Modern educational technologies at universities and their methodological features. Basic Research
The word "technology" comes from the Greek words: "techne" - art, skill, skill and "logos" - science, law. Literally, “technology” is the science of craftsmanship.
Among the main reasons for the emergence of new psychological and pedagogical technologies are the following:
- the need for deeper consideration and use of psychophysiological and personal characteristics trainees;
- awareness of the urgent need to replace ineffective verbal(verbal) way of transferring knowledge using a systematic - activity-based approach;
- the ability to design the educational process, organizational forms interaction between teacher and student, ensuring guaranteed learning results.
In the context of implementing the requirements of the Federal State Educational Standard, the following technologies become the most relevant:
- Information and communication technology
- Project technology
- Developmental education technology
- Problem-based learning technology
- Gaming technologies
- Quest technology
- Modular technology
- Workshop technology
- Case – technology
- Integrated learning technology
- Pedagogy of cooperation.
- Level differentiation technologies
| Educational technologies | Achieved results |
| Problem-based learning | Creation in educational activities problem situations and the organization of active independent activities of students to resolve them, as a result of which creative mastery of knowledge, abilities, skills occurs, and mental abilities develop. |
| Multi-level training | The teacher has the opportunity to helpthe weak, pay attention to the strong,the desire of strong students is realizedadvance faster and deeper in education.Strong students are confirmed in theirabilities, the weak get the opportunityexperience academic success, increaseslevel of learning motivation. |
| Project-based teaching methods | Working with this method makes it possibledevelop individual creativestudents' abilities, more consciouslyapproach professional and social self-determination |
Research methods in training | Allows students to independently expand your knowledge, delve deeply intothe problem under study and suggest ways to solve itdecisions, what is important when formingworldview. This is important for determiningindividual development trajectory of each schoolboy. |
Lecture-seminar- credit system | This system is mainly used inhigh school, because it helps studentsprepare for studying at universities. Givesthe ability to concentrate material intoblocks and present it as a single whole, andcontrol is carried out in advancepreparing students. |
Technology of use in teaching game methods: role-playing, business, and others types of educational games | Expansion of horizons, developmentcognitive activity, formationcertain skills and abilities,necessary in practical activities,development of general educational skills. |
Collaborative learning (team, group Job) | Collaboration is treated as an ideajoint development activitiesadults and children, The essence of the individualapproach is not to go from the educationalsubject, and from child to subject, go from thoseopportunities availablechild, apply psychologicalpedagogical personality diagnostics. |
Information communication technologies | |
Health-saving technologies | The use of these technologies allowsdistribute evenly during the lesson different kinds tasks, alternatemental activity with physical exercises,determine the time of submission of complex educationalmaterial, allocate time to conductindependent work, normativeapply TSO, which gives positivelearning results. |
Innovation system portfolio assessments | Formation of personalized accountingachievements of the student as an instrumentpedagogical support for socialself-determination, trajectory determination individual personality development. |
Health-saving technologies – these are the conditions for a child’s education at school (lack of stress, adequacy of requirements, adequacy of teaching and upbringing methods); rational organization of the educational process (in accordance with age, gender, individual characteristics and hygiene requirements); compliance of educational and physical activity with the age capabilities of the child; necessary, sufficient and rationally organized motor mode.
Tasks health-saving educational technologies in the light of the implementation of the Federal State Educational Standard - preserving and strengthening the health of students, developing their values and culture of health, choosing educational technologies that eliminate overload and preserve the health of schoolchildren.
- Dynamic games and pauses
- Kinesiological exercises
- Eye exercises
- Facial exercises.
- Relaxation
- Breathing-voice games and exercises
Gaming technologies
Based on the nature of the pedagogical process, the following groups of games are distinguished:
a) teaching, training, controlling and generalizing;
b) cognitive, educational, developmental;
c) reproductive, productive, creative;
d) communicative, diagnostic, career guidance, psychotechnical, etc.
Thus, the classification of games according to G.K. Selevko includes the following groups of games:
By area of activity:
- physical,
- intellectual,
- labor,
- social
- and psychological.
According to the gaming method: subject, plot, role-playing, business, simulation and dramatization games.
A quest is a form of interaction between a teacher and children, which promotes the formation of skills to solve certain problems based on a choice of options, through the implementation of a specific plot. The quest game involves the integration of various types of children's activities, which is one of the requirements of the Federal State Educational Standard for Additional Education to the structure of the educational program of additional education and its volume (chapter 2, clause 2.6)
Quest is games in which players need to look for various objects, find a use for them, talk with various characters in the game, solve puzzles, etc. This game can be played both indoors and outdoors. Quest - This team game, the idea of the game is simple - the team, moving around the points, completes various tasks. But the highlight of this organization of play activity is that, having completed one task, children receive a hint to complete the next one, which is an effective means of increasing motor activity and motivational readiness for cognition and exploration.
Case technology
Case technology is the general name for teaching technologies, which are methods for analyzing situations.
Case technology is an interactive technology for short-term training, based on real or fictitious situations, aimed not so much at mastering knowledge, but at developing new qualities and skills in students.
Module - This is a target functional unit that combines educational content and technology for mastering it. The module includes:
target action plan;
information bank;
methodological guidance for achieving didactic goals.
Modular learning technology
A module can be considered as a training program, individual in content, teaching methods, level of independence, and pace of student activity.
The essence of modular learning is that the student independently achieves specific goals of educational and cognitive activity in the process of working with the module. The teacher’s tasks are to motivate the learning process, manage the educational and cognitive activities of students through the module and directly advise them.
Modular learning technology opens up wide opportunities for individualization of learning. In didactics, the principle of an individual approach involves taking into account such characteristics of the student that affect his educational activities and on which the results of the study depend. Such features primarily include learning ability, educational skills, training and cognitive interest.
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Technology for developing critical thinking
“Tell me and I will forget.
Show me and I will remember
Involve me and I will learn.”
(Confucius)
Currently, when person-centered learning has been chosen as the priority direction of training, our goal is to make it, on the one hand, meaningful and practical, and, on the other hand, accessible and interesting.
According to Russian teachers, characteristic features critical thinking are evaluation, openness to new ideas, own opinion and reflection of one’s own judgments. Sergei Zar-Bek says that critical thinking is open thinking that does not accept dogma, developing by applying new information to life’s personal experience. Critical thinking is sometimes called directed thinking because it aims to produce a desired outcome.
The purpose of the technology for the development of critical thinking is to develop the thinking skills that children need in later life (the ability to make informed decisions, work with information, highlight the main and secondary, analyze various aspects of phenomena).
The relevance of this technology is that it allows lessons to be conducted in an optimal manner, children’s level of performance increases, and the acquisition of knowledge in the lesson occurs in a process of constant search.
This technology is aimed at the development of the student, the main indicators of which are evaluativeness, openness to new ideas, own opinion and reflection of one’s own judgments.
In the traditional education system, the goal was to develop the basics of literacy in children, when the teacher shows and explains, and the student remembers and repeats; and communication in the lesson, as a rule, was frontal. TRKM changes the activity of a student who is accustomed to receiving ready-made knowledge, submission, obedience, monotonous work in class, and therefore changes his semantic attitudes. When using TRCM, students are subjects in determining the goals of educational work and the criteria for assessing its results; Children have the opportunity to correct and edit their work. Such lessons give students the opportunity to express themselves, show their vision of the proposed topics and problems, and provide greater freedom of creative exploration.
The basic technology model fits into the lesson and consists of three stages(stages): challenge stage, comprehension stage and reflection stage.
Stages | Methodical techniques | Teacher activities | Student activities |
Stage I Call (awakening existing knowledge and interest in obtaining new information) |
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Stage II Understanding the content (receiving new information) |
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Stage III Reflection (comprehension, birth of new knowledge) |
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Stage I challenge
While working at this stage, all versions are accepted. Children are included in an active search; they reproduce information. The child asks himself the question “what do I know? on this problem, an idea is formed of what he does not know and wants to know. During the discussion, ideas are not criticized, but disagreements are recorded.
Brain attack.
As a methodological technique, brainstorming is used in the technology of critical thinking in order to activate existing knowledge at the “challenge” stage. In the first stage, students are asked to think and write down everything they know or think about a given topic; on the second, students exchange information. Pedagogical experience shows that paired brainstorming is very helpful for students who find it difficult to express their opinions in front of a large audience. Having exchanged opinions with a friend, such a student more easily comes into contact with the entire group. In addition, working in pairs allows many more students to speak.
"Plus - minus - question."
This technique is aimed at updating emotional relationships in connection with the text. When reading the text, it is proposed to record in the relevant chapters of the table information reflecting:
Column “P” contains information that, from the student’s point of view, is positive, column “M” is negative, the most interesting and controversial facts are entered in column “I”. It is possible to modify this table when the column “And” is replaced by the column “?” ("Have questions").
When using this technique, information is not only more actively perceived (listened to, recorded), systematized, but also evaluated. This form of organizing the material allows for discussion and debate on controversial issues.
“True and false statements” or “do you believe”
Students choose the “true statements” from those proposed by the teacher, justify their answer, describe a given topic (situation, setting, system of rules). After familiarizing themselves with the basic information (text of a paragraph, lecture on this topic), you need to return to these statements and ask students to evaluate them reliability using the information received in the lesson.
"Basket" of ideas.
This is a technique for organizing individual and group work of students at the initial stage of the lesson, when their existing experience and knowledge is being updated. It allows you to find out everything that students know or think about the topic being discussed in the lesson. You can draw a basket icon on the board, in which everything that all students together know about the topic being studied will be collected.
Cluster.
This is a way of graphically organizing material that makes it possible to visualize the mental processes that occur when immersed in a particular topic. The sequence of actions is simple and logical:
1. In the middle of a blank sheet of paper (chalkboard) write a keyword or sentence that is the “heart” of the idea or topic.
2. Place words or sentences around that express ideas, facts, images that are suitable for this topic. (Model “planet and its satellites”)
3. As you write, the words that appear are connected by straight lines to the key concept. Each of the “satellites”, in turn, also has “satellites”, and new logical connections are established.
The result is a structure that graphically displays our thoughts and determines the information field on this topic.
When working on clusters, the following rules must be observed:
1. Don't be afraid to write down everything that comes to mind. Give free rein to your imagination and intuition.
2. Continue working until time runs out or ideas run out.
3. Try to build as many connections as possible. Don't follow a predetermined plan.
The cluster system allows you to cover an excessive amount of information. In further work, analyzing the resulting cluster as a “field of ideas”, the directions for the development of the topic should be specified.
Key terms.
Students, using key words written on the board, after listening to the material, must distribute them in a certain sequence, and then, at the comprehension stage, find confirmation of their proposals by reading a paragraph in the textbook.
Stage II of comprehension.
At the comprehension stage is given the opportunity to track the process of new ideas, that is, the student gains experience working with the text as an active and thinking reader using the following techniques of critical thinking technology: “insert”, “keeping double diaries”, “keeping logbooks”.
Insert – this is marking the text with icons as it is read:
٧ – already knew
New
Thought differently
? – I don’t understand, I have questions
Mark the margin if what you read matches what you know. | Put it in the margins sign if what you are reading is new to you. | Put it in the margins sign if what you read contradicts what you knew or thought you knew. | Put it in the margins sign if what you are reading is not clear or you would like more detailed information on a given issue. |
Logbooks– a general name for various teaching writing techniques, according to which students write down their thoughts while studying a topic. In the simplest version, students write down answers to the following questions in a logbook:
1. What do I know about this topic?
2. What did I learn new from the text on this topic?
The left column of the logbook is filled in at the call stage. When reading, during pauses and stops, students fill in the right one.
Table of “thin” and “thick” questions.
At the stage of understanding the content, the technique serves to actively fix questions as you read and listen; during reflection - to demonstrate understanding of what has been covered.
The table of “thin” and “thick” questions looks like this: on the left side are simple “thin” questions, on the right side are questions that require a more complex, detailed answer.
It is advisable to use a table in the lesson.
Work on the issues is carried out in several stages.
Stage 1 – students learn to ask questions using a table, writing down the continuation of each question in the table. First, the guys come up with “thin” questions themselves, then “thick” ones.
Stage 2 – students learn to write down questions based on the text: first, “thin” questions, and then “thick” ones.
Stage 3 - when working with the text, children write down one question for each part in each column of the table, which they ask their friends after reading. In order for children to have time to write down questions, the teacher must stop while reading.
One of the ways of graphic organization and logical and semantic structuring of material. The form is convenient because it provides an integrated approach to the content of the topic.
Step 1: Before reading the text, students independently or in a group fill out the first and second columns “I know”, “I want to know”.
Step 2: As they get acquainted with the text or in the process of discussing what they read, students fill out the “Learned” column.
Step 3: Summing up, comparing the contents of the graph.
Additionally, you can offer children 2 more columns - “sources of information”, “what remains unrevealed”.
"Reading with stops"
The technique works both during independent reading and when perceiving the text by ear. The work is organized as follows.
At the first stage, students’ existing knowledge related to the text, its author, and the context in which this work is studied is updated; interest in obtaining new information is evoked and stimulated; a new text is constructed based on its title and supporting words, its content and issues are predicted.
At the stage of understanding the content, the text, previously divided into parts, is read. After reading each part, a discussion takes place, ending with an obligatory question - a forecast: “What do you think will happen next and why?”
At the reflection stage, the text is considered as a whole. Students return to their initial assumptions and forecasts and relate them to the final conclusions. After interpreting what has been read, creative processing of the information received is organized.
The material on which the technology is implemented is literary text.
"Tree of Predictions"
This technique helps to make assumptions about the development of the plot line in a story or story. The rules for working with this technique are as follows: the trunk of the tree is the topic, the branches are assumptions that are made in two main directions - “possible” and “probably” (the number of “branches” is not limited), and, finally, the “leaves” - the rationale for these assumptions , arguments in favor of one opinion or another.
When using this technique, remember the following:
- You should not use the technique more than once in a lesson.
- all versions must be substantiated
- After reading, children should definitely go back to their guesses and see which guesses were correct and which were not and why.
"Six Thinking Hats"" - these are six ways of thinking.
White hat : In this situation, detailed and necessary information is accepted and discussed. Just the facts. They are clarified, specified if necessary, and new data is selected.
Yellow hat: Research possible benefits and positive aspects. Not just a positive assessment of a given event, phenomenon, fact, but a search for evidence and arguments.
Black hat: A critical attitude towards an event or phenomenon. It is necessary to express doubt about the feasibility, to find arguments against it.
Red hat: Feelings, guesses and intuitions. That is, the emotional perception of what was seen and heard, without substantiating the reasons for doubt.
Green hat: Focus on creativity, alternatives, new possibilities and ideas.
Blue hat: Management of thought processes. Organization of thinking. Thinking about thinking. What have we achieved? What needs to be done next?
Reception "Cube"
This technique is used at the comprehension stage. This technique:
– allows students to implement various focuses of consideration of a problem, topic, task;
– creates a holistic (multifaceted) understanding of the material being studied in the lesson;
– creates conditions for constructive interpretation of the information received.
A cube is glued together from thick paper. One of the following tasks is written on each side:
1. Describe it... (Describe color, shape, size or other characteristics)
2. Compare this... (What is it like? How is it different?)
3. Associate this... (What does this remind you of?)
4. Analyze it... (How is it made? What does it consist of?)
5. Apply it... (What can you do with it? How is it applied?)
6. Give pros and cons (Support or refute it)
Students are divided into groups. The teacher rolls a dice over each table and thus determines from what perspective the group will think about a particular topic of the lesson. Students can write written essays on their topic or give a group presentation.
« Two-part diary"
This technique allows the reader to connect the content of the text with his own personal experience. Double diaries can be used when reading text in class, but working with this technique is especially productive when students are tasked with reading a large amount of text at home. On the left side of the diary, students write down those moments from the text that made the greatest impression on them, evoked some memories, associations with episodes from their own lives, puzzled them, caused protest or, conversely, delight, surprise, quotes in which they "stumbled". On the right, they should give a comment: what made them write down this particular quote. At the reflection stage, students return to working with double diaries, with their help the text is sequentially analyzed, students share the comments they made on each page. The teacher introduces students to his own comments if he wants to draw students’ attention to those episodes in the text that were not heard during the discussion.
Quote | Comments |
"Three-Part Diary"
Here, students answer their own questions after some time has passed. The contents of the "diary" columns may be changed.
3rd stage of reflection
At the reflection stage, all of the above techniques “work.” Tables and diagrams become the basis for further work: exchange of opinions, essays, research, discussions, etc.
"Sinquain" comes from the French word “cing” - five. This is a poem consisting of five lines: a short literary work characterizing an object (topic), which is written according to certain rules. Sinkwine is used to record emotional assessments, describe one’s current impressions, sensations and associations.
Rules for writing syncwine:
1 line – one word – the title of the poem, theme (usually a noun);
2nd line – two words (adjectives or participles) - description of the topic (words can be connected by conjunctions and prepositions);
3 line – three words (verbs): actions related to the topic;
4th line – four words – a phrase that shows the author’s attitude to the topic in the 1st line;
5 line – one word – an association, a synonym that repeats the essence of the topic in the first line, usually a noun.
"Essay"
The meaning of this technique can be expressed in the following words: “I write in order to understand what I think.” This is a free letter on a given topic, in which independence, manifestation of individuality, discussion, originality of problem solving, and argumentation are valued. Usually the essay is written directly in class after discussing the problem and takes no more than 5 minutes.
"RAFT" (translated as raft - “raft”)
R(ol) A(audience) F(form) T(ema).(description, narration or reasoning on behalf of the selected character)
The idea is that the writer chooses a certain role for himself, i.e. writes the text not on his own behalf. For timid, insecure students, this is a salvation, since such a move removes the fear of speaking independently. Then you need to decide for whom the text to be written is intended (for parents, students, etc.). The above parameters will largely dictate the format of the text being created (letter, essay, etc.). And finally, a topic is chosen. In fact, all of this can happen in reverse order or simultaneously. The choice can be made individually, but at first it is better to work in pairs, and then bring the proposed options to the whole class for discussion.
Discussion.
The form of group discussion promotes the development of communication and the formation of independent thinking. Discussion can be used both at the challenge stage and at the reflection stage. The class is divided into two groups, and a task is given for discussion in groups.
As a result, each group must create a reminder and protect it.
Advantages of TRKM
Teachers working with children within the framework of critical thinking note the following advantages of this technology:
- working in pairs and in a small group doubles or triples the intellectual potential of the participants, and their vocabulary significantly expands;
- joint work contributes to a better understanding of difficult, information-rich text;
- there is the possibility of repetition and assimilation of the material;
- dialogue about the meaning of the text is intensified (how to recode the text to present the received information to other participants in the process);
- respect for one's own thoughts and experiences is developed;
- a greater depth of understanding appears, a new, even more interesting thought arises;
- curiosity and observation become more acute;
- children become more receptive to the experiences of other children: working together forges unity, students learn to listen to each other, and are responsible for a joint way of knowing;
- written language develops reading skills in children and vice versa;
- during the discussion, several interpretations of the same content are revealed, and this once again works for understanding;
- develops active listening;
- the fear of the white sheet of paper and the audience disappears;
- provides an opportunity to shine in the eyes of classmates and teachers, dispel stereotypes of perception of a particular child, and increase self-esteem.
Difficulties that teachers experience while working
in this technology.
- It is very difficult to fully implement a lesson in this technology within the framework of a class-lesson system (like any other). It is better to double the lesson if possible.
- Not all children are able to work with a large amount of information. Not everyone's reading technique is the same; not everyone can work synchronously.
- Technology is not always effective in weak classes (like any other developmental technology).
- You need to familiarize yourself with the technology in detail, take the necessary courses, attend seminars, and lessons from colleagues. This is one of the conditions.
- Misunderstanding of strategies and methods.
- Non-acceptance of some techniques by children, unloved (creative nature and work with a large amount of information).
- There are a huge number of techniques in technology, making it difficult to choose.
- Difficulty in selecting material (from different sources).
- Small numbers of children in classes may hinder the implementation of CM technology.
- Large moral, time and material costs.
Educational results
- ability to work with an increasing and constantly updated information flow in different fields of knowledge;
- use different ways information integration;
- ask questions, formulate your own hypothesis;
- solve problems;
- develop your own opinion based on understanding various experiences, ideas and perceptions;
- express your thoughts (orally and in writing) clearly, confidently and correctly in relation to others;
- argue your point of view and take into account the points of view of others;
- the ability to independently engage in one’s studies (academic mobility);
- to take responsibility;
- participate in joint decision making;
- build constructive relationships with other people;
- ability to collaborate and work in a group, etc.
Modern life sets its priorities: not simple knowledge of facts, not skills as such, but the abilityuse what you have purchased;not the amount of information, but the ability to receive it and model it; not consumerism, but creation and cooperation. The organic inclusion of work on the technology of developing critical thinking in the school education system provides the opportunity for personal growth, because such work is addressed, first of all, to the child, to his individuality.
ANNEX 1
Cluster
Topic "Noun"
Part of the sentence: subject, object, predicate
Changes according to animate and inanimate cases
varies according to numbers proper and common nouns
Noun
Part of speech varies by gender
answers the questions Who? What? denotes an object, phenomenon, sign
"True - False Statements"
Topic "Pronoun".
1. Only pronouns are written here: she, to him, alone, I, they, with me.
2. In a sentence, pronouns are only subject.
3. In a sentence, pronouns are a minor member or subject
4. Pronouns can be 1st, 2nd or 3rd person.
5. Pronouns change according to cases and numbers.
6. In the sentence “He waited for a long time by the sea for an answer, but when he didn’t get it, he returned to the old woman,” the pronoun is a minor member.
Sinkwine
"Notes in the margins"
A noun is a part of speech that denotes an object and answers the questions who? or what? V
Nouns can be masculine, feminine or neuter. V Nouns change according to numbers and cases. ?
There are six cases in Russian: nominative, genitive, dative, accusative, instrumental, prepositional. +
Changing the endings of nouns according to questions is called changing by cases, or declension. There are nouns that are not declined: coat, metro, radio, cinema, highway. Nouns come in 1st, 2nd and 3rd declension. In the plural, nouns do not differ in declensions +
Nouns in the nominative case are the subject of a sentence. V
Nouns in the accusative case are a minor member in a sentence. +
"Thick and thin questions"
Theme by N. Nosov “Cucumbers”
Table “Z-H-U” (“I know – I want to know – I found out”)
The world. Topic: "Taiga".
"RAFT"
Let's define 4 parameters of the future text:
1.R - role (drop)
2. A – audience (students of the class)
3. F – form (fairy tale)
4. T – theme “Journey of a Droplet”
Completed by a primary school teacher
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QUEST - TECHNOLOGIES IN DOW
Relevance
On modern stage development of the educational system in Russia, new technologies and forms of interaction with students and their parents are emerging, which are based on the activation of the former and the inclusion of the latter in direct participation in the educational process of preschool educational institutions.
They combine especially well in quest technology, or as it is also called an educational quest, which is most often popular among teenagers and adults due to the extraordinary organization of educational activities and an exciting plot. But also in kindergarten We also use this technology and it is familiar to us under the name “station game”.
So what is a “quest”? Where did he come to us from? And what do we mean when we talk about an educational quest, about quest technology?
If we turn to the dictionary, then the very concept of “quest” will actually mean a game, a search that requires players to solve certain mental problems in order to overcome obstacles and move along a plot that can be defined or have many outcomes, where the choice will depend on the actions of the player himself.
From the history of quests
The ancestors of “real” quests are computer games in which players had to solve puzzles and overcome obstacles in order for their computer hero to reach the end of the game. Only all these tasks were performed in the virtual world. Unlike computer quests, quests in “reality” are still developing, and their history does not even last a decade..
The first attempt to transfer a virtual computer quest into reality was made in Asian countries in 2007, after which it began to be implemented in Europe, and then in Russia (2013). As you can see, this is a fairly new, young innovation, but despite this it is confidently gaining momentum and becoming a popular and sought-after trend.
Educational quest - this is a completely new form of educational and entertainment programs, with the help of which children are completely immersed in what is happening, receive a charge of positive emotions and are actively involved in activities, because what could be more exciting than a good game? A live quest not only allows each participant to demonstrate their knowledge and abilities, but also promotes the development of communication interactions between players, which stimulates communication and serves as a good way to unite the players.
There is an element of competition in quests, as well as the effect of surprise (unexpected meeting, mystery, atmosphere, scenery). They contribute to the development of analytical abilities, develop imagination and creativity, because participants can add to live quests as they progress. The use of quests allows you to move away from traditional forms of teaching children and significantly expand the scope of the educational space.
In order for the quest to be truly exciting and at the same time educational, to involve all participants and give everyone the opportunity to express themselves, the teacher is required to be highly professional both in terms of preparing such a game and during its implementation.
There can be many ideas for quests, but the most important thing is to implement everything correctly. The script should beclear, detailed, thought out to the smallest detail.
When preparing and organizing educational quests, it is necessary to determine the goals and objectives that the organizer sets for himself, taking into account the category of participants (children, parents), the space where the game will take place and write a script. The most important thing, and probably the most difficult, is to interest the participants.
Now let's move on to what is commonly called motivation in achieving the set goal. It's simple.There should be a prize at the finish line!
Like any technology, the educational quest has its own structure, which is presented on the slide., it all comes down to this:
Stage | |
I would like to draw your attention to the following steps: |
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Execution order. | Bonuses Fines |
Grade. Prize. Reflection (summarizing and evaluating the event) | The teacher focuses on 4 types of reflection to evaluate the event:
A mechanism for stimulating reflection can be conversation questions: “What new did you learn?”, “What was interesting?”, “What surprised you?”, “What was difficult?”, “Did everything work out the way you wanted?”). |
Stages of organization
So: Organizational moment.Introductory remarks by the presenter in order to switch children’s attention to the upcoming activity, increase interest, and create an appropriate emotional mood:
Dividing children into groups;
Discussion of quest rules;
Distribution of maps and guides showing the order of passage of zones.
Stages of the game. During the game, players move sequentially through stages, solving various tasks (active, logical, search, creative, etc.).
Passing each stage allows a team of playersmove to the next stage. The team receives the missing information, hint, equipment, etc.But the highlight of this organization of play activity is that, having completed one task, children receive a hint to complete the next one, which is an effective means of increasing motor activity and motivational readiness for cognition and exploration. Also, while completing tasks, children receive bonuses (chips) and fines.
Types of quests
When planning and preparing a quest, the plot itself and the educational space where the game will take place play an important role. Will it be a closed space or a wider field of activity, how many participants and organizers will there be, where will the participants start, will they move in a certain sequence or choose their own route. Depending on this, quests can be divided into three groups.
To create a route you can usedifferent variants:
⎯ Route sheet (it can simply have stations written in sequence and where they are located; or there can be riddles, rebuses, an encrypted word, the answer to which will be the place where you need to go);
⎯ "Magic Ball"(on a ball of thread there are notes sequentially attached with the name of the place where you need to go. Gradually unwinding the ball, the children move from station to station);
⎯ Map (schematic representation of the route);
⎯ "Magic Screen"(tablet or laptop, where photographs of the places where participants should go are sequentially located)
⎯ Participants can learn where to go next after completing a task at a station (from the organizer; the answer to the task is the name of the next station; you need to find a hidden clue in a certain area), etc.
Most often we use linear quests in our work, where participants go from one point along a certain route and meet at another point, at the final station.
Principles of organizing quests
In order to effectively organize children's quests, you should adhere to certain principles and conditions:
All games and tasks must be safe (children should not be asked to jump over a fire or climb a tree); the tasks assigned to children must correspond to the age of the participants and their individual characteristics; under no circumstances should the dignity of a child be violated in any way; needs to be implemented into the content of the script different types activities, since children of this age, according to their psychological and age characteristics, cannot perform monotonous tasks; tasks must be thought out in such a way that they are consistent and logically interconnected; the game should be emotionally charged with the help of scenery, music, costumes, and equipment; preschoolers must clearly understand the goal of the game they are striving for (for example, find a treasure or save a good character from an evil one); you should consider time intervals during which children will be able to complete the task, but will not lose interest in it; The role of the teacher in the game is to guide children, “push” correct solution, but children must make their own final conclusions.
In kindergarten, quests can be carried out in different age groups, starting with the youngest. But most often in older groups, where children already have skills and a certain amount of knowledge and abilities. Not only children, but also parents take part in many quests.
Quest, with its almost limitless possibilities, provides invaluable assistance to the teacher, providing the opportunity to diversify the educational process, make it unusual, memorable, exciting, fun, and playful.
Advantage This technology is that it does not require any special training for educators, the purchase of additional equipment or investment of funds. The main thing is the great desire of the teaching staff to lay the foundations of a full-fledged socially successful personality during preschool childhood.
Quest is a technology that has a clearly defined didactic task, a game concept, must have a leader (mentor), clear rules, and is implemented with the goal of increasing children’s level of knowledge and skills.
The role of the teacher -mentor in a quest gameorganizational, i.e. The teacher determines the educational goals of the quest, draws up the storyline of the game, evaluates the process of children’s activities and the final result, and organizes search and research educational activities.
Main quality criteriaThe quest features its safety for the participants, originality, logic, integrity, subordination to a certain plot, and not just a theme, and the creation of an atmosphere of the gaming space.
CONCLUSION : the most important thing is that quests help us activate both children, parents, and teachers. This is a game that simultaneously uses the participants' intellect, their physical abilities, imagination and creativity. Here it is necessary to show ingenuity, observation, resourcefulness, and ingenuity, this is training of memory and attention, this is the development of analytical abilities and communication skills. Participants learn to negotiate with each other, distribute responsibilities, act together, worry about each other, and help. All this contributes to the unity of not only the children’s team, but also the parent community, and also improves parent-child relationships. It is also important that parents become active participants in the educational process in preschool educational institutions, and trusting kindergarten-family relationships are strengthened and formed.
Target : Introducing teachers to the use of the case method in the educational process
Tasks :
1. Introduce case technology and its application in the educational process.
2. Develop skills in practical work on a case.
Participants: educators
Didactic material: presentation on the topic “Case technologies in preschool education.”
Equipment and materials: multimedia projector, screen, presentation, cards for work.
Expected results: Participants will gain knowledge:
- what is case technology;
- varieties of case technologies that correspond to different learning goals;
- rules for developing cases for training;
Develop skills:
- apply the method of analyzing a specific learning situation;
Event plan:
1. Introduction – 2 min.
2. Theoretical part – 10-15 min
3. Practical part- 10 min
1. Introduction | The rapid dynamics of modern life require the search and development of new effective technologies. It is important that truly innovative pedagogical technologies are aimed at the learning outcomes for the future of the student. One of the most relevant today is the use of case technologies in preschool education. |
Theoretical part | 1. History of the case methodbegins in the 17th century, when theologians took real cases from life and analyzed them. The homeland of the case method is the USA. Now the method is most widely used not only in pedagogy, but also in management, mathematics, economics, medicine and law. In Russia, this technology began to be implemented only in the last few years. |
2. Name case technologycomes from the Latin “casus” - a confusing, unusual case; and also from the English “case” - briefcase, suitcase. |
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3.Case technologyis the general name for teaching technologies, which are methods for analyzing situations. Case technology is an interactive technology for short-term training, based on real or fictitious situations, aimed not so much at mastering knowledge, but at developing new qualities and skills. Preschoolers must study the situation, understand the problem, and then offer the teacher possible solutions and, together with an adult, choose the most optimal way to solve the problem. |
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4.What is the case for? The case makes it possible to get closer topractice, take the position of a person, reallydecision maker, learn from the mistakes of others. |
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5. What can the case contain? Text material – interviews, articles and literary texts (or fragments thereof) Illustrative material – photographs, diagrams, tables, films, audio recordings |
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5. First of all, we must create the cases themselves. To do this you need: 1. Determining the topic and research question - should be interesting to children. 2. Selection of the object of study - “a specific situation”; 3. Definition of context; 4. Planning a case study, collecting and analyzing material; 5. Search for solutions, discussion of possible scenarios for further development of the situation; 6. Description and editing of the case; 7. Formulation of a question for further discussion of the situation. |
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Question | Where exactly do you think case technology can be used in working with preschoolers? |
6. The stages of working with different types of cases are as follows: - First stage: preparatory. - Familiarize children with the situation. Capturing their attention. A positive attitude towards the situation is created. Children, together with the teacher, identify the problem and determine the target setting. Students independently understand the purpose of the search. - At the second stage, the teacher activates children with the help of key questions, supports the emotional experience of children, and carries out coordination work during the search activities of pupils. - Third stage: (decision-making analysis), the teacher involves children in the process of drawing up an action plan, the children demonstrate the ability to reason logically. - On the fourth, the evaluative-reflective stage, students put forward arguments, reflect, and apply the acquired knowledge. |
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7. Let's look at some case technology methods in more detail using examples. Case illustrationis an illustration that is used to examine a problematic situation. The purpose of working with it is to analyze the essence of the problem, analyze possible solutions and choosing the best one. A case illustration differs from a visual one in that it always has a problem. Looking at the illustrations, children discuss the information received, reason, make decisions, and can make assumptions and make a forecast based on this. The problem is not presented to children in an open form. The situation we choose should illustrate the problems that a child may encounter in life or has already encountered. Naturally, this situation should hook the child. First, the teacher presents an illustration of a problematic situation to the children and organizes a discussion of the situation. - Children get acquainted with the illustration and identify the problem. - Divide into subgroups and discuss their ideas and solutions with peers. - Present their ideas and solutions in a presentation of the case solution. Presenting a second illustration helps maintain interest. |
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8. “Photo-case” technologyis relevant because it makes it possible to formulate a decision-making strategy with the help of which a child in the future will be able to overcome independently encountered life situations of varying complexity. The essence of the technology provided is the analysis of the problem situation. IN"photo - case"included: 1. Photo, the subject of which reflects a problem. 2. Text for the case, which describes a set of events. 3. The task is a correctly posed question. It must be motivated to solve the problem. Example photo case “Children having lunch”: Goal: create motivation for the need to eat soup. The case consists of: 1. Photo “Children having lunch” 2. Text:It's lunch time in kindergarten. The cooks did their best and prepared a tasty and healthy soup. A delicious smell wafted throughout the garden. The attendants set the table. The children sat down at the table and began to eat. And only Yegor sat over the plate. 3. Questions:Why doesn't the boy eat soup? What are the benefits of soup? What would you do if you were in Yegor's place? The stages of working with a photo case are the same. The photo itself arouses more interest in children than an illustration. Children examine, comment on the situation, and pay attention to details. |
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Practical part. | And now, I suggest you work with cases. I need 2 groups of 3 teachers. Some work with case illustrations, others with photo cases. You receive a card and tables that need to be filled out. When everyone is finished, we will discuss what happened. |
Conclusion | Almost any educator who wants to introduce case technologies will be able to do this quite professionally, having studied special literature and having teaching situations on hand. A teacher can use any case for different purposes and at different stages of educational activity, both for motivation before class and as an independent lesson. It can also be used in ethical conversations, teaching preschoolers traffic rules, teaching cultural and hygienic skills, etc. |
In conclusion…Mental pursuits have such a beneficial effect on a person as the sun has on nature; they dispel the gloomy mood, gradually lighten, warm, and uplift the spirit.V. Humboldt |
First stage: Preparatory |
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Activities of a teacher | Children's activities |
Shows photo, reads text | Get to know the situation |
Second stage: Motivational |
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Activities of a teacher | Children's activities |
- forms the essence of the problem; - creates a task; - motivates to find a solution. | - realize the problem; - concentrate on finding solutions in a given situation. |
Third stage: “Brainstorming” |
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Activities of a teacher | Children's activities |
- activates children with key questions; - helps to analyze the decision made. | - present their solutions; - find a joint solution; - formulate conclusions. |
Fourth stage: evaluative-reflective |
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Activities of a teacher | Children's activities |
- encourages children to search for situations in which they can apply the acquired knowledge | - reflect, put forward arguments; - apply the acquired knowledge |
Introduction of educational technologies in universities
Note 1
Currently, one of the pressing problems in the education system is ensuring accessibility for all segments of the population. higher education. The solution to this problem was achieved through the introduction of educational technologies in the country's universities.
The introduction of educational technologies provides the opportunity to create a qualitatively new educational environment. One of the priority areas in this area is the introduction of modern electronic technologies, namely distance learning, into the educational process.
From a pedagogical point of view, distance learning technology is interesting as a system that allows you to make the most of all modern technologies and at the same time meet the necessary learning requirements. Distance learning is characterized by flexibility of organizational forms, the ability to individualize the content of education, and, if necessary, intensify the learning process and exchange of information.
E-learning technologies are used in the following forms:
- Full-time and part-time forms. These forms of training contribute to the organization of independent work of students and constant monitoring of the educational process.
- Extramural. When organizing the educational process, the use of information technology is one of the main forms of presenting educational material and contributes to the development of practical work skills.
The introduction of modern technologies into the educational process of a university makes it possible to combine classroom and electronic forms of learning. The combination of two forms of training is called blended learning, providing application in educational process the best features and qualities of electronic and classroom forms.
The advantages of the classroom form of training are:
- ensuring social interaction that students need not only to satisfy the need for communication, but also for the purpose of comprehensive personal development;
- teaching methods are familiar and understandable to students;
- an educational space is being created in which every student has the opportunity not only to gain their knowledge, but also to experience communication, establishing connections, making acquaintances, etc.
Main advantages of e-learning:
- allows you to independently choose and determine the pace, time and place of training;
- provides flexible schedules and training programs, the opportunity to create an individual training plan;
- makes it possible to timely update the content of educational content.
The introduction of modern computer educational technologies in universities contributes to the formation and development of the level of independence of students. The use of computers allows us to resolve the existing crisis in education, which is associated with a shortage of teaching staff. Educational material can be presented in the form of audio and video lectures, which students can view and listen to at a convenient time and, if necessary, several times. This is not possible with traditional training.
Another innovation introduced by the use of computers in education is interactivity, which allows the development of an active learning process. The active process has a positive effect on students’ independent work in searching for and assimilating new information.
Note 2
Thus, the main type of educational technologies introduced into the educational process of universities are information and Computer techologies training.
Requirements for the introduction of educational technologies into universities
The introduction of computer technologies into the educational process of a university requires compliance with a number of requirements:
- availability of good hardware and software basis;
- availability of necessary training for teachers;
- availability of developed electronic educational and teaching materials.
Much attention when introducing technology into the educational process of a university concerns educational and methodological materials. It is necessary not only to replace book publications with electronic ones, but to expand the existing library collection “in depth”. That is, to supplement printed publications with electronic resources, primarily where the book does not have the opportunity to work. However, it is important to preserve the main purpose of textbooks, books and manuals - the transfer of information. This is necessary, since book publications are still unrivaled in terms of convenience and breadth of application.
The presence of electronic resources and publications contributes to the educational process necessary materials. In addition, electronic resources greatly facilitate the systematization and search for necessary information. Their use is quite widespread - obtaining educational information, using during practical tasks, conducting certifications, etc.
Innovative technologies for monitoring academic performance at a university
Modern educational technologies, in addition to optimizing and increasing the efficiency of the educational process at a university, also contribute to the organization of continuous monitoring of students’ acquisition of knowledge and skills.
Monitoring the level of knowledge and skills, implemented through modern technologies, 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 education schemes.
Currently, modern technologies offer the following monitoring elements:
- academic activity
- boundary control;
- results of practical assignments (coursework, laboratory work, individual assignments);
- final control.
Modern universities are 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 distance learning system of universities is integrally linked with the educational 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.
Dunaeva T. Yu. Possibilities of modern educational technologies in the educational process of a university / T. Yu. Dunaeva, T. F. Kamaliev. // International Journal of Humanities and Natural Sciences. – 2018. – 3. – pp. 68-70.
POSSIBILITIES OF MODERN EDUCATIONAL TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF A UNIVERSITY
T.Yu. Dunaeva, Ph.D. biol. Sciences, Associate Professor
T.F. Kamaliev, student
Kazan State Energy University
(Russia, Kazan)
Annotation . The article discusses the role of information and social technologies in education, which ensure universal computerization of students and teachers A holders and allow by using carry out optimization using IT technologies effe k effective provision of educational servicesin the higher education system.It is shown that the integration of information skills into curricula requires the cooperation of university administrations and teachers tocomputerization of education at the university.
Keywords: higher education, forms of computerization of education, IT technology O gies, optimization of the provision of educational services.
In modern technological society T there is a growing understanding that trad And The national scheme for obtaining education (primarily school) is outdated and needs to be replaced by a continuous education O learning and lifelong learning. Lifelong learning refers to three types of education and training:
– formal education (universities, other educational institutions that issue certificates of education);
– spontaneous learning (during all e daily human activity, St. I involved with his work, family or home y g om);
– informal learning(outside the educational institution.
For new forms of education, prerequisite A avoids intensive use of new e o b educational technologies.
Different approaches to determining o b educational technology can be sums And to act as a set of ways to implement And tion of curricula and training programs O gram, which is a system of forms, methods and means of teaching, both from baking to educational achievement ny goals.
Information educational technologies arise when used And We use information and computer technology. Educator b new environment in which operations are carried out b educational information technology about giya, defining there are computers working with it about nents:
– technical (computer and internet);
– software and hardware ( computers software);
– organize ational-methodological (ins T manual for the implementation of the technical part of educational activities,organization tion of the educational process).
Under educational technology in higher school understands the system of science h nal and engineering knowledge, as well as met O materials and means that are used to create, collect, transfer, store and b processing information in pr edmetnoy region with ty of higher school. Thus, does not exist direct relationship between effe To efficiency in the implementation of training programs and the degree of integration into them accordingly T current informationbut communication technologies.
AND information, communication and audiovisual technologies in the scoop p subordination solving the problem of creating a new educational environment where they are included into the educational process to implement new educational fashions e l her.
Today one of characteristic features O b educational environment is possible and number of students and teachers and say goodbye to educational and methodological mothers A lamas teaching multimedia m plexes throughout the university at any time I and at any point in space.
Application of computer programs multimedia and the Internet for educational dissertation ciplins allowsuniversity teachernot only diversify traditional forms of education,but it’s up to you to decide h ny tasks, for example, increase motive tion and visibility in teaching, differentiation guide students' work when performing their training tests Use development of information technologies on in classes helps to do teaching more sustainably and efficiently. How to show practice, computer technology canuse in various situ a tions at different stages:
– in classroom lessons the computer acts as a powerful demonstrator And means, providingand I high level visibility;
- O online testing – one from f format for conducting knowledge control, skills and abilities. This form has a number of advantages in societies ( saving time when checking;
– objectivity in assessing knowledge, st a statistics of learning material by individualstudent and the entire group/stream).
Modern higher education institutions e tions have internet connection in frame of various government programs for the development of education. With the help of I n internet technology teacher and st u dents can use Internet services that facilitate learning and speed up educational process .
In the educational process of a higher educational institution, the study of IT involves solving problems at several levels:
– introduction of new information tools And on-line technologies in educational sphere o cess;
– increasing the level of computer (information) training of participants in the educational process;
– system integration into information technology education, supporting And those involved in scientific research, learning processes and organizational management;
– construction and development of a unified education system A vocative information space n stva.
In technological terms, information And The online educational environment is represented by the Moodle program –course management system (e-learning), also known as learning management system e nium or virtual learning environment . It is a web application that allows you to and ability to create websites for online learning. The program is distributed And rocko, also because it is free T Noah. Each teacher creates an element To the throne resource of its discipline and ra h placed in the program. Students can o T take the course and study it at any time convenient for you.
Other educational available e resource – s social networks – an interactive multi-user website.
You can use the resource didactically How:
– Bulletin board. Can use about becoming a teacher for official messages and announcements of upcoming events y tiy;
– organizing thematic groups For constant consultation and information R emotional support for all involvedics of the educational process.
In addition to electronic educational resources (EER), there are EER, for example And measures, website of the Ministry of Education of the Russian Federation, portals “Certificate a.ru”, etc.
Thus, ICT is the new h opportunities in educational activities O where main role plays teaching A body, who with his personal qualities e must maintain interest st at dents during the course and prompt n O new forms of work.
Bibliography
1. Training duringthroughout life – is there such a concept in Russia?[Electronic resource]:https://lifelonglearningrussia.wordpress.com (access date: 01.02.2018).
3. Sayfutdinova G.B.,Mironenko A.S. Possibility of using information and communication technologies and social networks in independent work of university students // Problems of modern pedagogical imageovaniya. Yalta, 2017. Vol. 54. Part 7. pp. 183-188.
THE POSSIBILITIES OF MODERN EDUCATIONAL TECHNOLOGIES IN THE TRAINING PROCESS OF THE HIGHER EDUCATIONAL INSTITUTION
T.Yu. Dunaeva, candidate of biological sciences, associate professor
T.F. Kamaliev, student
Kazan state power engineering university
(Russia, Kazan)
Abstract. The article examines the role of information and social technologies in education that provide universal computerization of students and teachers and allows, with the help of IT technologies, to optimize the effective provision of educational services in the higher education system. It is shown that the integration of information skills into the curriculum requires the coo p eration of the administration of universities and teachers to computerize the education in the university.
Keywords: higher education, forms of computerization of education, IT technologies, optim i ration of educational services provision.
use of modern teaching technologies at the university
Dzyuba E.A.
In modern psychological and pedagogical science, learning technologies are considered as one of the ways to implement a personal activity approach to learning in the classroom, thanks to which students act as active creative subjects of educational activity. Of particular interest are technologies that make it possible to bring the educational process to the level of the student’s personal meaning.
Key words: technologies in the educational process, linguistic personality, value-semantic sphere of the student.
In the age of “multicultural dialogue” (P. Shchedrovitsky), the development of a multilingual and multicultural linguistic personality is especially important. Linguistic personality in the field of foreign languages is an indicator of a person’s ability to take full part in intercultural communication, the ability to realize oneself within the framework of a dialogue of cultures. In other words, this is the formation of skills in understanding one’s own culture and the culture of other peoples. Referring to the definition of Yu.N. Karaulova, linguistic personality is a multi-layered and multi-component set of linguistic abilities, skills and readiness to carry out linguistic actions of varying degrees of complexity: actions that are classified, on the one hand, by types of speech activity (speaking, listening, writing, reading), and on the other - by language level (phonetics, grammar, vocabulary). The successful formation of an autonomous linguistic personality is directly related to the development of the student’s educational competence, i.e. ability to manage your educational activities.
Modern teaching technologies, in our opinion, are the most relevant ways to solve the problem.
The term teaching technologies (or pedagogical technologies) is used to denote a set of methods of work of a teacher (methods of his scientific organization of work), with the help of which the achievement of the learning goals set in the lesson is ensured with the greatest efficiency in the shortest possible period of time to achieve them.
The term became widely used in the literature of the 60s. XX century in connection with the development of software
mated learning and was originally used to refer to technology-assisted learning.
In the 70s the term has become more widely used: both to denote training using TSO and as rationally organized training in general. Thus, the concept of “learning technology” began to include all the main problems of didactics related to improving the educational process and increasing the efficiency and quality of its organization.
Nowadays, there has been a differentiation of two components of the content of the term: technology of teaching (Technology of Teaching) and technology in teaching (Technology in Teaching). The first term denotes the methods of scientific organization of teacher’s work, with the help of which the best way the set learning goals are achieved, and with the help of the second - the use of technical teaching aids in the educational process.
The most important characteristics of educational technologies are considered to be the following: a) effectiveness (a high level of achievement of the set educational goal by each student), b) efficiency (a large amount of educational material is absorbed per unit of time with least cost efforts to master the material), c) ergonomics (learning takes place in an atmosphere of cooperation, a positive emotional microclimate, in the absence of overload and fatigue), d) high motivation in studying the subject, which helps to increase interest in classes and allows you to improve the best personal qualities of the student, to reveal its reserve capabilities.
Most researchers consider learning technologies as one of the ways to implement a personal-activity approach to learning in the classroom, thanks to which students act as active creative subjects of educational activity (I.A. Zimnyaya, E.S. Polat, I.L. Bim, etc. ).
In the methodology of teaching foreign languages, modern teaching technologies usually include:
Collaborative learning;
Design technologies;
Use of intensive teaching methods (communication technology, gaming technology, problem-based learning);
Information and communication technologies, the use of technical teaching aids, distance learning;
Multi-level (differentiated) training;
Modular training.
Collaborative learning. This teaching technology is based on the idea of student interaction in a group of classes, the idea of mutual learning, in which students take not only individual but also collective responsibility for solving educational problems, help each other and are collectively responsible for everyone’s success. In contrast to frontal and individual learning, in which the student acts as an individual subject of educational activity, is responsible only “for himself”, for his successes and failures, and the relationship with the teacher is subjective in nature, when learning in cooperation, conditions for interaction are created and cooperation in the “student - teacher - group” system and the collective subject of educational activity is updated.
The concept of teaching has received practical implementation in a number of variants of the technology of such training, proposed by American teachers E. Arnoson (1978), R. Slavin (1986), D. Johnson (1987) and is focused on creating conditions for active joint activity of students in different learning situations offered teacher. If you combine students into small groups (3-4 people) and give them one common task, stipulating the role of each student in completing the task, then a situation arises in which everyone is responsible not only for the result of their work, but, what is especially important for this learning technologies, for the results of the entire group. The task is solved through joint efforts, and strong students help weaker ones to successfully complete it. This is the general idea of learning in collaboration, and to complete a learning task, a study group is formed
in such a way that there are both strong and weak students. One mark per group is given for the completed task.
Various options for collaborative learning have been developed (Polat, 1998). Here it is important to emphasize that when organizing educational activities using cooperation technology, the individual independent work of the student becomes the initial part of the collective activity.
Collaborative learning techniques are implemented as students complete game tasks in the communication situations offered to them. An important condition for mastering a language is communication in the target language. According to our observations, learning in cooperation is learning in the process of students communicating with each other, and purposeful work in cooperation can increase interest in classes and significantly increase the time of speech practice for each student in class.
Project-based learning technology. This learning technology is a further development of the concept of collaborative learning and is based on modeling social interaction in a learning group during classes. At the same time, students take on various social roles and prepare to fulfill them in the process of solving problematic problems in situations of real interaction. The popularity of project technology is explained, first of all, by the fact that the project task that the student has to complete directly connects the process of language acquisition with the acquisition of certain subject knowledge and the ability to actually use this knowledge. Thus, the focus on creating a project as a personal educational product makes the process of mastering subject knowledge personally significant for the student, personally motivated.
From the above it is clear that the project method involves students solving a problem. And to solve it, the student needs not only knowledge of the language, but also possession of a certain amount of subject knowledge necessary and sufficient to solve the problem. According to the fair statement of one of the developers of this teaching technology, E.S. Polat, “the project method is the essence of developmental, personality-oriented learning. It can be used at any level of learning."
Let us list some general didactic features of project technology, which determines the structure and content of the projects that students will prepare in language practice classes.
1. Dominant activities in the project: role-playing, informational, project-oriented.
2. The subject-content side of the project: a mono-project (within one communication situation or one area of knowledge, or an interdisciplinary project (affects situations and a range of knowledge from different subjects).
3. The nature of coordination of actions during the implementation of the project: with open, explicit coordination (direct) or with hidden coordination (implicit, simulating the possible nature of the action in a given situation).
4. The nature of the project: several members of the educational group who are united by an interest in completing the project, the entire group, students of the educational institution.
5. Duration of the project: short-term, long-term.
Of course, project technology is best suited for use in working with more prepared and developed students. To the greatest extent, this technology can be used in profiling training. For this reason, project technology is increasingly becoming a part of bilingual education, i.e. such training, which is organized on the basis of a specific subject area of knowledge (content-based language learning). The greatest experience in teaching on a bilingual basis has been accumulated, first of all, in regions with a natural bilingual environment (for example, Canada, Belgium) and is now relevant for neighboring countries. Education on a bilingual basis, one of the ways of implementing which can be project-based learning technology, provides for: a) students’ mastery of subject knowledge in a certain area based on the interrelated use of two languages being studied (native and non-native) and b) mastery of two languages as a means of educational activity.
The relevance of training on a bilingual basis as a component of in-depth language education is determined, first of all, by the global trend towards integration in various spheres of life, which determines the tendency towards the integration of subject knowledge, aimed at understanding the holistic picture of the world. Given these trends, bilingual education provides students with greater access to information in a variety of subject areas and creates additional opportunities to compete in the pan-European and global talent market.
The methodological literature offers various options for projects in the field of language learning (E.g. Koryakovtseva, 2002). These can be gaming - role-playing projects (acting out a situation, dramatizing a text), information projects
(preparing a message on a proposed topic), publishing projects (preparing materials for a wall newspaper, radio broadcasts), scenario projects (organizing a meeting with interesting people), creative works (composition, text translation).
Multi-level training. The problem of differentiation of learning is one of the central ones in the student-centered approach. To form a positive self-esteem, it is important to objectively understand in which direction a person is able to achieve the greatest success. This is a problem of self-actualization. Psychologists define self-actualization as an activity specially organized by a subject in order to identify potential opportunities. If such comprehension has come, then another need arises - for self-realization, i.e. in using your abilities to achieve success. According to psychologists, self-realization is an activity specially organized by a subject for the purpose of realizing his subjectively felt purpose, as well as the achieved result of this activity. This success is needed not only by a specific individual. It is no less necessary for society, since the more successfully individual individuals realize their potential, the more successfully the entire society as a whole develops. A person who has failed to find himself, his I, may turn out to be a burden to society not only professionally, but also psychologically. With such people, more psychological problems arise, which the family and society have to solve. Therefore, differentiation of training at a certain stage is very useful. In this case, we are not talking about teaching according to individual plans, but about differentiation as a didactic principle.
The circle is closed, because taking into account the individual differences of students can be understood as taking into account the basic properties of the student’s personality. Thus, student-centered learning, by definition, is differentiated learning. In the pedagogical literature, the concepts of “internal” and “external” differentiation are distinguished. Internal differentiation is understood as such an organization of the educational process in which individual characteristics students are taken into account in the conditions of organizing educational activities in the classroom. In this case, the understanding of differentiation of training is very similar to the concept of individualization of training. With external differentiation, students of different levels of learning are specially combined into study groups. Thus,
with internal differentiation, i.e. in the classroom, personally oriented learning is achieved, for example, through such pedagogical technologies as collaborative learning and the project method, due to the variety of techniques provided within their framework. With external differentiation, students, based on certain individual characteristics, are united into study groups that are different from one another. In didactics, differentiation is distinguished by abilities (by general abilities; by particular abilities; by inabilities); according to the projected profession; by interest.
Differentiation by general abilities occurs on the basis of taking into account the general level of training, the development of students, and individual characteristics of mental development - memory, thinking, cognitive activity. The remaining individual differences of students are taken into account when organizing internal differentiation in the classroom through appropriate teaching technologies.
Differentiation by particular abilities provides for differences among students in their abilities for certain subjects: some students are more successful in humanities subjects, others in the exact sciences; some are historical, others are biological, etc.
A differentiated approach to learning can be implemented using modern information technologies and multimedia projects. The teacher formulates the topic of the project taking into account the student’s individual interests and capabilities, encouraging him to engage in creative work. In this case, the student has the opportunity to realize his creative potential by independently choosing the form of presentation of the material, the method and sequence of its presentation. At the same time, the criterion for assessing the student’s activity is his efforts to master this material and apply it creatively.
Computer simulation of an experiment allows each student to complete a task at a pace convenient for him, change the experimental conditions in his own way, and study the process independently of other students. This also contributes to the development of research skills and encourages a creative search for patterns in any process or phenomenon.
Computer testing, like any testing, also makes it possible to individualize and differentiate tasks through multi-level questions. In addition, tests on a computer allow you to return to unworked questions and “work on mistakes.”
Testing using a computer is also much more attractive for the student than traditional testing.
traditional test or test. Firstly, the student is not directly connected with the teacher, he communicates primarily with the machine. Secondly, tests can also be presented in a game form. If you answer incorrectly, you can hear a funny sound or see the disapproving shake of the head of some funny character. And if the test is successfully passed, the student will be presented with a virtual laurel wreath, fanfare will sound in his honor and fireworks will flash in the sky. Naturally, such testing will not cause stress or negative emotions.
information and communication technologies. ITC has taken a strong place in the process of teaching a foreign language. Practice shows that they have many advantages over traditional teaching methods. Among them are the individualization of learning, the intensification of independent work of students and the increase in cognitive activity.
The computer is a learning tool that enhances and expands the capabilities of its educational activities. By using a computer in the classroom, you can achieve the assimilation of more material, organize independent work and effective control. Which corresponds to the main goals of teaching English: the formation and development of a communicative culture and teaching practical language proficiency.
ICTs offer beneficial options for presenting creative ideas and, of course, add new ones. Texts and dialogues can be typed and processed electronically, exercises can be added to them, saving time on their creation, audio cassettes can be conveniently replaced with electronic videos, and colorful illustrations can be easily turned into presentations in the author’s own processing. This allows you to: train various types of speech activity, combine them into different combinations, form linguistic abilities, create communicative situations and automate language and speech actions.
Multimedia resources provide invaluable assistance in preparing didactic material, presentations and the lessons themselves.
Students use ICT to complete project assignments and written work. When completing written projects on various topics, students can submit them electronically, send them to the teacher by e-mail, or leave a message on the teacher's personal page on the Internet.
It should be noted that any completed task requires processing or refinement depending on the level of knowledge and skills of the students. Writing tests
and tests, the use of ICT tools can greatly diversify the types of tasks and options.
Internet - unlimited opportunities for teaching English. To do this, you can use almost all network capabilities: e-mail, online conversation, search engines, reference directories, access to information resources, publications, video conferences, teleconferences.
The introduction of ICT into the process of teaching a foreign language has a positive effect on motivation. Students get the opportunity to apply their knowledge and skills in new environments. Many computer programs enable students to learn with passion, i.e. playing. The process of assimilation of the material is much faster and easier. The next important factor is the successful use of an individual form of work. For example, in such a complex section of language learning as grammar, not all students easily learn the rules and structures. The computer gives everyone the opportunity to individually work on one thing or another. grammatical material with or without the guidance of a teacher. In this case, students work independently. Internet technologies make the educational process more open to new ideas and sources of knowledge. Electronic publication of articles and presentations is possible. The Internet makes education and self-education fun and attractive for both students and teachers.
Of course, it cannot be said that the use of ICT will help solve all problems in teaching a foreign language, but it effective remedy against monotony.
Information technologies make it possible to radically change the organization of the learning process for students, shaping their systems thinking; use computers to individualize the educational process and turn to fundamentally new cognitive means.
The use of modern information technologies expands the scope of the educational process and increases its practical orientation. The motivation of students in the educational process increases, and conditions are created for their successful self-realization in the future.
technical training aids (tSO). Technical teaching aids are equipment and technical devices used in the educational process for transmitting and storing educational information, monitoring the progress of its assimilation, the formation of knowledge, and speech skills. If the ABCO system is individual, i.e. created for
work with a specific educational complex, and is designed for a certain contingent of students, then the TSO system is largely universal and suitable for use in various forms and types of training. The specificity of TSO lies in its ability to serve such forms of training and control that cannot be carried out without special equipment.
The current stage of technology development is characterized by a transition to the creation of multifunctional educational complexes and computer-based automated teaching systems. Such complexes and systems have universal didactic capabilities; they allow training to be conducted in a dialogue mode, taking into account individual capabilities trainees, provide distance learning using modern technologies.
In relation to language teaching, TSO is usually divided into the following groups of means: sound technical, lighting, sound and lighting, programmed teaching tools.
An idea of the system of modern TSOs is given in Table. 1.
table 1 technical training aids
Sound technical Lighting Sound and light technical means programmed learning
Tape recorder Overhead projector; Film projector; Computer;
cassette; Filmoscope; Equipment CD-ROM;
Player (Walkman); Epiprojector; for home laptop;
Radio; Camera; cinema; Micro-
Player Digital Video Recorder; computer.
gramophone records, camera; Camcorder;
CDs Kodoscope; TV;
(CD, CD-ROM); Portable Electronic
Radio; text translator
Mobile scanner (scan- (Language
telephone; teacher pen);
Dictaphone. S-Rep). DVD player.
Audiovisual teaching aids (AvSO).
Audiovisual teaching aids mean aids designed for visual, auditory or visual-auditory perception of the information contained in them. Taking into account the channel of information receipt, AVSO is usually divided into auditory (phonograms), visual (videograms), and visual-auditory (video phonograms).
The listed teaching aids can be educational, i.e. contain methodically processed material specifically designed for language acquisition (educational filmstrips, films, computer programs, etc.), and non-educational materials used as educational materials, but initially not being such.
misya. Natural remedies are also used in classes. mass media included in the educational process (for example, television programs).
AVSO are an effective source of improving the quality of learning due to the brightness, expressiveness and information richness of visual and auditory images that recreate communication situations and introduce the country of the language being studied. At the same time, the didactic principle of clarity, the possibility of individualizing training and, at the same time, mass participation of students (for example, when watching television and films) are successfully implemented in the classroom. The motivational side of learning increases, and the systematic use of ABSO makes it possible to compensate for the lack of a language environment at all stages of classes. An idea of modern ABCOs is given in Table. 2.
table 2 Audiovisual teaching aids
Phonograms Videograms Videophonograms
Recording Magnetic recording Radio broadcasts Natural: objects, actions. Artistic and visual: educational drawings, reproductions of paintings, slides, filmstrips, photographs, geographic Maps. Graphic: tables, diagrams. Movies Videos TV programs Computer programs
pedagogical technologies based on intensification of student activity
Gaming technologies. Games in general and role-playing games in particular are powerful educational tools. In humanistic pedagogy, we are interested in role-playing and business games with a problem orientation, i.e. Such educational games that allow, through dramatization and plot, to play out possible ways to solve problems and get out of problematic situations. This allows you to delve deeper into the problem, to pass it “through yourself,” i.e. through a character whose role the student assumes.
The purpose of business games is to simulate professional situations. And such activity is extremely important. Many experts note that young people, graduates prestigious universities, sometimes get lost when faced with the need to solve professional problems in non-standard situations.
This is true for role-playing games as well. You can read about the national holidays of Great Britain, but a completely different perception and understanding of the national characteristics of the inhabitants of this country arises if you try to act out such a holiday, prepare it and take part in it, comparing
it with similar domestic holidays. You can get acquainted with the education system in the UK, USA, Germany, France, but it’s a completely different matter to try to “live” at least one day in such a school, experiencing, albeit not fully, the features of another educational system, another culture, comparing it with ours, and reflect on the advantages and disadvantages of both systems. In other words, problem-oriented role-playing and business games allow you to delve deeper into the essence of the problem on a personal level, “live” this problematic situation in your character and search for a way out of it.
Role-playing game refers to different types of role-playing activities: from role-playing, dramatization, dramatization, simulation to role-playing game itself (D.B. Elkonin, G.A. Kitaigorodskaya, R.S. Alpatova, E.I. Matetskaya, K. Livingstone). Role-playing should not be confused with gaming activities. Role-playing in education is always educational in nature, it has a certain didactic goal, it presupposes a certain deployment scenario, although it can change during its implementation in accordance with the nature of the relationships between the characters and their vision of the problem. Role-playing games also differ from traditional educational (didactic) games, which also have a didactic task, but do not involve dramatization. Role-playing games can be based on fictitious situations (for example, fairy-tale, fantastic) or quite real ones, reflecting real events. If the game has a problem orientation, i.e. also contains a certain problem that needs to be resolved, this allows students to gain a deeper understanding of the phenomenon being studied.
A business game is a means of developing creative thinking, including professional thinking; imitation of specific economic objects and processes; imitation of the activities of managers and specialists, employees and consumers; achieving a certain cognitive goal; fulfilling the rules of interaction within the assigned game role. According to A.A. Verbitsky, a business game allows you to organize the knowledge, skills acquired at all previous stages of learning, and combine them in your mind into an integral dynamic system.
Any game necessarily involves the own activity of its participants. That is, in a game a person acts not so much according to instructions, but rather on his own, since he imagines the situation that has arisen and, finding himself in it, tries to find a way out of it. A game is an action that is meaningful to its participants. It is only important to place the accents correctly. In problem-oriented role-playing and business games, an indispensable condition is reliance on existing knowledge
facts, experience in this subject area and related areas. Participants in the game cannot rely only on their own intuition and imagination; they must demonstrate their erudition in this matter and build their character’s activities accordingly. In the activity, they must demonstrate knowledge of the context of the problem.
The educational meaning of any educational game and gaming methods lies in the formation and further improvement of skills and abilities necessary in real conditions, and the right to make mistakes. In a game situation, mistakes are acceptable. They are not punishable in the usual sense and can even become a new interesting twist in the game situation. This applies to both role-playing and business games. This is why they are used as a teaching method, to warn future specialists and ordinary people against possible mistakes in professional activities and life situations, and to teach them how to competently look for a way out of any problematic situations.
In conclusion, we once again emphasize that problem-oriented role-playing and business games are very productive in nature, which is expressed in imitation, modeling of socially significant relationships between game participants, in the ability to apply knowledge, creativity, and practical skills in various areas in simulated situations. This is an effective tool for developing critical and creative thinking.
technology of communicative teaching of foreign language culture. Communication-based learning is the essence of all intensive foreign language teaching technologies. Intensive technology was developed by the Bulgarian scientist G. Lozanov and gave rise to a number of practical options in our country (intensive courses by G. Doli, A.G. Gorn, etc.).
In higher education, the theory and practice of communicative intensive teaching of a foreign language was developed by G.A. Kitaygorodskaya.
The conceptual provisions of this technology can be summarized as follows.
1. A foreign language, unlike other subjects, is both a goal and a means of learning.
2. Language is a means of communication, identification, socialization and familiarization of an individual with cultural values.
3. Mastering a foreign language differs from mastering a native one:
Methods of mastery;
Density of information in communication;
The inclusion of language in subject-communicative activity;
The set of implemented functions;
Correlation with the sensitive period of speech development.
The main participants in the learning process are the student and the teacher. The relationship between them is based on cooperation and equal verbal partnership.
In the learning process, almost everything depends on exercise. The exercise, like the sun in a drop of water, reflects the entire concept of learning. In communicative training, all exercises should be speech in nature, i.e. communication exercises. E.I. Passov builds 2 series of exercises: conditional speech and speech.
Conditional speech exercises are exercises specially organized to develop a skill. They are characterized by the same type of repetition of lexical units and continuity in time.
Speech exercises - retelling the text in your own words, describing a picture, a series of pictures, faces, objects, commenting.
Problem-based learning. The technology of problem-based learning is not new: it became widespread in the 20-30s in Soviet and foreign schools. Problem-based learning is based on the theoretical principles of the American philosopher, psychologist and educator J. Dewey (1859-1952), who founded in Chicago in 1894 experimental school, in which the curriculum was replaced by play and work activities. Classes in reading, counting, and writing were carried out only in connection with the needs - instincts that arose spontaneously in children as they matured physiologically. Dewey identified four instincts for learning: social, constructive, artistic expression, and investigative.
To satisfy these instincts, the child was provided with the following sources of knowledge: words, works of art, technical devices, children were involved in play and practical activity - work.
Today, problem-based learning is understood as such an organization of training sessions, which involves the creation, under the guidance of a teacher, of problem situations and the active independent activity of students to resolve them, as a result of which creative mastery occurs professional knowledge, skills, abilities and development of thinking abilities.
Problem situations can be different in the content of the unknown, in the level of problematicity, in the type of information mismatch, and in other methodological features (Fig. 1).
Problem-based methods are methods based on the creation of problem situations, active cognitive activity of students, consisting in searching and solving complex issues that require
updating knowledge, analysis, the ability to see a phenomenon, a law behind individual facts.
In the modern theory of problem-based learning, two types of problem situations are distinguished: psychological and pedagogical. The first concerns the activities of students, the second represents the organization of the educational process.
A pedagogical problem situation is created with the help of activating actions, questions from the teacher, emphasizing the novelty, importance, beauty and other distinctive qualities of the object of knowledge. The creation of a psychological problem situation is purely individual. Neither a cognitive task that is too difficult nor too easy creates a problematic situation for students. Problem situations can be created at all stages of the learning process: during explanation, reinforcement, control.
The technological scheme of problem-based learning (statement and resolution of a problem situation) is shown in Fig. 2.
The teacher creates a problem situation, guides students to solve it, organizes
search for a solution. Thus, the student is placed in the position of the subject of his learning and, as a result, he develops new knowledge and masters new ways of acting. The difficulty of managing problem-based learning is that the emergence of a problem situation is an individual act, therefore the teacher is required to use a differentiated and individual approach.
Options for problem-based learning are search and research methods, in which students independently search and study problems, creatively apply and obtain knowledge.
modular training. The main goal of a foreign language course is to prepare a widely erudite specialist using the means of a foreign language, who in the learning process acts not only as independent discipline, but rather as a subject subordinate to the major disciplines, which is a medium of special knowledge in the implementation of an educational professional program, opening up to students a
Problem situation
X - object of activity
X - mode of activity
By level of problem
X - condition for performing the activity
1 - occurring regardless of techniques
called and
permitted
teacher
3 - called by the teacher, allowed by the student
4 - independent formation of problems and solutions
By type of information discrepancy
surprise [conflict| [suggestions | rebuttals [inconsistencies | ¡uncertainties!
According to methodological features
[unintentional]
problem
frontal
experiment
problematic
presentation
heuristic conversation
mental
problem
experiment
problematic problem solving
problematic
demonstrations
problematic
research and laboratory work
gaming problem situations
Figure 1. Classification of problem situations
Figure 2. Technological diagram of problem-based learning
Greater opportunities to get acquainted with foreign experience in the field of your chosen specialty.
The content of classes using modular learning technology consists of a system of modules. The module allows a student, involved in a common activity, to consistently, piece by piece, carry out conscious interaction in the area of common goals. Thanks to the module, the student doses the content, understands what information is discussed and for what purpose. The goals of interacting subjects can be based on two points: either on the structure of the topic (elements, norms of connections, functions, properties), or on the method of study (methods, algorithms by which the system works). The module serves as an invariant means of actively organizing content and carrying out information exchange. He is in high degree guarantees the satisfaction of the needs that a person currently has. The main purpose of the module is to develop human thinking and consciousness.
A module means a complete, completely autonomous course, which includes training in both individual and all types of speech activity, depending on the goals and objectives that need to be realized in the process of passing the material. While a separate modular course is completely independent, it is nevertheless dependent on other modules and is integrated into the general foreign language course.
The main condition for the functioning of each module is the provision of its program and didactic material, consisting of the following main components: a set of relevant authentic texts/textbooks; student workbook; minimum dictionary; didactic materials for working with TSO, computer databases and Internet resources; educational and methodological multimedia developments for independent work of students. The latter type of educational literature will undoubtedly become increasingly important due to the shortage of classroom hours and the resulting need and importance for students to master the methods of self-education. And the construction of educational and methodological development for students’ independent work in the form of materials for working on a computer opens up wide opportunities both for independent work in a computer class and for distance learning, which, as practice shows, is becoming increasingly widespread. Transferring the material of the entire module to magnetic media would solve many of the problems currently facing foreign language departments, and, above all, the problem of the lack of qualified teaching staff.
The modular system of teaching a foreign language has a number of advantages. It “connects” all levels of education and reduces the gap between the high requirements for the level of foreign language proficiency of a graduate of a non-linguistic university that have arisen in recent years due to objective reasons and the limited number of teaching hours allocated to a foreign language by educational professional programs. It is unified and can be used by various departments of foreign languages at any faculty and department: the module can be compressed or expanded depending on the clock grid. The system is mobile and even at the present stage makes it possible to implement different shapes training students - from the level of the international standard in groups of referent-translators to teaching students a new language from scratch, since the linguistic and extralinguistic content of the same module may differ in volume and degree of complexity. At the same time, unified requirements are imposed on the material of the modular course, uniform forms of student reporting, and the goals and objectives carried out and solved during the course of the module are standardized. Due to the logical sequence and continuity of all stages of language training, the modular nature of training contributes to the systematic mastery of linguistic material, the expansion of background (linguistic, cultural, cultural, etc.) knowledge of students, and the improvement of skills in the main types of speech activity. And finally, the selection and organization of a module by a certain teacher leads to the specialization of this teacher, the delimitation of spheres and responsibilities, to the transition from the category of “multi-teacher”, using the methods and didactic material of other authors, to the category of “single-subject teacher”, creator of his own course, program and educational literature, the result of which - with a responsible approach to solving this problem - can only be an increase in the level of teaching a foreign language.
The modular nature of training makes it possible to determine the integration connections between foreign language modules and modules of special disciplinary cycles, to identify, on this basis, a possible combination of these educational areas and to conduct “binary” lessons and even entire cycles of classes. The modular approach combines traditional and non-traditional methods of teaching foreign languages in the best possible way, meeting the requirements that didactics usually impose on teaching a foreign language in a non-linguistic - artificial - environment.
In our opinion, it is advisable to use all the above-mentioned teaching technologies in the educational process for mastering intercultural communication.
In modern education, increasing emphasis is placed on working with information. It is important for students to be able to independently obtain additional material, critically comprehend the information received, be able to draw conclusions, argue them, having the necessary facts, and solve problems that arise. Working with information in a foreign language, especially if you take into account the opportunities offered by the global Internet, becomes very relevant. Thus, in the process of acquiring intellectual skills, the teacher’s help will consist in the selection and use in his practice of technologies that are focused specifically on such types of activities.
LITERATURE
1. Galskova N.D., Modern methods of teaching foreign languages. - M.: ARKTI, 2000.
2. Karaulov Yu.N. Russian linguistic personality and tasks of its study // Language and personality. - M., 1989. -WITH. 3-8.
3. Polat E.S., New pedagogical and information technologies in the education system: Textbook. village - M.: Academy, 1999.
4. Russian culture and the world: Reports of participants of the II international practical conference. -M., 1994.
5. Shchedrovichky P.G. Who and what is behind the doctrine of the Russian world // School of cultural policy. uKb: http://www.shkp.ru/pg/pub/lib/pubpsa^o^/30
6. Shchukin A.N., Teaching foreign languages: theory and practice. - M., 2005.
1. Technological approach to education
3. Didactic foundations for designing professionally oriented teaching technologies at a university.
4. Innovative pedagogical technologies and their characteristics.
1. Technological approach to education
The emergence of the term “technology” in pedagogy was facilitated by the rapid development of scientific and technological progress in various fields of theoretical and practical human activity, as well as the desire of teachers to achieve guaranteed results in their professional work.
There are serious scientific discussions around the concept of “learning technology” all over the world, which do not allow us to give an unambiguous, universally understood definition.
The concept of “technology” firmly entered the public consciousness in the second half of the 20th century and became a kind of reference point for scientific and practical thinking. Its regulatory impact lies in the fact that it encourages researchers and practitioners in all spheres of human activity, including in the field of education:
· find reasons for the effectiveness of the process;
· mobilize the best achievements of science and experience to ensure that the required result is obtained;
· build activities on an intensive, i.e., as scientific as possible, and not on an extensive basis, leading to unjustified expenditure of effort, time and resources;
· pay great attention to forecasting and designing activities in order to reduce the number of procedures for its possible adjustment;
· use the latest information tools in the process of their development, automate routine operations as much as possible.
Manufacturability is becoming a dominant characteristic of human activity and means a transition to a qualitatively new level of efficiency, optimality, and knowledge intensity of the educational process.
Technology is not a tribute to fashion, but a style of modern scientific and practical thinking. It reflects the focus of applied research (including pedagogical research) on the radical improvement of human activity, increasing its effectiveness (subject to guaranteeing the achievement of the goal), intensity, instrumentality, and technical equipment. Technology is an activity that maximally reflects the objective laws of the subject area and therefore ensures the greatest correspondence of the results to the goals under given conditions.
Technology (as a process) is characterized by three features:
· dividing the process into interconnected stages;
· coordinated and step-by-step implementation of actions aimed at achieving the desired result (goal);
· unambiguous implementation of the procedures and operations included in the technology, which is an indispensable and decisive condition for achieving results adequate to the set goal.
All technologies developed and currently used in the world can be divided into two types: industrial and social. Moreover, this division is not conditional, but fundamental.
Industrial technologies include technologies for processing natural raw materials (oil, gas, wood, etc.) or obtaining from it finished products(metal, rolled products, individual parts and assemblies, etc.). Social technology is a technology in which the initial and final result is a person, and the main parameter subject to change is one or more of its properties (qualities).
The peculiarities of social technologies and their difference from industrial ones are that they are, first of all, more flexible; they are not so rigidly determined. Selection of a certain sequence of even the most effective processes or activities cannot guarantee full effectiveness. The fact is that a person is too multifactorial a system and is influenced by a huge number of external influences, the strength and direction of which are different, and sometimes opposite, as a result of which it is often impossible to predict in advance the effect of one or another influence. Social technologies adapt to any conditions: they are able to correct the shortcomings of individual processes and operations that make up the technological process. The peculiarity of social technologies is that feedback plays a huge role in them, allowing even the repetition of individual elements of the technological process to be organized at the correction stages. And finally, social technologies are more complex in their organization. The difference between social technologies and industrial ones is due primarily to the fact that the sphere of pedagogical activity cannot be characterized by a clear substantive definition, an unambiguous set of functions, and the separation of professional actions themselves from spontaneous communication and experience. The operational side of pedagogical activity cannot be separated from its personal-subjective parameters, rational regulation - from the emotional one. Subjectivity, delay, and variability of the result do not allow us to ensure the same level of predictability and guarantee as in industrial areas.
It should be emphasized that any technology is an intermediate link between a certain science and the corresponding production. The well-known truth about the need for such a link, unfortunately, is completely ignored in the education system. It is clear that the law of physics cannot be directly used in production, bypassing their technologization.
Meanwhile, hundreds of works on educational problems, as well as in official documents, talk about the direct implementation of the results of pedagogical research into teaching practice, although this is impossible in principle. In pedagogy, teaching technology now acts as such an intermediate link, representing, as it were, a projection of the theory of learning onto the activities of teachers and students.