulate and solve problems, and use information from different fields of knowledge. The teacher's task is to awaken interest in search activity and creating conditions for its implementation.

When working on a group project, teamwork skills, communication skills, the ability to listen to other people’s opinions, criticize and accept criticism also improve.

The use of this technology in school develops the ability to understand the world, analyze facts, and draw conclusions. This is the basis and assistance when entering a higher educational institution and working on diploma and master's theses.

Gaming technologies

The value of gaming technology lies in the fact that, being essentially a recreation, it performs an educational function and stimulates creative realization and self-expression. Of course, it is most applicable in the younger group of schoolchildren, since it meets their age requirements. It must be used in doses.

At the request of the teacher, the entire lesson can be conducted in a playful way: competition, quiz, KVN, staging scenes from the work. It is possible to use game elements at any stage of the lesson: at the beginning, in the middle or at the end as a survey. A properly organized game stimulates schoolchildren’s memory, interest, and also overcomes passivity.

Changes in the educational sphere are necessary and inevitable. And it is worth noting that for the most part students happily accept something new, interesting, unusual. They are ready and able to perceive. The last word belongs to the teachers.

Many useful materials using innovative technologies are presented in the “Publications” section. You can learn interesting techniques and ideas from your colleagues' work.

Innovative technologies in the implementation of Federal State Educational Standards in primary schools

Kondratyeva Alla Alekseevna, primary school teacher, Zolotukhinskaya Secondary School, Zolotukhino village, Kursk region
Target: formation of new educational content and its introduction into professional activities of innovative technologies.
Tasks:
- develop in children the ability to motivate their actions;
- learn to independently navigate the information received by maximizing their natural abilities;
- to form creative unconventional thinking of children.
Description: Education, as the main means of social development of the individual, should be subject to changes depending on the needs of modern society. It's hard to argue with this fact. However, modern pedagogy is extremely unstable in terms of introducing any innovations. In order to understand how successful certain new methods and forms of teaching are, a long time must pass, so the issue of innovation in education remains acute and relevant. I offer you an article about innovative modern lesson technologies that will be useful for primary school teachers.
Traditions and innovations in education
It cannot be said that such a phenomenon as innovation in the education system has appeared recently. At one time, the issue of new forms of organization of the educational process was dealt with by Ya.A. Komensky, R. Steiner (Waldorf pedagogy system), L.S. made a huge contribution to pedagogy. Vygotsky, who opened many directions in pedagogy and psychology. It is also impossible not to mention such innovations as the theory of the gradual formation of mental actions by P.Ya. Galperin and the theory of activity of A.N. Leontyev. All these world-famous people were the first who began to transform the system of development of knowledge, skills and abilities.
Education is the path and form of becoming a whole person.
The essence and purpose of the new education- this is the actual development of a person’s general, generic abilities, his mastery of universal methods of activity and thinking.
A person of the 21st century must be able to:
-focus on knowledge and use new technologies;
-actively strive to expand your life horizon;
- use your time rationally and be able to design your future;
-be financially literate;
-lead a healthy and safe lifestyle.
Currently, Russia is developing a new education system, focused on entering the global educational space. Education should ensure the formation of the political culture of democratic Russia - the preparation of a generation of free, wealthy, critically thinking, self-confident people.
The new standard of general education has changed approaches today:
- to the purpose of education;
- to teaching tools (how to teach?);
- to teaching technologies;
- to the content of education (what to teach?);
- to goal setting for teachers and students (why teach?);
- to the requirements of teacher training.
New goal of education- this is education, social and pedagogical support for the formation and development of a highly moral, responsible, creative, proactive, competent citizen of Russia.
The educational system is being modernized - educational practice begins to require teachers to update the entire teaching and educational process, its style, and changes in the work of teachers and students.
Today it is impossible to be a pedagogically competent specialist without studying the entire wide range of educational technologies. Modern pedagogical technologies can only be implemented in an innovative school. Innovations, or innovations, are characteristic of any professional human activity and therefore naturally become the subject of study, analysis and implementation. Innovations do not arise by themselves; they are the result of scientific research, advanced pedagogical experience of individual teachers and entire teams.
The concept of “innovation” means newness, newness, change; innovation as a means and process involves the introduction of something new. In relation to the pedagogical process, innovation means the introduction of new things into the goals, content, methods and forms of teaching and upbringing, and the organization of joint activities between teacher and student.
Educational innovation is the result of the creative search of teachers and scientists: new ideas, technologies, approaches, teaching methods, as well as individual elements of the educational process.
Pedagogical innovations in modern school education
1. Information and communication technologies (ICT) in subject teaching.
Experience in using ICT in schools has shown that:
a) children’s motivation to study subject disciplines increases, especially using the project method;
b) the psychological stress of school communication is relieved by moving from the subjective “teacher-student” relationship to the most objective “student-computer-teacher” relationship, the efficiency of student work increases, the share of creative work increases, and the opportunity to receive additional education in the subject within the school walls expands , and in the future, a purposeful choice of a university and a prestigious job will be realized;
c) labor productivity and information culture of the teacher himself increases.
In general, the use of ICT helps improve the quality of students' knowledge and skills.
2. Personality-oriented technologies in teaching the subject .
Personality-oriented technologies place the child’s personality at the center of the entire school educational system, providing comfortable, conflict-free and safe conditions for its development, the realization of its natural potentials. The child’s personality in this technology is not only a subject, but also a priority subject. The main result of the standards is the development of the child’s personality based on educational activities.
3. Information and analytical support of the educational process and management of the quality of education of schoolchildren.
The use of such innovative technology allows us to objectively, impartially track the development over time of each child individually, class, parallel, school as a whole.
4. Monitoring of intellectual development.
Analysis and diagnosis of the quality of learning for each student using testing and plotting graphs of progress dynamics.
5. Educational technologies as the leading mechanism for the formation of a modern student.
Educational technologies are implemented in the form of involving students in additional forms of personal development: participation in cultural and public events, theater, children's creativity centers, etc.
6. Didactic technologies as a condition for the development of the educational process of educational institutions.
Pedagogical technologies and approaches in the educational process:
- developmental training;
- problem-based learning;
- multi-level;
- communicative training;
- design technology;
- gaming technologies;
- dialogue of cultures;
- information and communication technologies;
- didactic multidimensional technology;
- group technologies;
- MRO (technology of modular developmental training)
- technology of creative thinking;
- innovative portfolio assessment system
- competency-based approach;
- activity approach; presupposes that children have a cognitive motive (the desire to know, discover, learn) and a specific educational goal (an understanding of what exactly needs to be found out, mastered);
-person-oriented approach.
Using the capabilities of modern developing technologies will ensure the formation of basic competencies of a modern person:
- information (the ability to search, analyze, transform, apply information to solve problems);
-communicative (the ability to effectively collaborate with other people);
-self-organization (the ability to set goals, plan, take a responsible approach to health, make full use of personal resources);
-self-education (readiness to design and implement one’s own educational trajectory throughout one’s life, ensuring success and competitiveness).
Both already known and proven techniques and new ones can be implemented here.
These are independent work with the help of a textbook, games, design and defense of projects, training with the help of audiovisual technical means, the “consultant” system, group, differentiated teaching methods - the “small group” system, etc. Usually, various combinations of these techniques are used in practice .
7. Psychological and pedagogical support for the introduction of innovative technologies into the educational process of the school.
Thus, The experience of modern Russian schools has a wide arsenal of application of pedagogical innovations in the learning process.
The task of any school- create conditions for the development and improvement of the child, based on his inclinations, interests, needs and own life goals. Primary school is the first and most important step in the general educational process. At primary school age, there is an intensive development of such personality qualities as thinking, attention, memory and imagination. Already in elementary school, children need to be taught: algorithmic thinking in all areas of life, setting tasks independently, choosing effective tools, assessing the quality of their own work, the ability to work with literature and, in general, self-education skills, and the ability to work in a team. At this age, the child’s social and personal development begins, his entry into the life of society.
Based on the theory of L. S. Vygotsky, the development of a primary school student as an individual is determined by the learning process. The modernization of primary education is associated with the new status of the primary school student as a subject of educational activity. Innovations in education should, first of all, lead to the process of developing a little person’s confidence in himself and his abilities. It is necessary to reverse the authoritarianism of education in the thinking of teachers, so that they can put the child on an equal level with themselves, and be able to give the child the opportunity to adequately manage himself and the world around him. At the same time, it is important to note that innovations in education, first of all, should be aimed at creating an individual determined to succeed in any area of ​​application of his capabilities.
Primary school teachers are called upon teach children creativity, cultivate in each child an independent personality who has the tools for self-development and self-improvement, is able to find effective ways to solve a problem, search for the necessary information, think critically, engage in discussion, and communicate.

The main results of the Second Generation Standards are:
-formation of a supporting system of knowledge, subject-specific and universal methods of action that provide the opportunity to continue education in primary school;
- education of the “ability to learn” - the ability to self-organize in order to solve educational problems;
-individual progress in the main areas of personal development - emotional, cognitive, self-regulation.
The main result is the development of the child’s personality based on educational activities.
Many years of practice have convinced me that a teacher at the initial stage of education must provide good knowledge that will become the foundation for further education, develop the ability for self-knowledge, understanding one’s individuality, and create the need to learn and self-develop.
I agree with the statement Sh. A. Amonashvili:“It is necessary for the child to recognize himself as a person, and his interests coincide with universal human values.”
I believe that this can be achieved by introducing modern educational technologies into teacher practice, which will allow solving the problem of modern innovative education - raising a socially active personality.
I select the most effective teaching methods and techniques, tools that help stimulate the mental activity of schoolchildren. I stimulate the children’s mental activity with various means and techniques. I use research methods, discussions, educational games, integrated lessons using ICT. Culture, intellectuality and moral character, pedagogical skill are one of the main conditions for the effectiveness of the lesson and the events I conduct. Today, personality-oriented pedagogical technologies are becoming widespread in primary schools. The practice when a teacher works frontally with the whole class is becoming a thing of the past. Individual and group forms of work in the classroom are more often organized.

The authoritarian style of communication between teacher and student is gradually being overcome. The educational process uses methods and technologies that are adequate to the age characteristics of a primary school student. The educational and methodological complex “Primary School of the 21st Century” presupposes a special psychological climate in the classroom, built on the co-creativity of teacher and student, on the co-creativity of students in the classroom. Working according to this system, I strive to develop the creative abilities of every child. It is important for me that every child can experience a state of success, satisfaction, even from a small but independently achieved result.
“The easier it is for a teacher to teach, the more difficult it is for students to learn. The more difficult it is for the teacher, the easier it is for the student. The more the teacher learns himself, thinks about each lesson and compares it with the student’s strengths, the more he follows the student’s train of thought, the more he invites questions and answers, the easier it will be for the student to learn.”L. N. Tolstoy
Using elements of research activity in teaching allows me not so much to teach children, but to “teach how to learn”, to direct their cognitive activity. Students participate with great interest in a variety of types of research work. The project method allows me to organize truly research, creative, independent activities during the educational time allotted for studying the subject. My students discover new facts rather than receive them ready-made. I place each child in the position of an active participant, give him the opportunity to realize individual creative ideas, and teach him to work in a team. This leads to class cohesion and the development of students' communication skills. An atmosphere of shared passion and creativity is created. Everyone makes a feasible contribution to the common cause, acts at the same time as an organizer, performer, and expert of the activity, and therefore takes responsibility for the action performed. The various educational technologies that exist today are closely interconnected with each other, that is, they borrow technological techniques from each other. For my work, I chose the technology of system-activity learning. Studying mathematics using the textbook by L.G. Peterson, my students work independently in class, can control and analyze their work, “obtain” and comprehend knowledge in feasible independent work.
According to B. Elkonin’s definition, the activity approach– this is an approach to organizing the learning process in which the problem of student self-determination in the educational process comes to the fore, i.e. the student feels needed and appropriate, he feels his growth, and the following conditions are met:
a) the student formulates the problem himself;
b) the student himself finds its solution;
c) the student decides for himself;
d) the student himself evaluates the correctness of this decision.
Children in lessons work in accordance with their capabilities, participate in equal dialogue, and realize the value of their participation in solving various educational problems. This technology requires students to be able to express their opinion, justify it, and build a chain of logical reasoning. The learning process is more effective when I talk less than my students. Everyone knows that personality develops only in the process of its own activity. The activity approach is based on the student’s personal involvement in the process, when the components of the activity are directed and controlled by him.
I implement a systematic activity approach at various stages of the lesson.
At the stage of motivation (self-determination) for educational activities I organize the conscious entry of students into the space of learning activities.
At the stage of updating knowledge I prepare children’s thinking to study new material, reproduce educational content that is necessary and sufficient to perceive new things, and indicate situations that demonstrate the insufficiency of existing knowledge. I include a problematic question that motivates the study of a new topic. At the same time, I work on developing attention, memory, speech, and mental operations.
At the stage of problematic explanation of new material I draw the children’s attention to the distinctive feature of the task that caused the difficulty, then I formulate the goal and topic of the lesson, and organize an introductory dialogue aimed at constructing and comprehending new material, which is recorded verbally, with signs and with the help of diagrams. I offer students a system of questions and tasks that lead them to independently discover something new. As a result of the discussion, we summarize together.
At the stage of primary consolidation my students perform training exercises with obligatory commenting and speaking out loud the studied action algorithms.
When conducting independent work with self-test I use an individual form of work, creating a situation of success for each child. Students independently complete tasks to apply the learned properties and rules, test them in class step by step, comparing them with the standard, and correct the mistakes made, determine their causes, establish methods of action that cause them difficulty and they have to refine them.
The next stage is inclusion in the knowledge system and repetition. Here my children determine the limits of applicability of new knowledge, train the skills of using it in conjunction with previously learned material, and repeat the content that will be required in subsequent lessons. When repeating, I use game elements: fairy-tale characters, competitions.
This contributes to a positive emotional background and the development of children’s interest in lessons.
When summing up the lesson We record the new knowledge learned and its significance. I organize self-assessment of learning activities and coordinate homework.
Summing up the lesson helps the child understand his own achievements and his problems.
Thus, the use of elements of research activity, problem-based learning techniques, project-based methods and group forms of work gives me the opportunity to implement an activity-based approach in teaching primary schoolchildren.
As an example, I will give fragments of a mathematics lesson in grade 2
on the topic “Circle” (lesson of discovering new knowledge).
Stage III: problem statement. (3 min)
Goals:
1. Creating conditions for students to develop an internal need for inclusion in educational activities.
2. Organize the formulation of the problem through a dialogue that stimulates the problem situation.
3.Create conditions for students to conduct a step-by-step analysis of their actions based on standards;
4. Organize for students to identify the location and cause of the difficulty.
1.Working with geometric material based on presentation slides
-What is shown on this slide? How to call it in one word?
(This slide shows geometric shapes).

--Each geometric figure has its own properties.
Listen, what figure are we talking about?
A figure whose opposite sides are equal and parallel.
--Describe the figures 3 (1, 4,)
--What can you say about the 5th figure?
--What groups and on what basis can these figures be divided?
--What general property characterizes the figures on the left?
We described the square, rhombus, rectangle, parallelogram.
Tell me, what properties do you think a circle has?
2. Problem: identifying the location and cause of the difficulty.
- Guys, to find out what properties a circle has, I suggest you do research.
- Let’s remember who researchers are?
-The exact definition of the concept of “researchers” will be suggested by Egor Sh.
3. Proposing and testing a hypothesis (experiment, theoretical justification)
- Today in the lesson we will play the role of researchers in order to learn more about a new geometric figure.
Let's conduct a small experiment, and for this we will continue practical work in notebooks.
Stage 1 of the experiment: the concepts of “circle and circumference”
There are circles on your desks. Take them and trace them with a pencil in your notebooks. Color the shape yellow. Remind me what this figure is called?
Trace the yellow circle in your notebooks again, but do not color it.
Let's explore these figures. Express your guesses.
What are the similarities between these figures? What is the difference?

- What to call the second figure?
Stage IV: design and recording of new knowledge (Discovery of new knowledge!) (7 min)
Goals:
1.Creating conditions for students to develop an internal need for inclusion in educational activities.
2. Organize planning of educational activities in the lesson.
-- I suggest you look at the map of Russia and remember the 1st grade material “Regions and Borders” (Mathematics by L.G. Peterson, (lesson 37, pp. 60-61).
-Who will show the border of our Motherland?
-What color is the border shown on the map?
What is a border, what geometric figure does it resemble?
--What is the name of the territory inside the border?
Look again at the figures in the notebooks. Now can you answer me, what are the similarities and differences between these figures?
--So one of these figures is not a circle. What kind of figure is this?
Listen to the riddle poem that Daria Sh will tell you.
The circle has one friend,
Her appearance is familiar to everyone,
She walks along the edge of the circle
And it's called... (circle).
--Who is ready to formulate the topic of today's lesson?
Read the title of the lesson on the board again and guess what we need to learn about circles.
The purpose of our research: to know,
1) what is a circle,
2) what it consists of, does it have properties,
3) how to draw a circle.
We remember that we work in a team, so we will listen to the opinion of each researcher.
--So, we found out that a circle and a circle are different geometric shapes.
Let's find out what they have in common? What is their difference?
--What definition can we give to a circle?
Stage 2 of the experiment: equidistance
Now we have to learn the property of a circle. To do this, we examine 2 figures.

-What do they have in common? What is the difference?
-What figure can be called a circle? Why?
-Let's find out why we cannot call the first figure a circle.
Now a group of experimenters of 7 people will come out and stand in a circle.

What did we build: a circle or a circle?
-Each of you is a point in this circle. I will stand in the middle and be the center of the circle.
We listen carefully to the question: from which point on the circle will the center be furthest (closest)?
-At what distance are all the points of the circle from the center?
-Let's check this again. I prepared the ribbon. With its help you can trace the length of the distance from the center to the points of the circle. I will hold the ribbon by one end, and you will pass the other end to each other and monitor the length of the ribbon.
-Draw a conclusion: did the length of the ribbon change?
-The distance between which points did we measure? Has this distance changed?
What conclusion should we draw?
Conclusion: all points of the circle are equidistant from the center.
-This is the property of a circle.
So what is a circle? (using presentation slides)
Stage 3 of the experiment: radius and diameter

-Find the center on your circle and put point O (in the center), put point C on the right side of the circle line, connect them. What did you get?
(The line from point O to point C can be called a segment).
This segment is called the radius.
-What points does the radius connect? The radius connected the point of the circle and the center.
- Think about how many radii can be drawn in a circle?
Try placing a few more points on the circle line and connecting them to the center.
Conclusion: you can draw many radii in a circle.
-A circle also has a diameter. Try to formulate for yourself what diameter is?
A diameter is a line segment that connects two points on a circle from opposite ends.
Diameter is two radii.
A diameter is a line segment connecting two points on a circle and passing through the center of the circle.
At the beginning of the discovery of new knowledge, I invited the children to formulate the properties of a circle. After the children’s statements, we formulate purpose of the study- find out what a circle is, what it consists of, whether it has properties and how to draw it.
So, at the first stage of research work it becomes clear what a circle is, a comparison with a circle is made, their similarities and differences are noted.
The hypothesis is put forward: one of these figures is not a circle. Which one? After comparing the figures, finding commonalities and differences, a definition of a circle is given, which the children formulate.
At the second stage of learning a new - familiarization with the property of equidistance between points on a circle. To do this, an experiment is carried out: 7 students are called and stand in a circle, all of them are points of the circle, and the teacher is the center of the circle. One end of the ribbon is held by the teacher standing in the center, the other is passed to each other in turn by other students standing in a circle. Noticing that the length of the ribbon does not change, children are convinced that all points of the circle are equidistant from the center. At the same stage, 2 figures are compared and determined, using the property of a circle, which of them is a circle.
At the third stage Students become familiar with the concepts of “radius” and “diameter”.
Acquaintance with these concepts occurs after familiarization with the property of a circle, which makes it easier to understand the new definition. The tasks from the textbook are also completed here.
At the fourth stage There is an acquaintance with the compass and the rules of working with it. At this stage, with the help of individual children, a historical background is given to the concept of a compass, then I explain the sequence of drawing a circle in my notebooks.
In order to develop spatial imagination, the task is given to put three points:
one is on the circle, the other is inside, and the third is outside the circle. In order for the lesson material to be related to life, children find round objects among the surrounding objects.
At the end of each stage and at the end of the lesson, students, with the help of the teacher, draw conclusions and summarize their work.
Homework - these are not only numbers from the textbook, but also creative ones: “Draw three round-shaped objects using a compass,” make an applique of a chicken.
The entire lesson works to develop the mental activity of younger schoolchildren. Research tasks, in which students took part, are the main form of organizing students’ research activities, and their solution lies “in the zone of proximal development.”
The use of modern information technologies in primary school contributes to a more active and conscious assimilation of educational material by students.
“A real teacher does not show his student a finished building, on which thousands of years of work have been spent, but leads him to the development of building materials, erects a building with him, teaches him how to build.” A.Disterweg
I want to agree with the great scientist, because, working as a primary school teacher, I realize the importance of students’ independent work as a teaching method, the implementation of which contributes to preparation for self-education, self-control, and the formation of the ability to plan, analyze, and make generalizations.
Activity method technology means that the formulation of an educational problem and the search for its solution are carried out by students in the course of a dialogue specially built by the teacher. Children, under my guidance, but with a high degree of independence, answering questions, discover new knowledge. I give children the opportunity to develop the ability to see every phenomenon from different points of view. Possession of such a skill is one of the most important characteristics of a modern person.
It is associated with such personality traits as tolerance for other people's opinions and habits, willingness to cooperate, mobility and flexibility of thinking. In the process of work, I came to the conclusion that a child who has not mastered the techniques of educational activities in the primary grades of school inevitably becomes an underachiever in the middle school. Learning through the activity method provides for the implementation of the educational process in which, at each stage of education, a number of intellectual qualities of the individual are simultaneously formed and improved.
I believe that the correct use of the activity-based teaching method in primary school lessons will optimize the educational process, eliminate student overload, prevent school stress, and most importantly, make school a unified educational process. By using modern technologies in innovative teaching, the teacher makes the process more complete and interesting. Today, every teacher can use the activity method in his practical work, since all the components of this method are well known. Therefore, it is enough just to comprehend the significance of each element and use them systematically in your work. The use of activity-based teaching technology creates conditions for the formation of a child’s readiness for self-development, helps to form a stable system of knowledge and a system of values ​​(self-education). This ensures the fulfillment of the social order reflected in the provisions of the Law of the Russian Federation “On Education”.
The main thing for me is that everything I do should work for the personal growth of my students.
I teach children to love the world and people, strive to learn new things, and lead a healthy lifestyle. I strive to ensure that schooling becomes interesting and joyful for my children and has a developmental character. I choose forms of work through which the child’s information field is saturated with positive images that expand the horizon of his knowledge and encourage creative activity.
Bibliography
1. Badiev S. From traditions to innovation (to the question of the essence of teaching technologies) S. Badiev // Teacher.-2008. No.6.-P.7-9
2. Vygotsky L.S. Pedagogical psychology. – M.: Pedagogy-Press, 1996.
3. Activity-based teaching method: description of technology, lesson notes. 1-4 grades / auto-comp. I.N. Korbakova, L.V. Tereshina. - Volgograd: Teacher, 2008.-118 p.
4.Philosophical and psychological problems of education development. Ed. V.V. Davydova. M.: Pedagogy, 1981.
5. Friedman, L.M. Studying the personality of the student and student groups: a book for teachers. - M.: Education, 1988.- 206 p.
6. Khurtova T.V. Innovative teaching technologies / T.V. Khurtova //Training seminars: methodological support for competency-based training/ T.V. Hurtova. – Volgograd: Teacher, 2007.
7. Tsukerman G. A. Can a junior schoolchild become a subject of educational activity? Bulletin of the Association "Developmental Education". 1997. No. 2
8. Elkonin D. B. On the problem of periodization of mental development in childhood. M.: Pedagogika, 1989. pp. 60-77.

Thank you for your cooperation!

All-Russian conference on the topic: “Innovative technologies in secondary schools.”

SUBJECT : The use of innovative technologies in school as a way to prepare students when choosing a professional field.

TARGET: “The effectiveness of methodological forms in the educational process when using innovative technologies at school when choosing a future profession.

Short description:

The humanization of education presupposes a really functioning system that ensures the unity of the continuous general cultural, moral and professional development of the individual. This socio-pedagogical principle requires a revision of the content and technologies of education in conjunction with the humanization of society. In pedagogy, innovative technologies are considered in connection with the formation of an individual’s readiness for rapidly advancing changes in society through the development of creative abilities and self-learning skills.

The humanization of the pedagogical process determines interest in the problem of professional communication and is aimed at the use of innovative technologies in the learning process (in particular, foreign languages), in which the main emphasis is placed on the formation of professionally significant communication skills in students.

An innovative school is an educational institution whose main task is the innovative activities of teachers and students, based on the basis of the author's innovative ideas in the form of original educational practice.

The emergence of such an innovative school is built on the platform of an ordinary mass school, where specialists in innovative projects in education develop and apply one or more functions of the complex on an original technological basis. An innovative school is a complex dynamic system with its own structure of educational service sectors. Students are involved in all areas of activity and can realize themselves in a full range of scientific programs. This participation occurs in various forms of communication between adults and children.

The effectiveness of methodological forms in the educational process when using innovative technologies.

The introduction of innovative technologies is carried out through the implementation of the informatization program project, the goal of which is to improve the quality of education through informatization of the educational process. The school media library is being completed, licensed programs, electronic textbooks, and lesson presentations have been purchased.

Use by teachers in the classroom:

Student-centered learning

Information and communication technologies

Design and research technology

Health-saving technologies

Block-modular technology

Gaming technologies.

A decisive role in educational innovations is played by personality-oriented technologies in teaching the subject, so that the child’s personality and provision of all the necessary conditions for life and the development of creative potential are at the center of educational services. This innovative idea of ​​education is manifested in individual educational programs taking into account the age, capabilities and needs of the child. The teaching staff participates in pre-profile training, which made it possible to create conditions for personal and professional self-determination of schoolchildren, new curricula were created, and elective courses were developed and conducted.

The area of ​​work with gifted students is being successfully implemented. This work is carried out both through academic and extracurricular work, and individual activities. The result of effective work is that every year students from our school become winners and prize-winners at different levels. The school is developing a monitoring service. Thus, according to the results of research, there is a positive dynamics in the quality of mastering school curriculum.

A teacher who is capable and ready to carry out innovative activities at school can become one when he recognizes himself as a professional and has an attitude towards creative perception of existing innovative experience and its necessary transformation.

An important modern pedagogical innovation in Russia is educational technologies that form the cultural portrait of the student, as well as didactic technologies as the main condition for the development of the educational process.

In modern society, many will agree with me that teaching children is easier than raising them. The process of upbringing requires a more subtle approach to the child and this is a process of constant creativity. The activities of the class teacher are primarily aimed at working with students of the entire class. It forms the motivation for learning of each individual child, studying his age characteristics for the development and stimulation of cognitive interests. However, personal education should be focused not only on mastering a certain amount of knowledge, but also on developing a person’s abilities and qualities that allow him to act and work effectively in modern economic conditions.

The class teacher should be at the epicenter of the innovative activities of an educational institution. Therefore, the class teacher is expected to work filled with both new content and new technologies for designing the educational process.

The widespread introduction of ICT into the educational process has made it possible to expand the arsenal of methodological techniques that help improve the efficiency of teaching work.

The main areas in which the school works are:

1. Moral and legal education.

2. Cultural and educational work.

3. Social and patriotic education.

4. Physical education and recreation.

5.Working with parents.

6. Labor activity.

Working in every direction it is impossible to do without modern information technologies. Man by nature trusts his eyes more and perceives through the visual analyzer. The computer becomes a means of disseminating and exchanging information between student and teacher, and contributes to the development of a child’s increased interest in the world around him. For example, the use of distance learning makes it possible to most accurately solve the problems of intensifying the educational process, including normatively managing quality when using distance technologies.

Today, with the expansion of international cooperation in all areas of activity, one of the first places in the list of professionally important skills is knowledge of a foreign language, and therefore, intensive technologies in foreign languages ​​should be widely introduced into the educational process, which is what is being done in schools.

Thus, the experience of a modern school has a diverse arsenal of application of pedagogical innovations in the learning process, the effectiveness of which depends on the established traditions in the educational institution, the ability of the teaching staff to perceive modern pedagogical technologies, and the material and technical base of the institution.

LITERATURE:

1. Ailamazyan A.K. Education and communication. Pedagogical informatics, 1998, No. 7

2. Angelovski K.A. Teachers and innovation. 1991

3 http// catalog of educational resources.

4. http// iyazyki. ru– Internet – publication “Foreign languages ​​at school”.

Innovative educational technologies in a modern school.

“There is nothing more powerful than an idea whose time has come.”

A. Goryachev.

We can safely say that the time has come for the technology of the activity method as a means of realizing modern educational goals.

The age of industrialization is behind us, the time of informatization has come, and consequently, the value of education has increased. But does the level of knowledge that the modern education system gives a child meet the requirements of new times?

Compared to the last century, conditions have changed dramatically. In the modern world, the amount of information doubles every 18 months, and much knowledge quickly becomes outdated. For successful personal and professional fulfillment in modern society, a school graduate must learn to quickly navigate the flow of diverse information, respond flexibly to significant changes, and systematically improve their skills.

The changes that have occurred in the world over the past decade have determined a new social order of society for the activities of the education system. Without a radical revision of the goals of education and the system of organizing school work, it is difficult for schoolchildren to adapt to new social conditions and the “information explosion.” If during the period of “stagnation” the priority goal of education was “the assimilation of the entire amount of knowledge that humanity has developed”, then in the new socio-economic conditions the student’s personality, his ability to “self-determination and self-realization”, to independently make decisions and bring them to the forefront comes to the fore. before execution, to a reflexive analysis of one’s own activities.

In the pedagogical literature there are many terms that characterize certain pedagogical technologies: teaching technology, upbringing technology, teaching technology, educational technology, traditional technology, programmed learning technology, problem-based learning technology, proprietary technology, etc.

The transition from traditional teaching to new pedagogical technologies should be carried out by understanding the necessary theoretical material.

Thus, the teacher is faced with a problem: how to transform traditional schooling into a living, interested process of personal development capable of independently setting goals and achieving them using new pedagogical technologies?
It should be noted that mastering new teaching technologies requires teachers to be internally prepared for serious work to transform themselves. Every teacher knows that the more diverse the forms and methods of work used in the classroom, the more interesting and effective the educational process is.

The basis of project activities are the following skills:

independent application of knowledge in practice;

orientation in the information space;

continuous self-education;

presence of critical and creative thinking;

the ability to see, formulate and solve a problem.

Stages of project activities.

Stage 1 . Thinking through the topic of the project.

To determine the topic, the teacher selects a key scientific idea in accordance with the curriculum of his subject.

Stage 2 . Selecting the age group of students.

Determined by the teacher based on the curriculum Topics .

Stage 3. Formulation of the fundamental question and problematic issues of the educational topic.

The teacher formulates, taking into account the fundamental questions of the educational topic and the questions that students must answer.

Stage 4. Formulation of the didactic goals of the project.

These are the goals that the student sets for himself and tries to achieve them during the implementation of the project.

Stage 5. Formulation of tasks.

Mechanisms for achieving didactic goals are built.

Stage 6. Formulating a current problem.

Students independently formulate problems (goals and topics) of individual research within the framework of the stated project.

Stage 7. Proposing hypotheses for solving problems.

Formulated by students. Hypotheses are put forward as possible solutions to problems. They are then tested through research.

Stage 8. Forming groups to conduct research and determining the form for presenting the results.

Students are divided into mini-groups of 4-6 people.

Research projects are presented by authors in different forms, depending on the goals and content: this can be the full text of an educational study: a scientific article; research plan, abstracts, report, poster presentations (design of visual material, illustration text); abstract of a problematic nature, computer presentations. The main element of the projects is the conclusions that the young researcher came to while working on the topic.

Stage 9 . Discussion of the students' work plan.

Students think through ways to conduct their research and outline a plan of action.

Stage 10. Discussion of possible sources of information.

Purpose: to set the direction of information search.

Research activities involve the development of library and search skills, the ability to navigate information flows, acquire knowledge using Internet resources and computer technologies, and conduct interviews with the public. These are skills in working with encyclopedias, book publications, almanacs, newspapers, magazines, specialized dictionaries, reference books, etc.

Stage 11. Independent work of students in groups.

Determining the task for everyone in the group. The teacher advises, walking around the groups, directing the course of discussions.

Stage 12. Independent work of groups.

Distribution of responsibilities among each other in the group.

Independent activity of each project participant in accordance with a certain time.

The role of the teacher: consultation, assistance, guiding students’ activities in the right direction.

Stage 13. Preparation of presentations on progress reports.

Goal: systematize the data obtained. The role of the teacher: consultation, assistance.

Stage 14. Project protection.

Each group is given up to 10 minutes. Next comes a discussion of the problems identified in the project.

When defending projects, I use various forms of discussions: round table, forum, press conference, etc.

The importance of project technology in the development of key competencies of students:

scientific, theoretical, non-standard thinking of students is formed;

master the basics of research activities; a situation of success is created (experience of joy from independent discoveries); the opportunity to independently search for knowledge is provided (no ready-made “recipes”); the ability to reflect develops.

Thus, project activities shape the social experience of students in work and communication, promote the intellectual growth of schoolchildren, broaden their horizons both in the field of their subject and in the surrounding reality, and provide an opportunity to better reveal their own potential.

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Slide captions:

A new teacher for a new school will teach in a new way, prepared using materials from the Intel “Teaching for the Future” program

The main problem How to turn traditional schooling into a living, interested process of personal development capable of independently setting goals and achieving them using new pedagogical technologies?

Psychological basis of the system of complete assimilation Ideas of American scientists J. Carroll, B. Bloom and others. The dependence of the quality of acquired knowledge is confirmed not so much on abilities and on the time spent in class, but on the time spent on independent mastery of educational material.

Taxonomy is a hierarchically interconnected system (from the Greek taxis - arrangement, structure, order, and homos - law) - a theory of classification and systematization of complexly organized areas of activity that have a hierarchical structure

B. Bloom's taxonomy The system of complete assimilation is reflected in the taxonomy of educational goals and levels of cognitive abilities Taxonomy of educational goals, levels of development of cognitive abilities, educational issues Assumes that knowledge is at the “base of the pyramid”

Bloom's Taxonomy Evaluation Synthesis Analysis Use Understanding Knowledge High Level Thinking High Level Thinking

Pyramid – 3 lower levels Level Study skills and examples of tasks Knowledge Repetition or recognition of information list, highlight, tell, show, name Understanding Grasping (understanding) the meaning of information materials describe, explain, identify signs, formulate differently Use Application in a similar situation apply, illustrate, solve

Pyramid – 3 top levels Level Study skills and example tasks Analysis Define elements and structure analyze, check, experiment, organize, compare, identify differences Synthesis Connect elements in a new way create, come up with a design, develop, plan Evaluation Comparative assessment of significance based on criteria to present arguments, defend a point of view, prove, predict

Evaluation Synthesis Analysis Use Understanding Knowledge present arguments, defend a point of view, prove, predict create, come up with a design, develop, make a plan analyze, check, conduct an experiment, organize, compare, identify differences apply, illustrate, decide to describe, explain, identify features, formulate differently make a list, highlight, tell, show, name Examples of tasks

Fundamentals of project activities: independent application of knowledge in practice; orientation in the information space; continuous self-education; presence of critical and creative thinking; the ability to see, formulate and solve a problem.

How to develop high-level thinking? There is a direct connection between the questions we ask and the levels of thinking we reach when answering them.

Questions Each type of question presupposes a different type of answer, because it actualizes and involves some aspect of thinking. Knowing that each type of question taps into a different aspect of thinking allows us to consciously manage our thinking.

Project activities shape students’ social experience in work and communication; promotes the intellectual growth of schoolchildren; broadens one’s horizons both in the field of one’s subject and in the surrounding reality; makes it possible to better realize your own potential.

So, a new teacher for a new school will teach in a new way by asking questions, developing higher level thinking. By intensifying the educational activities of students, to form the competencies necessary for a person in the 21st century. By mastering and using ICT in the classroom, prepare students for activities in the information educational and professional environment.