State school in Russian historiography briefly. "state school" in Russian historiography

In modern higher school technologization acts as one of the norms for designing the educational process, which confirms the requirement - when designing OOP HPE, indicate (in section work program"Educational technologies") used in the implementation various types academic work educational technologies.

In modern pedagogical theory and practice, a stable tradition has developed under technologization of education understand the systematization of the learning process: consolidation and standardization in the teacher’s activities of goals, forms, organizations, procedures, results, etc. A more accurate understanding of the essence of the terms “pedagogical technology” and “technologization of the educational process” requires reference to the history of their origin.

The concept of “educational technology” entered science in the 1960s. Initially, the term “pedagogical technology” was associated only with the use of technical means and programmed teaching tools in teaching. In the 1970s this concept began to be interpreted more broadly, and “pedagogical technologies” in English-speaking countries began to include everything related to improving the educational process. Thus, initially the concept of “pedagogical technology” in the Anglo-American science of education was identical to the concept of “methodology” in Soviet pedagogy, and the existing semantic differences were explained only by the methodologically different approaches of Western and domestic scientists and teachers to solving problems of improving the educational process.

Since the 1970s, under the influence of the systems approach in foreign pedagogy, a general attitude towards pedagogical technology has been formed: “... to solve didactic problems in line with the management of the educational process with precisely defined goals, the achievement of which must be clearly described and defined.” Within the framework of this interpretation, pedagogical technology is focused on reproducible moments of the educational process. By reducing the expenditure of time and effort on the necessary reproductive part of education, it, according to a number of scientists, frees up the capabilities of the teacher and students to implement a heuristic, creative approach to solve the developmental problems of the educational process.

To achieve effective (“guaranteed”) learning results, foreign scientists have developed, within the framework of the concept of pedagogical technology, a special way of setting learning goals, characterized by increased instrumentality. Learning objectives are formulated through learning outcomes expressed in the skills of students (the actions they have mastered), and those that a teacher or other expert can identify. This is achieved in two main ways:

• 1) building a clear system of goals, within which their categories and successive levels are identified - such systems or hierarchies are called pedagogical taxonomies (B. Bloom, D. Kravtol, etc.);
• 2) creating the clearest, most specific language to describe learning goals, into which the teacher can translate insufficiently clear formulations (J. Block, L. Anderson, N. Gronlund, etc.).

Focus on clear diagnostic goals has determined the special role of assessment within the framework of educational technology.

The goal is considered to be set diagnostically if the following conditions are met:

• – such an accurate description of the predicted learning outcome is given that it can be accurately identified among any others;
• – there is a method, a “tool”, a criterion for unambiguously highlighting this result;
• – there is a rating scale based on measurement results.

Since the goal is described diagnostically, the entire course of training can (and should) be guided by it as a standard. During training, assessment plays the role of feedback and is subordinated to the achievement of a standard goal. If the goal is not achieved, then it is necessary to make adjustments to the course of training. In this regard, the current assessment is not accompanied by a mark, and the final assessment states the achievement (degree of achievement) of the standard goal. Thus, it is built training cycle, which contains the following main elements: general statement of the learning goal - transition from the general formulation of the goal to its specification - preliminary (diagnostic) assessment of the level of students' learning - a set of educational procedures - correction of learning based on feedback - evaluation of the result. Thanks to this reproducible structure, the educational process acquires a modular character, consisting of relatively separate units that are filled with different content, but have a common structure. These are the main results of the development of the concept of educational technology in Western countries in the 1960–1980s.

It is obvious that more or less strict reproducibility of pedagogical results can be achieved only if the educational process is based on more or less strict psychological and pedagogical laws, the effect of which is independent of the characteristics of the situation. At the same time, attempts to build a didactic theory based on such “strict” laws constantly encounter serious difficulties, pointing out which Corresponding Member of the Russian Academy of Education I. I. Logvinov admits: didactics still operates on “principles” and not “ patterns."

At the turn of the XX–XXI centuries. interest in educational technology in international (including Russian) science and educational practice has increased, and the perspective of its consideration has changed somewhat. The development of pedagogical technologies has begun, which operationally prescribe the goals and actions of the educational process no longer “from the teacher,” but “from the student.” "The change from a pedagogical-centric to a child-centric paradigm of school education is different scientific approaches to...assessing the effectiveness of school education."

The point is that, unlike traditional methodological developments, intended for the teacher, pedagogical teaching technology offers a project of the educational process that determines the structure and content of the student’s activity. This opinion about the difference between methodology and pedagogical technology seems, although justified, to be flawed. In foreign science of education, “education technology” is still understood as issues of improving the entire educational system, including the student, the teacher, and the teaching aid, while the term “strategy (teachings)” is used to denote the operationally (technologically) developed activity of the student in the educational process.

Apparently, it is more correct to talk about a “technological approach in didactics and subject-matter methods” than about “pedagogical technology” as a special section of pedagogical science in general (or didactics). As an analysis of many sources shows, both approaches – traditional for didactics (methodology) and “technological” – are based on the same methodological premises, on the results of the same scientific research and, moreover, may involve the use of the same the same forms, methods and means of teaching. At the same time, the features of the technological approach to learning are as follows:

• – it is strictly aimed at increasing the efficiency of the learning process;
• – relies on the idea of ​​diagnostic goal setting in teaching, which is new for didactics and subject-matter methods;
• – comes from the priority of self-education over education and, accordingly, the student’s goals over externally specified learning goals - “teacher’s goals.”

So, the main features of pedagogical technology are the following:

1. Diagnostics of learning goals. Diagnostic goals are understood as goals that are correlated with specific learning outcomes specified “from the student” (what knowledge, skills and abilities he must master, what experience he must gain). Thus, diagnostic goals are “output goals” (“what must be mastered”), in contrast to “entry goals” or “teacher goals” (“what must be taught”), which are traditionally used by the methodology. This is the main feature of pedagogical technology, which allows us to use the following fairly simple definition: educational technology (teaching technology ) is a way of organizing the activities of students and teachers, which involves achieving pre-set diagnostic goals.

The next two features of pedagogical technology inevitably follow from the first.

• 2. Availability of the clearest criteria for assessing achieved results.
• 3. Mandatory final reflection of students (And teacher ), i.e. correlation of achieved results with planned ones, (self) assessment and, if necessary, correction leading to bridging the gap between the achieved and planned learning outcome.

Finally, all pedagogical technologies have one more characteristic feature.

4. Correlation of goal setting with a certain time cycle: either with one training session, or with the “full life cycle” of a project, event research, collective creative activity, etc.

To achieve the same pedagogical goal, various pedagogical technologies can be used, differing in the trajectories of achieving this goal, i.e. various forms, methods, techniques and means of teaching used within their framework. The choice of specific pedagogical technologies is determined primarily by pedagogical expediency, as well as resource capabilities.

Technologization of the university educational process involves a transition from learning based only or primarily on the transfer of information to learning through activities and activities oriented both to the present and to the future. At the same time, the content of education changes: not “information about activities plus a little activity,” but activities based on information.

Objects technologization in educational activities may include goals, content, organizational methods of perception, processing and presentation of information, forms of interaction between subjects of educational activities, procedures for their personal and professional behavior, self-government and creative development.

Products technologization of the educational process (from the student’s point of view) can be personal, socially and professionally significant algorithms and stereotypes of behavior, the measure of the feasibility of their effectiveness is the success and competitiveness of graduates of educational institutions.

The technological approach to organizing the educational process changes the forms of interaction between teachers and students, as well as students among themselves. Traditional forms are being replaced by forms of active and interactive innovative learning (see paragraph 3.6). Changing the goals, content and forms of training has a significant impact on the nature of communication between the teacher and the student, on the atmosphere of their interaction. Partnership, equality of individuals in choice, actions, responsibility, a positive emotional background - all this becomes a permanent dominant feature of the relationship.

Requirements for modern university teaching technologies. Educational technologies at a university should:

• – provide each student with the opportunity to learn in an optimal way individual program, which fully takes into account his cognitive characteristics, motives, inclinations and other personal characteristics, maintaining an optimal balance of frontal, group and individual forms of training;
• – contribute to the optimization of the learning process in the educational environment of the university;
• – provide training without conflicting with traditional didactic principles;
• – act as a tool in the process of self-education, providing the student with the necessary information about the degree to which he has achieved his learning goals at a certain stage and “putting him in front of the need to comprehend the schemes and rules in accordance with which he acts.”

It is necessary, however, to emphasize that the technologization of the educational process has serious limitations, since it carries with it serious risks. Natural boundaries technologization, behind which it turns into evil, is determined and determined by sociocultural values ​​accepted in society, a specific educational institution and shared by each teacher.

By now, it is becoming more and more obvious that over-rationalized, “result-guaranteing” technologies in the field of education:

• a) can hardly be developed both at the theoretical-methodological and at the operational level: trying to embody a certain part of the total social experience in the personality structure, we are trying to algorithmize the process of interaction (i.e. dialogue, understanding and mutual completion) of two highly complex self-organizing systems – human and culture, which seems fundamentally impossible;
• b) can be dangerous, since the reduction of the field of internal random deviations (fluctuations) in the system makes it impossible for the mechanisms of self-organization of society to operate.

In any case, it is important to remember that “spontaneity and uncontrollability are fundamentally important and unavoidable for education and in education,” and the results of the educational process are of a probabilistic nature and therefore cannot be “guaranteed” in the full sense.

1

The problems of implementing a competency-based model of student learning in modern sociocultural conditions are substantiated. With the paradigm shift of higher professional education in the context of European educational reforms, the leading principles of modern education are the quality of education, the organization of effective independent work of students, and lifelong education. To implement these principles, it is necessary to introduce new educational technologies, such as an interactive lecture, business games, pedagogical workshop, problem-based learning method, training, educational forum, television essay, colloquium, case method, TRIZ technology, abstract, resume, web quest, coaching, role play, dramatization, etc. Much attention is paid to pedagogical facilitation, aimed at enhancing the productivity of education and the development of subjects of the professional pedagogical process through a special style of communication between the teacher and the student.

competency-based training model

independent work of students

lifelong education

educational technology

pedagogical facilitation

1. Kraevsky V.V., Khutorskoy A.V. Basics of training. Didactics and methodology: a textbook for students. higher textbook establishments / V.V. Kraevsky, A.V. Khutorskoy. – M.: Publishing Center “Academy”, 2007. – 352 p.

2. Nikolaeva L.V. Updating the university education system in the context of a competency-based approach and new approaches to quality assessment // International scientific conference “Methods and technologies for ensuring and assessing the quality of education”. - Ukraine. – Kyiv, June 26-28, 2013.

3. Nikolaeva L.V. Development of students' cognitive activity in the process of educational activities. Section 9. Educational psychology // Development of the theory and practice of pedagogy, educational and social psychology in the context of updating the education system: collection of materials from the international scientific conference (Electronic resource) / ed. Nikolaeva L.V. – St. Petersburg, – 2.6 Mb, 276 p.

4. Ryabkov A.M. Facilitation in vocational education // Pedagogy. – 2008. – No. 1. – P. 78–82.

5. Shamova T.I., Tretyakov P.I., Kapustin N.P. Management of educational systems / T.I. Shamova, P.I. Tretyakov, N.P. Kapustin. – M.: Human. Ed. CenterVLADOS, 2002. – 320 p.

The modern world is full of changes, changes associated with the renewal of all spheres of life, which also applies to education. The pedagogical process is characterized by natural changes under the influence modern conditions social development and change of educational paradigm. It is no coincidence that the stage of reform of the Russian educational system is called innovative and technological. Kraevsky V.V. and Khutorskaya A.V. They called the science that deals with the creation of pedagogical innovations, their evaluation, use and development in practice, pedagogical innovation. An innovative approach puts forward new type teacher - an innovative teacher capable of introducing new educational technologies and principles of organizing educational classes into the educational process. Updating the pedagogical process contributes to the introduction of new scientific achievements, ideas and concepts. The connection between theory and practice in education based on the renewal of the pedagogical process turns out to be relevant, real and necessary.

Currently, universities are implementing a competency-based model of teaching students, which involves the formation of general cultural, professional, and special competencies. The task of developing key competencies is the ability to learn throughout life, the ability to learn independently. Lifelong education is a fundamental principle that underlies a holistic strategic approach that is being implemented in the European educational area, which is explained by the paradigm shift of higher professional education in the context of European educational reforms. The goal of universities is to help students develop competencies that are necessary in a changing labor market, teach students to learn throughout their lives in accordance with the requirements and changes of life, to be mobile and flexible in a complex sociocultural situation.

The modern understanding of the concept of “modernization of universities” in the context of the Bologna reforms implies a radical change in the approach to the development of curricula and programs, knowledge assessment practices, teaching methods, etc. A radical restructuring of the work of universities is a change in the paradigm of the educational process with its focus on organizing effective independent work of students, in the process of which such core personality qualities as cognitive activity and cognitive independence are formed.

Cognitive activity is understood as the direction and stability of cognitive interests, the desire to effectively master knowledge and methods of activity, and the mobilization of volitional efforts to achieve educational and cognitive goals. Activation of learning - mobilization by the teacher with the help special means intellectual, moral-volitional and physical strength of students to achieve specific learning goals. Increasing student activity in the learning process should contribute to the formation of key competencies.

In the process of organizing professional education for future teachers, we rely, first of all, on the theory of teaching activation by T.I. Shamova, theory of learning optimization Yu.K. Babansky, the theory of meaningful generalization by V.V. Davydova and others. According to these theories, cognitive activity and independence have three components: a motivational component (conscious motivation to perform purposeful cognitive activity); content-operational (student’s possession of leading knowledge and methods of teaching); volitional (volitional efforts that students need to make to solve the problem under study).

Thus, the purpose of intensifying learning is to stimulate the teacher’s cognitive motives in the learning process. As didactic means Activation of students' cognitive activity includes: educational content, methods and techniques of teaching, forms of organization of training.

A variety of forms and methods for effectively organizing students’ independent work is carried out through the use of the following methods and technologies: interactive lecture, business games, pedagogical workshop, problem-based learning method, training, educational forum, television essay, colloquium, case method, TRIZ technology, abstract, summary, web quest, coaching, role-playing game, dramatization, brainstorming, etc. Methods of optimizing teaching include the teacher’s conscious choice of the most rational methods and means of teaching when preparing teaching staff.

For organizing classes with students, the concept of “Didactic heuristics” (Khutorskoy A.V.) is of interest. Didactic heuristics sets the educational methodology, which ensures the realization of the internal potential of students and teachers in the course of their joint activities. A feature of heuristic educational activity is the presence of a new educational product. The main technological unit of heuristic learning is the heuristic educational situation.

In this case, training is of an accompanying nature. In didactic heuristics, students are initially offered real objects of knowledge and the possibility of independently constructing “obtained” knowledge as educational objects. Awareness of knowledge and methods, ways of knowing, manifests itself in the form of personal educational products.

The competency-based learning model provides for the active participation of students in discussing the topic of the lesson. Traditional lectures are replaced by interactive lectures, during which the teacher interacts with students, and students interact with each other when organizing various types of educational activities. The communication of information alternates with various types of educational activities, promoting a deeper mastery of the material. The teacher's task is to stimulate and enhance student participation in the lesson. The interactive lecture uses TRIZ methods such as brainstorming aimed at jointly finding solutions to problems, studying specific situations, discussion, working in teams and groups, and anticipating tasks.

The project-based learning method is very effective. In the process of project-based learning, the following components of students’ key competencies are developed:

• independent acquisition of missing knowledge to solve new cognitive and practical problems;
• development of skills to apply acquired knowledge in practice;
• formation of communicative competence in the process of working in various groups;
• development of research skills and analytical thinking.

Work on the project is carried out in 6 stages:

• Stage 1 - defining the goal. Active participation in choosing a problem increases students' interest and contributes to the formation of the ability to quickly find the necessary information.
• Stage 2 - planning. At this stage, a work plan for the project is developed and tasks are distributed.
• Stage 3 - decision making. Students decide how to implement a project, during which social competencies and the ability to work in a group are formed.
• Stage 4 - implementation. Students complete their work independently.
• Stage 5 - project protection and monitoring of results.
• Stage 6 - assessment. Joint discussion of the results of the work.

An example is the preparation of a project on the topic “Traditions and customs in the spiritual and moral education of preschool children” in the discipline “Ethnopedagogical foundations of the education of preschool children” in the field of preparation “Pedagogical education”. The students prepared the project “Ethnoalbum “Around the Republic of Sakha (Yakutia)”, in which each student designed their page colorfully and meaningfully. The presentation featured interesting slides showing activities for preschoolers and the use of educational games. At the end of the lesson, when discussing the results of the work, a proposal was made to participate with the collective work of the group at a conference and in a grant competition with the aim of publishing an album.

Thus, the technology of project-based learning is primarily an independent activity of the student, aimed at solving a problem that is significant to him, carried out in a search mode that takes place in the simulated or real reality lived by the student project activities.

The students liked the lesson in the form of a tele-essay. A television essay is an oral report, message or interview on a given topic, recorded by a student on a video camera. The purpose of using a television essay is to develop in students the ability to properly and freely behave in front of an audience, video and television cameras, to present the material competently and clearly, to be fluent in speech, and to clearly fit into the time allotted for the report. We conduct television essays in the form of a report competition, a business game “Video Conference”, and “Journalist Interview”. In the report competition, students themselves act as a jury, watch and listen to television reports on the screen, discuss the content, relevance of the research topic, and presentation culture.

In the video conference business game, students are divided into two groups and discuss a specific problem. During the discussion of the topic, “representatives from different countries” join in, their speeches are heard on the screen, and opinions are exchanged.

A business game also refers to pedagogical technology based on the activation of students' activities. It is associated with pedagogical technologies based on humanization and democratization of pedagogical relations. There are many examples of business games. These include teacher councils, conferences, and parent meetings on various topics.

Take, for example, the business game “Journalist Interview”. The business game “Journalist Interview” is used to organize independent work with a practical focus. For example, on the topic “Use of ethnopedagogical ideas in the practice of preschool educational institutions,” students played the role of journalists, interviewed kindergarten teachers and prepared stories on the topic. You can select any topic using this technology. Students really like to see themselves on the screen; in the process of preparation, they learn the material better, their motivation increases, along with professional competencies communicative competencies, creativity, imagination, and interest in the future profession are formed.

Recently, pedagogical science has paid attention to the phenomenon of facilitation (from the English tofacilitate - to facilitate, facilitate, promote, create favorable conditions). The purpose of facilitation is to develop in students the ability for an intensive and competent search for knowledge, personal growth, self-development of the student and the rejection of a purely knowledge-based approach.

Pedagogical facilitation means enhancing the productivity of education (training, upbringing) and the development of subjects of the professional pedagogical process through a special style of communication between teacher and student.

Pedagogical facilitation makes a number of demands both on the learning process and on the professionalism of the teacher. When facilitating learning, the teacher uses methods and techniques that promote the creative assimilation of necessary information, develop the ability to reason, and look for new problems in already known material. It allows the teacher to take a position not “above”, but “along” with the students.

In these conditions, a teacher needs to increase the effectiveness of teaching, first of all, by optimizing the process of collaboration in groups, creating conditions for specially organized interaction, including need-oriented methods, polysubjectivity and individualization and intensification of learning. Activation of learning - mobilization by the teacher, with the help of special means, of the intellectual, moral and volitional forces of students to achieve specific learning goals. Increasing the activity of students in the learning process should contribute to the formation of core qualities: cognitive independence and cognitive activity.

Cognitive activity has three components: a motivational component (a conscious motivation to perform purposeful cognitive activity), a content-operational component (the student’s possession of leading knowledge and methods of learning); volitional (volitional efforts that students need to make to solve the problem under study).

Thus, the purpose of intensifying learning is to stimulate the teacher’s cognitive motives in the learning process. The didactic means of activating the cognitive activity of students are: educational content, methods and techniques of teaching, forms of organization of training. Ways to optimize teaching include the teacher’s conscious choice of the most rational methods and means of teaching. At the same time, the significance of learning for students is the basis for acquiring knowledge. Only meaningful teaching is the most productive, because involves not simple assimilation of knowledge, but a change in the student’s internal sensory-cognitive experience.

Pedagogical facilitation is a qualitatively higher level of training for professionals that meets modern requirements. In practice, a student learns exactly as much as he was active in the learning process. No emotional and logically structured presentation of the material will produce the desired effect if students remain passive listeners.

This approach is close to a student-centered pedagogical model that implements a constructivist approach to learning. The constructivist approach to learning involves the process of self-organization of knowledge, which is actively constructed by each student in the cognitive, educational process.

Thus, active educational technologies stimulate constructive thinking - students become active participants in the educational process and independently construct knowledge. They develop the skills and competencies necessary for independent work and acquiring new competencies throughout their lives. The teacher’s task is to organize an effective system for organizing students’ independent work within the framework of a holistic general didactic approach aimed at increasing students’ activity in the educational process.

Reviewers:

Prokopyeva M.M., Doctor of Pedagogical Sciences, Professor, Pedagogical Institute of the North-Eastern Federal University. M.K. Ammosova, Yakutsk;

Neustroev N.D., Doctor of Pedagogical Sciences, Professor, Pedagogical Institute of the North-Eastern Federal University. M.K. Ammosova, Yakutsk.

The work was received by the editor on December 16, 2013.

Bibliographic link

Nikolaeva L.V. NEW EDUCATIONAL TECHNOLOGIES AND PRINCIPLES OF ORGANIZING THE EDUCATIONAL PROCESS IN A MODERN UNIVERSITY // Fundamental Research. – 2013. – No. 11-3. – P. 570-573;
URL: http://fundamental-research.ru/ru/article/view?id=33166 (access date: November 25, 2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

The word "technology" comes from the Greek words: "techne" - art, skill, skill and "logos" - science, law. Literally, “technology” is the science of craftsmanship.

Among the main reasons for the emergence of new psychological and pedagogical technologies are the following:

• the need for a deeper consideration and use of the psychophysiological and personal characteristics of students;
• awareness of the urgent need to replace ineffective verbal(verbal) way of transferring knowledge using a systematic - activity-based approach;
• the ability to design the educational process, organizational forms of interaction between teacher and student, ensuring guaranteed learning results.

In the context of implementing the requirements of the Federal State Educational Standard, the following technologies become the most relevant:

• Information and communication technology
• Project technology
• Developmental education technology
• Problem-based learning technology
• Gaming technologies
• Quest technology
• Modular technology
• Workshop technology
• Case – technology
• Integrated learning technology
• Pedagogy of cooperation.
• Level differentiation technologies

Educational technologies	Achieved results
Problem-based learning	Creation of problematic situations in educational activities and organization of active independent activities of students to resolve them, as a result of which creative mastery of knowledge, abilities, skills occurs, and mental abilities develop.
Multi-level training	The teacher has the opportunity to helpthe weak, pay attention to the strong,the desire of strong students is realizedadvance faster and deeper in education.Strong students are confirmed in theirabilities, the weak get the opportunityexperience academic success, increaseslevel of learning motivation.
Project-based teaching methods	Working with this method makes it possibledevelop individual creativestudents' abilities, more consciouslyapproach professional and social self-determination
Research methods in training	Allows students to independently expand your knowledge, delve deeply intothe problem under study and suggest ways to solve itdecisions, what is important when formingworldview. This is important for determiningindividual development trajectory of each schoolboy.
Lecture-seminar- credit system	This system is mainly used inhigh school, because it helps studentsprepare for studying at universities. Givesthe ability to concentrate material intoblocks and present it as a single whole, andcontrol is carried out in advancepreparing students.
Technology of use in teaching game methods: role-playing, business, and others types of educational games	Expansion of horizons, developmentcognitive activity, formationcertain skills and abilities,necessary in practical activities,development of general educational skills.
Collaborative learning (team, group Job)	Collaboration is treated as an ideajoint development activitiesadults and children, The essence of the individualapproach is not to go from the educationalsubject, and from child to subject, go from thoseopportunities availablechild, apply psychologicalpedagogical personality diagnostics.
Information communication technologies
Health-saving technologies	The use of these technologies allowsdistribute evenly during the lesson different types of tasks, alternatemental activity with physical exercises,determine the time of submission of complex educationalmaterial, allocate time to conductindependent work, normativeapply TSO, which gives positivelearning results.
Innovation system portfolio assessments	Formation of personalized accountingachievements of the student as an instrumentpedagogical support for socialself-determination, trajectory determination individual personality development.

Health-saving technologies – these are the conditions for a child’s education at school (lack of stress, adequacy of requirements, adequacy of teaching and upbringing methods); rational organization of the educational process (in accordance with age, gender, individual characteristics and hygiene requirements); compliance of educational and physical activity with the age capabilities of the child; necessary, sufficient and rationally organized motor mode.

Tasks health-saving educational technologies in the light of the implementation of the Federal State Educational Standard - preserving and strengthening the health of students, developing their values ​​and culture of health, choosing educational technologies that eliminate overload and preserve the health of schoolchildren.

• Dynamic games and pauses
• Kinesiological exercises

• Eye exercises

• Facial exercises.

• Relaxation
• Breathing-voice games and exercises

Gaming technologies

Based on the nature of the pedagogical process, the following groups of games are distinguished:

a) teaching, training, controlling and generalizing;

b) cognitive, educational, developmental;

c) reproductive, productive, creative;

d) communicative, diagnostic, career guidance, psychotechnical, etc.

Thus, the classification of games according to G.K. Selevko includes the following groups of games:

By area of ​​activity:

• physical,
• intellectual,
• labor,
• social
• and psychological.

According to the gaming method: subject, plot, role-playing, business, simulation and dramatization games.

A quest is a form of interaction between a teacher and children, which promotes the formation of skills to solve certain problems based on a choice of options, through the implementation of a specific plot. The quest game involves the integration of various types of children's activities, which is one of the requirements of the Federal State Educational Standard for Additional Education to the structure of the educational program of additional education and its volume (chapter 2, clause 2.6)

Quest is games in which players need to look for various objects, find a use for them, talk with various characters in the game, solve puzzles, etc. This game can be played both indoors and outdoors. Quest - This team game, the idea of ​​the game is simple - the team, moving around the points, completes various tasks. But the highlight of this organization of gaming activity is that, having completed one task, children receive a hint to complete the next one, which is effective means increasing motor activity and motivational readiness for cognition and research.

Case technology

Case technology is the general name for teaching technologies, which are methods for analyzing situations.

Case technology is an interactive technology for short-term training, based on real or fictitious situations, aimed not so much at mastering knowledge, but at developing new qualities and skills in students.

Module - This is a target functional unit that combines educational content and technology for mastering it. The module includes:

target action plan;

information bank;

methodological guidance for achieving didactic goals.

Modular learning technology

A module can be considered as a training program, individual in content, teaching methods, level of independence, and pace of student activity.

The essence of modular learning is that the student independently achieves specific goals of educational and cognitive activity in the process of working with the module. The teacher’s tasks are to motivate the learning process, manage the educational and cognitive activities of students through the module and directly advise them.

Modular learning technology opens up ample opportunities to personalize learning. In didactics, the principle of an individual approach involves taking into account such characteristics of the student that affect his educational activities and on which the results of the study depend. Such features primarily include learning ability, educational skills, training and cognitive interest.

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Technology development critical thinking

“Tell me and I will forget.

Show me and I will remember

Involve me and I will learn.”

(Confucius)

Currently, when person-centered learning has been chosen as the priority direction of training, our goal is to make it, on the one hand, meaningful and practical, and, on the other hand, accessible and interesting.

According to Russian teachers, characteristic features Critical thinking is evaluation, openness to new ideas, one’s own opinion and reflection of one’s own judgments. Sergei Zar-Bek says that critical thinking is open thinking that does not accept dogma, developing by applying new information to life’s personal experience. Critical thinking is sometimes called directed thinking because it aims to produce a desired outcome.

The purpose of the technology for the development of critical thinking is to develop the thinking skills that children need in later life (the ability to make informed decisions, work with information, highlight the main and secondary, analyze various aspects of phenomena).

The relevance of this technology is that it allows lessons to be conducted in an optimal manner, children’s level of performance increases, and the acquisition of knowledge in the lesson occurs in a process of constant search.

This technology is aimed at the development of the student, the main indicators of which are evaluativeness, openness to new ideas, own opinion and reflection of one’s own judgments.

In the traditional education system, the goal was to develop the basics of literacy in children, when the teacher shows and explains, and the student remembers and repeats; and communication in the lesson, as a rule, was frontal. TRKM changes the activity of a student who is accustomed to receiving ready-made knowledge, submission, obedience, monotonous work in class, and therefore changes his semantic attitudes. When using TRCM, students are subjects in determining the goals of educational work and the criteria for assessing its results; Children have the opportunity to correct and edit their work. Such lessons give students the opportunity to express themselves, show their vision of the proposed topics and problems, and provide greater freedom of creative exploration.

The basic technology model fits into the lesson and consists of three stages(stages): challenge stage, comprehension stage and reflection stage.

Stages	Methodical techniques	Teacher activities	Student activities
Stage I Call (awakening existing knowledge and interest in obtaining new information)	Paired brainstorming. Group brainstorming. Key terms. Free writing assignment. Table "Z-X-U". Plus or minus question. True and false statements Basket of ideas Cluster Key terms	acts as a guide to get students thinking. listens carefully to their answers	updates and summarizes existing knowledge on a given topic or problem; asks questions that he would like answered
Stage II Understanding the content (receiving new information)	Insert system for text marking. “I know - I want to know - I found out” - marking table. Reading with stops. Flight magazines. Table “Who? What? When? Where? Why?" Table of “thin” and “thick” questions. "Tree of predictions." "Six Thinking Hats." Reception "Cube" "Two-part and three-part diary"	keeps students active acts as a consultant	receives new information; comprehends it; correlates with existing knowledge.
Stage III Reflection (comprehension, birth of new knowledge)	Sinkwine Essay Discussion Round table "RAFT"	returns students to the original notes - assumptions. makes changes and additions. provides creative, exploratory or practical tasks based on the information studied	correlates “new” information with “old”; using tasks received at the comprehension stage summarizes the information received;

Stage I challenge

While working at this stage, all versions are accepted. Children are included in an active search; they reproduce information. The child asks himself the question “what do I know? on this problem, an idea is formed of what he does not know and wants to know. During the discussion, ideas are not criticized, but disagreements are recorded.

Brain attack.

As a methodological technique, brainstorming is used in the technology of critical thinking in order to activate existing knowledge at the “challenge” stage. In the first stage, students are asked to think and write down everything they know or think about a given topic; on the second, students exchange information. Pedagogical experience shows that paired brainstorming is very helpful for students who find it difficult to express their opinions in front of a large audience. Having exchanged opinions with a friend, such a student more easily comes into contact with the entire group. In addition, working in pairs allows you to express yourself more more students.

"Plus - minus - question."

This technique is aimed at updating emotional relationships in connection with the text. When reading the text, it is proposed to record in the relevant chapters of the table information reflecting:

Column “P” contains information that, from the student’s point of view, is positive, column “M” is negative, the most interesting and controversial facts are entered in column “I”. It is possible to modify this table when the column “And” is replaced by the column “?” ("Have questions").

When using this technique, information is not only more actively perceived (listened to, recorded), systematized, but also evaluated. This form of organizing the material allows for discussion and debate on controversial issues.

“True and false statements” or “do you believe”

Students choose the “true statements” from those proposed by the teacher, justify their answer, describe a given topic (situation, setting, system of rules). After familiarizing themselves with the basic information (text of a paragraph, lecture on this topic), you need to return to these statements and ask students to evaluate them reliability using the information received in the lesson.

"Basket" of ideas.

This is a method of organizing individual and group work of students on initial stage lesson, when they are updating their existing experience and knowledge. It allows you to find out everything that students know or think about the topic being discussed in the lesson. You can draw a basket icon on the board, which will conventionally contain everything that all students know together about the topic being studied.

Cluster.

This is a way of graphically organizing material that makes it possible to visualize the mental processes that occur when immersed in a particular topic. The sequence of actions is simple and logical:

1. In the middle of a blank sheet of paper (chalkboard) write a keyword or sentence that is the “heart” of the idea or topic.

2. Place words or sentences around that express ideas, facts, images that are suitable for this topic. (Model “planet and its satellites”)

3. As you write, the words that appear are connected by straight lines to the key concept. Each of the “satellites”, in turn, also has “satellites”, and new logical connections are established.

The result is a structure that graphically displays our thoughts and determines the information field on this topic.

When working on clusters, the following rules must be observed:

1. Don't be afraid to write down everything that comes to mind. Give free rein to your imagination and intuition.

2. Continue working until time runs out or ideas run out.

3. Try to build as many connections as possible. Don't follow a predetermined plan.

The cluster system allows you to cover an excessive amount of information. In further work, analyzing the resulting cluster as a “field of ideas,” the directions for the development of the topic should be specified.

Key terms.

Students, using key words written on the board, after listening to the material, must distribute them in a certain sequence, and then, at the comprehension stage, find confirmation of their proposals by reading a paragraph in the textbook.

Stage II of comprehension.

At the stage of comprehension is given the opportunity to track the process of new ideas, that is, the student gains experience working with the text as an active and thinking reader using the following techniques of critical thinking technology: “insert”, “keeping double diaries”, “keeping logbooks”.

Insert – this is marking the text with icons as it is read:

٧ – already knew

New

Thought differently

? – I don’t understand, I have questions

Mark the margin if what you read matches what you know.	Put it in the margins sign if what you are reading is new to you.	Put it in the margins sign if what you read contradicts what you knew or thought you knew.	Put it in the margins sign if what you are reading is not clear or you would like more detailed information on a given issue.

Logbooks– a general name for various teaching writing techniques, according to which students write down their thoughts while studying a topic. In the simplest version, students write down answers to the following questions in a logbook:

1. What do I know about this topic?

2. What did I learn new from the text on this topic?

The left column of the logbook is filled in at the call stage. When reading, during pauses and stops, students fill in the right one.

Table of “thin” and “thick” questions.

At the stage of understanding the content, the technique serves to actively fix questions as you read and listen; during reflection - to demonstrate understanding of what has been covered.

The table of “thin” and “thick” questions looks like this: on the left side are simple “thin” questions, on the right side are questions that require a more complex, detailed answer.

It is advisable to use a table in the lesson.

Work on the issues is carried out in several stages.

Stage 1 – students learn to ask questions using a table, writing down the continuation of each question in the table. First, the guys come up with “thin” questions themselves, then “thick” ones.

Stage 2 – students learn to write down questions based on the text: first, “thin” questions, and then “thick” ones.

Stage 3 - when working with the text, children write down one question for each part in each column of the table, which they ask their friends after reading. In order for children to have time to write down questions, the teacher must stop while reading.

One of the ways of graphic organization and logical and semantic structuring of material. The form is convenient because it provides an integrated approach to the content of the topic.

Step 1: Before reading the text, students independently or in a group fill out the first and second columns “I know”, “I want to know”.

Step 2: As they get acquainted with the text or in the process of discussing what they read, students fill out the “Learned” column.

Step 3: Summing up, comparing the contents of the graph.

Additionally, you can offer children 2 more columns - “sources of information”, “what remains unrevealed”.

"Reading with stops"

The technique works both during independent reading and when perceiving the text by ear. The work is organized as follows.

At the first stage, students’ existing knowledge related to the text, its author, and the context in which this work is studied is updated; interest in obtaining new information is evoked and stimulated; a new text is constructed based on its title and supporting words, its content and issues are predicted.

At the stage of understanding the content, the text, previously divided into parts, is read. After reading each part, a discussion takes place, ending with an obligatory question - a forecast: “What do you think will happen next and why?”

At the reflection stage, the text is considered as a whole. Students return to their initial assumptions and forecasts and relate them to the final conclusions. After interpreting what has been read, creative processing of the information received is organized.

The material on which the technology is implemented is literary text.

"Tree of Predictions"

This technique helps to make assumptions about the development of the plot line in a story or story. The rules for working with this technique are as follows: the trunk of the tree is the topic, the branches are assumptions that are made in two main directions - “possible” and “probably” (the number of “branches” is not limited), and, finally, the “leaves” - the rationale for these assumptions , arguments in favor of one opinion or another.

When using this technique, remember the following:

• You should not use the technique more than once in a lesson.
• all versions must be substantiated
• After reading, children should definitely go back to their guesses and see which guesses were correct and which were not and why.

"Six Thinking Hats"" - these are six ways of thinking.

White hat : In this situation, detailed and necessary information is accepted and discussed. Just the facts. They are clarified, specified if necessary, and new data is selected.

Yellow hat: Research possible benefits and positive aspects. Not just a positive assessment of a given event, phenomenon, fact, but a search for evidence and arguments.

Black hat: A critical attitude towards an event or phenomenon. It is necessary to express doubt about the feasibility, to find arguments against it.

Red hat: Feelings, guesses and intuitions. That is, the emotional perception of what was seen and heard, without substantiating the reasons for doubt.

Green hat: Focus on creativity, alternatives, new possibilities and ideas.

Blue hat: Management of thought processes. Organization of thinking. Thinking about thinking. What have we achieved? What needs to be done next?

Reception "Cube"

This technique is used at the comprehension stage. This technique:

– allows students to implement various focuses of consideration of a problem, topic, task;

– creates a holistic (multifaceted) understanding of the material being studied in the lesson;

– creates conditions for constructive interpretation of the information received.

A cube is glued together from thick paper. One of the following tasks is written on each side:

1. Describe it... (Describe color, shape, size or other characteristics)

2. Compare this... (What is it like? How is it different?)

3. Associate this... (What does this remind you of?)

4. Analyze it... (How is it made? What does it consist of?)

5. Apply it... (What can you do with it? How is it used?)

6. Give pros and cons (Support or refute it)

Students are divided into groups. The teacher rolls a dice over each table and thus determines from what perspective the group will think about a particular topic of the lesson. Students can write written essays on their topic or give a group presentation.

« Two-part diary"

This technique allows the reader to connect the content of the text with his own personal experience. Double diaries can be used when reading text in class, but working with this technique is especially productive when students are tasked with reading a large amount of text at home. On the left side of the diary, students write down those moments from the text that made the greatest impression on them, evoked some memories, associations with episodes from their own lives, puzzled them, caused protest or, conversely, delight, surprise, quotes in which they "stumbled". On the right, they should give a comment: what made them write down this particular quote. At the reflection stage, students return to working with double diaries, with their help the text is sequentially analyzed, students share the comments they made on each page. The teacher introduces students to his own comments if he wants to draw students’ attention to those episodes in the text that were not heard during the discussion.

Quote	Comments

"Three-Part Diary"

Here, students answer their own questions after some time has passed. The contents of the "diary" columns may be changed.

3rd stage of reflection

At the reflection stage, all of the above techniques “work.” Tables and diagrams become the basis for further work: exchange of opinions, essays, research, discussions, etc.

"Sinquain" comes from the French word “cing” - five. This is a poem consisting of five lines: a short literary work characterizing an object (topic), which is written according to certain rules. Sinkwine is used to record emotional assessments, describe one’s current impressions, sensations and associations.

Rules for writing syncwine:

1 line – one word – the title of the poem, theme (usually a noun);

2nd line – two words (adjectives or participles) - description of the topic (words can be connected by conjunctions and prepositions);

3 line – three words (verbs): actions related to the topic;

4 line – four words – a phrase that shows the author’s attitude to the topic in the 1st line;

5 line – one word – an association, a synonym that repeats the essence of the topic in the first line, usually a noun.

"Essay"

The meaning of this technique can be expressed in the following words: “I write in order to understand what I think.” This is a free letter on a given topic, in which independence, manifestation of individuality, discussion, originality of problem solving, and argumentation are valued. Usually the essay is written directly in class after discussing the problem and takes no more than 5 minutes.

"RAFT" (translated as raft – “raft”)

R(ol) A(audience) F(form) T(ema).(description, narration or reasoning on behalf of the selected character)

The idea is that the writer chooses a certain role for himself, i.e. writes the text not on his own behalf. For timid, insecure students, this is a salvation, since such a move removes the fear of speaking independently. Then you need to decide for whom the text to be written is intended (for parents, students, etc.). The above parameters will largely dictate the format of the text being created (letter, essay, etc.). And finally, a topic is chosen. In fact, all of this can happen in reverse order or simultaneously. The choice can be made individually, but at first it is better to work in pairs, and then bring the proposed options to the whole class for discussion.

Discussion.

The form of group discussion contributes to the development of communication and the formation of independent thinking. Discussion can be used both at the challenge stage and at the reflection stage. The class is divided into two groups, and a task is given for discussion in groups.

As a result, each group must create a reminder and protect it.

Advantages of TRKM

Teachers working with children within the framework of critical thinking note the following advantages of this technology:

• working in pairs and in a small group doubles or triples the intellectual potential of the participants, and their vocabulary significantly expands;
• joint work contributes to a better understanding of difficult, information-rich text;
• there is an opportunity to repeat and master the material;
• dialogue about the meaning of the text is intensified (how to recode the text to present the received information to other participants in the process);
• respect for one's own thoughts and experiences is developed;
• a greater depth of understanding appears, a new, even more interesting thought arises;
• curiosity and observation become more acute;
• children become more receptive to the experiences of other children: working together forges unity, students learn to listen to each other, and are responsible for a joint way of knowing;
• written language develops reading skills in children and vice versa;
• during the discussion, several interpretations of the same content are revealed, and this once again works for understanding;
• develops active listening;
• the fear of the white sheet of paper and the audience disappears;
• provides an opportunity to shine in the eyes of classmates and teachers, dispel stereotypes of perception of a particular child, and increase self-esteem.

Difficulties that teachers experience while working

in this technology.

• It is very difficult to fully implement a lesson in this technology within the framework of a class-lesson system (like any other). It is better to double the lesson if possible.

• Not all children are able to work with a large amount of information. Not everyone's reading technique is the same; not everyone can work synchronously.
• Technology is not always effective in weak classes (like any other developmental technology).
• You need to familiarize yourself with the technology in detail, take the necessary courses, attend seminars, and lessons from colleagues. This is one of the conditions.
• Misunderstanding of strategies and methods.
• Non-acceptance of some techniques by children, unloved (creative nature and work with a large amount of information).
• There are a huge number of techniques in technology, making it difficult to choose.
• Difficulty in selecting material (from different sources).
• Small numbers of children in classes may hinder the implementation of CM technology.
• Large moral, time and material costs.

Educational results

• ability to work with an increasing and constantly updated information flow in different fields of knowledge;
• use different ways information integration;
• ask questions, formulate your own hypothesis;
• solve problems;
• develop your own opinion based on understanding various experiences, ideas and perceptions;
• express your thoughts (orally and in writing) clearly, confidently and correctly in relation to others;
• argue your point of view and take into account the points of view of others;
• the ability to independently engage in one’s studies (academic mobility);
• to take responsibility;
• participate in joint decision making;
• build constructive relationships with other people;
• ability to collaborate and work in a group, etc.

Modern life sets its priorities: not simple knowledge of facts, not skills as such, but the abilityuse what you have purchased;not the amount of information, but the ability to receive it and model it; not consumerism, but creation and cooperation. The organic inclusion of work on the technology of developing critical thinking in the school education system provides the opportunity for personal growth, because such work is addressed, first of all, to the child, to his individuality.

ANNEX 1

Cluster

Topic "Noun"

Part of the sentence: subject, object, predicate

Changes according to animate and inanimate cases

varies according to numbers proper and common nouns

Noun

Part of speech varies by gender

answers the questions Who? What? denotes an object, phenomenon, sign

"True - False Statements"

Topic "Pronoun".

1. Only pronouns are written here: she, to him, alone, I, they, with me.

2. In a sentence, pronouns are only subject.

3. In a sentence, pronouns are a minor member or a subject

4. Pronouns can be 1st, 2nd or 3rd person.

5. Pronouns change according to cases and numbers.

6. In the sentence “He waited for a long time by the sea for an answer, but when he didn’t get it, he returned to the old woman,” the pronoun is a minor member.

Sinkwine

"Notes in the margins"

A noun is a part of speech that denotes an object and answers the questions who? or what? V

Nouns can be masculine, feminine or neuter. V Nouns change according to numbers and cases. ?

There are six cases in Russian: nominative, genitive, dative, accusative, instrumental, prepositional. +

Changing the endings of nouns according to questions is called changing by cases, or declension. There are nouns that are not declined: coat, metro, radio, cinema, highway. Nouns come in 1st, 2nd and 3rd declension. In the plural, nouns do not differ in declensions +

Nouns in the nominative case are the subject of a sentence. V

Nouns in the accusative case are a minor member in a sentence. +

"Thick and thin questions"

Theme by N. Nosov “Cucumbers”

Table “Z-H-U” (“I know – I want to know – I found out”)

The world. Topic: "Taiga".

"RAFT"

Let's define 4 parameters of the future text:

1.R - ​​role (drop)

2. A – audience (students of the class)

3. F – form (fairy tale)

4. T – theme “Journey of a Droplet”

Completed by a primary school teacher

Preview:

QUEST - TECHNOLOGIES IN DOW

Relevance

At the present stage of development of the educational system in Russia, new technologies and forms of interaction with students and their parents are emerging, which are based on the activation of the former and the inclusion of the latter in direct participation in the educational process of preschool educational institutions.

They combine especially well in quest technology, or as it is also called an educational quest, which is most often popular among teenagers and adults due to the extraordinary organization of educational activities and an exciting plot. But also in kindergarten We also use this technology and it is familiar to us under the name “station game”.

So what is a “quest”? Where did he come to us from? And what do we mean when we talk about an educational quest, about quest technology?

If we turn to the dictionary, then the very concept of “quest” will actually mean a game, a search that requires players to solve certain mental problems in order to overcome obstacles and move along a plot that can be defined or have many outcomes, where the choice will depend on the actions of the player himself.

From the history of quests

The ancestors of “real” quests are computer games, in which players had to solve puzzles and overcome obstacles in order for their computer hero to reach the end of the game. Only all these tasks were performed in the virtual world. Unlike computer quests, quests in “reality” are still developing, and their history does not even last a decade..

The first attempt to transfer a virtual computer quest into reality was made in Asian countries in 2007, after which it began to be implemented in Europe, and then in Russia (2013). As you can see, this is a fairly new, young innovation, but despite this it is confidently gaining momentum and becoming a popular and sought-after trend.

Educational quest - this is a completely new form of educational and entertainment programs, with the help of which children are completely immersed in what is happening, receive a charge of positive emotions and are actively involved in activities, because what could be more exciting than a good game? A live quest not only allows each participant to demonstrate their knowledge and abilities, but also contributes to the development of communication interactions between players, which stimulates communication and serves in a good way to unite the players.

There is an element of competition in quests, as well as the effect of surprise (unexpected meeting, mystery, atmosphere, scenery). They contribute to the development of analytical abilities, develop imagination and creativity, because participants can add to live quests as they progress. The use of quests allows you to move away from traditional forms of teaching children and significantly expand the scope of the educational space.

In order for the quest to be truly exciting and at the same time educational, to involve all participants and give everyone the opportunity to express themselves, the teacher is required to be highly professional both in terms of preparing such a game and during its implementation.

There can be many ideas for quests, but the most important thing is to implement everything correctly. The script should beclear, detailed, thought out to the smallest detail.

When preparing and organizing educational quests, it is necessary to determine the goals and objectives that the organizer sets for himself, taking into account the category of participants (children, parents), the space where the game will take place and write a script. The most important thing, and probably the most difficult, is to interest the participants.

Now let's move on to what is commonly called motivation in achieving the set goal. It's simple.There should be a prize at the finish line!

Like any technology, the educational quest has its own structure, which is presented on the slide., it all comes down to this:

Stage
I would like to draw your attention to the following steps:
Execution order.	Bonuses Fines
Grade. Prize. Reflection (summarizing and evaluating the event)	The teacher focuses on 4 types of reflection to evaluate the event: Communication - exchange of opinions and new information between children and teachers; Informational - children’s acquisition of new knowledge; Motivational - encouraging children and parents to further expand the information field; Evaluative - correlating new information with children’s existing knowledge, expressing one’s own attitude, evaluating the process. A mechanism for stimulating reflection can be conversation questions: “What new did you learn?”, “What was interesting?”, “What surprised you?”, “What was difficult?”, “Did everything work out the way you wanted?”).

Stages of organization

So: Organizational moment.Introductory remarks by the presenter in order to switch children’s attention to the upcoming activity, increase interest, and create an appropriate emotional mood:

Dividing children into groups;

Discussion of quest rules;

Distribution of maps and guides showing the order of passage of zones.

Stages of the game. During the game, players move sequentially through stages, solving various tasks (active, logical, search, creative, etc.).

Passing each stage allows a team of playersmove to the next stage. The team receives the missing information, hint, equipment, etc.But the highlight of this organization of play activity is that, having completed one task, children receive a hint to complete the next one, which is an effective means of increasing motor activity and motivational readiness for cognition and exploration. Also, while completing tasks, children receive bonuses (chips) and fines.

Types of quests

When planning and preparing a quest, the plot itself and the educational space where the game will take place play an important role. Will it be closed space or a wider field of activity, how many participants and organizers there will be, where the participants will start, will move in a certain sequence or choose their own route. Depending on this, quests can be divided into three groups.

To create a route you can usedifferent variants:

⎯ Route sheet (it can simply have stations written in sequence and where they are located; or there can be riddles, rebuses, an encrypted word, the answer to which will be the place where you need to go);

⎯ "Magic Ball"(on a ball of thread there are notes sequentially attached with the name of the place where you need to go. Gradually unwinding the ball, the children move from station to station);

⎯ Map (schematic representation of the route);

⎯ "Magic Screen"(tablet or laptop, where photographs of the places where participants should go are sequentially located)

⎯ Participants can learn where to go next after completing a task at a station (from the organizer; the answer to the task is the name of the next station; you need to find a hidden clue in a certain area), etc.

Most often we use linear quests in our work, where participants go from one point along a certain route and meet at another point, at the final station.

Principles of organizing quests

In order to effectively organize children's quests, you should adhere to certain principles and conditions:

All games and tasks must be safe (children should not be asked to jump over a fire or climb a tree); the tasks assigned to children must correspond to the age of the participants and their individual characteristics; under no circumstances should the dignity of a child be violated in any way; It is necessary to introduce different types of activities into the content of the scenario, since children of the specified age, according to their psychological and age characteristics, cannot perform monotonous tasks; tasks must be thought out in such a way that they are consistent and logically interconnected; the game should be emotionally charged with the help of scenery, music, costumes, and equipment; preschoolers must clearly understand the goal of the game they are striving for (for example, find a treasure or save a good character from an evil one); you should consider time intervals during which children will be able to complete the task, but will not lose interest in it; The role of the teacher in the game is to guide the children, “push” them to the right decision, but the children must make the final conclusions on their own.

In kindergarten, quests can be carried out in different age groups, starting with the youngest. But most often in older groups, where children already have skills and a certain amount of knowledge and abilities. Not only children, but also parents take part in many quests.

The quest, with its almost limitless possibilities, provides invaluable assistance to the teacher, providing the opportunity to diversify the educational process, make it unusual, memorable, exciting, fun, and playful.

Advantage This technology is that it does not require any special training for educators, the purchase of additional equipment or investment of funds. The main thing is the great desire of the teaching staff to lay the foundations of a full-fledged socially successful personality during preschool childhood.

Quest is a technology that has a clearly defined didactic task, a game concept, necessarily has a leader (mentor), clear rules, and is implemented with the goal of increasing children’s level of knowledge and skills.

The role of the teacher -mentor in a quest gameorganizational, i.e. The teacher determines the educational goals of the quest, draws up the storyline of the game, evaluates the process of children’s activities and the final result, and organizes search and research educational activities.

Main quality criteriaThe quest features its safety for the participants, originality, logic, integrity, subordination to a certain plot, and not just a theme, and the creation of an atmosphere of the gaming space.

CONCLUSION : the most important thing is that quests help us activate both children, parents, and teachers. This is a game that simultaneously uses the participants' intellect, their physical abilities, imagination and creativity. Here it is necessary to show ingenuity, observation, resourcefulness, and ingenuity, this is training of memory and attention, this is the development of analytical abilities and communication skills. Participants learn to negotiate with each other, distribute responsibilities, act together, worry about each other, and help. All this contributes to the unity of not only the children’s team, but also the parent community, and also improves parent-child relationships. It is also important that parents become active participants in the educational process in preschool educational institutions, and trusting kindergarten-family relationships are strengthened and formed.

Target : Introducing teachers to the use of the case method in the educational process

Tasks :

1. Introduce case technology and its application in the educational process.

2. Develop skills in practical work on a case.

Participants: educators

Didactic material: presentation on the topic “Case technologies in preschool education.”

Equipment and materials: multimedia projector, screen, presentation, cards for work.

Expected results: Participants will gain knowledge:

• what is case technology;
• varieties of case technologies that correspond to different learning goals;
• rules for developing cases for training;

Develop skills:

• apply the method of analyzing a specific learning situation;

Event plan:
1. Introduction – 2 min.
2. Theoretical part – 10-15 min
3. Practical part – 10 min

1. Introduction	The rapid dynamics of modern life require the search and development of new effective technologies. It is important that truly innovative pedagogical technologies are aimed at the learning outcomes for the future of the student. One of the most relevant today is the use of case technologies in preschool education.
Theoretical part	1. History of the case methodbegins in the 17th century, when theologians took real cases from life and analyzed them. The homeland of the case method is the USA. Now the method is most widely used not only in pedagogy, but also in management, mathematics, economics, medicine and law. In Russia, this technology began to be implemented only in the last few years.
	2. Name case technologycomes from the Latin “casus” - a confusing, unusual case; and also from the English “case” - briefcase, suitcase.
	3.Case technologyis the general name for teaching technologies, which are methods for analyzing situations. Case technology is an interactive technology for short-term training, based on real or fictitious situations, aimed not so much at mastering knowledge, but at developing new qualities and skills. Preschoolers should study the situation, understand the problem, and then offer the teacher possible ways solutions and, together with an adult, choose the most optimal way to solve the problem.
	4.What is the case for? The case makes it possible to get closer topractice, take the position of a person, reallydecision maker, learn from the mistakes of others.
	5. What can the case contain? Text material – interviews, articles and literary texts (or fragments thereof) Illustrative material – photographs, diagrams, tables, films, audio recordings
	5. First of all, we must create the cases themselves. To do this you need: 1. Determining the topic and research question - should be interesting to children. 2. Selection of the object of study - “a specific situation”; 3. Definition of context; 4. Planning a case study, collecting and analyzing material; 5. Search for solutions, discussion of possible scenarios for further development of the situation; 6. Description and editing of the case; 7. Formulation of a question for further discussion of the situation.
Question	Where exactly do you think case technology can be used in working with preschoolers?
	6. The stages of working with different types of cases are as follows: - First stage: preparatory. - Familiarize children with the situation. Capturing their attention. A positive attitude towards the situation is created. Children, together with the teacher, identify the problem and determine the target setting. Students independently understand the purpose of the search. - At the second stage, the teacher activates children with the help of key questions, supports the emotional experience of children, and carries out coordination work during the search activities of pupils. - Third stage: (decision-making analysis), the teacher involves children in the process of drawing up an action plan, the children demonstrate the ability to reason logically. - On the fourth, the evaluative-reflective stage, students put forward arguments, reflect, and apply the acquired knowledge.
	7. Let's look at some case technology methods in more detail using examples. Case illustrationis an illustration that is used to examine a problematic situation. The purpose of working with it is to analyze the essence of the problem, analyze possible solutions and select the best one. A case illustration differs from a visual one in that it always has a problem. Looking at the illustrations, children discuss the information received, reason, make decisions, and can make assumptions and make a forecast based on this. The problem is not presented to children in an open form. The situation we choose should illustrate the problems that a child may encounter in life or has already encountered. Naturally, this situation should hook the child. First, the teacher presents an illustration of a problematic situation to the children and organizes a discussion of the situation. - Children get acquainted with the illustration and identify the problem. - Divide into subgroups and discuss their ideas and solutions with peers. - Present their ideas and solutions in a presentation of the case solution. Presenting a second illustration helps maintain interest.
	8. “Photo-case” technologyis relevant because it makes it possible to formulate a decision-making strategy with the help of which a child in the future will be able to overcome independently encountered life situations of varying complexity. The essence of the technology provided is the analysis of the problem situation. IN"photo - case"included: 1. Photo, the subject of which reflects a problem. 2. Text for the case, which describes a set of events. 3. The task is a correctly posed question. It must be motivated to solve the problem. Example photo case “Children having lunch”: Goal: create motivation for the need to eat soup. The case consists of: 1. Photo “Children having lunch” 2. Text:It's lunch time in kindergarten. The cooks did their best and prepared delicious and healthy soup. A delicious smell wafted throughout the garden. The attendants set the table. The children sat down at the table and began to eat. And only Yegor sat over the plate. 3. Questions:Why doesn't the boy eat soup? What are the benefits of soup? What would you do if you were in Yegor's place? The stages of working with a photo case are the same. The photo itself arouses more interest in children than an illustration. Children examine, comment on the situation, and pay attention to details.
Practical part.	And now, I suggest you work with cases. I need 2 groups of 3 teachers. Some work with case illustrations, others with photo cases. You receive a card and tables that need to be filled out. When everyone is finished, we will discuss what happened.
Conclusion	Almost any educator who wants to introduce case technologies will be able to do this quite professionally, having studied special literature and having teaching situations on hand. The teacher can use any case with different purposes and on different stages educational activities, both for motivation before class, and as an independent lesson. It can also be used in ethical conversations, teaching preschoolers traffic rules, teaching cultural and hygienic skills, etc.
	In conclusion…Mental pursuits have such a beneficial effect on a person as the sun has on nature; they dispel the gloomy mood, gradually lighten, warm, and uplift the spirit.V. Humboldt

First stage: Preparatory
Activities of a teacher	Children's activities
Shows photo, reads text	Get to know the situation
Second stage: Motivational
Activities of a teacher	Children's activities
- forms the essence of the problem; - creates a task; - motivates to find a solution.	- realize the problem; - concentrate on finding solutions in a given situation.
Third stage: “Brainstorming”
Activities of a teacher	Children's activities
- activates children with key questions; - helps to analyze the decision made.	- present their solutions; - find a joint solution; - formulate conclusions.
Fourth stage: evaluative-reflective
Activities of a teacher	Children's activities
- encourages children to search for situations in which they can apply the acquired knowledge	- reflect, put forward arguments; - apply the acquired knowledge

Boris Chicherin was one of the largest Westerners of the second half of the 19th century century. He represented the moderate liberal wing, being a supporter of compromise with the authorities. Because of this, he was often criticized by his contemporaries. did not like Chicherin for criticizing socialism. Therefore, only today can we impartially assess the significance of his activities.

early years

Boris Nikolaevich Chicherin was born on June 7, 1828. He came from a Tambov noble family. His father became a successful entrepreneur selling alcohol. Boris was the first-born of his parents (he had six brothers and a sister). All children received a quality education. In 1844, Boris, together with his brother Vasily (father of the future People's Commissar for Foreign Affairs of the USSR), moved to Moscow to enter university. The young man’s teacher was the prominent liberal Westerner Timofey Granovsky. He advised his protégé to go to law school, which he did.

Boris Nikolaevich Chicherin graduated from the university in 1849. The period of his studies saw the heyday of the Nikolaev reaction, which came after the defeat of the Decembrists. Freedom of speech was limited, which, of course, did not please the liberal-minded population. Boris Chicherin belonged precisely to this layer. Another important event of his youth was the European revolutions of 1848, which significantly influenced the formation of his views.

The most striking events were in France. The young man at first joyfully received the news of the revolution, but later became disillusioned with this method of social development. Already at an advanced age, he was inclined to think that the state could not progress in leaps and bounds. Revolution is not the answer. What is needed is gradual reforms, not the “quackery of demagogues” leading a disgruntled crowd. At the same time, despite disappointment in the revolution, Boris Nikolaevich Chicherin remained a liberal. For Russia, he actually became the founder of constitutional law.

In Nikolaev Russia

The starting point for the political and philosophical views of the thinker was the teaching of Hegel. Chicherin eventually rethought his metaphysical system. The thinker believed that there are four absolute principles - the first cause, rational and material substances, as well as spirit or idea (i.e. final goal). These phenomena have their reflection in society - civil society, family, church and state. Hegel argued that matter and mind are only manifestations of spirit. In politics, this formula meant that the state absorbs all other entities (family, church, etc.). Boris Nikolaevich Chicherin started from this idea, but did not agree with it. He believed that all four of the above phenomena were equivalent and equivalent. His Political Views throughout their lives they were based precisely on this simple thesis.

In 1851, Chicherin passed the exams and became a master. His dissertation was devoted to the topic of public institutions in Russia in the 17th century. The views of the professors of that era were fully consistent with the sacred idea of ​​Nicholas I of “Orthodoxy, autocracy and nationality.” Therefore, these conservatives did not accept Chicherin’s dissertation, since in it he criticized the political system of the 17th century. The young man spent several years as a professor without success, so that the text would finally “pass.” This was done only in 1856. This date is not accidental. That year, Nicholas I was already dead, and his son Alexander II was on the throne. It has begun for Russia new era, during which such “Fronder” dissertations were accepted on an equal basis with others.

Westerner and statist

From an ideological point of view, the biography of Boris Nikolaevich Chicherin is an example of the life and work of a Westerner. Already at a young age, he attracted the attention of the country's intelligentsia community. His articles, published at the beginning of the reign of Alexander II, were collected in 1858 into a separate book, “Experiments on the History of Russian Law.” This selection is deservedly considered the basis of the historical-legal or state school in domestic jurisprudence. Chicherin became its founder along with Konstantin Kavelin and

Representatives of this trend believed that state power is the main driving force of the entire country. Chicherin also developed a theory about the enslavement and emancipation of classes. His point of view was that at a certain stage of historical development, Russian society allowed the emergence of serfdom. This was caused by economic and social reasons. Now, in the middle of the 19th century, such a need has disappeared. Statist historians advocated the liberation of the peasants.

Publicistic activity

Alexander II, who came to power in 1855, realized after the lost Crimean War that the country needed reforms. His father kept Russian society in a frozen, preserved state, so to speak. Now all the problems have come out. And first of all - peasant question. Changes were felt immediately. A public discussion began. It unfolded on the pages of newspapers. The liberals had the “Russian Messenger”, the Slavophiles had the “Russian Conversation”. Boris Nikolaevich Chicherin also joined in the discussion of social and economic problems.

The Westerner quickly became a popular and recognized publicist. Already in his youth, he developed his own style, which consisted of numerous references to the centuries-old history of the Russian state. Chicherin was not a radical liberal and “a fighter against the regime.” He believed that the autocracy would be able to cope with the accumulated problems if it carried out effective reforms. The publicist saw the task of democracy supporters as helping the authorities, not destroying them. The educated layer of society should instruct the state and help it make the right decisions. These were not empty words. It is known that Alexander II read newspapers of all political organizations every day, analyzing and comparing them. The autocrat was also familiar with the works of Chicherin. By nature, the tsar was not a Westernizer, but his pragmatism forced him to make concessions to the “advanced public.”

Chicherin Boris Nikolaevich remained a supporter of absolutism also because he considered this system effective when it came to making unpopular decisions. If the autocratic government decides to carry out reforms, it will be able to do this without looking back at parliament or any other form of opposition. The king's decisions were carried out quickly and unanimously by the vertical system. Therefore, Boris Nikolaevich Chicherin has always been among the supporters of centralization of power. The Westerner turned a blind eye to the evils of this system, believing that they would go away on their own when the state made the first fundamental changes.

Disputes with colleagues

In Soviet textbooks, the biography of Boris Nikolaevich Chicherin was considered casually and incompletely. Socialist power contradicted many of the ideas that this lawyer defended. At the same time, during his lifetime he was criticized by many of his fellow Westerners. This was due to the fact that Chicherin advocated a compromise with the authorities. He did not strive for drastic changes, keeping in mind 1848.

For example, the writer believed that in ideal state There must be representative bodies of power, including parliament. However, in Russia he did not see conditions for the creation of such institutions. Society was not yet developed enough for their appearance. It was a balanced position. In serf Russia, with its mass illiteracy of the peasantry and social passivity of the majority of the population, it simply did not work out political culture, which could be compared with the Western standard. Most liberals and haters of autocracy thought differently. These people considered Chicherin almost an accomplice of the regime.

For example, Herzen compared him with Saint-Just - the inspirer of terror in revolutionary France. Chicherin met him in London in 1858. Herzen lived in exile, from where, thanks to his active journalistic activities, he had a significant influence on the state of Russian minds. Chicherin in response to criticism from the author of the novel “Who is to Blame?” replied that he “doesn’t know how to keep a reasonable middle ground.” The disputes between the two most prominent writers ended in nothing; they parted, not agreeing on anything, although they had mutual respect for each other.

Criticism of bureaucracy

The historian and publicist Boris Nikolaevich Chicherin, whose works did not criticize the basis of the autocratic system (the sole power of the monarch), highlighted other obvious problem areas of the Russian state. He understood that a serious flaw in the administrative system was the dominance of the bureaucracy. Because of this, even intellectuals, in order to achieve something in life, have to become officials, believed B. N. Chicherin.

The biography of this man is a biography of a person from a noble family who achieved success thanks to his diligence and talents. Therefore, it is not surprising that the writer saw the need for the emergence of a united layer of influential landowners who advocated liberal reforms. It is these enlightened and rich people who could become a barrier to the dominance of skeletal officials, on the one hand, and the anarchy created by the lower classes, on the other.

The bureaucratic, slow-moving and ineffective system was disgusting to many, and B. N. Chicherin, without a doubt, was in these ranks. The writer’s biography includes an interesting and revealing fact. After he became a professor, he was entitled to the rank of state councilor. However, the publicist refused it and did not receive a mark in the table of ranks, even “for show.” By inheritance, he received part of the family estate from his father. Being a prudent and careful landowner, Chicherin was able to save the farm. Throughout the writer's life, it remained profitable and generated income. This money made it possible to spend time not on public service, but on scientific creativity.

After the abolition of serfdom

The day before, Boris Nikolaevich Chicherin (1828-1904) went on a trip to Europe. When he returned to his homeland, the country became completely different. was canceled, and society was torn by debate about the future of Russia. The writer immediately joined in this controversy. He supported the authorities in their endeavor and called the Regulations of the Year “the best monument of Russian legislation.” At the same time, the student movement intensified in the country's two main universities (Moscow and St. Petersburg). Young people spoke with a variety of slogans, including political ones. The leadership of higher educational institutions hesitated for some time and did not know how to respond to the unrest. Some professors even sympathized with the students. Chicherin advocated meeting the demands of students concerning their immediate educational process (improving conditions, etc.). But the writer criticized anti-government slogans, considering them ordinary youthful fervor that will not lead to anything good.

Chicherin Boris Nikolaevich, whose political views were certainly Westernized, nevertheless believed that the country first of all needed order. Therefore, his liberalism can be called protective or conservative. It was after 1861 that Chicherin’s views were finally formed. They took the form in which they remained known to posterity. In one of his publications, the writer explained that protective liberalism is the reconciliation of the beginning of law and power and the beginning of freedom. This phrase became popular in high government circles. She was highly appreciated by one of the main close associates of Alexander II - Prince Alexander Gorchakov.

True, such a principle never became fundamental for future government decisions. Weak power and restrictive measures - this is how Boris Nikolaevich Chicherin characterized it in one of his publications. short biography The writer says that his life was soon marked by an important event. His articles and books were popular with the king. A direct consequence of this attitude was Chicherin’s invitation to become the mentor and teacher of Nikolai Alexandrovich, the heir to the throne. The historian happily agreed.

Tsarevich's teacher

However, tragedy soon struck. In 1864, Nikolai Alexandrovich went on a traditional trip to Europe. Among his entourage was Boris Nikolaevich Chicherin. Photos of this writer increasingly appeared on the pages of newspapers; he became a significant figure among the Russian intelligentsia. But in Europe he had to temporarily stop his journalistic activities. He was busy with the heir and, in addition, fell ill with typhus in Florence. Chicherin's condition was terrible, but he unexpectedly recovered. But his student Nikolai Alexandrovich was less fortunate. He died of tuberculous meningitis in Nice in 1865.

The story of his own recovery and the unexpected death of the heir to the throne greatly influenced Chicherin. He became more religious. In Nikolai Alexandrovich, the teacher saw a person in the future capable of continuing his father’s liberal reforms. Time has shown that the new heir turned out to be a completely different person. After the assassination of Alexander II, Alexander III curtailed his reforms. Under him, another wave of state reaction began (as under Nicholas I). Chicherin lived to see this era. He was able to see with his own eyes the collapse of his own hopes regarding the children of the Tsar-Liberator.

Teacher and writer

Having recovered and returned to Russia, Chicherin began teaching at Moscow University. He began the most fruitful period of scientific creativity. Since the second half of the 60s. Fundamental books were regularly published, the author of which was Boris Nikolaevich Chicherin. The author's main works concerned the state and social structure of Russia. In 1866, the philosopher and historian wrote the book “On Popular Representation.” On the pages of this work, Chicherin admitted that a constitutional monarchy is the best state system, but in Russia the conditions necessary for its approval have not yet developed.

His work went almost unnoticed in progressive circles. Boris Nikolayevich Chicherin once spoke directly and frankly about the liberals of that time - it is pointless to write deep scientific books in Russia. All the same, radical supporters of democracy and revolution will miss them or accept them as just another reactionary work. Chicherin's fate as a writer was indeed ambiguous. Criticized by his contemporaries, it was not accepted and Soviet power, and only in modern Russia were his books for the first time subjected to an adequate, objective assessment outside the political situation.

In 1866, Boris Chicherin finished teaching and devoted himself entirely to writing scientific books. The writer resigned in protest. He and several other liberal professors (who also defiantly left their positions) were outraged by the actions of the rector of Moscow University, Sergei Barshev. He, together with officials from the Ministry of Public Education, tried to renew the powers of two conservative teachers, although these actions were contrary to the charter.

After this scandal, Chicherin moved to the family estate Karaul in the Tambov province. He wrote continuously, except for the period 1882-1883, when he was elected mayor of Moscow. As a public figure, the writer was able to solve many economic problems of the capital. In addition, he took part in the coronation ceremony of Alexander III.

Major works

What are the most significant books that Boris Nikolaevich Chicherin left behind? “Philosophy of Law,” published in 1900, became his final general work. In this book, the writer took a bold step. The idea that a legal system could have its own philosophy was disputed by the then influential positivists. But Chicherin, as always, did not look back at the opinion of the majority, but consistently and firmly defended his own position.

Firstly, he condemned the widespread opinion that law is a way of confrontation between different social forces and interests. Secondly, the author turned to the experience of ancient philosophy. From ancient Greek works he drew the concept of “ natural law", developing it and transferring it to the Russian realities of its time. Chicherin believed that legislation should be based on the recognition of human freedoms.

Today we can safely say that the founder of Russian political science is Boris Nikolaevich Chicherin. He wrote about liberalism and other ideological trends at a young age in numerous articles. In the 80-90s. The scientist dealt directly with the theoretical side of politics. He wrote fundamental books: “Property and the State” (1883), as well as “Course of State Science” (1896).

In his works, the researcher tried to answer a variety of questions: what are the permissible limits of activity of the administrative machine, what is a “public good,” what are the tasks of bureaucracy, etc. For example, when analyzing the role of the state in the economic life of the country, Chicherin criticized too much interference from power structures. The theorist believed that in this part of the economy private initiative should come first.

Boris Chicherin died on February 16, 1904. A week before, the Russo-Japanese War began. The country was finally entering its 20th century, full of turmoil and bloodshed (the first revolution would soon break out). The writer did not witness these events. But even during his lifetime, he realized the danger of political radicalism and tried with all his might to prevent a catastrophe.

Regardless of various philosophical positions, it is on the problem of the relationship between personality, property and the state that K.D. Kavelin and B.N. Chicherin reveals unity in many ways. For them, the relationship between personality and society, personality and state, law and ethics, social philosophy and politics became the central theme of their research. They solved it deeply from the position of theoretical liberalism.

Despite the fundamental differences in positions on the issue of communal land ownership, both of them are supporters of legal protection, legal regulation, mutual balance of personal and state principles, opposing the anarchic self-will of the individual, on the one hand, and the despotism of the state, on the other. They understood the metaphysical meaning of freedom as the possibility of the spiritual elevation of the individual to an unconditional essence, from the sensual to the supersensible (Chicherin) to the recognition of the decisive role of the individual in human development (Kavelin). Therefore, it is impermissible to treat it as a simple means of comprehension, for any purpose beyond its intended purpose. And if various particular definitions could change depending on theoretical preferences or the political situation, the position on the absolute value of a person always remained its cornerstone.

In defining freedom, Russian liberalism, represented by Kavelin and Chicherin, adopted not only Western ideas, but also supplemented it with the domestic humanistic tradition, which combined the principles of equality and justice, introducing high moral potential into civil society (a society of private interests and equal opportunities).

They educated and prepared the people for political representation, proposing to start reforms with civil society. “Transformations introducing a strong, reasonable and legal order in the country instead of arbitrariness and chaos, by the very essence of the matter, must precede political guarantees,” wrote K.D. Kavelin.

Consistently defending the priority of law, liberals Kavelin and Chicherin associated it with the idea of ​​a strong rule of law state, capable of carrying out the necessary reforms, ensuring order in society. According to their teaching, the state by its nature is a power standing above classes and estates. It is created in order to bring warring forces to agreement, so that the idea of ​​public good prevails over private interests, so that the very pursuit of private interests serves the achievement of public goals.

The state, in their understanding, is the highest form of organization, a kind of “insurance policy” of the nation (Chicherin). But it cannot replace civil society, interfere in the private lives of citizens, or regulate their economic activities. "Like any economic activity“, production and accumulation of capital,” Chicherin wrote, “is a private matter, not a state matter. As a guardian of law, the state is called upon only to establish conditions for its acquisition that are common to all and to protect against encroachment by others.” So, the state must guarantee freedom of private property and the conditions for entrepreneurial practice, and promote the harmonious development of the relationship between the individual, property and the state.

Assessing the present of Russia, Kavelin and Chicherin characterized the government as “autocratic anarchy,” expressing dissatisfaction with the existing order of things, especially the dominance of the centralized bureaucracy. An attempt was made to wrest the monarchy from the “autocratic republic” (Kavelin) from the “corrupting influence of the ruling bureaucracy” (Chicherin).

The conservative element was inherent in the liberal views of Kavelin and Chicherin. It should be borne in mind that Chicherin, for example, associated his main hopes on the path of liberal reforms with the zemstvo movement, with the independent work of local government bodies, and Kavelin, at a certain period, appealed to the self-awareness of the noble class.

Conservatism, as a principle, stands for what exists not in the name of some ideal or principle, but only because there is no better in sight, or it has not become clear how to move to it. The great strength that Kavelin talks about is that the “negative” side of conservatism, being directed at the emerging new, seems to “highlight” this new, thereby contributing to its “clarification and ripening.”

It is interesting that while Chicherin focuses on the protective and strengthening role of conservatism, Kavelin identifies a certain “negative” side in conservatism and directs it towards something “new”, which is thereby not only better understood, but also begins to be perceived as a “need” ". Be that as it may, it is quite obvious that in the Russian liberal thoughts XIX century, the conservative beginning was not only its organic integral part(which is typical for many similar concepts and which, in the end, is one of the essential features of liberalism in general), but is also put forward to one of the most important places in the theory of Russian liberalism. This was especially noticeable at the beginning of the 20th century in the social and philosophical concepts of representatives of the “new liberalism”.