Pedagogical Council on the topic: "Modern technologies as a tool for managing the quality of education"
Completed:
- Chipchigina Natalya Gennadievna senior teacher MBDOU kindergarten "Firefly"
- Kuznetsova Elena Vladimirovna Deputy Head of MBDOU Kindergarten "Firefly" general developing type of Lyantor, Surgut district
Purpose: understanding the need and possibility of using modern technologies as an indicator of the pedagogical competence of a modern teacher.
Tasks:
- to systematize theoretical knowledge about socio-pedagogical concepts in education "competence-based approach", "competence" - the meanings and content of concepts
- analyze and determine the impact of the use of modern technologies in the context of a competency-based approach on the quality of children's education
- exchange existing experience in designing ways to transition to a competency-based approach in the educational practice of the institution.
Equipment:
- computer, interactive whiteboard, music center, magnetic board
- presentation "Modern technologies as a tool for managing the quality of education"
- questionnaire (Appendix).
- drawing paper, ball, pens, blank sheets of paper, markers, audio recordings.
Participants: head, deputy head of the VMR, senior educator, teachers of a preschool institution, primary school teachers of secondary school No. 4 in Lyantor, parents (legal representatives).
Plan of the teachers' council.
- Greetings from faculty members. Communication of goals and objectives, work plan, agenda.
- On the implementation of the decisions of the previous pedagogical council.
- An exercise "Performance" .
- Brainstorm "Perfect Kindergarten" .
- Warm up "If You Think" .
- Parable "The Master and the Worker" .
- Creative play .
- business game "Problem in the Hand" .
- Reflection.
- Summing up the results of the pedagogical council.
- Communicative game “Applause in a circle.
I. Introduction
- Greetings from faculty members. Targets and goals. Work plan message. On the implementation of the decisions of the previous pedagogical council.
- An exercise "Performance" : each participant draws up a business card in any form, where he indicates his name. The business card is attached so that it can be read. 3-4 minutes are given for all participants to make their business cards and prepare for a mutual introduction, for which they pair up, and each tells his partner about himself. The task is to prepare to introduce your partner to the whole group. The main task of the presentation is to emphasize the individuality of your partner, to tell about him in such a way that all other participants immediately remember him. Then the participants sit in a large circle and take turns introducing their partner, starting the presentation with the words: "For... the most important thing..." (representation of the teacher in the profession).
II. Theoretical, practical part
Moderator: Among the numerous problems of preschool education in the new socio-cultural conditions, one of the main ones is the problem of its quality, a quality that meets the requirements for a person in today's rapidly changing socio-economic conditions. Today it is not enough to fill the minds of pupils with a mass of information and then check its assimilation. The world is changing rapidly, knowledge becomes obsolete even faster. The leading positions are occupied by those people, organizations and countries that have the most up-to-date information, are able to receive it and apply it effectively. New time defines new goals of education. These goals today are formed by those for whom kindergartens work - children, parents, the state, society. Achieving the correspondence of educational results to the needs of these target groups determines the quality of preschool education and education in general. Let's look at the concept "QUALITY" ? What does the concept mean "The quality of education" ? (answers of teachers).
Moderator: The concept of the quality of preschool education should be understood in three meanings:
- as a result characterizing the results of the social development of the child in the conditions of the preschool educational institution;
- as a process that reflects the organization and implementation of a purposeful process of education and training in the interests of the individual at the stage of preschool childhood;
- as an upbringing and educational system that functions as a subsystem in the system of continuous education, as an initial stage.
Brainstorm "Ideal kindergarten through the eyes of a parent, teacher, child, kindergarten administration"
Participants are divided into three groups "learners" , "teachers" , "parents" , kindergarten administration .
First question for discussion: “When is a student not interested in learning?” , “When is a teacher not interested in teaching, educating and developing?”
Within 5 minutes, the participants make a list of reasons and present them for discussion in the audience. Answers are written on the interactive whiteboard.
Second question for discussion: “Will the teacher become interested in teaching, educating, developing, and the student interested in learning, if modern educational technologies and methods are used in the educational process?”
Within 5 minutes, participants select at least 3 arguments that, in the opinion of group members, prove the effectiveness of technology that can increase interest in the learning process. From the answers, experts single out 2-3 most effective, in the opinion of this audience, technologies and voice them.
Host: Now I suggest you take a break. Warm-up to relieve stress and fatigue.
- If you think the richest resource for adult learning is experience, clap your hands
- If you think that practical information is more important for adults than theoretical information, stomp your feet.
- If you are sure that each person has their own individual learning style, touch the tip of the nose
- If you think adults learn the same way children do, nod your head.
- If you think that adults' desire to learn depends on their needs and interests, wave your hand
- If you think that emotions are not so important in learning, close your eyes.
- If you enjoy learning and being a student, smile.
Host: The teacher needs to navigate a wide range of modern technologies, ideas, trends, not waste time discovering what is already known. The system of technological knowledge is the most important component and indicator of the pedagogical skill of a modern teacher. Let's look at the concepts of "competence" and "competence", which are almost synonymous.
Parable "The master and the worker
The worker went to the master and said:
Barin! Why do you pay me only five kopecks, and Ivan always five rubles?
Barin looks out the window and says:
I see someone is coming. It seems that hay is being transported past us. Come out and have a look.
The worker left. Came back and says:
True, sir. Like hay.
Don't you know where? Maybe from Semyonovskie meadows?
Don't know.
Come down and find out. The worker went. Enters again.
Barin! Exactly, from the Semenovskie.
Do you know if the hay is the first or the second cut?
Don't know.
So go find out!
The worker left. Returns again.
Barin! First bite!
Don't you know why?
Don't know.
So go find out.
Went down. Came back and says:
Barin! Five rubles.
Don't they give it cheaper?
Don't know.
At this moment, Ivan enters and says:
Barin! Hay was brought past from the Semyonovskie meadows of the first hay. They asked for 5 rubles. Bargained for 3 rubles per cart. I drove them into the yard, and they unload there. The master turns to the first worker and says:
Now you understand why they pay you 5 kopecks, and Ivan 5 rubles? (discussion of the parable). So what is competence?
"Competence" - a set of interrelated personality traits (knowledge, abilities, skills, ways of activity) which allows you to set and achieve goals. How is competency different from competence?
"Competence" - an integral quality of the personality, manifested in the general ability and readiness for activities based on knowledge and experience. A teacher is considered competent in terms of performance if he is able to apply what he has learned in practice, i.e. transfer competence to certain situations in real life.
Leading: among teachers, the opinion is firmly established that pedagogical skills are purely individual, therefore it cannot be passed from hand to hand. However, based on the ratio of technology and skill, it is clear that pedagogical technology, which can be mastered, like any other, is not only mediated, but also determined by the personal parameters of the teacher. The same technology can be carried out by different teachers, where their professionalism and pedagogical skills will be manifested.
Creative play "Competence of teachers in open classes" : At the next stage of our teachers' council, it is necessary to assess the professional competence of teachers representing open classes, to note the positive and negative aspects of the lesson. (Each participant writes down the positive and negative moments of the lesson, the leader voices). Summing up the game, discussion.
Business game "Problem on the palm"
Moderator: I suggest that each participant look at the problem of improving professional competence as if from the outside, as if you were holding it on the palm of your hand. (Music sounds, the presenter holds the ball in his palm).
I'm looking at this ball. It is round and small, like our Earth in the universe. The earth is the home in which my life unfolds. What qualities and how would I like to develop in myself so that my life and teaching activities would ensure my own professional advancement and development?
Participants alternately hold a ball on their palm, symbolizing the problem, and express their personal attitude, passing the ball in a circle.
Moderator: What did you think during the game? What did you experience? Summing up the game. Reflection.
III. Final part
Summing up, making a decision, reflecting on activities. Participants are asked to fill out a questionnaire by answering questions (Appendix) within 5 minutes.
Host: Let's remember what the king of one planet said in the fairy tale of Antoine de Saint-Exupery "The little Prince" : “If I tell my general to turn into a sea gull, and if the general does not follow the order, it will not be his fault, but mine” . What might these words mean to us as educators? (Answers of teachers).
In essence, these words contain one of the most important rules: set realistic goals for yourself and for those whom you educate. It should be emphasized that any pedagogical innovations must be used competently, and the teacher must always be guided by the principle: “The main thing is not to harm!” .
Diesterweg also said that "A bad teacher teaches the truth, a good teacher teaches to find it" , and for this he must himself have pedagogical competence. We strive to find forms that will help the team successfully master the strategy of a competency-based approach. And the proposed line of action can help us with this: try it yourself - offer to students - share with colleagues - find like-minded people - join forces. After all, only together can we achieve the best success.
Communication game "Applause in a circle" Purpose: relieve stress and fatigue, thank all participants for their work.
All participants sit in a circle. The host begins to clap his hands and looks at one of the participants. They both start clapping. The participant looked at by the facilitator looks at the other participant, including him in the game. Thus, in the end, all participants begin to clap.
Used Books:
- Boguslavets L.G., Mayer A.A. Quality management of preschool education. Toolkit. Moscow, 2009.
- Volobueva L.M. The work of the senior educator of the preschool educational institution with teachers. Moscow 2005.
- Dick N.F. Pedagogical Council in a preschool educational institution. Rostov n/a. 2005.
- Miklyaeeva N.V., Miklyaeva Yu.V., Tolstikova S.N. Kindergarten of the future. Moscow 2010.
- Potashnik M.M. Education quality management. Moscow 2000.
- Sazhina S.D. Preschool management. Moscow 2008.
- Chestnova N.Yu. A new handbook for a kindergarten methodologist. Rostov n/a 2006.
- Tskvitaria T.A. To help the senior teacher. Moscow 2014.
- Magazines "Management of a preschool educational institution" № 1 (2007) , №3, №4 (2010) , №8 (2011) , №4 (2015) .
"Competence" - a set of interrelated personality traits (knowledge, skills, methods of activity), which allows you to set and achieve goals. "Competence" is an integral quality of a person, manifested in the general ability and readiness for activities based on knowledge and experience.
The second question for discussion Will the teacher become interested in teaching, and the student interested in learning, if modern educational technologies and methods are used in the educational process? Please select at least 3 reasons that you think prove the effectiveness of technology that can increase interest in the learning process.
Requirements of a competency-based approach to teachers search for new forms, methods, teaching technologies; navigate a wide range of modern technologies, ideas, directions; do not waste time discovering what is already known. Possession of a system of technological knowledge is the most important component and indicator of the pedagogical skill of a modern teacher
“Problem on the palm of your hand” Two conditions for the success of the game: First, the presence of an object that symbolizes the problem. The professionalism of a teacher lies not in the selection of a subject, but in the ability to present it to children. Candle - fire, light, human thought, mind. A flower is not a plant that produces oxygen, but the Beauty of the world. Secondly, there can be no "right" and "wrong" answers here. The main thing is the movement of thought.
Modern educational technologies and pedagogical innovations as a tool for managing the quality of education
Improving the quality of education is one of the main tasks of modernizing Russian education. The most important criterion of pedagogical skill in modern pedagogy is the effectiveness of the teacher's work, which is manifested in the one hundred percent success of schoolchildren and their same interest in the subject. That is, the teacher ― this is a master who knows how to teach all children without exception. The professionalism of the teacher is most clearly manifested in the good results of those students who are considered to be unwilling, unable, unable to learn.
The basis of education quality management is the transition from teaching methods to the introduction of educational technologies into the educational process.
How to distinguish between the concepts of "methodology" and "educational technology"?
Methodology is a pedagogical science that explores the patterns of teaching a particular academic subject. Teaching methods are the methods of work of the teacher and students, with the help of which the mastery of knowledge, skills and abilities is achieved, the worldview of students is formed, and abilities are developed. The concept of "methodology" expresses the mechanism for using a set of methods, techniques, means and conditions for training and education.
If the methods prescribe the activities of the teacher in the lesson (what and in what sequence to state, what means to use, what tasks to solve, how to organize the generalization of the material, etc.), then in educational technologies, as a rule, the activities of the students themselves are described.
If the methods are of a soft, recommendatory nature (the teacher has the right to more or less follow the advice of the teaching aids for the teacher), then the technologies prescribe a certain sequence of students' activities and the teacher's control actions, deviation from which destroys the integrity of the educational process, which may hinder the achievement of the planned result.
There are many definitions of learning technology, in which, as G.K. Selevko, the following criteria of manufacturability are emphasized to one degree or another. These criteria include conceptuality, consistency, manageability, efficiency and reproducibility.
Criterion of conceptuality lies in the fact that each of the technologies is based on one or more theories (philosophical, pedagogical or psychological). For example, programmed learning is based on behavioral theory; developmental education - based on the theories of learning activity and meaningful generalization; integral technology - on the idea of enlargement of didactic units, etc.
Consistency characterized by the logic of construction, the relationship of elements, the completeness and structure of the material and activities.
Controllability— this is the possibility of effective management of educational and cognitive activity of students through diagnostic goal setting; designing the learning process; "built-in" control, which allows you to adjust the results and the very process of selecting means and teaching methods.
Efficiency involves achieving the planned result with the optimal cost of funds and time for training.
Reproducibility implies the possibility of replication, transfer and borrowing of technology by other teachers.
The practical implementation of the methodology is the teacher's lesson plan, which prescribes, in particular, a certain sequence of stages, actions of the teacher, and sometimes students.
The technology will include:
Diagnostic goal-setting: planning learning outcomes through the actions of students, which they master during a certain segment of the educational process. These actions are written with verbs: recognize, define, name, give examples, compare, apply, etc.; goals can also be defined using a system of multi-level tasks;
The presence of a certain technological chain of pedagogical and educational activities that lead to the planned result;
The presence in the basis of each technology of one or more pedagogical or psychological theories;
The ability to reproduce the technology by any teacher, since the technology is based on objective scientific grounds that do not depend on the personality of the teacher;
Availability of diagnostic procedures that contain indicators, tools for measuring results; these procedures represent the input, current, final control, which is necessary for the correction of knowledge, skills of students and the educational process itself.
Characteristics of modern educational technologies,
ensuring the quality of education
Many technologies are currently described in the literature. In order to better understand the essence of technologies, it is important to put them in order, to find grounds for their systematization. As such grounds, various authors propose: target settings, the content of education, the nature of the interaction between the teacher and students, the method of managing the cognitive activity of students, the scope of application.
The main modern technologies aimed at providing quality education are characterized by the transition:
From learning as a function of memorization to learning as a process of mental development that allows you to use what you have learned;
From a purely associative, static model of knowledge to dynamically structured systems of mental actions;
From focusing on the average student to differentiated and individualized training programs;
From external motivation of teaching to internal moral-volitional regulation.
In Russian education, the principle of variability has been proclaimed today, which makes it possible to choose and design the pedagogical process according to any model, including author's. At the same time, it is important to organize a kind of dialogue between various pedagogical systems and teaching technologies, and to test new forms in practice.
The effectiveness of a particular technology largely depends on who specifically embodies certain approaches in pedagogical practice. A modern teacher, as a technologist of the educational process, needs to freely navigate a wide range of innovative technologies, not waste time discovering what is already known. Today it is impossible to be a pedagogically competent specialist without studying the entire vast arsenal of educational technologies.
The most popular and widely used are: the technology of student-centered education and upbringing, technologies of pre-profile training and specialized training, project activities, adaptive learning system, developmental learning, integration, discussion forms of learning, game technologies, technology of ungraded learning, information and computer technologies, technology of group activity, game technologies, problem-based learning, technology of educational research, technologies of various types of independent work of students.
The development of cognitive activity, increasing the learning motivation of schoolchildren and ensuring the quality of education are also facilitated by non-standard forms of organizing a lesson (lesson-game, lesson-competition, lesson-excursion, lesson-travel, multimedia lesson, lesson-conference, business game, lesson-quiz, lesson-lecture, jousting tournament, teleconference, lesson-performance, lesson-dispute, lesson-KVN, debates).
One of the modern technologies aimed at improving the quality of education is interactive learning.
The advantages of interactive forms of learning are obvious, because:
Students master new material not as passive listeners, but as active participants in the learning process;
The share of class load is reduced and the amount of independent work is increased;
Students acquire the skill of mastering modern technical means and technologies for searching, extracting and processing information;
The ability to independently find information and determine the level of its reliability is developed.
Interactive technologies provide an opportunity for constant, rather than episodic (scheduled) contacts between the teacher and students. They make education more personal. At the same time, it is important to understand that the use of network resources should not exclude direct communication between the teacher and students and between students.
The use of interactive forms is effective where it is really needed. Any technology should have certain specifics depending on the age of the students and the content of the material being studied.
In elementary school, technology requirements may be as follows:
The use of various technologies for non-grading education - a non-grading system of assessment throughout the entire primary school, teaching children self- and mutual assessment, the freedom of choice by schools of the assessment system;
Expansion of activity-based forms of education, involving the priority development of creative and search activity in all areas of school life, including teaching;
Building an educational process using technologies for organizing educational cooperation - a significant expansion of the types of joint work of students, their communicative experience in joint activities, a gradual transition from oral to written types of communication, including using the capabilities of information technology;
The use of gaming technologies that contribute to the solution of the main educational tasks in the lesson.
In the primary school, the requirements must change. The basis of the interests and needs of adolescents is the orientation to the test of their capabilities in different areas: intellectual, social, interpersonal, personal. In this regard, the technological aspect of the basic school should be to increase the diversity of types and forms of organization of students' activities. Hence, the main requirements for the conditions for organizing the educational process at this stage of school education can be:
Increase in project, individual and group activities of schoolchildren;
Use of different forms of modular or concentrated training;
Strengthening the role of independent work of students with various sources of information and databases;
Introduction of social practice and social design;
Differentiation of the learning environment: workshop, laboratory, library, lecture hall;
Transition to a cumulative assessment system, for example, the use of the "portfolio" technology.
In high school, the main idea should be associated with a significant expansion of the possibility for each student to choose educational programs from those offered to him, or with the creation of his own individual educational program. When choosing educational technologies for high school, it is advisable to be guided by two circumstances:
Priority should be given to those technologies that will allow to differentiate and individualize the educational process within the same class without the use of selective means;
An extremely important role at this stage of education is acquired by technologies for the development of independent cognitive activity.
When formulating the requirements for the selection of educational technologies for each of the three levels, it must be taken into account that all technologies used in school education must have a certain continuity and there are no technologies that work effectively only at one level of education. The system of educational technologies must be built taking into account the main goals of each stage of education.
Ppedagogical innovations affecting the quality of education
Innovation in education is a process of improving pedagogical technologies, a set of methods, techniques and means of teaching, one of the essential components of the educational activities of any educational institution.
Pedagogical innovations are innovations in the field of pedagogy, a purposeful progressive change that introduces stable elements (innovations) into the educational environment that improve the characteristics of both its individual components and the educational system itself as a whole.
Pedagogical innovations can be carried out both at the expense of the educational system's own resources (intensive development path), and by attracting additional capacities (investments) - new tools, equipment, technologies, capital investments, etc. (extensive development path).
Considering the system of basic concepts of pedagogical innovation, R.N. Yusufbekova identifies three blocks in the structure of innovation processes in the modern school.
The first block is the block of creating something new in pedagogy. Here we consider such categories as new in pedagogy, classification of pedagogical innovations, conditions for creating a new one, criteria for novelty, a measure of the readiness of a new one for its development and use, traditions and innovation, stages of creating a new one in pedagogy, creators of a new one.
The second block is the block of perception, development and evaluation of the new: the pedagogical community, evaluation and varieties of the processes of mastering the new, conservatives and innovators in pedagogy, innovative environment, readiness of the pedagogical community to perceive and evaluate the new.
The third block is the block of using and applying the new. In this block, patterns and varieties of introduction, use and application of the new are studied.
Innovations aimed at ensuring the quality of education should be associated with changes:
- in the styles of pedagogical activity and the organization of the educational and cognitive process;
- in the system of control and evaluation of the level of education;
- in the system of financing;
- in educational and methodological support;
- in the system of educational work;
– in the curriculum and curricula;
- in the activities of the teacher and the student.
In this regard, all innovations in the field of education can be classified as follows:
1. Intra-subject innovations: innovations implemented within the subject, due to the specifics of its teaching.
2. General methodological innovations: introduction into pedagogical practice of non-traditional pedagogical technologies, universal in nature, since their use is possible in any subject area.
3. Administrative innovations: decisions made by leaders of various levels that contribute to the effective functioning of all subjects of educational activity.
4. Ideological innovations: the fundamental principle of all other innovations, are caused by the renewal of consciousness, the trends of the times.
Pedagogical innovations can be pedagogical ideas, processes, means, methods, forms, technologies, content programs, etc.
Pedagogical innovations can be classified as follows:
1) by type of activity:
- pedagogical, providing the pedagogical process;
- managerial, providing innovative management of educational institutions;
2) by validity period:
- short-term;
- long-term;
3) by the nature of the changes:
- radical, based on fundamentally new ideas and approaches;
- combined, based on a new combination of known elements;
- modified, based on the improvement and addition of existing samples and forms;
4) scale of change:
- local, that is, independent of each other changes in individual sections or components;
- modular - interconnected groups of several local innovations;
- systemic - complete reconstruction of the system as a whole.
Pedagogical innovations are carried out according to a certain algorithm. It is possible to distinguish such stages of development and implementation of pedagogical innovations:
- Identification of the need for innovations - development of criteria and indicators of the state of the pedagogical system to be reformed.
- Determination of the need for reform - a comprehensive check and assessment of the quality of the pedagogical system, the preparation of special tools.
- Search for samples of pedagogical decisions of a proactive nature that can be used to model innovations.
- Analysis of scientific developments containing creative solutions to actual pedagogical problems.
- Designing an innovative model of the pedagogical system as a whole or its individual parts.
- Setting tasks, fixing those responsible, finding solutions, establishing forms of control.
- Calculation of practical significance and efficiency.
- Building an algorithm for introducing innovations into practice - searching for areas for renewal or replacement, modeling innovations, developing an experiment program, monitoring its results, introducing the necessary adjustments, final control.
- Rethinking and updating the professional vocabulary, that is, the introduction of new concepts into the professional vocabulary.
- Protection of pedagogical innovation from copying the creative method of an innovative teacher without its creative processing.
The creation of highly effective innovative teaching technologies allows, on the one hand, students to increase the efficiency of mastering educational material and, on the other hand, teachers pay more attention to the issues of individual and personal growth of students, manage the quality of education, and ensure their creative development.
Innovative educational technology increases teacher productivity. Monitoring the effectiveness of each student's learning and a feedback system make it possible to train students in accordance with their individual capabilities and temperament. For example, if one student learns the material the first time, then another, sitting at the computer, can work through the material two or three times or more. Shifting the main function of teaching to teaching means frees up the teacher's time, as a result of which he can pay more attention to the issues of individual and personal development of students. For innovative technology, the goal is determined very accurately, so the use of objective methods of control makes it possible to reduce the role of the subjective factor in the control, the creation of innovative teaching technologies makes it possible to reduce the dependence of the learning result on the level of teacher qualification. Technologization creates the prerequisites for solving the problem of the continuity of educational programs of school and vocational education.
Bibliography
- Gorb V.G. Pedagogical monitoring of the educational process as a factor in improving its level and results. Standards and Monitoring, 2000, No. 5
- Kainova E.B. Criteria for the quality of education: main characteristics and methods of measurement. - M., 2005
- Leonov K.P. Modern educational technologies as a factor in improving the quality of education. M 2007
- Korochentsev V.V. and others. Monitoring the quality of education as the most important tool for education management. Innovations in Education, 2005, No. 5
- Mayorov A.N. Monitoring in education. - St. Petersburg, 1998
- Selevko G.K. Modern educational technologies: Textbook. - M.: People's education, 1998. - 256 p.
- Subetto A.I. The quality of education in Russia: state, trends, prospects. - M., 2001
pedagogical innovations as a management tool
quality of education Improving the quality of education is one of
the main tasks of modernizing the Russian
education.
The most important criterion of pedagogical skill in
modern pedagogy considers the effectiveness
teacher's work, manifested in one hundred percent
schoolchildren's progress and their same interest in
subject.
A teacher is a master who knows how to teach everyone
children without exception. The professionalism of the teacher is most pronounced
manifested in the positive results of those
students who are considered to be
willing, incapable, incapable
to study. The quality management of education is based on
transition from teaching methods to implementation in
educational process of educational technologies. Methodology is a pedagogical science that explores
regularities of teaching a certain educational
subject.
Teaching methods - the way the teacher works and
students who help them master
knowledge, skills and abilities, is formed
worldview of students, develop abilities. Methodology
activity is prescribed
teachers in the classroom (what and in what
sequence to state
what tools to use
what tasks to solve
organize a generalization
material, etc.);
has a soft
advisory character
(the teacher has the right to a greater or
follow less
advice of methodological aids
for the teacher)
educational
technology
activity is described
students;
prescribes a certain
subsequence
activities of trainees and
control actions
teacher, retreat from
which destroys
integrity of educational
process that can
hinder the achievement
planned result There are many definitions of technology
education, in which, to one degree or another,
the following criteria are emphasized
manufacturability.
Selevko G.K.
(Professor, Candidate
pedagogical sciences)
These criteria include:
conceptuality;
consistency;
controllability;
efficiency;
reproducibility. Manufacturability criteria
Conceptuality
Consistency
each technology is based on
one or more theories
(philosophical, pedagogical
or psychological).
technology is characterized
construction logic,
interconnection of elements
completeness and
structuredness
material and activities. Manufacturability criteria
Controllability
the possibility of effective
management of educational and cognitive activities
students through diagnostic
goal setting;
process design
learning; "built-in"
control.
Efficiency
achievement of the planned
results with optimal
spending money and time
for education.
Reproducibility
possibility
reproduction, transmission and
technology borrowing
other educators. The practical implementation of the methodology
is the teacher's lesson plan, where
prescribed, in particular, a certain
sequence of stages, actions of the teacher,
and sometimes students. Technology content
1
diagnostic targeting:
planning learning outcomes through
student actions that they
master over a period of time
segment of the educational process
3
at the heart of every
technologies one or
several
pedagogical or
psychological
theories
4
2
certain technological
a chain of pedagogical and educational
actions:
leads to the intended result
possibility
reproduction technology
by any teacher: technology
built on objective
scientific grounds that
independent of the personality of the teacher
5
Availability
diagnostic procedures:
indicators, tools
measuring results
(input, current, final
control) Currently, there are many described in the literature
technologies. To better understand the essence of technology,
it is important to put them in order, to find grounds for their
systematization. As such grounds, various
the authors propose: target settings, content
learning, the nature of the interaction between the teacher and students,
way of managing cognitive activity
trainees, scope of application. Characteristics of modern educational
technologies that ensure the quality of education
learning as a function
memorization
associative, static
knowledge model
focus on
average student
extrinsic motivation
teachings
learning as a process of mental development,
which allows you to use what you have learned
dynamically structured
mental action systems
differentiated and individualized training programs
internal moral-volitional
regulation The principle of variability makes it possible to choose and design
pedagogical process according to any model, including author's. Wherein
it is important to organize a kind of dialogue between different pedagogical systems and
learning technologies, testing new forms in practice. The effectiveness of a given technology largely depends on
who specifically embodies certain approaches in the pedagogical
practice. To the modern teacher as a technologist of the educational process
must be able to freely navigate a wide range of
innovative technologies, do not waste time discovering already
famous.
Today it is impossible to be pedagogical
competent specialist without
exploring the entire vast arsenal
educational technologies.
educational technologies:
student-centered technology
training and education;
pre-profile training technologies and
specialized training;
project activity;
adaptive learning system;
developmental education;
integration;
discussion forms of education; Popular and widely used
educational technologies:
gaming technologies;
unmarked learning technology;
information and computer
technology;
group activity technology;
problem learning;
technology of educational research;
technologies of various types
independent work of students. The development of cognitive activity,
increasing the educational motivation of schoolchildren
and ensuring the quality of education
non-standard forms also contribute
organization of the training session:
game lesson,
quiz lesson,
competition lesson,
lesson-lecture,
excursion lesson,
Knight Tournament,
travel lesson,
teleconference,
multimedia lesson,
performance lesson,
conference lesson,
debate lesson,
business game,
lesson-KVN,
debate. One of the modern technologies aimed at
to improve the quality of education is
interactive learning. Advantages of interactive forms of education:
- students learn new material not as
passive listeners, but as active participants
learning process;
- the share of class load is reduced and the volume is increased
independent work;
– students acquire the skills of mastering modern
technical means and technologies for searching, extracting and
information processing;
- develops the ability to independently find information
and determine the level of its reliability. Requirements
to educational
technologies
in primary school
use of various
markless technologies
training - unmarked
grading system for
throughout the initial
schools, teaching children self- and
mutual appreciation, freedom
school choice system
assessments;
expansion of activity
forms of education,
assuming priority
development of creative and
search activity in all
areas of school life, including
number, and in teaching; Requirements
to educational
technologies
in primary school
building an educational
process using
organization technologies
educational cooperation -
significant expansion of species
collaborative work of students
communication experience in
joint activities,
gradual transition from oral
to writing
communications, including
taking advantage of opportunities
information technologies;
use of gaming
technologies that promote
solving basic educational
tasks in the lesson. Requirements
to educational
technologies
in basic school
project increase,
individual and group
types of activities of schoolchildren;
use of different forms
modular or
concentrated learning;
strengthening the role of independent
work of students with different
sources of information and
databases; Requirements
to educational
technologies
in basic school
introduction of social practices and
social design;
educational differentiation
environments: workshop, laboratory,
library, lecture hall;
transition to storage
grading system, for example,
use of technology
"portfolio". Requirements
to educational
technologies
in high school
priority should be given
the technologies that
allow differentiation and
individualize the educational
process inside one class
without the use of selective
funds;
extremely important role
acquire technology
development of independent
cognitive activity. Formulating eligibility requirements
educational technologies for each of the three
steps, it must be taken into account that all
technologies used in school
education, must have a certain
continuity and no technology,
working effectively on only one
levels of education. system
educational technology is necessary
build according to the main goals of each
levels of education. Innovation in education is a process
improvement of pedagogical technologies,
a set of methods, techniques and teaching aids,
one of the essential components of educational
activities of any educational institution.
Pedagogical innovations are innovations in
areas of pedagogy, purposeful progressive
change that brings to the educational environment
stable elements (innovations) that improve
characteristics of both its individual components and
the educational system as a whole. Pedagogical innovations
intensive way
development
carried out at the expense
own resources
educational system
extensive way
development
carried out at the expense
attraction of additional
capacities - new means,
equipment, technologies,
capital investments, etc. Structure of innovation processes
(R.N. Yusufbekova)
1
creation of a new
in pedagogy
new in pedagogy;
classification
pedagogical innovations;
conditions for creating a new one;
novelty criteria;
measure of the readiness of the new
its development and
use;
tradition and innovation;
stages of creating a new
pedagogy;
creators of the new.
2
perception,
development and evaluation
new
pedagogical
community;
assessment and varieties
development processes
new;
conservatives and innovators
in pedagogy;
innovative environment;
readiness
pedagogical
communities to accept
and evaluation of the new.
use and
3 application
new
patterns;
varieties
implementation;
use and
application. Innovations aimed at
ensuring the quality of education,
must be associated with the introduction
changes:
in purpose, content, methods and
technologies, forms of organization
and control system;
in the styles of pedagogical activity
and organization of the educational process;
into the system of control and evaluation of the level
education;
in the financing system;
in educational and methodological support;
in the system of educational work;
into the curriculum and teaching
programs;
in the activities of the teacher and
student. Innovations in education
1
Intra-subject innovations implemented within the subject, which
innovation
due to the nature of his teaching.
2
General methodological implementation in pedagogical practice
non-traditional pedagogical technologies,
innovation
universal in nature
3
Administrative decisions made by managers at various levels,
innovation
that contribute to the efficient functioning
all subjects of educational activity
4
Ideological
innovation
fundamental principle of all other innovations, caused by
renewal of consciousness, trends of the times Pedagogical innovations
there may be pedagogical ideas,
processes, means, methods, forms,
technologies, content
programs, etc.
by type of activity
pedagogical,
providing
pedagogical process;
managerial,
providing
innovation management
educational
institutions;
by validity period
short-term;
long-term Classification of pedagogical innovations
by the nature of the changes
radical, based on
fundamentally new ideas and
approaches;
combined based on
new combination of well-known
elements;
modified based on
improvement and addition
existing samples and forms;
scale of change
local (independent of each other)
other change individual
sections or components);
modular (interconnected
groups of several local
innovation);
systemic (complete reconstruction
system as a whole).
innovations
1. Identification of the need for innovation - development
criteria and indicators of the state of the pedagogical system,
to be reformed.
2. Determination of the need for reform - comprehensive
checking and assessing the quality of the pedagogical system, training
special toolkit.
3. Search for samples of pedagogical solutions of advanced
character that can be used to model
innovations.
4. Analysis of scientific developments containing a creative solution
actual pedagogical problems.
5. Designing an innovative model of pedagogical
system as a whole or its individual parts. Stages of development and implementation of pedagogical
innovations
6. Setting goals, assigning those responsible, finding funds
decisions, establishing forms of control.
7. Calculation of practical significance and efficiency.
8. Building an algorithm for introducing innovations into practice -
search for sites for renewal or replacement, modeling
innovations, development of the experiment program, its monitoring
results, implementation of the necessary adjustments, final control.
9. Rethinking and updating the professional vocabulary,
that is, the introduction of new concepts into professional vocabulary.
10. Protection of pedagogical innovation from copying
creative method of an innovative teacher without his creative
processing. Creation of highly effective innovative
learning technologies allows, on the one hand,
students to improve the efficiency of mastering
teaching material and, on the other hand, teachers
pay more attention to issues
individual and personal growth of students,
manage the quality of education, provide them
creative development. Innovative educational
technology boosts productivity
teacher's work.
Monitoring the effectiveness of training
each student and a feedback system
connections enable students to learn
according to their individual
capabilities and personality.
Transposition of the main function
training on learning aids
frees up the teacher's time
What can he pay more attention to?
issues of individual and personal
student development.
Boldareva Svetlana Alexandrovna,
Head, MDOU "Miner's Nursery-Kindergarten No. 12"
Target: understanding the need and possibility of using modern technologies as an indicator of the pedagogical competence of a modern teacher.
Tasks:
- to systematize theoretical knowledge about socio-pedagogical concepts in education "competency-based approach", "competence": meanings and content of concepts;
- analyze and determine the impact of the use of modern technologies in the context of a competency-based approach on the quality of children's education;
- exchange existing experience in designing ways to switch to a competency-based approach in the educational practice of institutions of additional education
Equipment: computer, projector, screen, music center; presentation “Modern technologies as a tool for managing the quality of education”; cards for the game "Consequences"; leaflets “Conditions for the formation of key competencies”; business cards, ball, pens, blank sheets of paper, felt-tip pens.
Plan for the workshop
- 1. Greeting. Goals and objectives of the seminar. Presentation of the plan of work of the seminar.
- Introductory part
- Theoretical part
- Practical part
1. Business game
2. The game "Problem on the palm"
3. Game “Consequences”
- Reflection
- Summary of the seminar
І . Greetings. Goals and objectives of the seminar. Presentation of the plan of work of the seminar.
2. Exercise “Presentation”
Each participant draws up a business card in any form, where he indicates his name. The name must be written legibly and large enough. The business card is attached so that it can be read.
3-4 minutes are given for all participants to make their own business cards and prepare for a mutual introduction, for which they pair up, and each tells his partner about himself.
The task is to prepare to introduce your partner to the whole group. The main task of the presentation is to emphasize the individuality of your partner, to tell about him in such a way that all other participants immediately remember him. Then the participants sit in a large circle and take turns introducing their partner, starting the presentation with the words: “For ... the most important thing ...”.
II. Introductory part
1. Epigraph of the seminar.
Who does not want to use new means,
must wait for new troubles
Francis Bacon
Francis Bacon - one of the greatest scholars of the 17th century, a contemporary of Galileo and a predecessor of Newton, the author of the treatise "Experience and Instructions Moral and Political"
Teacher and student grow together:
learning is half teaching. Li Ji
III. Theoretical part
The program of modernization of the content of education affects all aspects of the educational process. Its task is to achieve a new quality - a quality that meets the requirements for a person in today's rapidly changing socio-economic conditions.
Traditionally, the entire domestic education system was oriented towards knowledge as the goal of learning (KL). The transformations of Russian society in general and education in particular have led to a change in the requirements for students. The “knowledgeable graduate” has ceased to meet the demands of society. There was a demand for a “skillful, creative graduate” with value orientations. A competency-based approach to learning is intended to help solve this problem.
Consider the concepts of "competence" and "competence", which are almost synonymous.
"Competence" - a set of interrelated qualities of a person (knowledge, abilities, skills, methods of activity), which allows you to set and achieve goals.
"Competence" - an integral quality of the personality, manifested in the general ability and readiness for activities based on knowledge and experience.
A student is considered competent according to the results of activity if he is able to apply what he has learned in practice, that is, to transfer competence to certain situations in real life.
What methods and technologies should a modern teacher master in order to develop key competencies in students? What professional and pedagogical competencies should the teacher himself possess in order to ensure his own professional advancement and development? Under what conditions will competencies move to the level of professional competence? Let's try to understand this issue.
IV. Practical part
1. business game
Participants are divided into three groups “learners”, “teachers”, “experts”
The first question to discuss is when is a student not interested in learning? When is a teacher not interested in teaching?
Within 5 minutes, participants brainstorm a list of reasons and provide a group of “experts” who prepare a briefing note for the audience.
From the answers, experts identify 2-3 most relevant problems for this audience and voice them.
Let's assume that the following problems are highlighted:
1. Insufficient level of teacher's knowledge of modern educational technologies hinder the formation of key subject competencies.
2. The development of students' ability to independently solve problems in various fields of activity is impossible without a practice-oriented orientation of learning.
3. The contradiction between the frontal forms of organization of learning and "passive" teaching methods, on the one hand, and the need to ensure the activity-based nature of learning, on the other hand.
The second question for discussion: will the teacher become interested in teaching, and the student will be interested in learning, if modern educational technologies and methods are used in the educational process?
Within 5 minutes, participants select at least 3 arguments that, in the opinion of group members, prove the effectiveness of technology that can increase interest in the learning process.
From the answers, experts single out 2-3 most effective technologies, in the opinion of this audience, and voice them.
Let's assume that the following technologies are selected:
- personality-oriented technologies provide for the priority of subject-subject learning, diagnostics of personal growth, situational design, game modeling, the inclusion of learning tasks in the context of life problems that involve the development of the individual in a real, socio-cultural and educational space;
- health-saving technologies , a distinctive feature of which is the priority of health, i.e. competent health care is a prerequisite for the educational process;
- Information Technology allow to individualize and differentiate the learning process, stimulate cognitive activity and independence of students;
- gaming technologies allow you to manage emotional stress in the learning process, contribute to the mastery of the skills necessary for cognitive, labor, artistic, sports activities, for communication. During the game, children quietly master what was difficult before;
- problem-developing learning technologies contribute to the development of creative abilities of students; the formation of critical thinking and positive emotions.
- design technologies, the essence of which is that the student, in the process of working on a training project, comprehends real processes, objects, lives through specific situations. The basis of project technologies is the method of projects, which is aimed at developing the cognitive skills of students, critical thinking, the formation of the ability to independently construct their knowledge, the ability to navigate in the information space.
The competence-based approach imposes its own requirements on teachers: the search for new forms, methods, teaching technologies. The teacher needs to navigate a wide range of modern technologies, ideas, trends, not waste time discovering what is already known. The system of technological knowledge is the most important component and indicator of the pedagogical skill of a modern teacher.
Among teachers, the opinion was firmly established that pedagogical skill is purely individual, therefore it cannot be passed from hand to hand. However, based on the ratio of technology and skill, it is clear that pedagogical technology, which can be mastered, like any other, is not only mediated, but also determined by the personal parameters of the teacher. The same technology can be carried out by different teachers, where their professionalism and pedagogical skills will be manifested.
2. Workshop
The teachers of the Center use modern technologies, active teaching methods, new forms of classes and events in their practice.
We consider N.E. Shchurkova's application of gaming technologies to be the most successful. We have certain experience and results in this direction.
Game "Problem on the palm"
Game progress:
Each participant is invited to look at the problem as if from the outside, as if he were holding it on his palm.
The facilitator holds a beautiful tennis ball in his palm and addresses the seminar participants: “I am looking at this ball. It is round and small, like our Earth in the universe. The earth is the home in which my life unfolds. What would I do with my life if I had complete control over it?” (musical accompaniment: music of the universe)
Participants alternately hold an object symbolizing the problem on their palms and express their personal attitude towards it.
Commentary at the end of the game: the success of the game is possible under two conditions.
First, the presence of an object symbolizing the problem. It can be a candle, a flower, a nut, a cone ... - almost any object, but most importantly, one that meets the requirements of aesthetic taste. The professionalism of a teacher lies not in the selection of a subject, but in the ability to present it to children. Presenting an object is not material, objective, but in its socio-cultural meaning. Candle - fire, light, human thought, mind. A flower is not a plant that produces oxygen, but the Beauty of the world.
Second, there can be no “right” or “wrong” answers here. The main thing is the movement of thought. Our problems cannot exist only within us, if existence is understood as life in the human world.
Game “Consequences ” (Appendix 2 )
Man, unlike animals, tends to anticipate events, to foresee the future through logical operations, analysis of events, deeds, words, actions. The ability to anticipate the consequences is influenced by our experience.
Game progress:
- The participant reports the action
(actions are written on the cards: “I brought and handed flowers to a good person”, “I rudely mocked a colleague”, “I like to lie, embellish, blurt out, brag”, “I started smoking”, “I found someone’s wallet and appropriated money for myself”, “I read a lot”, “I started doing exercises in the morning”, “I told an ugly woman that she was ugly”, “I forget why I come to work”, “I always bring any business to the end”).
- The participant appears in turn the Consequences of what happened, saying: “I
your consequence is the first, I tell you…”.
Consequence-1 tells what will follow "now" after the participant committed; Consequence-2 warns that it expects the subject "in a week";
Consequence-3 paints a picture “in a month”;
Consequence-4 foresees the inevitable "in adulthood";
Consequence-5 reports the outcome that the participant will achieve at the end of life.
- After listening to the predictions of the future, the participant makes a decision: either he refuses to do what he has done in the future, or he is affirmed in the significance for his life of what he does.
Since the content of what the participant does is written on the card that he chooses from the basket, when he refuses to act for the future, the player tears the card, and when he approves his action, he leaves the card with him as a sign of the “assigned” action.
Question for seminar participants at the end of the game: What did you think during the game?
V. Reflection
1. Recall what the king of one planet said in Antoine de Saint-Exupery's fairy tale “The Little Prince”: “If I order my general to turn into a sea gull, and if the general does not follow the order, it will not be his fault, but mine.” What can these words mean for us? (Answers of teachers).
In essence, these words contain one of the most important rules for successful teaching: set realistic goals for yourself and for those you teach. It should be emphasized that any pedagogical innovations must be used competently, and the teacher must always be guided by the principle: “The main thing is not to harm!”
2. Question to the seminar participants:
What is the condition for the formation or development of competencies.
So, key competencies are formed, if (Annex 3 ):
- learning is active;
- there is an orientation of the educational process towards the development of independence and responsibility of the student for the results of his activity (for this it is necessary to increase the share of independence of works of a creative, search, research and experimental nature);
- conditions are created for gaining experience and achieving the goal;
- such teaching technologies are used, which are based on the independence and responsibility of the teacher for the results of their students (project methodology, abstract approach, reflection, research, problem methods, differentiated learning, developmental learning);
- there is an increase in the practical orientation of education (through business, simulation games, creative meetings, discussions, round tables);
- The teacher skillfully manages the learning and activities of students. Diesterweg also said that “A bad teacher presents the truth, a good one teaches to find it”, and for this he himself must have pedagogical competence).
VI. Outcome of the workshop
1. We strive to find forms that will help the team successfully master the strategy of competence-based learning. And the proposed line of action can help us with this: try it yourself - offer to students - share with colleagues - find like-minded people - join forces. After all, only together can we achieve the best success.
2. The game "Applause in a circle"
Target: relieve stress and fatigue, thank all participants for their work.
All participants sit in a circle. The host begins to clap his hands and looks at one of the participants. They both start clapping. The participant looked at by the facilitator looks at the other participant, including him in the game. Thus, all participants begin to clap.
Bibliography:
1. Pedagogical technologies: a textbook for students of pedagogical specialties / edited by V.S. Kukunina. - M.: ICC "Mart": - Rostov n / D, 2006.
2. Shchurkova N.E. Classroom management: game methods. - M.: Pedagogical Society of Russia, 2002, - 224 p.
3. Khutorskoy A.V. Article “Technology for designing key competencies and subject competencies”. // Internet magazine "Eidos".
4. Ivanov D.A., Mitrofanov K.G., Sokolova O.V. Competence approach in education. Problems, concepts, tools. Teaching aid. - M.: APK and PRO, 2003. - 101 p.
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