Educational technologies types at the university. Innovative educational technologies at the university

Educational technology is a system of interconnected activities of the teacher and students, based on a specific concept in accordance with certain principles and the relationship of goals, content, methods, and teaching aids. Educational technologies are developed by pedagogical science and introduced into the pedagogical practice of higher education with the aim of increasing the efficiency of the educational process, developing a professionally and socially competent personality of a specialist.

The essential characteristics of educational technologies are the following:

Conceptuality - reliance on a certain scientific concept, the idea underlying the design of this technology;

integrity - the logical relationship of structural elements that gives educational technology the specified qualities;

controllability - the possibility of diagnostic goal setting, monitoring of the educational process and its correction;

reproducibility - the possibility of using and reproducing this educational technology by many teachers;

efficiency - achieving set goals in accordance with educational standards while minimizing time and economic costs.

Educational technologies have quite a lot of similarities in their goals, content, methods and means used and can be classified according to these general characteristics.

By level of application There are general pedagogical, specific methodological (subject) and local (modular) technologies.

According to the conceptual basis distinguish between theocentric, naturecentric, sociocentric, anthropocentric (see Chapter 2) and etc.

By dominant method and means of teaching distinguish reproductive, training, dialogical, developmental, creative, gaming, computer, program learning, problem-based learning, communicative learning, distance learning.

By organizational form classify lecture-practical, individual, group, collective, differentiated training.

By the nature of pedagogical interaction distinguish between authoritarian, personality-oriented, personal-activity, and cooperation.

Let's look at some modern educational technologies in higher education.

Personality-oriented (personal development) training(N.A. Alekseev, E.F. Zeer, V.V. Serikov, I.P. Smirnov, A.V. Khutorskoy, I.S. Yakimanskaya, etc.) assumes recognition

the main driving force behind the professional formation and development of the student’s personality itself, its need for self-actualization of its personal and professional potential. The decisive factor in development is the student’s interaction with the professional environment, teachers, scientists, specialists involved in real and virtual professional activities.

This educational technology is focused primarily on self-development and self-realization of the individual in specific professional activities. The leading motives of these processes are the prospects for a professional career and the semantic professional future of the individual, which significantly increases the student’s activity and subjectivity in the educational process.

Personality-centered learning offers three basic methods for constructing personality-affirming situations in which participants in the educational process reconstruct educational material with the extraction of relevant life meanings from it: a) presentation of elements of learning content in the form of multi-level personality-oriented tasks; b) dialogue as a special didactic and communicative environment that provides subjective and semantic communication; c) professional role-playing games and the inclusion of students in solving real professional problems (for example, in a legal clinic or on industrial practice).

The following requirements are identified for the development of didactic support for student-centered learning:

the educational material and the nature of its presentation must ensure the identification of the content of the student’s subjective experience, including the experience of his previous training;

the presentation of material by the teacher and in the textbook should be aimed not only at expanding the volume of knowledge, structuring and integrating subject content, but also at transforming the existing experience of each student with the aim of rooting it in the culture;

during training it is necessary to constantly coordinate the student’s experience with the scientific content of the knowledge being communicated;

active stimulation of the student to self-valued educational activities provides him with the opportunity for self-education and self-expression in the process of acquiring knowledge, skills and abilities;

Study material should be organized in this way , so that the student has the opportunity to choose when completing assignments and solving problems;

It is necessary to encourage students to independently select and use the most significant methods and techniques for mastering educational material;

when informing students about methods of performing educational activities, it is advisable to highlight general logical and subject-specific methods of educational activities, taking into account their functions in personal and professional development;

it is important to constantly monitor and evaluate not only the results, but mainly the learning process;

educational material must ensure the construction, implementation, reflection and evaluation of learning as a subjective activity.

The technology of student-centered learning is a combination of professional pedagogical activities of a teacher focused on the development of the student’s personality and personally significant educational activities of a particular student, aimed at meeting the individual needs of a person. Its content, methods, techniques are aimed mainly at revealing and using the subjective experience of each student, promoting the formation of personally significant ways of knowing. The subjectivity of the student’s personality (individuality) is manifested in selectivity to knowledge, the stability of this selectivity, methods of mastering educational material, and an emotional and personal attitude towards the objects of knowledge.

The pedagogical position of the teacher is to initiate a subjective learning experience, develop the individuality of each student, recognize the originality and self-worth of each person. The student's position is a free choice of elements of the educational process, self-knowledge, self-determination, self-realization.

Personality-oriented learning eliminates the methods of barracks pedagogy, which level the student’s personality, helps to overcome the subjectivism and bias of teachers, and most fully and adequately reflects the modern goals and content of higher legal education.

Below we will consider the features of the content and methodology of student-centered learning.

Widespread use of active learning methods in the educational process. A student gains access to culture by no means when he is forced to read and memorize a huge amount of educational material, or when he is forced into lectures and seminars. The only effective way to get a student to learn is to create a situation where he wants to learn. He needs to live in culture, express himself personally in it, think, evaluate situations, make choices. All this is achieved in personally affirming situations with an alternative approach to retrospective and prospective analysis of current legal and socio-economic problems, which involves the search for one’s own solutions. The need to get acquainted with the sources remains, but this is mainly individual independent work or the work of a game team with the help of a teacher-consultant. The motivation for studying educational and scientific texts is changing dramatically: you need to process a pile of books not because you are forced to, but in order to be on top in a business game, discussion, or seminar, in order to win by finding a strong position with the help of adequate argumentation. Knowledge acquired in the process of personal reflection and experience provides an initiative and creative level of assimilation.

Authenticity of training content. The student must be accustomed to judge the normative or scientific text according to the text itself, and not according to its translation in the textbook. Therefore, when preparing homework, reports, essays, coursework, diploma and scientific papers, students and graduate students are advised to turn to primary sources, study important legal documents in the original to form a personal position.

Diachronic and cross-cultural approaches. The society of the present and future is a society of rapid social change and clashes of cultures. Individuals and associations of individuals, and not just elite ruling groups, are beginning to play a significant role in these changes and clashes. In order for the clash of cultures to give a more fruitful result, the individual must carry within himself the possibility and pattern of the existence of different cultures. This implies a sign of diachronicity - the fixation of social changes in historical time. The principle of cross-culturalism consists in recording and analyzing the differences between ways of life and muscle-

leniya in different cultures, including between legal systems of the world. The development of intercultural competence of students includes learning to understand and accept foreign cultural values, active tolerance towards dissidents.

Separation of facts and their interpretations in the educational process. In order to have the possibility of value self-determination, the student must gain access to the truth, which is contained in the facts, i.e. textual, documentary, physical evidence. They have a much higher level of reliability than interpretations. Teachers should always and everywhere make and emphasize the distinction between a fact and its interpretation, so that the interpretation is never presented as truth.

Full variety of interpretations. Teachers should strive to present at lectures and seminars all interpretations of the facts, norms, concepts, and phenomena being studied. This is precisely the “antidote” to ideology that claims to be the ultimate truth. A particular teacher, naturally, prefers some interpretations and dislikes others, but the principle of complete diversity significantly compensates for this inevitable bias and ensures the student’s freedom of choice.

Teaching methods of assessment and selection. Along with the distinction between facts and interpretations, it is important to distinguish between what is and what should be, between reality and its assessment. A self-determining individual, free from ideology, must be capable of independent choice. It is easiest to force ready-made information to be memorized. It is much more difficult to form an idea of ​​the existence of different ideological and scientific assessment platforms, about historical development the assessments themselves, the criteria, the arguments. Therefore, discussions, disputes, and dialogues become commonplace in practical classes and seminars, through which students learn to form and argue their own point of view.

No less important than evaluation is playing out the choice situation. By playing out a legally significant situation, the student becomes more sensitive to existing external and internal restrictions. He is more capable of understanding the choices and actions of another and he himself can free himself from the boundaries that constrain him or, on the contrary, consciously limit

make your choice based on your own value orientations and attitudes. This can be an assessment of the actions and actions of real or fictional characters, the choice of a method of argumentation in a professional dispute, playing out scenarios for the construction and transformation of society, attempts to solve social conflicts and interethnic disagreements, establishing the reasons for the activity or passivity of voters, discussing new bills, etc.

Thus, person-centered learning places emphasis on the development of the value-semantic sphere of students and moves away from the concept personality formation and approves the concept promoting its development, considers the student to be a subject not of teaching, but of life, strengthens the dialogical nature of communication between the teacher and students, provides the opportunity to choose and determine the path to achieve a personally significant goal of cognitive activity, considers the individualization of learning as the main way to realize personal needs and create conditions for self-actualization of the individual.

Personally-centered learning has much in common with the technology of credit-transfer learning, which is widespread in European universities.

Modular training as an educational technology, it is also based on the idea of ​​a person-centered approach, according to which the center of the pedagogical system is the student, and students’ independent work and self-control acquire priority. Modular learning technology has emerged as a counterbalance to the traditional classroom-lecture system, which ignores individual differences among students and requires all students to master the same amount of educational material over the same period of time.

The developers (J. Dewey, J. Carroll, B. Bloom, etc.) of this technology consider it as a “system for the complete assimilation of knowledge.” Its starting point is that different students, depending on their intellectual abilities, require different amounts of time to master the same educational material. Therefore, the optimal form of organizing the educational process will be one in which each student receives sufficient time to study the required amount of material.

The development of a system for the complete assimilation of knowledge occurs in several stages: the formation of diagnosable educational goals; development of training content in the form of standards for the complete assimilation of knowledge and tests for organizing control; entrance testing of students and organization of differentiated independent work of students based on the results obtained; development of educational materials based on the modular principle and tasks for self-control for all modules; correction of knowledge based on the results of self-control; final control of knowledge and skills.

Training module contains a didactic goal, educational material (paragraph, topic, section, subject, integrated course), methodological instructions for its study, time for completing each educational task, methods of control and self-control. Modular training technology is usually implemented on the basis of an educational and methodological complex. When designing a training module, it is necessary to develop a system of training tasks in accordance with the levels of knowledge acquisition and the formation of skills and abilities provided for by the goals of studying this module. An important place in the system of educational tasks is given to tests for monitoring and self-control of the learned material.

The main characteristics of modular training are the following:

setting diagnosable goals when studying each educational module;

flexibility, reflecting the variability of content and teaching methods, methods of control and evaluation;

awareness of the goals and objectives of studying this module by the teacher and student as a motivating factor in cognitive activity;

the predominance of students’ independent work among other types of educational activities, which arises thanks to a system of clearly thought-out tasks and ensuring self-control of knowledge;

the predominance of advisory work in the teaching activity of the teacher;

reflection of students' cognitive activity thanks to constant monitoring of the educational process.

Modular training is usually associated with a rating control system. Control is carried out three to four times per

semester in the form of a test, test, test, exam. Within each module, the student acquires both subject knowledge (theoretical part) and activities related to the application of this knowledge (practical part). Accordingly, control can be content-based, activity-based, or content-activity-based (checking the mastery of theoretical tasks, problem solving). The results of the final control characterize equally the success of the student’s educational activities and the effectiveness of the teacher’s teaching activities.

The modular interpretation of the training course is based on the didactic principle of consistency, which presupposes: selection of the necessary and sufficient volume of systematized knowledge of the academic discipline (its conceptual base with a set of basic semantic units); combination of theoretical and practical parts module; systematic control that logically completes each module and leads to the development of students’ abilities to analyze, systematize and predict adequate solutions to professional problems.

Educational technologies developed to meet the individual needs of students are becoming increasingly widespread, as the number of people who, for one reason or another, cannot or do not want to study in general streams is constantly growing. The requirements of a market economy, the increasing gap between the individual training of school graduates, and a noticeable decline in the level of secondary education force higher school teachers to introduce such educational technology in full: after all, every student requires appropriate conditions for self-realization. In such a situation, it becomes increasingly difficult for a teacher to focus on the “average” student in the educational process. It is obvious that high-quality productive training is possible only with a reasonable combination of group training with individual and differentiated training.

Training modules are used in the preparation of individual educational programs, or individual training routes. Individual route- this is a plan drawn up by the student himself, together with the teacher, to achieve a specific educational goal, taking into account the individual characteristics of the student’s personality and activities. It represents the student’s action program over a certain segment

his training. The route can be planned for a specific part or the entire course. The purpose of training according to an individual program is to improve the quality of knowledge, skills, maximum satisfaction of the student’s individual needs, and save time. Reducing the training period frees up time for professional training and in-depth study of individual subjects.

An individual route contains a precise description of: the material being studied, a given volume and the required level of its assimilation, teaching methods, the required amount of independent work and practice, calculation of time for all types of independent learning activities, self-control and testing of achievements. The transfer of a student to an individual educational program occurs on the basis of the student’s personal desire with full awareness of his responsibility for the decision made and the teachers’ assessment of his preparedness for such a transition.

An individual educational program is implemented in various ways. It may involve studying one or more modules using a conventional classroom-lecture system. Along with attending training sessions on the chosen module in his group, a student can study with another group or at another faculty. Individual training involves different levels independence. The student resolves his personal difficulties in studying and questions through regular consultations with teachers. The teacher’s responsibilities include: assessing the student’s preparedness for the transition to an individual educational program; jointly choosing an individual educational route; regular meetings with students to issue study assignments, consultations, discuss the stages of completing the educational route; adjustment of the educational route; registration of test results and student certification.

The modular-rating training system, which has recently become widespread throughout the world, is understood abroad as “a didactic package consisting of complete elements, each of which can be implemented as an autonomous system.” It is characterized by: a clear description of the module and its purpose; compliance of the content with the corresponding level of the science being studied; such a distribution of educational material that allows the student himself to

Design your own training program according to your needs.

One of the ways to modernize Russian higher education on the basis of European standards of the credit-transfer system may be associated with the widespread introduction of modular-rating learning technology into the educational process, where modules (parts of educational material) are combined with the results of educational activities. A student who scores a higher amount of points in all modules using all types of control has a higher rating. Many universities use a modular rating system to strengthen educational motivation and enhancing students’ independent work with the help of an individual curriculum.

Problem-based learning involves the consistent presentation of problems to students, in the process of solving which they acquire not only the knowledge component of professional activity, but also the skills of its implementation.

The main didactic unit of designing the educational process in this technology is the educational problem, and the concepts of “task” and “problem” are separated. The sequence of student actions with a given approach is as follows: analysis of the conditions of the finished problem - "remembering the solution method -" solution - "formal comparison with the standard answer. In the case of using a problem-based approach, the student’s algorithm of actions is as follows: analysis of the problem situation -" statement of the problem -" search for missing information and putting forward hypotheses -" testing of hypotheses and obtaining new knowledge -" translation of the problem into a task -" search for a solution -" solution -" verification solutions - “proof of the correctness of the solution to the problem.

The technology of problem-based learning allows not only to acquire new knowledge, skills, and abilities, but also to accumulate experience in creatively solving a variety of professional problems. The essence of the problematic interpretation of educational material is that the teacher does not convey the entire volume of knowledge in a ready-made form, but sets problematic tasks for students, encouraging them to look for ways and means of solving them.

An educational problem is defined as the psychological state of a person in a specific situation, characterized by the awareness of the impossibility of resolving it with the help of his existing knowledge, means and methods of action. Arose-

The development of the problem is determined by the inconsistency, excess or deficiency of the objective and social components of this situation, the need to make a decision with two or more choice alternatives with a probabilistic outcome, multiplicity or uncertainty of decision-making criteria, and the presence of different points of view on the situation.

Features of the content and methodology of problem-based learning are determined by the fact that this educational technology requires adequate design of the didactic content of the course, presented as a chain of problem situations. Problem situations can be different in the content of the unknown, in the level of problematic nature, and in the type of information mismatch. Teaching methods based on the creation of problem situations activate the cognitive activity of students, which consists of searching and solving issues that require the activation of knowledge, analysis, and the ability to see a phenomenon or law behind individual facts.

Methodological techniques for creating problem situations:

the teacher brings students to a contradiction and invites them to find a way to resolve it themselves (the so-called Socratic method, widely used in foreign universities);

confronts contradictions in practical activities;

invites students to consider the situation from different positions (for example, tax inspector, businessman, lawyer);

encourages students to make comparisons, generalizations, conclusions from the situation, and compare facts;

poses specific questions in order to substantiate, generalize, and adhere to the logic of reasoning;

identifies problematic theoretical and practical tasks;

offers problematic professionally significant tasks.

The effectiveness of problem-based learning is ensured by: selection and preparation of relevant professionally significant tasks; determining the characteristics of problem-based learning in various forms of the educational process; creation of teaching aids and guides on problem-based learning; personality-oriented approach and pedagogical skills in teaching

a teacher capable of organizing and stimulating the active cognitive activity of students.

It is recommended to conduct problem-based lectures, lecture-discussions, lectures-conferences with appropriate preparation of students, which includes familiarization with specialized literature, legislative acts and court decisions. Such a lecture is constructed primarily in the form of a dialogue between the teacher and the audience. Despite its labor-intensive nature, this technology is quite effective: students acquire professional skills in independent legal practice; learn the rules of law, learn judicial precedents and possible solutions to the problem; develop public speaking skills in front of an audience, which is necessary for any lawyer.

In practical classes, problem tasks composed in a certain way are solved. The plot of the case is given as fully as possible. After it, there is not always a list of questions that students must answer. They are given the opportunity to determine for themselves what problems arise from the task. After the main text of the problem, several options for modified conditions are given, on the basis of which different turns of the legal situation are worked out. The problem method involves the development of a case and several variations based on a given plot. When selecting case plots for practical training, it is recommended to use specific cases from judicial practice.

In the process of problem-based learning, it is advisable to discuss controversial provisions of legal science, shortcomings of current legislation, legislative initiatives and current bills. Through the search and selection of adequate solutions to various problems of a theoretical and practical nature, the development of professional thinking and creative abilities of students occurs. The core of creative abilities consists of the following skills: to see a problem in a standard situation when students have non-standard questions; see in a new way the structure of an ordinary phenomenon (its new elements, their connections and functions, etc.); combine a new solution method from elements of previously known methods; transfer previously acquired knowledge and skills to a new situation; find original solutions without using previously known similar methods.

One of the promising ways to develop professional thinking is for students to master the logic of search through the history of the science being studied. Hypotheses, innovations, new data in science, the crisis of traditional ideas, the search for new approaches to the problem - this is not a complete list of topics for problem-based learning. The level of problematic learning is determined by the degree of complexity of the problem derived by the student from the relationship between the known and the unknown within the framework of a given problem, as well as the share of creative participation of students in solving the problem. Obviously, the level of problems should increase from course to course so that the motivation of students’ cognitive activity does not decrease.

The most effective form of problem-based learning is research work, during which the student goes through all stages of the formation of professional thinking, while at a separate lecture, seminar or practical lesson one or a limited group of problem-based learning goals is pursued. The success of restructuring education from traditional to problem-based depends on the teacher’s knowledge of the theory of problem-based learning, mastery of its technology, specific techniques of the problem-based method and the ability to modify the organizational forms of the educational process.

Advantages of problem-based learning: independent acquisition of knowledge through one’s own creative activity; high level of motivation to study; development of productive thinking; lasting and impactful learning outcomes. Disadvantages: poor controllability of students’ cognitive activity; Spending a lot of time to achieve your goals.

Game-based learning technology is based on the postulate that play, along with work and study, is one of the main types of human activity. the main objective game learning technologies - stimulation of students' cognitive activity in the field of their professional interests. Gaming technologies are based on the fundamental needs of the individual for self-expression and self-realization. A person’s ability to engage in a game is not related to his age, but at each age the game has its own characteristics.

Game technology as a means of activating and intensifying the educational process in higher education is used to master the basic concepts of the specialty, the

we or a section of the course, as an element of a broader technology, as a practical lesson or part of it, as an element of extracurricular work (for example, the “Student Leader” competition). Didactic games, performing cognitive, research, educational and control functions, develop and consolidate students’ skills in independent work, the ability to think professionally, solve problems and manage a team, make responsible decisions and organize their implementation.

Gaming technologies represent a gaming form of pedagogical interaction between participants in the educational process through the implementation of a certain plot; Moreover, didactic tasks are included in the content of the game. In higher education, they mainly use business, role-playing, theatrical, and computer games.

Business game is a form of recreating the substantive and social content of a specialist’s future professional activity, including modeling the relationships characteristic of this activity. The business game is based on a method of simulating professional situations, with the help of which students become involved in comprehensive analysis and problem solving. For example, it is proposed to reproduce a meeting of a legislative body, comparing your actions and conclusions with the actions of deputies. This helps students discover and understand the motives for the adoption of certain bills and contributes to the development of lawmaking skills.

A business game is characterized by the following features: the presence of a model of an object and roles; difference in role goals when making decisions during the interaction of participants; the presence of a common goal of the game for all participants; multiple solutions; emotional stress management; an extensive system of individual and group assessments of the activities of game participants. The subject of the game is set taking into account the content of the specialist’s training and his qualification characteristics. During the game, participants must demonstrate the required professionally significant knowledge, skills, and personal qualities.

In a business game, a holistic form of collective learning activity is implemented on an integral object - a model of a fragment of professional activity. Students perform activities that combine academic and professional

elements. They acquire knowledge and skills not in the abstract, but in the context of their profession. Simultaneously with subject and professional knowledge, the student acquires socio-psychological competence, i.e., the skills of interaction and management of people, collegiality, the ability to lead and obey.

The concept of a business game consists of the following interdependent principles, which must be observed both at the stage of its development and at the stage of implementation:

the principle of simulation of a professional situation;

the principle of problematic content (development of a system of game tasks);

the principle of joint activity (imitation of the professional role functions of specialists through their interaction);

the principle of dialogic communication (the system of reasoning of the participants, their dialogue, discussion and coordination of positions lead to a joint solution to the problem);

the principle of duality (focus on achieving two goals: gaming and didactic).

The didactic properties of business games reflect the dynamism of the situation, the repetition of steps, the complexity of combining possible action alternatives, and the compression of the time scale when making a decision. The structure of a business game includes: a) a simulation model that sets the subject context of a specialist’s activity in the educational process; b) a game model, which sets the social context and represents the work of game participants with a simulation model.

The object of simulation is usually chosen to be the most typical fragment of professional activity that requires the systematic application of a variety of knowledge, skills and abilities (for example, discussion of a bill, consideration of a criminal (civil) case in court, discussion of the state of juvenile delinquency at a meeting of the board of the regional prosecutor's office, a meeting of the administrative commission to review cases of administrative offenses). The simulation model includes didactic goals, the subject of the game, graphic diagram interaction between game participants, evaluation system. The game model consists of a game goal, a set of roles and functions of players, a scenario and rules of the game.

The scenario of a business game reflects the sequence and nature of the actions of the players and presenters; it also contains a description of the conflict or contradiction inherent in the game. The graphic model of role interaction of participants reflects the quantitative and qualitative composition of the participants, their interaction connections, spatial arrangement and provides great assistance to the leader and participants of the game. The complex of roles and functions of players must adequately reflect the professional and social-personal relationships characteristic of the fragment of professional activity modeled in the game.

The rules of the game reflect the characteristics of real processes and phenomena that exist in the prototypes of the simulated activity. Methodological support contains the necessary educational materials, real and game documentation. Computers and other technical means are used for technical support. The evaluation system provides control over decisions made and allows one to evaluate the activities and personal qualities of game participants. Analysis of the game by the teacher and reflection of the participants at the final discussion carry the main teaching and educational load.

Preparation for a business game should begin with an analysis of specific professional situations and role-playing. In all classes, students should develop a culture of speech, including a culture of discussion. A detailed analysis of a specific business game is usually organized a week before it takes place. After familiarizing students with the scenario, the teacher explains the goals of the upcoming business game, the essence of the plot or problem to be resolved, the rights and obligations of the participants, procedural issues, and answers students’ questions.

When assigning roles, students’ self-nomination for a particular role should be encouraged. However, to avoid unnecessary disputes, the teacher must convince students of the importance and social significance of all the roles provided for in the scenario. Students need to consciously enter into their role, i.e. understand what knowledge, abilities, skills, and powers it requires. To do this, they study the laws and other regulations recommended by the teacher.

be ready to answer questions from other participants in the game. The game proceeds in strict accordance with its script. At the same time, the manifestation of activity, initiative, and resourcefulness of all participants is welcomed.

In the final part of the game, the teacher gives the floor to experts to analyze and evaluate the performances of all participants. Students can also express their opinions. The teacher sums up the lesson, draws attention to the completeness of achieving the goals, to the shortcomings and positive sides, announces scores to all participants in the business game.

Computer teaching technology implies a didactic system for preparing and transmitting educational information to students, the main means of implementation of which is a computer.

A computer can perform the functions of a teacher, a textbook, a reference and information resource when connected to the Internet, and a multimedia system that combines text, sound, and video. Computers connected to a network make it possible to jointly acquire knowledge by simulating a virtual pedagogical situation. Since the advent of affordable personal computers, many countries around the world have begun to develop computer-based learning technologies.

Computers equipped with special control and training programs are effectively used to solve many didactic tasks: presenting educational information, managing the progress of training, monitoring and correcting results, performing training exercises, accumulating data on the development of the educational process, etc. Main directions of development and application computer educational technologies: 1) increasing student achievement, ensuring a process focused on the planned result; 2) development of general cognitive skills (solve professional problems, think independently, find, analyze and synthesize the necessary information); 3) increasing the effectiveness of pedagogical control (automated testing, assessment and management of the pedagogical process).

Quality computer training is determined by two main factors: the quality of control and training programs and the quality of the office equipment used. Creating effective training programs involves significant

expenditure of time and effort of specialists. Therefore, there are few such programs, and their cost is very high. There are also problems in providing educational institutions with high-quality computers and other technical teaching aids.

Computer learning technologies widely use the ideas of programmed learning. Programmed training arose in the 50s. XX century, when the American psychologist B. Skinner proposed to increase the efficiency of managing the assimilation of educational material, building it as a consistent program for supplying portions of information and their control. Subsequently, branched programs were developed that, depending on the control results, offered the student various material for independent work.

Programmed learning refers to the controlled assimilation of programmed educational material using a teaching device (computer, programmed textbook). Programmed educational material is a series of relatively small pieces of educational information presented in a certain logical sequence. There are linear, branched and adaptive training programs.

Linear programs are sequentially changing small blocks of educational information with a control task. If the answer is correct, the student receives a new piece of educational information, and if the answer is incorrect, then he is asked to study the original information again.

A branched program differs from a linear one in that in case of an incorrect answer, the student can be provided with additional educational information that will allow him to complete the test task, give the correct answer and receive a new portion of educational material.

An adaptive learning program provides the student with the opportunity to choose the level of complexity of new educational material, change it as he masters it, access electronic information and reference systems, dictionaries, textbooks, etc.

Programmed and subsequently computer-based learning is based on the selection of learning algorithms. Algorithm

as a system of sequential actions leading to the correct result, it prescribes to the student the content and sequence of educational activities necessary for the full assimilation of knowledge and skills. To create an effective training program, you must first of all develop an algorithm for performing mental actions and educational operations, according to which the computer will control the educational process. The effectiveness of training programs depends on the quality of algorithms for controlling the mental activity of students.

Among the computer programs developed to improve the educational process, two classes can be roughly distinguished: those that are a manual for teachers and students and those intended for the development of computer training programs (all kinds of instrumental systems, environments, application programs). According to their purpose, computer teaching aids can be classified as follows: computer textbooks, subject-oriented environments, laboratory workshops, simulators, monitoring programs, databases, educational reference books. A modern educational software and methodological complex combines the properties of a textbook, reference book, anthology, workshop and also serves as a means of monitoring knowledge.

Advantages of computer training: ensuring the optimal sequence and volume of various forms of educational activities for each individual student; development of motives for cognitive activity; ensuring self-control of acquired knowledge and skills; development of skills and abilities of independent research work; saving time when studying a specific subject.

Among modern computer technologies, distance learning occupies a prominent place, in which the teacher and student are separated by time and space. Distance learning also called Internet learning, since it is associated with the development of new means and opportunities for disseminating information.

Distance learning is intended primarily for individual training of people who want to receive education in the form of an external study. There is no unified concept of distance learning. The following characteristics are distinguished: presentation of educational material in an accessible way;

divided levels of training for students; compliance with the principles of programmed learning; wide use the latest tools dissemination of information; constant feedback via e-mail and the Internet; taking full advantage of personalized learning.

Advantages of distance learning: the opportunity to study “at home”; independent management of the learning process, studying any additional courses in any volume at your own discretion; increasing opportunities for perception, understanding and practical application of knowledge thanks to hypertext and multimedia inserts on electronic media; constant monitoring of the learning process. Disadvantages: learning without spiritual communication with a teacher significantly reduces its educational and developmental potential; the inability to organize a discussion of current issues in groups has a negative impact on the effectiveness of training; studying with the help of a computer, without a teacher, is much more difficult than with the traditional organization of the educational process; The economic efficiency of distance learning is very problematic: some believe that it is cheaper, others believe that it is much more expensive than other forms of education.

Various educational technologies, as we see, have their advantages and disadvantages. Obviously, the effectiveness of training depends on the optimal choice of one or another technology or their optimal combination. The structure of a lawyer’s professional activity is quite complex and multifaceted, and training should be equally multifaceted, which is both a modeling of this activity and preparation for it.

Questions for self-control

Give a definition of higher school didactics and its subject.

Formulate the basic principles of learning.

What are the features of teaching and learning processes?

Expand the concepts of “learning content” and “teaching method”.

Name the main criteria for the effectiveness of the learning process.

Give examples of the implementation of didactic principles in legal education.

Name the main functions and types of lectures.

What is the methodology for preparing and delivering lectures?

Describe other main forms of the educational process at a law school.

What are the functions and methods of pedagogical control?

What is a pedagogical test, what are its characteristics?

Name the classifications of teaching methods known to you .

What is educational technology?

Describe learner-centered, modular, problem-based, game-based, and computer-based learning.

Literature

Vinokurov Yu. E., Vinokurov A. Yu. Collection of business game scenarios in legal disciplines. M., 2002.

Gorb V. G. Pedagogical monitoring at a university: methodology, theory, technology. Ekaterinburg, 2003.

Zagvyazinsky V.I. Learning theory: A modern interpretation. M., 2004.

Pevtsova E. A. Theory and methodology of teaching law. M., 2003.

Pedagogy and psychology of higher education / Responsible. ed. M. V. Bulanova-Toporkova. Rostov n/d, 2006.

Podlasy I. P. Productive pedagogy. M., 2003.

Popkov V. A., Korzhuev A. V. Didactics of higher education. M., 2004.

Professional skills of a lawyer: Practical training experience. M., 2001.

Collection of educational and methodological materials on civil law / Responsible. ed. E. A. Sukhanov. M., 2001.

Khutorskoy A.V. Methodology of person-centered training. M., 2005.

Chernilevsky D. V. Didactic technologies in higher education. M., 2002.

Legal clinic and modern legal education in Russia: Educational and practical manual / Responsible. ed. WITH. L. Degtyarev. M., 2004.

UDC 378.147

INNOVATIVE TEACHING TECHNOLOGIES AT UNIVERSITY: CONCEPTUAL FOUNDATIONS, PEDAGOGICAL TOOLS, FORMS AND TYPES

M.V. Zealous

The article discusses the theoretical and methodological foundations of modern educational technologies and outlines the features of innovative lectures and seminars at the university.

Key words: education, educational process, teaching technology, non-traditional lectures, innovative seminars.

Technologization of modern education is an urgent problem. In the context of the Bologna process, it is necessary to shift the emphasis from the content of education to its technologies and results.

The Federal Law “On Education in the Russian Federation” emphasizes that when implementing educational programs Various educational technologies are used, experimental activities should be aimed at developing, testing and introducing new educational technologies.

In accordance with the Federal State Educational Standard, up to 40% of classes in the system higher education should be carried out on the basis of interactive technologies built on subject-subject interaction between teachers and students.

Educational technologies have enormous potential for increasing the efficiency of the educational process, training professionally competent and mobile personnel capable of successfully functioning in various social and professional communities. Therefore, university teachers need to know the theoretical aspects, the qualitative variety of educational technologies, and methods of their application in the educational process.

It should be noted that educational technologies in higher education for a long time were built on a subject-object approach to the educational process.

In recent years, innovative educational technologies have been actively introduced in higher education, the essence of which is outlined in the relevant scientific and pedagogical literature.

Modern educational technologies are based on well-known and proven methodological approaches: systemic, axiological, humanistic, personal-activity, etc. Educational technologies in the higher education system are based on the concepts of modular, problem-based, contextual learning, etc.

Characteristic features modern educational technologies are conceptual, systematic, didactic expediency, innovativeness, optimality, reproducibility and guaranteed results.

Modern educational technologies perform humanistic, developmental, methodological, design and other functions. These technologies are based on the principles of integrity, variability, interactivity, fundamentalization, professional orientation, information support, etc.

We believe that in modern conditions, the dominant theory in the conceptual foundations of innovative educational technologies is the theory of student-centered education, which is based on:

The concept of personal development training (V.V. Davydov, L.V. Zankova, D.B. Elkonin);

Culturological concept of education (M.M. Bakhtin, V.S. Bibler, E.V. Bondarevskaya);

Personally differentiated concept of education (V.V. Serikov);

Subjective-personal concept of education (I.S. Yakimanskaya).

Analysis of these concepts allows us to conclude that the essence of personality-oriented education lies in the consistent attitude of the teacher towards the student as an individual, an independent and responsible subject of his own development and education.

The axiological aspect of personality-oriented education is to consider a person as an independent, main value.

The didactic aspect of personality-oriented education involves:

Creating conditions for everyone to learn differently;

Replacing subject-object relations in the educational process with subject-subject ones;

Giving the content of education personal meaning and personal significance;

Providing students with the right to choose ways to master educational material, forming an individual style of educational activity and their own educational trajectory;

The use of developing, interactive educational technologies, the creation of a developing educational environment;

Level differentiation of the educational process depending on the abilities and capabilities of students;

Development of students’ abilities for self-analysis and reflection;

The teacher plays the role of a facilitator, an organizer of students’ educational activities, who knows how to create a situation of success for students and demonstrate their extraordinary teaching abilities.

The personally oriented paradigm of education is the antipode to the personally alienated paradigm.

The basis of personally oriented educational technology is the interactive pedagogical interaction of all participants in the educational process: teachers with students and students with each other.

This interaction presupposes the following logic of educational activity: motivation ^ formation of new experience ^ its comprehension through application ^ reflection. Interactive learning involves

compulsory work of students in small groups based on cooperation and cooperation. Interactive methods also involve the use of game forms of learning. At the same time, the main role of the teacher is the ability to organize productive group and interpersonal communication among students.

Interactive learning is based not only on the processes of perception, memory, attention, but above all on creative productive thinking and communication.

Pedagogical means of interactive learning are:

Subject-subject and group interaction (subjective position, collaboration, cooperation, constructive and friendly atmosphere);

Dialogue-polylogue (the ability to listen, ask and answer questions, express and defend one’s own point of view, conduct debate);

Thought activity and meaning-making (the ability to carry out mental operations, clearly express the meaning of one’s position, understanding and explaining the meaning of laws, phenomena, theories, facts);

Freedom to choose the means and methods of mastering educational material (display of creativity, independence, choice of ways to solve educational problems, manifestation of an individual style of educational activity);

A situation of success (the use of a set of pedagogical means that promote success in educational activities of all subjects of the educational process);

Reflection (self-analysis and objective assessment and self-assessment of the results of personal development and educational activities).

The conceptual component of vocational education is also the theory of contextual-situational learning, which is substantiated by A.A. Verbitsky. According to this theory, training in vocational educational institutions should be carried out in the context of future professional activity and act as a form of personal activity and a condition for the formation of professionally important personality traits of a future specialist. Context is a meaning-forming category that ensures the active inclusion of students in the process of learning and mastering their future profession.

The main unit of educational work of teachers and students here becomes not the next piece of information, but the situation in its substantive and social certainty; the students’ activities acquire features in which the features of future professional activity are manifested.

Presentation and solution of situational problems and exercises develops students’ thinking abilities, forms their value attitude towards education and profession.

This approach is most successfully implemented using case technology. Case assignments, competency-based tasks, videotapes, game or documentary videos with a succinct presentation of educational and industrial situations are presented and solved during training sessions, current and state exams. Contextual learning is also implemented in the process of educational and practical training, performing and defending final and qualifying works.

The relevance of contextual training is currently due to the need to develop general cultural and professional competencies in future specialists.

Thus, the theory of student-centered education, which is based on the idea of ​​interactive pedagogical interaction, and the theory of contextual-situational learning form the conceptual basis of innovative educational technologies at universities. In this article we will characterize only the main types of modern lectures and seminars at universities.

Modern university lecture

The word lecture has the Latin root “lection” - reading. The lecture is the leading form of organizing the educational process at a university. It performs teaching, formative, developmental, educational and organizing functions.

Traditionally, the structure of a university lecture includes three components: introduction, main part, conclusion.

The main disadvantage of a traditional lecture at a university is the passivity of students with high one-sided activity of the teacher. Therefore, today non-traditional, innovative lectures are becoming widespread, helping to increase student activity in the classroom.

The main types of such lectures are presented in the following figure (Fig. 1).

Rice. 1. Non-traditional types of lectures

Let us briefly reveal the essence and features of these types of lectures.

A problem-based lecture differs from a traditional one in that it is based on the logic of sequentially modeled problem situations and tasks that need to be solved.

Psychological basis Problem-based learning is a contradiction between the existing and necessary knowledge and skills of students to solve problem situations and tasks. When preparing such lectures, the following tasks must be solved: selection of the necessary educational material, formulation of problem situations and questions, determination of ways to resolve them, preparation of didactic materials.

During a lecture of a problematic nature, students are in a constant process of “co-creation” with the teacher, i.e. co-authors of solving problematic problems. Knowledge acquired in this way becomes

the property of students and develop into their beliefs. Self-acquired knowledge is more durable and easily updated; it has the properties of transferring it to other situations. Solving problem situations and tasks develops intellectual abilities and increases students’ interest in the content of professional training.

A lecture-conversation involves the use of elements of dialogue, polylogue and discussion. The means of activating students' educational activities here are questions from the teacher and the audience, aimed at identifying the students' knowledge and skills on a particular problem. The teacher must ensure that questions are not left unanswered, otherwise they will be rhetorical in nature and will not provide sufficient activation of students' thinking.

When presenting lecture material, the teacher can organize a free exchange of opinions among students. Clarifying and supplementing the students' answers, he provides a theoretical basis for them in the form of jointly developed propositions. In this way, students become co-creators of the lectures.

Lecture-consultation is used when studying topics with a clearly defined practical orientation. There are several options for conducting such lectures:

During the lecture, students prepare questions to which the teacher gives answers independently or with the involvement of the students themselves;

The teacher collects students’ questions in writing in advance, during the lecture he answers these questions and organizes a free exchange of students’ opinions;

Students receive lecture materials in advance and prepare their questions, the lecturer answers these questions independently or with the involvement of the students themselves;

The teacher himself prepares questions on the topic of the lecture in advance and organizes a collective discussion of these questions.

There may be other options for conducting a lecture-consultation. The advantages of such lectures are that they make it possible to bring the content of knowledge closer to the practical interests of students and thereby individualize the learning process.

A provocative lecture is a lecture with pre-planned mistakes. In the introductory part of the lesson, the teacher informs that in the upcoming lecture he will deliberately make a certain number of errors and informs students that at the end of the lecture these errors will be shown on electronic media. During the lecture, students must identify mistakes made and note them in their notes. 10-15 minutes before the end of lecture time, students show and comment on these errors. The errors identified by the students are compared with an electronic list, and the teacher marks the students who discovered all the errors they made.

Thus, a lecture with pre-planned errors allows students to intensify their learning activities, develop their attention, logical thinking and memory.

A “lecture for two” can be conducted by two or more psychologically and intellectually compatible teachers, who can be representatives of the same or different sciences. They agree in advance on the order of the lecture.

Conducting a “lecture together” can be based on two approaches: giving a lecture on “contrast” (different points of view) or on complementarity. A “contrast” lecture involves teachers acting out a discussion in front of the audience. In this case, they provide students with an example of scientific controversy. A lecture on complementarity is given by representatives of different disciplines and updates interdisciplinary connections.

A visualization lecture involves a visual demonstration of the main content. Therefore, the leading method here is the demonstration of film, television and video fragments, slides, blocks of information in the form of diagrams, tables, drawings, which are commented by the lecturer.

The teacher may ask students to comment on the content of individual visual aids.

The visualization process is a folding different types verbal information into a visual image, which, once perceived, can be deployed and serve as a support for adequate mental and practical actions aimed at mastering educational material.

We have outlined the main types of non-traditional lectures that are used in higher education. It should be noted that teachers can conduct combined lectures that include elements of different types of lectures.

Innovative seminars at the university

A seminar (from Latin - 5vshtapysh - a seedbed of knowledge) is: one of the main methods of teaching at a university; group lesson under the guidance of a teacher; a teaching method based on group thinking and active learning activities of students aimed at independently finding solutions to current scientific and practical problems.

Seminars are held on the most complex issues (topics, sections) of the curriculum with the aim of developing general cultural and professional competencies in students.

The structure of the seminar includes three parts: introduction, main part and conclusion.

Traditional seminar classes are conducted in the form of reports and messages based on prepared abstracts. Innovative seminars are built on such interactive mechanisms as polylogue, dialogue, mental activity, meaning-making, subject-subject and group interaction, a situation of success, reflection, etc.

The varieties and forms of innovative seminar classes at the university are presented in Figure 2.

Rice. 2. Varieties and forms of innovative seminar classes at the university

Let us briefly describe the specific features of these classes.

Problem-based seminars can be conducted on problematic issues prepared in advance by the teacher and the students themselves. The protagonists at a problem-based seminar can be speakers, co-speakers, assistants, opponents, experts, “provocateurs”, etc. In conclusion, the teacher sums up, gives an assessment of the quality of the problems formulated, methods and results of their solution.

Seminar lesson in the form didactic game is carried out in the following stages: preparing the game, entering the game, playing the game, analyzing and summarizing the results of the game. The results of the game can later be used in the educational process.

A seminar in the form of a debate is a discussion of any educational problem in the form of debate and exchange of opinions. The didactic significance of classes in the form of debates lies in the fact that they contribute to the development of critical thinking, a culture of dialogue, the cultivation of tolerance, and respect for different points of view.

A seminar using the “brainstorming” method is aimed at generating new ideas as quickly as possible. short time using critical thinking techniques: analysis, synthesis, analogy, association, extrapolation, etc. This method involves students working in such subgroups as “generators”, “analysts”, “resonators”, “shadow workers”, “experts”, etc.

A seminar using the method of analyzing specific situations (case method) involves preparing for students a set of specific professional situations (cases). The solution to these situations is carried out in small groups and brought up for discussion by all participants in the seminar. It is advisable for relevant specialists to participate in these seminars.

A seminar using the “round table” method based on the principle of collective discussion of a problem at a “round table”.

The seminar in the form of a scientific-practical conference is held based on the results of studying individual sections and the discipline as a whole with the aim of systematizing and deepening the knowledge of students, developing their scientific thinking and research skills.

A seminar using educational collaboration technology is based on the method of group work as the most common form of cooperation. The purpose of this technology is to develop the ability of subjects of the educational process to work effectively in small groups for mutual learning and obtaining high-quality educational results.

The seminar in the form of defense of creative projects involves the implementation and defense of creative projects by students. Project-based learning develops educational activity and independence of students, transfers them from objects to subjects of the educational process.

The listed types of lectures and seminars do not exhaust the entire arsenal of innovative forms of education at the university. Creatively working teachers are actively searching for new personally developing educational technologies.

In article teoretiko-methodological basics of modern educational technologies are covered, features of innovative lecture and seminar occupations in higher education institution are stated.

Key words: education, educational process, technology of training, nonconventional lectures, innovative seminar occupations.

Bibliography

1. Antyukhov A.V. Retivykh M.V., Fomin N.V. Modern educational technologies at universities: Proc. manual for masters and graduate students. M.: Pedagogical Society of Russia, 2013. 320 p.

2. Bondarevskaya E.V. Personally oriented education: experience, developments, paradigms. Rostov n/d, 1997. 321 p.

3. Verbitsky A.A. Active learning in higher education: A contextual approach. M.: Higher School, 1991. 207 p.

4. Vilensky V.Ya., Obraztsov P.I., Uman A.I. Technologies of professionally oriented training in higher education: Textbook. M.: Pedagogical Society of Russia, 2005. 192 p.

5. Davydov V.V. Theory of developmental training M.: INTOR, 1996. 554 p.

6. Moreva N.A. Technologies of vocational education. M.: Academy, 2005. 432 p.

7. Serikov V.V. Education and personality. Theory and practice of designing pedagogical systems. M.: Logos Publishing Corporation, 1999. 272 ​​p.

8. Modern educational technologies: Textbook / Ed. N.V. Bordovskaya. M.: KNORUS, 2011. 432 p.

9. Chernilevsky D.V. Didactic technologies in higher education: Textbook for universities. M.: UNITY-DANA, 2002. 437 p.

10. Yakimanskaya I.S. Technology of personality-oriented learning in a modern school. M.: September, 2000. 278 p.

Retivykh M.V. - Doctor of Pedagogical Sciences, Professor of Bryansk State University named after Academician I.G. Petrovsky.

LECTURE No. 5. MODERN EDUCATIONAL TECHNOLOGIES IN A MEDICAL UNIVERSITY

Calculation of study time: 4 hours.

Formed competencies:

General professional competence (GPC 6): readiness for teaching activities in educational programs of higher education.

Didactic: familiarization with types of educational technologies (traditional and innovative).

Developmental: the formation of theoretical and practical readiness of a graduate student to choose an educational technology (or its element), taking into account the specifics of the subject being taught in medical school.

Educating: nurturing a sustainable interest in teaching methods (in accordance with the profile).

Annotation:

The variety of types of pedagogical technologies is due to various criteria their allocation (, etc.): by level of application: general pedagogical, subject and local or modular technologies; on a philosophical basis: materialistic and idealistic, dialectical and metaphysical, scientific and religious, humanistic and inhumane, free education and coercion, and other technologies; by leading factor mental development: biogenic, sociogenic, psychogenic and other technologies; according to the position and attitude towards the child on the part of adults in the educational process: authoritarian, didactocentric, personality-oriented, humane-personal, cooperation technologies; by category of students: mass, advanced level, gymnasium, lyceum education and other technologies; according to the type of organization and management of cognitive activity: a classification has been proposed when the interaction of a teacher with a student (management) can be open (uncontrolled and uncorrected activity of students), cyclical (with control, self-control and mutual control), scattered (frontal) or directed (individual) , as well as manual (verbal) or automated (using educational tools); according to the method-method-means criterion: reproductive, explanatory-illustrative, dialogue, communicative, gaming, creative technologies, programmed, problem-based, developmental learning technologies and other technologies.

Competency-oriented technologies in a medical university. Technologies for implementing a competency-based approach to training. Lecture at a medical school: features and technology. Teaching technologies in practical classes Seminar as a form of training in higher education. Problem-based learning (action-oriented learning). Technology of teaching using the case method. Positional learning technology. Educational discussion. Technologies for the development of critical thinking. Web-quest as a humanitarian technology. Game technology of education. Features of the use of information and communication technologies.

Innovative technologies in distance learning: consulting model (a distinctive feature is the student’s regular visits to the consulting (learning) center), correspondence model (based on the process of permanent exchange between the teacher and the student of educational materials, homework and results by mail or in some other way , without personal contact), a model of regulated self-study (the main characteristic is the greater independence of the student - greater freedom to choose the time and place of study, the amount of time spent on studying, the choice of the start date of the course and exam). Network learning model. Computer training systems. Organizational forms of distance learning: lectures (audio and video cassettes, CD-ROMs, the latest information technologies (hypertext, multimedia, GIS technologies, virtual reality) are used to record them), distance learning seminars (conducted via video conferencing), laboratories works in distance learning (use of multimedia technologies, TOGIS technologies, simulation modeling), tutorials.

Specific features of educational forecasting. Objects of educational forecasting. Functions of educational forecasting. Principles of pedagogical forecasting. The procedural aspect of educational forecasting. Technology for forecasting the conditions for the formation of educational technologies and innovations.

Type of lecture: lecture-conversation - dialogue with the audience, during which:

The conceptual field of the topic is revealed (pedagogical theories and their correlation with technologies: developmental learning, problem-based learning, modular learning, distance learning, etc.);

During the course of the lecture, the teacher asks questions to find out the opinion, level of awareness on the problem under consideration, etc. By thinking through the answer to the question, students have the opportunity to independently come to conclusions that the teacher should have communicated as new knowledge;

The didactic principle of clarity and accessibility is implemented through the use of multimedia presentation of the lecture.

Methods used at the lecture: active and interactive teaching methods (problematic presentation of the material, pre-prepared questions for conversation, drawing up a cluster for each educational technology), motivating the graduate student to independently, proactively and creatively master the educational material in the process of cognitive and research activities.

Teaching aids: material and technical: multimedia support, including presentation of lecture No. 5.

Pedagogy: textbook for bachelors and specialists in the direction 050100 "Teacher education": third generation standard / [etc.]; ed. . - St. Petersburg. [and others]: Peter, 2014. - 304 p. Competency-based training at a medical university: Educational and methodological manual / [etc.] ; Ed. . – Omsk: KAN center,” 2012. – 198 p. http://edu. omsk-osma. ru/uploads/pedo/ser_2.pdf Bulanova-, et al. Pedagogy and psychology of higher education. https://yadi. sk/i/COAKml4UtF7, Fundamentals of higher education pedagogy in structural and logical diagrams: Textbook. - Moscow MGIMO (U) Ministry of Foreign Affairs of Russia, 2004 http://mgimo. ru/files2/y03_2013/2451/osnovy-pedagogiki-vyshey-shkoly_2007.pdf Modern educational technologies: Textbook. M.: Public Education, 1998. 256 p. http://www. /file/26203/ Higher school pedagogy. Innovation and forecasting course. Computer presentation for lectures http://kpfu. ru/docs/F1712383973/Andreev. V.I..Pedagogika. VSh._redaktorskaya. version_.pdf

2. Classification of pedagogical technologies.

3. Review of educational technologies.

Introduction.

Modern socio-economic conditions, modernization of education and healthcare are reflected in the system of requirements for modern specialists. This necessitates constant work to improve their training, and forces them to look for new approaches to the development of education. In the process of educational and professional activities, competencies are formed that further determine the professionalism and competitiveness of a mid-level medical specialist.

Modern pedagogical technologies are focused on such an educational outcome when the student not only receives and assimilates information, but is also able to act independently in various professional situations. In the process of professional training of paramedical personnel, the main goal of training is to master the general and professional competencies. Get necessary knowledge Modern pedagogical technologies help to form competencies. Professional competence of a future competitive specialist is the unity of his theoretical and practical readiness to carry out professional activities.

In the conditions of modern education, the Federal State Educational Standard of the new generation, new programs for training mid-level specialists, there is a need to search for new forms and methods of teaching, and to introduce modern educational and information technologies into the educational process. The main goal of professional training of mid-level medical personnel is the formation of a qualified specialist capable of effective professional activity and competitive in a market economy. To achieve this goal, modern educational technologies are used in the educational process, which make it possible to improve the quality of learning and realize the cognitive and creative activity of students. Pedagogical technologies in modern education make it possible to differentiate and individualize educational activities; students are given greater independence in choosing ways to obtain educational information.

A child is brought up by various accidents that surround him. Pedagogy must give direction to these contingencies.

The concept of “teaching technology” is not generally accepted in traditional pedagogy today. In UNESCO documents, educational technology is considered as a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, with the goal of optimizing forms of education.

On the one hand, teaching technology is a set of methods and means of processing, presenting, changing and presenting educational information; on the other hand, it is the science of the ways in which a teacher influences students during the learning process using the necessary technical or information means. In teaching technology, the content, methods and means of teaching are interconnected and interdependent. The pedagogical skill of the teacher is to select the necessary content, apply best practices and teaching aids in accordance with the program and assigned educational objectives. Educational technology is a system category, the structural components of which are:

learning objectives; content of training; means of pedagogical interaction; organization of the educational process; student, teacher; result of activity.

There are many interesting definitions the essence of educational technologies - a term that has become quite popular in the last decade:

The use of innovative technologies in the educational process of a university is currently an extremely important and necessary element of the learning process. This also applies to the university’s training of qualified lawyers.

By innovative technologies in the educational process of a university we mean the use and application of new methods and techniques of interaction between teachers and students, ensuring the effective achievement of results in educational activities.

Among the innovative teaching methods at the university, the following should be highlighted: the use of computer technologies; use of interactive learning; project activities; conducting practical training sessions; modeling of professional activity in the educational process; game simulation; use of health-saving teaching technologies; application of telecommunication technologies, etc.

The task of innovative development of the education system is provided for in a number of regulatory legal acts of the Russian Federation.

For example, in the Strategy for Innovative Development of the Russian Federation for the period until 2020, approved by Decree of the Government of the Russian Federation dated December 8, 2011 No. 2227-r, one of the main tasks of innovative development in the field of education is to create conditions for the formation of such innovation competencies among citizens as : ability and readiness for continuous education, continuous improvement, retraining and self-training, professional mobility, desire for something new; ability for critical thinking; ability and willingness to take reasonable risks, creativity and entrepreneurship, ability to work independently, willingness to work in a team and in a highly competitive environment; possession foreign languages, which presupposes the ability for free everyday, business and professional communication. At the same time, the education system at all stages in terms of content and methods and technologies of education (teaching) should be focused on the formation and development of skills and competencies necessary for innovative activities.

In the Fundamentals of the State Youth Policy of the Russian Federation for the period until 2025, approved by Order of the Government of the Russian Federation dated November 29, 2014 No. 2403-r, one of the priority tasks of the state youth policy is the development of educational work with youth, innovative educational and educational technologies, as well as creating conditions for self-education of young people.

The need to form a flexible and diversified system of vocational education that meets the requirements of the labor market and the needs of an innovative economy, both in terms of educational programs and in terms of conditions and material and technical equipment of the learning process, is provided for in the forecast of long-term social economic development of the Russian Federation for the period until 2030, developed by the Ministry of Economic Development of the Russian Federation.

Decree of the Government of the Russian Federation dated May 23, 2015 No. 497 approved the Federal Target Program for the Development of Education for 2016-2020, the purpose of which is to create conditions for the effective development of Russian education, aimed at ensuring the availability of quality education that meets the requirements of modern innovative socially oriented development of the Russian Federation , and one of the tasks is the creation and dissemination of structural and technological innovations in higher education.

Thus, the development and application of innovative technologies in the educational process of a university is a task of paramount importance, the significance of which is confirmed at the legislative level, which makes the study and development of innovative educational technologies relevant for each participant in the educational process, and first of all, for the teacher.

Innovative educational technologies must be used by an educational organization. The leader who carries out such work will be among the leaders in his field. After all, the application of each new knowledge helps maintain the organization’s competitiveness among other educational organizations.

Most managers believe it is important to improve the skills of their employees, considering training as a means of self-improvement and self-education of the employee. Thus, according to the “Andersen model”, self-learning is considered through the concept “any knowledge is based on a conceptual apparatus.”

The activities of any educational organization presuppose a movement forward, towards development, otherwise its self-destruction will follow. To do this, the organization determines the goals of its activities: operational and strategic. From the current state, the organization must move forward towards its development prospects, using various innovative technologies. Any pedagogical technology must include an element of personal development. Each goal, each innovative technology must be filled with comprehension of the activity, which will allow innovative pedagogical technologies to be used most effectively.

For example, V.P. Bespalko believes that “...modern technologies in education are considered as a means by which a new educational paradigm can be implemented. Trends in the development of educational technologies are directly related to the humanization of education, which promotes self-actualization and self-realization of the individual.

In modern conditions in higher education, there is an urgent task of updating the content and methods of teaching through the active use of the results and technologies of scientific research in the educational process, increasing the efficiency of students’ independent creative work, developing cognitive activity, creative abilities, creating a situation of success, organizing counter efforts of the teacher and students."

For a self-learning organization, the following stages of development can be distinguished:

1) convincing people of the need for change (it is necessary to overcome the inertia of thinking);

2) a breakthrough in knowledge (any new knowledge will be a breakthrough in thinking);

3) a breakthrough in thinking is one of the goals of the educational process.

In the activities of an educational organization, multi-level consciousness becomes important, through which, using emotional methods, it is necessary to formulate a vision of the situation that will allow us to evaluate collective work, and involvement in the final result is extremely important in the work of the organization.

Currently, a person strives for a job that would be strong, stable and active for him. An important condition for an employee, including a teaching worker and a student, will be his competitiveness, i.e. the ability to teach yourself to learn faster and better than your competitors. A teacher or student must have competence - a motivated ability to complete the assigned work.

In the process of learning, a person develops a system for applying new knowledge, the implementation of which in practice will allow him to become a special person. If a person is not capable of work or does not want to work, then there are the following ways to train him:

1) single-loop training (certain adaptation);

2) double-circuit training (training in elements of self-development and self-improvement);

3) deuterium training (a person is not only able to master the technology, he becomes a generator of further development).

There are three basic approaches in educational technologies:

1) Prussian (strictly regulating);

2) French (more free approach);

3) modern approach (a certain direction of activity).

According to G.K. Selevko, pedagogical (educational) technology is a system of functioning of all components of the pedagogical process, built on a scientific basis, programmed in time and space and leading to the intended results. The structure of pedagogical technology is considered by him in the system of three main interconnected components:

1) scientific: technology is a scientifically developed (developed) solution to a specific problem, based on the achievements of pedagogical theory and best practice;

2) formalized-descriptive (descriptive): technology is represented by a model, description (verbal, text, diagram) of goals, content, methods and means, action algorithms used to achieve planned results;

3) procedural-activity: technology represents the process of carrying out the activities of objects and subjects, their goal setting, planning, organization, implementation of goals and analysis of results.

Consequently, pedagogical technology functions both as a science (the field of pedagogical theory), researching and designing the most rational ways of teaching, and as a system of algorithms, methods and regulations of activity, and as a real process of teaching and upbringing. It can be represented either by the entire complex of its aspects, or scientific development(project, concept), or a description of an algorithm (program) of action, or a process actually carried out in practice.

As scientific research has shown, the activity of teachers in implementing the pedagogical strategy for training lawyers consists of designing and implementing in practice technologies for teaching specialists in higher education based on specific pedagogical concepts of teaching.

Currently, basic teaching concepts are widely used at universities: associative-reflexive, phased formation of mental actions, problem-based activity, etc. Their requirements are manifested in the design of specific teaching technologies and logically interconnected sequences of didactic cycles of training sessions.

The optimal design of technology for teaching students at a university is achieved by answering the following questions: what to study? – how to study? – in what order? – in what form? – in what training sessions?

The concept of associative-reflexive learning includes the following provisions:

1) the process of assimilation of professional knowledge, its formation in students is nothing more than the formation in the mind of a future lawyer of a system of associations, starting with the simplest - reflexes. Hence, learning based on this concept is the process of developing conditioned reflexes and a system of reflex-associations in the student;

2) the mechanism for assimilation of knowledge and the formation of associative systems among students has the logic of “perception - comprehension - memorization - application in practice.”

The main element of the mechanism for assimilation of knowledge by a student in the learning process is its comprehension.

Research into the teaching practice of universities shows that a future lawyer acquires a specific amount of professional knowledge and develops his skills when the student and teacher implement the following stages of the learning process in various classes: perception, comprehension, memorization and application in practice.

The highest form of development of learning at a university based on the associative-reflexive concept is problem-based learning. Conducted scientific research has shown that in the technology of traditional teaching, the stage of “comprehension” is expanded by substages: creating problem situations in the classroom, developing students’ interest in thoughtful intellectual activity, modeling the mental activity of students with a focus on creativity. To organize problem-based learning, new forms and methods of teaching students are being developed: intellectual warm-up, round table methods, organizational and mental games, etc.

The next concept of learning is the theory of the gradual formation of mental actions. Basic provisions of the concept:

The process of assimilation of knowledge and formation of skills occurs during the student’s mastery of a certain activity (by performing specific actions, the lawyer gains knowledge about them);

The assimilation of knowledge and the formation of skills in students proceeds through the gradual transformation of “material” actions (external activities) into an internal (mental) plan;

Training based on the theory of the gradual formation of mental actions does not involve the student’s preliminary memorization of knowledge for further application, but rather the mastery of certain actions, during which the future lawyer acquires professional knowledge.

A study of the pedagogical theory and practice of training specialists at a university shows that this teaching technology should include eight interrelated sequential didactic stages:

1) First stage, ensuring students’ understanding of the significance and necessity of forming specific professional actions, stable motivation to study;

2) the key stage, at this stage, through a problematic presentation of educational material, diagrams of the indicative basis of action are created, i.e. systems of instructions on how to perform specific actions;

3) the stage of materialized action performed by the student on the basis of specific samples of documents using layouts, models, diagrams, documents, while simultaneously pronouncing each operation loudly, which ensures the formation of primary skills in presenting theoretical material and solving a typical problem using a given algorithm;

4) external speech stage;

5) the stage of external speech “to oneself”;

6) stage of mental activity;

7) stage of final generalization;

8) stage of monitoring the success of training.

Pedagogical teaching technology based on the concept of the gradual formation of mental actions is implemented in the educational process of the university through didactic cycles of classes, in which preference is given to practical exercises.

The weaknesses of this teaching technology include: low level of creative learning among students; excessive fragmentation of educational material; not all educational material can be programmed; the possibility of updating the content of knowledge in a specific specialty is reduced, etc.

Based on the problem-based concept of learning, the design of pedagogical teaching technology and didactic cycles of classes with future specialists is carried out.

This concept was created on the basis of two approaches to training specialists: problem-based and activity-based approaches. The use of this teaching technology at a university is carried out through the implementation of specific didactic stages by teachers in the classroom. For example, the assimilation of content and methods of practical activity by future specialists begins with introductory classes. Future professional activity appears to students as a general idea and description of the system of actions that they need to master. At this stage, the selection and construction of the content of classes must meet the following criteria: a general demonstration of the place and role of this content in the professional development of a specialist, a demonstration of the practical significance of solid knowledge acquisition.

The next stage should be teaching reproductive strategy, developing reproductive knowledge, skills and abilities in students to perform specific types of activities. The content of training is characterized by the following criteria: limitation of the volume of educational material; its repeatability; modeling standard professional situations of the future profession. At this stage, teachers need to introduce productive activities. All activities of teachers in classes for productive training of students should consist not so much in consolidating knowledge (this is a function of reproductive training), but in constructing, together with future specialists, new knowledge and ways to solve complex social situations. The main stages of students’ cognitive activity when implementing this strategy will be: perception and comprehension of the problem situation created by the teacher, identification of the underlying contradiction, awareness of the essence of the difficulty; justification and design of a model of possible actions to resolve the problem situation; individual practical actions in accordance with the created model; analysis of the action taken, checking the correctness of the problem solution; reflection of thinking during the action.

At the same time, practical professional activity requires specialists to comprehensively apply the acquired knowledge from various academic disciplines and develop complex professional skills. To implement these requirements, teachers must introduce complex classes into the educational process that can ensure the formation of a system of knowledge and complex skills in students, as well as the development of active thinking and activity in them.

The current pedagogical practice of universities indicates that problem-based learning technology is implemented through the following didactic cycles of training sessions using active and interactive teaching methods: multivariate professional games; interdisciplinary didactic cycles of training sessions, game complexes; professional trainings, role-playing games; case study; intellectual attack on the problem, etc.

In modern pedagogical practice of law universities, new requirements have emerged for the introduction of interactive student learning in law schools. Psychological and pedagogical analysis of this training shows that interactive training is a type of problem-based activity training for students. The main features of interactive learning for students are equal pedagogical interaction (pedagogical cooperation) between teachers and students in the classroom (interaction), a high level of student independence and the availability of work results for each student.

Interactive learning (eng. interact - interact; be in interaction, act, influence each other) is joint problem-based learning through action. Collaboration of participants with the teacher and with each other. Participants interact, work in a team, the teacher helps them as an organizer.

Training consists of solving practical problems that participants face or may face in their professional activities.

An important part of the training is the independent activity of the participants, the presence of a specific work result for each student. Recommendations for the use of interactive methods for organizing the educational activities of participants relate to the structure of the lesson and the teacher’s work technique. The following stages of the interactive lesson can be distinguished:

1) formation of student motivation;

2) agreement with students on expected results;

3) providing students with the necessary professional information;

4) determining the rules of interactive interaction during the lesson;

5) summing up the lesson.

In the learning process, teaching tools are used, which include:

Tools given to the teacher and students (speech, facial expressions, gestures);

Educational literature;

Visual aids;

Software and methodological support for computer technologies;

Special equipment (simulators, audio classes).

The most effective teaching aids in modern training of higher education specialists are computer-based educational and methodological complexes (AOS, electronic textbooks, etc.). It is promising to create a new type of training for specialists based on external information networks such as the Internet. For example, training specialists through distance education, i.e. by providing a complex of educational programs using a specialized information and educational environment based on computer teaching aids (e-mail, teleconferences by e-mail, electronic bulletin boards, digital libraries, electronic textbooks, online teleconferences, electronic lectures, etc.). Distance learning can compete with distance learning specialists and, partly, with full-time and distance learning.

Recently, universities have paid attention to didactic (educational) support for the process of training specialists, the creation of educational and methodological complexes as a means of didactic support for modern training of higher education specialists. An educational and methodological complex is a broader concept than a collection of normative documents. It also includes the software that is intended for use in all types of classes (plans for seminars and practical classes, questions for an individual interview, a list of basic and additional literature, used didactic materials, technical means training, etc.). Research has shown that the educational and methodological complex is an effective means of didactically supporting the process of training lawyers in higher education.

Among the innovative methods of teaching students used by universities are:

1) Goal – setting goals;

2) Realitu - examination of the current situation for reality;

3) Options – defining a list of options and action strategies;

4) Way/Will – intention, will.

The educational process uses such types of intensive technologies as an active educational lecture, seminar, buzzing group technology, mind maps, a folder with incoming documents, an information labyrinth (basket method), etc.

A detailed analysis of intensive interactive technologies used in the educational process is given in the work of A.P. Panfilova.

Situation analysis technologies for active learning include the following: situational analysis and its types, traditional analysis of specific situations (method of situational exercises, situational tasks; method of situational learning; method of case analysis; method of “incident”; method of analysis of critical incidents); method of playing roles (dramatization); game design.

Among the innovative technologies, one can highlight the technology of brainstorming (brainstorming): reverse brainstorming; shadow brainstorming; combined brainstorming; individual brainstorming; shuttle brainstorming; method "635"; brainstorming on a whiteboard; solo style brainstorming; visual brainstorming; brainstorming in Japanese (K. Jay method), brainwriting.

Heuristic techniques for intensive idea generation are divided into: the method of morphological analysis; dismemberment technique; inversion method; nominal group method; program-role method; technique for eliminating deadlock situations; forced relationship method.

Comprehensive active learning technologies include: group discussions; Balint session; Master Class; creative workshop; assessment center.

In the learning process, methods of educational discussion and group games are actively used. Discussion involves developing the knowledge of each group member based on the knowledge of other participants. For example, A.G. Sanina considers discussion as “the most important tool for the formation of one of the key competencies - communication, and a properly conducted discussion, unlike a traditional lecture, allows you to see that each statement can be interpreted differently, that a seemingly unchangeable truth can be viewed from different points of view , without claiming that it is the only and objective one.”

The group game method is a simplified model of any aspect of life; such learning models give the result of individual and group freedom; they are actively used in the innovative educational process. So, according to P.V. Usanova, “business games make it possible to increase the efficiency of mastering lecture material and diversify the teacher’s portfolio of seminar classes. This will allow you to better navigate and understand the essence of the processes being carried out in the future when carrying out professional activities.”

An experimental study showed that the widespread introduction of various educational activities into the traditional pedagogical process of training lawyers in higher education improves the traditional didactic cycle of classes, for example, lectures - independent work - games, independent work - lectures - games; eliminates the uniformity of the didactic lesson cycles themselves; improves the quality of modern training of specialists in higher education.

In the Federal State Educational Standard of Higher Professional Education (FSES) in specialty 030900 – “Jurisprudence” there is no academic discipline “Introduction to the Profession”. Consequently, students at the university do not purposefully and plannedly form a professional portrait of a specialist. This academic discipline should be introduced into the educational process of training a lawyer.

The training of lawyers in higher education should be carried out through the implementation of such pedagogical techniques and methods that would contribute to the formation and development of students as professionally trained specialists.

It has been established that the introduction at a university of a pedagogical system of didactic design, experimentally tested in the study, ensures the formation of stable ideas about the future profession in students, increases their motivation to master their specialty, and develops specific types of professional activities in future specialists. And, as a result, it increases the level of preparedness of graduates to perform their chosen profession.

Training of lawyers is a complex and multifactorial process, the implementation of which requires the resolution of many problems, including: professional design of the didactic profile of a specialist; design and implementation of a multi-stage pedagogical process for preparing a specialist; justification of the content of strategies for its preparation in each semester of study; selection of pedagogical teaching technologies for each strategy; designing new didactic cycles of classes and educational and methodological complexes, etc., and in this process, undoubtedly, an important place should be given to the use of innovative pedagogical technologies by the university.

Bibliography

1. Bespalko V.P. Pedagogy and progressive teaching technologies. – M.: Institute of Prof. arr. RAO, 1995. – 336 p.

2. Sanina A.G. Organization of tripartite discussion in the educational process based on the integration of science, education and business / method. allowance: Modern technologies of teaching at a university (experience of the National Research University Higher School of Economics in St. Petersburg) / ed. M.A. Malysheva - St. Petersburg. 2011. pp. 94-95.

3. Selevko G.K. Encyclopedia of educational technologies. In 2 volumes. T.1. – M.: Public Education, 2005. P. 37-38.

4. Modern training of lawyers: bachelors, specialists and masters at Russian universities (experience in design and implementation): monograph / edited by. ed. ON THE. Davydova. – Moscow: Prospekt, 2016. – 208 p.

5. Orinchuk V.A., Tuvatova V.E. Practice of using innovative educational technologies in higher education / InvestRegion. – 2014. – No. 3. – P. 58-61.

6. Panfilova A.P. Innovative pedagogical technologies: Active learning: textbook. aid for students higher textbook establishments / A.P. Panfilova. – M.: Publishing center “Academy”, 2009. – 192 p.

7. Usanov P.V. Using business games in the educational process / method. allowance: Modern technologies of teaching at a university (experience of the National Research University Higher School of Economics in St. Petersburg) / ed. M.A. Malysheva - St. Petersburg. 2011. P. 44.

One of the pressing tasks of education today is the creation of an open education system that provides nationwide access to educational resources based on distance learning technologies.

The use of telecommunication technologies makes it possible to create a qualitatively new information educational environment, an environment without borders with the possibility of building a global distance learning system. One of the priority areas in this area is the widespread introduction of electronic technologies into the educational process.

From the point of view of pedagogical theory, distance learning is interesting as a system that allows the most complete implementation of modern requirements for education: flexibility of organizational forms, individualization of educational content, intensification of the learning process and information exchange.

E-learning technologies can be used in various forms of training:

In full-time and part-time forms, they help organize independent work and conduct continuous monitoring of the educational process;
- in correspondence form - information technologies are the main form of presenting material and contribute to the development of skills practical work, help organize monitoring of the educational process.

The principle of combining classroom and electronic forms of teaching - conducting blended learning - provides the opportunity to combine the best features of classroom and electronic forms of learning in the educational process.

Classroom training:

Provides social interaction that people crave and enjoy by being able to communicate directly with the teacher;
- offers methods that are familiar and familiar to students;
- creates an interactive educational space in which each student can test his position, choice or reaction on his peers and receive immediate feedback feedback from an authority figure regarding the correctness of the answers.

Electronic learning (e-learning):

Allows you to change the pace, time, place of training;
- offers maximum levels of flexibility and convenience for students;
- makes it possible to timely update the content of the content.

The result of the introduction of computer technologies in education is a sharp expansion of the sector of independent study work. The computer is designed to solve the crisis of education, which requires a constant increase in the number of teachers with the expansion of their non-creative functions.

It is known that independent educational work is effective only in an active form. The fundamental innovation introduced by the computer into the educational process is interactivity, which allows the development of active forms of learning. It is this new quality that allows us to hope for an effective, truly useful expansion of the sector of independent study work.

To obtain an education based on computer technologies - the implementation of computer learning technologies - three main components are required:

Hardware and software basis;
- trained teacher;
- electronic educational materials.

The most significant changes concern educational materials. Their multitude changes not so much in breadth as in depth. Note that the book is supplemented, but not replaced, if only because electronic publications and resources, first of all, occupy those niches of the educational space where the book did not work. At the same time, the main function of a printed publication - the transmission of information - is preserved, since the book is still unrivaled in terms of convenience and breadth of application.

Educational electronic publications and resources provide a programmable educational process. Are electronic teaching aids, containing systematized material within the framework of the curriculum of the academic discipline. Designed to study a subject “from scratch” to the boundaries of the subject area defined by the training program. They include all types of educational activities: obtaining information, practical exercises in known and new forms, certification. Aimed at supporting the work and expanding the capabilities of the teacher and the independent work of the student.

It should be noted that a special advantage of EUMK is that it is technically simple to update, supplement and expand the course.

Of particular interest when using electronic technologies is the possibility of organizing continuous monitoring.

A detailed analysis of monitoring elements allows you to control the level of quality at all stages of training, and not just at the time of certification, as was the case when using traditional schemes education.

At the same time, the result of the final certification Q will functionally depend on all monitoring elements:
Q = f(k i q i), Where q i - i th monitoring element, and k i- weight coefficient of the corresponding element.

Suggested Monitoring Elements:

Academic activity;
- boundary control;
- results of practical assignments (coursework, laboratory work, individual assignments);
- final control.

Analysis of academic activity allows you to evaluate:

The degree of elaboration of theoretical material (study of theory);
- preliminary level of acquired knowledge (self-control);
- systematic and conscientious acquisition of practical skills (work on seminar assignments and laboratory workshops);
- the degree of creative approach to studying the material (participation in discussions on the forum, correspondence with the tutor).

MIEMP is successfully implementing a program for the development and implementation of electronic educational technologies in the educational process. The library of electronic educational and methodological complexes integrated into the MIEMP distance learning system is integrally linked with the education quality control system embedded in them by ensuring an objective assessment of results, since all types of activities are recorded and the teacher evaluates only alienable results, the analysis of which can be available to the teacher, dean, curator, customer of training.