The introduction of modern pedagogical technologies in the educational process. Abstract: The problem of learning technologies The problems of introducing modern learning technologies

Municipal educational institution

"Lyceum No. 35" of the city of Rzhev, Tver region

Report

Subject: " Actual problems of teaching technology in the context of the implementation of the Federal State Educational Standard "

Prepared by: Sokolova Lyubov Alexandrovna,

technology teacher

2016-217 academic year

Actual problems of teaching technology in the context of the implementation of the Federal State Educational Standard.

In particular, the federal state educational standard of basic general education (FGOS LLC) is an activity approach that sets the main task of developing the student's personality. Modern education refuses the traditional presentation of learning outcomes in the form of knowledge, skills and abilities. The formulations of the Federal State Educational Standard indicate real activities.

The tasks set by the government require a transition to a system-activity educational system, which, in turn, is associated with fundamental changes in the activities of a teacher who implements the new standard. Teaching technologies are also changing.

The introduction of new information technologies is the transition from the traditional to the modern lesson, which allows you to eliminate the monotony and monotony of the learning process, creates conditions for changing the types of activities of students. It is recommended to choose a technology depending on the subject content, the objectives of the lesson, the level of preparedness of students, the possibility of satisfying their educational needs, the age category of students Education is the basic area for the development of society.

The problem of the quality of education, the problem of preparing young people for active educational and professional activities, self-realization of the individual in modern society are one of the urgent and multifaceted problems in education. These problems are primarily of a socio-economic nature, which determine the future path of the country, its place in modern civilization and culture.

The new time places high demands on school graduates and specialists. Modern man faces many problems that he cannot solve by simply accumulating knowledge and behavioral skills. In the modern labor market, a person is in demand who is independent and proactive, flexible and easily adaptable to changing conditions, able to learn, develop, choose and be responsible for his choice, improve himself and be creative in any business. In addition, in the conditions of science-intensive and high-tech industries, the requirements for scientific and technological training of schoolchildren are significantly increased. Orientation of students only to the assimilation of a certain amount of technological knowledge as a guarantee of their future successful professional activity has no right to exist.

Thus, one of the most important tasks of the modernization of Russian education is the development of a promising system of technological education. The formation of a new system of technological education is accompanied by significant changes in the pedagogical theory and practice of the educational process. There is a change in the paradigm of education: the content of education is changing, the authoritarian education system is giving way to student-centered education, in which the personality of the student is in the center of the teacher's attention. The cognitive activity of the student, and not teaching, becomes the leader. Violation of the patterns of cognitive activity leads to a decrease in the quality of knowledge.

However, most of the available technologies are addressed to the activities of the teacher, that is, to the teaching process. The purpose of technology is to make the educational process (training and education, learning and teaching) manageable. The use of educational technologies is of great importance in improving pedagogical processes, but the process of using them causes great difficulties for teachers, both in selecting the necessary technologies and in their assimilation. The reasons for this are the insufficient scientific and theoretical study of technologies, the isolation and characterization of common features, differences and features, poor compliance with the "coordination" of all structural components a holistic pedagogical process: the ratio of goals, objectives, results; content, forms, methods of work; means of training and education.

Technological education should contribute to the formation of key competencies (value-semantic, general cultural, informational, communicative, social and labor and personal self-improvement competencies). The formation of these competencies takes place in the conditions of using modern pedagogical technologies: information, design and research, modular, technology critical thinking, differentiated, student-centered, problem-based learning. Technological education should contribute to the professional self-determination of students by introducing them to professions of different directions.

Much less attention is paid by scientists and practitioners to the technologies of educational activity, that is, the process of learning (self-education), while this is the main block of technologization of a holistic pedagogical process and technological education of schoolchildren. The content of technological education, first of all, should include teaching students the methods of educational and cognitive activity, technological methods (memorization, comprehension, comparison, reproduction, comparison, analysis, synthesis, modeling, design, etc.).

A special structural unit in the technologization of pedagogical processes and technological education of schoolchildren is the knowledge, skills and abilities acquired in the process of studying the educational field "Technology", which includes the following educational components: labor training, technology, drawing. Technological training is carried out in many areas (grades 5-9). The most complete and successful reflection of the ongoing changes in the program "Technology", developed under the guidance of V.D. Simonenko and Yu.L. Khotuntsev. Not only the content of the educational material is changing radically, but also the teaching methods. The fundamental difference between technology education and traditional labor education is that students are required, using the example of basic technologies for the transformation of materials, energy, information available for study, to master the organization of practical activities in the entire design and technological chain - from an idea to its implementation in a model, product ( product of labor).

However, the introduction of the new educational field "Technology" has led to the emergence of several markedly different conceptual and methodological interpretations of its subject content. In educational institutions of the city, teaching creative (material) technologies is often replaced by teaching only information and computer technologies. This leads to the fact that for schoolchildren 10-15 years old, the real world of creative activity is replaced by a screen, virtual one. It's a shame that in high school full high school OO "Technology" is replaced by advanced courses in physics, chemistry, mathematics, biology and other subjects.

The lack of learning situations, tasks, tasks that reflect the specific features of the content of the educational activity of schoolchildren in technology lessons remains an urgent and as yet unsolved problem in the methodology of technological education of schoolchildren. Such tasks that would help the children gain experience in transformative activity in the process of creating material products. Teachers are forced to come up with such tasks and assignments themselves. In itself, this is useful, but does not always ensure the integrity of the subjective experience of schoolchildren, their transformative activity, integrating design and labor technological skills. Design and technological situations should determine the system of tasks, in the solution of which schoolchildren will develop a full-fledged and accessible experience of transformative activity in accordance with their age characteristics and the requirements of technology curricula.

At school, there are significant difficulties in the educational and methodological support of the process of teaching technology. Small circulations or simply their absence (indivisible classes) of educational and methodical literature, high price make scientific and methodological journals, textbooks, manuals inaccessible for most educational institutions and teachers. The changing content of training in the educational field "Technology" requires the development of updated software and methodological support, taking into account the variability of programs, level and profile differentiation, practice-oriented orientation of the material, and regional features. In addition, it is necessary to annually introduce into the plans for the development of schools and classrooms the gradual saturation of workshops with tools and material for the introduction of a full-fledged educational process and allocate appropriate funding for this.

The transition from labor training to technological training is a requirement of life. We are convinced that the purposeful, special work of the teacher in teaching students the technologies of knowing the world, the technologies of self-education, self-education, professional and life self-determination is very relevant. ways and means of transforming the environment, applying scientific knowledge in practice.

Considering the lesson from the standpoint of the requirements of the second generation standard in comparison with the traditional lesson. What is the difference in didactic requirements for these lessons? What changes in the preparation and conduct of a lesson of a modern type in the activities of the teacher and students? The teacher, both earlier and now, must plan a lesson in advance, think over its organization, conduct a lesson, correct his actions and the actions of students, taking into account analysis (introspection) and control (self-control).

After analyzing the publications of various teachers. The student, from being present and passively following the instructions of the teacher in a traditional type lesson, is now becoming the main actor, whose goal is to master teachers with new various methods and forms of teaching. Modern computerized workplace allows you to make lessons highly aesthetic, visual, exciting.

"A teacher is a person who studies all his life." Therefore, an important criterion for the success of the teacher's work is his self-education on new technologies in teaching children of different levels of training.

Information sites help to fill the content of the lessons with modern facts, the Internet always offers ample opportunities. Only one thing is required from teachers - to be a sufficiently prepared user of the virtual space.

It can be concluded that in the context of the implementation of the requirements of the Federal State Educational Standard, LLC, the most relevant educational technologies are:

· Project technology. Technology of problem learning;

· Technology of developing education;

· Health-saving technologies;

· Game technologies;

· Modular technology;

· Technology workshops;

· Case - technology;

· Integrated learning technology;

· Pedagogy of cooperation;

· Technologies of level differentiation;

group technology.

The choice of a particular technology does not imply a dilemma between “do” or “not do”, but involves choosing options for studying the content, a variety of forms and technologies of training sessions that create an educational space. Freedom of choice is the ability to choose the most personally significant and essential technologies for the student in a given period of time.

Case technology consists in the fact that at the beginning of training, an individual plan is drawn up, each student receives a so-called case.

The project method is not fundamentally new in world pedagogy. It originated at the beginning of this century in the United States.

The purpose of the technology is to stimulate students' interest in certain problems, involving the possession of a certain amount of knowledge and through project activities, providing for the solution of these problems, the ability to practically apply the acquired knowledge.

Integrated learning technology. The methodology of teaching is going through a difficult period. The goals of education have changed, new approaches to the content of courses through not separate disciplines, but through integrated educational areas. Integration is the merging of several areas of knowledge in one educational material. Integrated lessons develop the potential of students, encourage active knowledge of the surrounding reality, to comprehend and find cause-and-effect relationships, to develop logic, thinking, and communication skills.

Cooperation Pedagogy. The pedagogy of cooperation is one of the most comprehensive pedagogical generalizations of the 1980s, which brought to life numerous innovative processes in education. As a holistic technology, the pedagogy of cooperation has not yet been embodied in a specific model, it does not have normative and executive tools; it is all “scattered” over hundreds of articles and books, its ideas have entered almost all modern pedagogical technologies. In the concept of cooperation, the student is presented as the subject of his educational activity. Therefore, two subjects of one process must act together, none of them should stand above the others.

Modular technology is based on the idea: the student must learn by himself, and the teacher is obliged to manage his teaching: to motivate, organize, coordinate, advise, control. It integrates everything in itself - the progressive that has been accumulated in pedagogical theory and practice. The idea of ​​the student's activity in the process of his clear actions in a certain logic, the constant reinforcement of his actions on the basis of self-control, the individualized pace of educational and cognitive activity.

Game technologies. Unlike games, the “pedagogical game” has a clearly defined learning goal and the corresponding pedagogical result, which can be substantiated, explicitly identified and characterized by an educational and cognitive orientation. The material studied during the game is forgotten more slowly than the material in the study of which the game was not used. This is explained, first of all, by the fact that the game organically combines entertainment, which makes the process of cognition accessible and exciting, and activities, thanks to which participation in the learning process, the assimilation of knowledge becomes more qualitative and durable.

Workshop technology. It was founded by a group of French teachers "French group of new education", it is based on the ideas of free education J.-J. Rousseau, L. Tolstoy, S. Frenet, the psychology of humanism L.S. Vygotsky, J. Piaget, K. Rogers.

In the technology of workshops, the main thing is not to communicate and master information, but to convey the methods of work, whether it be natural science research, textual analysis of a work of art, research on historical primary sources, means of creating works of applied art in ceramics or batik, etc.

Transferring ways of working, rather than specific knowledge, is a very difficult task for a teacher.

According to the federal state educational standard, the main aspect is the personality of the student. Development, which is the purpose of education. The modern learning process is focused on an individual approach to each student, the teacher needs to develop his best qualities considering the characteristics of his personality.

After analyzing each of the technologies, it is worth noting that their application does not focus on a specific subject area. The next point is that the main aspect is the development of personal qualities, motivation for independent activity, systematization and processing of the acquired knowledge, the formation of critical thinking.

It is extremely difficult to motivate a modern student for cognitive activity in the conditions of the information space. modern teenager a different type of thinking prevails, and this fact cannot be ignored, but on the contrary, it must be taken into account when presenting the material. Thus, the issue of using various educational technologies that allow you to perceive and assimilate information more effectively becomes relevant.

List of sources.

1. Lazareva L.V. Modular learning technology as a means of cognitive and personal sphere of students // "Festival of Pedagogical Ideas" Open Lesson "( electronic resource), 2011 Access mode:http://festival.1september.ru/articles/596421
2. Petraitis E.A. Game as a teaching method // "Festival of Pedagogical Ideas "Open Lesson" (electronic resource), 2009 Access mode:http://festival.1september.ru/articles/569109

Federal Agency for Education

State educational institution

Higher professional education

Irkutsk State Linguistic

University

Department of Pedagogy

Problems of introducing infocommunication technologies in education R Russian Federation

Introduction

1. Infocommunication technologies in education (problems of implementation)

2. Possible ways of integrating the media and educational space and the difficulties arising in connection with this

3. Adaptation of the media education space in Russia

4. The problem of spatial lacunarity

Conclusion

Bibliography

Introduction

Soberly assessing the situation of the current position of the Russian state in the system of world-class higher education, it is quite difficult not to notice the fact of some lagging behind developed countries in the speed of the process of integration and adaptation to a single open educational space.

You can endlessly analyze the situation, look for good excuses, like a delay, citing the fact that Russia is a patriarchal country with unshakable traditions, but it will still be more effective to try to intensively organize such a media education space that could compete with the European community, while it costs take into account the experience of advanced countries and the search for possible ways to solve the problems that arise during its organization.

The purpose of our work is to study problems of this kind and find the most rational and convenient solutions for the country. Having overcome the backlog, Russia has a real chance to take an advantageous place (“a place in the sun”) in the export market of educational services. But for this it is necessary first of all to resolve internal contradictions, such as:

1) The introduction of new infocommunication technologies in the educational process, which will speed up the search and processing of information (the need is caused by the currently relevant inflation of knowledge, in the context of a rapid increase in the flow of information; indirectly, it will help to revise the training and retraining of specialists in a particular field, i.e. takes into account the necessary factor of their mobility, competitiveness, instilling skills, effective work with information).

2) Integration of media and educational space (providing the educational process with the active use of existing telecommunications, creating a dedicated network, channels, university portals in order to provide educational resources to remote areas of the Irkutsk region).

3) Consideration of the problem of spatial gaps (holes) in the media space (as you know, it is often very difficult to find “clean” information on the Internet, every day we are faced with the problem of sorting information, which takes a huge amount of precious time and material resources).

4) Finally, adaptation to the proposed innovations (special attention should be paid to the human factor - to follow the processes of addiction and continuity from a psychological, pedagogical, social point of view).

At the end of our work, we propose for consideration ways to solve the above difficulties and, based on them, a forecast of the position of the Russian educational space on the world stage.

1. Infocommunication technologies in education (problems of implementation)

The beginning of the III millennium is characterized by the understanding that the intellectual potential is the main factor in the development of civilization. The main factors in the growth of intellectual potential are science and education. The most promising technologies among the entire range of innovative technologies, in terms of the fastest solution to the global problem of raising the educational level of the population, are information and communication technologies of education. It should be noted that in the current realities of Russia, with its economic and political situation, vast territories, it is infocommunication technologies used in the state and non-state spheres of the educational market that is a real positive answer to solving the problem of increasing the population with higher education in Russia, which is necessary. condition for the progress of our country. In connection with the foregoing, the problem of "transforming" the classical education system, its adaptation to innovative processes of improving quality in the system of information and communication education, has matured in Russian education.

The reason for the introduction of information technologies in all spheres of human life lies in the increasing volume of information that a person encounters every day, with the transition of society to an information civilization. Such global processes cannot but affect the education system. The use of information technologies in the pedagogical process is becoming one of the priority areas for organizing the educational process in a higher professional educational institution.

Modern education should ensure the formation of graduates with a high level of professionalism and competence, able to adapt to the changing conditions of professional activity. Thus, a professional educational institution faces the task of preparing a competitive specialist. Competitiveness should be considered in two aspects: the first is that a specialist has a high level of professionalism and competence, including a certain level of knowledge, skills and abilities that allow him to become a highly qualified specialist, intellectually and creatively developed. And the second, important in our opinion, is the personal willingness to work in a market environment, in a competitive environment. This is the formation of a self-sufficient personality, able to independently make decisions, take initiative, responsibility, capable of self-presentation, the ability to effectively interact with others.

For teacher education, the issue of using the entire range of available information and communication technologies in various types of professional activities is especially relevant in connection with the special mission of this educational system aimed at preparing teachers for future generations. Anticipating that information and communication technologies will soon become the “core” of the educational process, it is necessary to form a common information culture among students and develop their information and communication competencies.

The introduction of information technology will also make it possible to solve a number of applied tasks to optimize the educational process, increase the active role of the student through his inclusion in various types of activities, including independent, the development of his motivation for educational activities, which, in turn, affects the improvement of the quality of the educational process.

For example, modern PC software will allow the use information Technology when creating multimedia documents using text, mathematical and multimedia packages at the same time. With their help, it will be possible to create films both for demonstration during classes in the classroom using a video projector and a wall screen, and in the corridors of educational institutions using remote monitors. The use of such films in the educational process will significantly enliven and optimize, in our opinion, the process of mastering knowledge and improve the quality of education. If, at the same time, students are involved in compiling video clips using the mentioned multimedia packages, this will also increase their interest in the subjects being studied. Created films can be placed on the websites of educational institutions, access to which is provided via the Internet or local networks.

It's no secret that in addition to the standardized education that a person can receive in an educational institution (school, college, university), there are alternative types of education. This refers to all kinds of advanced training courses, specialized courses, distance courses, etc. Thanks to information technology, a person can get the necessary education in a fairly short time, practically without leaving home. This may be knowledge by profession, information from the field of culture, etc.

The use of multimedia technology makes it possible to spread interactive learning through a network of multimedia classes or via CD, the Internet. Users can take the training program at their locations at their convenience.

A characteristic feature of higher education is the predominant importance independent work student. This means that he must master most of the educational material on his own, using the recommended teaching aids, with the help of the teacher, mainly of a methodological nature. However, as practice shows, a significant part of first-year students are not ready for the form of education adopted at the university, and experience certain difficulties before they learn to work independently. At first, such students need additional guidance, which the teacher, most often, does not have the opportunity to provide personally, but which becomes possible means modern information technologies in the form of interactive teaching aids.

The analysis of the scientific and methodological literature showed that the methodology for using infocommunication technologies in the study of various disciplines in the Russian educational process is at the initial stage of its formation.

Analysis of scientific and methodological research and state of the art higher education, in particular, linguistic, allows us to talk about the existence of a whole complex contradictions:

1) between the possibilities of learning with computer support and the lack of didactic material on the use of infocommunication technologies in teaching the humanities;

2) between a huge amount of work in the field of information technology and a clear lack of methodological developments on the use of various means of infocommunication technologies in teaching the humanities;

3) between the requirements of the modern educational system, aimed at training a specialist who is able to independently replenish and update knowledge, think critically and creatively, and the orientation of teachers to the formation of students, mainly knowledge and skills.

Given the above contradictions, it seems relevant to solve the problem of designing an educational process using infocommunication technologies, substantiating the goals, content and technologies of training in the study of various disciplines by university students, in particular, a foreign language.

To summarize all of the above, I would like to once again note the relevance of the problem of using infocommunication technologies in combination with traditional approaches in education, since innovative pedagogical and infocommunication technologies are important components of the modern educational process aimed at forming a specialist with critical and creative thinking, able to function effectively in changing conditions of professional activity.

Today in Russia there are already schools where a computer plays one of the central roles in the organization of the pedagogical process - from scheduling, making calls, announcing programmed announcements, reminders through a running line and electronic boards, chip systems at the entrance to the school, paying for breakfast and lunch through electronic cards to prompt communication with parents via mobile communications and the Internet. But, unfortunately, there are still very few schools of this type, most of the educational institutions of our country are practically or slightly equipped with the latest equipment, so Russia cannot dream of a high-tech school of the 21st century in the near future.

2. Possible ways of integrating the media and educational space and the difficulties arising in connection with this

Differentiation and individualization of education, the need to ensure state educational standards based on variability educational programs require the introduction of new technologies and information systems. In the context of modernization Russian education especially necessary is the problem of introducing media technologies at all levels of education. This need is dictated, first of all, by the high requirements placed on the level of qualification of employees at all levels of management. this contributes to the expansion of opportunities for professional development, career growth and the growth of the general well-being of people. Do not forget that without the introduction of media technologies in the field of education, it is impossible for the state to harmoniously enter the world community on the principles of equal cooperation and information openness.

Media education in the modern world is considered as a process of personal development with the help of mass media with the aim of forming a culture of communication with the aim of communicating with the media, creative, communicative abilities, critical thinking, skills of full perception, interpretation, analysis and evaluation of media texts, teaching various forms of self-expression with the help of media technology. The skills acquired as a result of this process are called media literacy. Media education is recommended for implementation in the national curricula of all states, in the system of additional, non-formal education and training throughout a person's life.

In 1991, Professor Alexander Sharikov published one of the first Russian media education programs for secondary schools. In 1998, a professor at the Russian Academy of Education, Lyudmila Zaznobina, developed Russia's first draft media education standard for secondary schools.

Now it is observed that there is no interaction between the educational and information space. These are the so-called spatial gaps. Spatial gaps in education are means mass media, which are included in the information and communication map of the world, but are not controlled by the pedagogical community and universities, do not interact with the educational space. In other words, they exist as a "parallel school". An important problem today is not only the presence of spatial gaps in education, but their expansion due to the development of the media in the context of the global informatization of modern society. The information space is not controlled by the pedagogical community. This leads to the destruction of the integrity of the educational space. It is necessary to choose such a strategy so that the gap between the media and educational space does not increase, their disunity is overcome. The solution to the problem can only be such a model of higher professional education, the design of which is an integrated media educational space. The search for ways to integrate the information and educational space is relevant for achieving the goals of modern vocational education. The first steps in this direction were taken when an exceptionally important government decision was made to develop a system of distance education. It is important to note that this system provides the opportunity to study simultaneously in several universities, allows you to implement the principle of individual learning, choose the appropriate "professional educational trajectory", and provides academic mobility.

Now we can say with full confidence that it is in the media education space that the training of today's specialist can take place, ready to work in the new conditions of the 21st century, meeting the modern requirements of the employer, competitive in the labor market, competent, responsible, able to process large amounts of information and highlight the main who is able to apply the acquired knowledge in practice, has teamwork skills, has a desire to constantly learn, is purposeful and career-oriented, fluent in his profession and oriented in related fields of activity, capable of effective work in his specialty in the new socio-economic conditions of the information society, ready for constant professional career growth, social and professional mobility. This is the strategy of innovative development of higher professional education in modern Russia.

3. Adaptation of the media education space in Russia

An important feature of the emerging modern world system is the formation of a global educational space, the elements of which are, along with national education systems, also regional educational and non-governmental organizations and foundations that develop and implement international educational programs.

The infrastructure of the global education system has been formed and is rapidly developing, the main link of which is the Internet. At the same time, it should be taken into account that this tool has a multifaceted application in various areas of public life, including, along with the field of education, also in the economy, politics, military affairs, etc. Directions for using the Internet in the global education system are very diverse. Thanks to this tool, it is possible to organize and manage the educational process from one center in any of the most remote countries, i.e. the problem of the lack of qualified teaching staff, financial resources for the maintenance of students, classrooms is being solved, there is no need to allocate additional resources for printing textbooks, their delivery to educational institutions, etc. The Internet provides an opportunity for communication between a teacher and students who are hundreds of kilometers away from each other, both through the transmission of texts and using a voice communication system. There are also video conferencing facilities that exchange both voice and video information. The Internet is an important means of conducting discussions and exchanging views on various issues. To do this, there is an e-mail that sends messages by subscription to a given topic. The Internet influences the development of forms and methods of education. Now, on its basis, such a promising form of education as distance learning has been formed. The formation of a global education system poses a number of complex tasks for national states, including Russia, related to the need to enter the global educational space and effectively adapt to this phenomenon. There are a lot of problems here that need to be analyzed and ways to solve them should be found. The problems of effective adaptation of Russia to the process of globalization of the educational space are largely determined by the superficial assessment of this phenomenon by the ruling political forces. This assessment does not take into account the fact that the process develops on the basis of the values ​​of liberalism and is directed mainly Western countries . Objective researchers concluded that a neoliberal model of globalization is being formed, the purpose of which is to create the necessary conditions for maintaining the scientific, technical and political leadership of the countries of Western civilization and preserving the lag of states. The purpose of consolidating the leadership of the West in the modern world, in particular, is served by such a component of the global educational space as the Internet. This aspect distinguishes the well-known American politician A. Gore, he believes that the development of the Internet will allow every school and library in any country in the world to be included in this information system and open up new opportunities for asserting American leadership in the world. As a result, a problem arises for Russia, which is that the Internet eliminates any national, ethnic and other control over the content of curricula and information. With its help, by influencing people from a very early age, it is possible not only to carry out linguistic and cultural expansion, but also to program the formation of certain structures of consciousness and awareness, including value orientations, to impose a corrupted, dual logic of thinking and perception of events. An acute problem generated by Russia's entry into the global educational space is expressed in such a phenomenon as the "brain drain". This is the process of intellectual migration of the most gifted part of Russian scientists, teachers of engineering and technical personnel, the direction of which is to travel abroad on labor contracts or for permanent residence. Among those who go abroad, the main flow in the process of “brain drain” is made up of scientific and technical personnel who go abroad with an employment contract. A particularly large outflow of specialists from the leading centers of the country. For example, Moscow State University. M.V. Lomonosov has recently left, depending on the specialty, from 10 to 20% of leading scientists and teachers. Qualitative losses from the “brain drain” are expressed in the fact that the qualitative characteristics of labor resources are significantly deteriorating, damage is done to the intellectual level of society both at the present time and in the long term, which is practically impossible to quantify. First of all, this refers to the problem of reproduction of scientific schools and intellectual scientific elite. Especially because of the “brain drain”, the process of reproduction of scientific schools and the elite in the regional structure, which is represented by the Novosibirsk Academgorodok, the Far Eastern and Ural branches of the Academy of Sciences, is disrupted. These centers are notable for the comparatively small number of scientific schools. In this regard, the reduction in the number of scientists in them is often significantly below the “critical mass” necessary for effective research. In order to implement the effective entry of Russia into the global educational space, it is necessary not to weaken national sovereignty in matters of education, but to look for new forms and methods of its assertion. In particular, this can be a combination of educational policy measures and information security policy, which is a coordinated activity of ministries and departments, institutions civil society to ensure the safety of the information and psychological environment of society, the psychological environment of society, the psychological safety of the population. The principle of combining educational policy and information security policy involves the implementation of information security measures in the field of education. These include, in particular, measures of communicative education of the population. The theoretical basis of such education is a special science, an academic discipline - information pedagogy. Its main goal is to teach citizens to be critical of the media, to use them competently and responsibly. The study of this discipline is intended to acquaint people with the central role of the media in a democratic state and in modern politics in general, with their positive and negative impact on recipients, to form in them the ability to navigate a complex flow of information and develop immunity to manipulation, to low-grade, stupefying print media. , video and other products. In order to remove the acuteness of the problem of “brain drain”, it is necessary to start regulating the process of intellectual migration within the framework of state policy. Such an approach is directly opposite to the widespread position on the fundamental impossibility of such regulation as being incompatible with the full realization of human rights and freedoms in the modern world. He prefers an active combination of domestic measures and international legal acts, primarily regulating programs for the return of migrants. The optimal entry of Russia into the global educational space is based on an objective assessment of the achievements of world culture and education. A misjudgment can lead to isolationism. This, in particular, leads to the opposition of the assets of national culture and universal values, the identification of the latter with popular culture. Having considered the process of formation of the global educational space and the problems of Russia's adaptation to this phenomenon, we can conclude that our country faces complex tasks, the solution of which determines its place and role in the world in the 21st century. Solving the problems of Russia's entry into the global educational space, it is important to prevent, on the one hand, the weakening of national sovereignty in the field of education, on the other hand, isolation, self-elimination from global educational processes.

4. The problem of spatial lacunarity

IN modern science A number of attempts have been made to consider the content nature of open educational space. This problem is most fully disclosed by G.N. Prozumentova, who identified the main distinguishing features of the "open space of education" and "closed system":

1. The "place" of a person in education, the ability (impossibility) to influence, participate in one's education, create one's own, real educational forms.

2. "Driving" forces of change in education. An exceptional role in changing closed education is the state order and its reduced forms (decrees, directives, curricula, programs ...). The role of educational initiatives and innovative activities in changing the Open Educational Space.

3. Attitude to the "human resource": its "accounting" in the Closed Education System, or rather, the functional reduction of the human content of activity in this system and the development of the human resource, its increment in the Open Educational Space.

Having considered the distinguishing features identified by G.N. Prozumentova, one of the trends in the development of the Open Educational Space can be identified. This is spatial lacunarity. It is connected with the industrial development of the hardware-network basis of informatization of society: the globalization of the system of satellite television and radio communications, the development of global information telecommunication networks such as the Internet, the globalization of mobile telephony.

However, this group of opportunities is not fully used by education. That is, there is no interaction between the educational and information (media) space. These are the so-called spatial gaps. Spatial gaps in education (from lacuna - holes) are mass media that are included in the information and communication map of the world, but are not controlled by the pedagogical community and universities, do not interact with the educational space.

An important problem today is not only the presence of spatial gaps in education, but also their expansion due to the development of the media. The information space that is not controlled by the pedagogical community does not fall under pedagogical analysis, which in turn leads to the destruction of the integrity of the educational space. In addition to the destruction of the integrity of the educational space, a number of other problems have been identified that arise as a result of spatial lacunarity. This is information overload, that is, the volume of potential knowledge obviously exceeds the possibility of its development by a person. According to the observations of experts, spatial lacunarity has a strong influence on students, and every year the influence noticeably increases, while the authority of the classical higher professional school, on the contrary, is falling. It is necessary to choose such a strategy for the development of education so that the gap between the media and educational space does not grow, but is overcome.

At the present stage, we are talking about setting a task for higher professional education - designing an open media education space in Russia, actively interacting with the global infosphere. Apparently, the solution to the problem can only be such a model of higher professional education, the design of which is an integrated media educational space.

Literature

information communication technology education

1. Ershov A.P. Selected writings. - Novosibirsk, VO "Nauka", 1994

2. Ivanova L.A. Media Educational Space in the Strategy of Innovative Development of Higher Professional Education in Modern Russia: Statement of the Problem // Pedagogical Theory, Experiment, Practice / Ed. T.A. Stefanovskaya. Irkutsk: Publishing house Irkut. Inst. qualified works. Education, 2008. S. 215-228. 3. Matveeva M.A. Computer technology in vocational training students.// Computer training programs, No. 11. - M .: 2000. - - P. 52 - 61.

4. Modernization of the educational process in primary, secondary and high schools: solutions. / Ed. Kasprzhak A.G., Ivanova L.F./.M.: "Enlightenment", 2004

5. Nine A.Ya. Innovations in education. Chelyabinsk, 1995.

6. Educational information portal XMAO-Yugra

7. Problems of information culture: Sat. Art. Issue 6. Methodology and organization of information and cultural studies / Nauch. ed. Yu.S. Zubov and V.A. Fokeev. - Moscow; Magnitogorsk: Publishing House of the Magnitogorsk State University. conservatory them. M.I. Glinka, 1997. - 191 p.

8. Slastenin V.A. Formation of the personality of the teacher of the Soviet school in the process of professional training / V.A. Slastenin - M:, 1976.

9. Kharunzheva E.V. Formation of the information culture of high school students on the basis of an integrative approach: Dis... cand. ped. Sciences. Kirov, 2003. - p.195

10. Zenkina SV. Pedagogical foundations for the orientation of the information and communication environment to new educational outcomes: autoref. dis. doctor ped. Sciences: 13.00.02/S.V.Zenkina. -M., 2007.

2. Problems of using new technologies in education

At the moment, in modern society, there is an unstoppable development of information technologies, especially in the field of multimedia, virtual reality and global networks. The use of these technologies in various spheres of human life has given rise to many philosophical, theoretical, methodological and socio-economic problems. The phenomenon of the global computer network Internet causes the greatest public outcry. The Internet is a convenient source of various information, qualitatively changing the entire system of accumulation, storage, distribution and use of collective human experience.

Internet technologies, apparently, should be understood as various types of services provided to the user of the global network: e-mail and mailing lists, WWW service, chat conversation, html forums, guest books, ICQ, teleconferences, news servers, ftp servers and other types of services. Or should Internet technologies be understood as ActiveX technologies: Internet Explorer browser, FrontPage 97 web page editor, Office 97 web-compatible package, VBScript, JavaScript programming languages ​​and others? One way or another, I will understand the Internet technologies as a set of software products and Internet technologies and various types of services. The development of the Internet is the development of a new information environment with specific means of activity in it. These tools allow not only to quickly receive information, but also develop thinking, give a person the opportunity to solve creative problems in a new way, change the existing style of mental activity. The Internet, being an achievement of the 20th century, undoubtedly determines the success of informatization of society in the 21st century. However, today there is a gradual departure from enthusiasm for the possibilities of the Internet to awareness and search for ways to resolve various problems caused by the increasing use of telecommunications in various spheres of human life. These issues range from ethical to environmental. This attitude towards the use of modern information technologies reflects a necessary and natural stage in the development of society. After all, “the main object affected by information technology is a person. Technical and information means become some kind of continuation not only of the human body, but also of his mind. Expanding their capabilities, a person more and more falls into an unconscious dependence on an artificial technical environment, which he himself created. With such qualitatively new social transformations, naturally, the requirements for members of society also change. What is a necessary condition for a comfortable existence of a person in information society? How to prepare a personality in all its aspects for harmonious development? Who should do it and how? Let's try to find answers to the questions posed. In order to ensure the success of solving problems that arise in the process of informatization of society, it is necessary, in our opinion, to form and develop the information culture of the individual. And the system of continuous education is called upon to solve this problem, the various stages of which are also affected by informatization. Of all social institutions education is the basis of socio-economic and spiritual development any society. Education determines the position of the state in the modern world and of a person in society. If the informatization of education loses its humanitarian aspect, then society will inevitably run the risk of degradation of human relations and contacts as the basis of mutual understanding. The creation of a fundamentally new technology did not make the machine the main factor in social life, but only increased the role and importance of human factors proper. The technocratic trends of e-learning are incompatible with the main trend of modern education, which consists in the transition from the knowledge-based to the personal paradigm of the pedagogical process. Education at the present stage is faced with the task of developing a methodology, methods and ways of connecting information, demonstration and interactive capabilities of computer technologies, including the Internet, in order to achieve an educational and developmental effect in the formation of a person.

Based on the current state of informatization of society, it is necessary to expand the already established understanding of the information culture of the individual. For the safe existence and harmonious development of members of society, information culture should reflect the following aspects: information ethics, aesthetics, ergonomics of information technology, information security, not only in terms of protecting information, but also in terms of protecting the human psyche.

Today we can talk about the activation of the process of using Internet technologies in modern school education. This process poses a number of acute problems that are the subject of discussion by scientists, teachers, educators, linking the development of the school with the active use of Internet technologies, the creation of a single information educational space that promotes the development and self-realization of students.

Before turning to the subjects themselves acting in it - the teacher (teacher) and the student (student), it is necessary to note the main characteristics of the educational system. Education as a system includes the concept of a pedagogical system (according to N.V. Kuzmina). The pedagogical system can be considered as a subsystem in the general education system that is correlated with the educational process. She...

Attitude to emotions only increased the fear of them. The entire system of upbringing and education continues to be based on the development of the intellect with immeasurably less attention to the development of the emotional sphere. Culture of emotional life modern man the ability to express oneself with words, colors, movement - is little realized as a special task in modern education. In the west, and we all ...

An integral package of model legislative solutions that allow the states of the world to quickly harmonize their legislative framework. The development of investment institutions, in our opinion, will be subject to the following changes and be determined by the following main trends: Firstly, the globalization of the institutions themselves, their merger and internationalization, which we are seeing all over the world today, ...

And Morocco: re-elections of the leadership were held there and the statutes of these organizations were changed, which greatly facilitated their work. Yemen Times spokesman Waleed al-Shaqaf believes that “changes in the Arab media should lead to a change in the mentality of the regimes in the Middle East. They must convince them that free media is not a threat and can cooperate with...

1

The article discusses innovative educational technologies, gives their classification, substantiates the place of innovative educational technologies in the educational process in general and in the teaching of sociology at a university, in particular. Based on the results of a survey of teachers of sociology of universities in Belgorod, the possibility and necessity of introducing modern educational technologies into the practice of teaching sociology, as well as the readiness of teachers of sociology to use them in the educational process, are analyzed. The article analyzes the problem of introducing innovative educational technologies into the practice of teaching sociology in the context of the transition to the Federal State Educational Standard of Higher Professional Education, considers possible options for combining traditional and innovative approaches to improve the efficiency of the educational process in the study of sociology and special sociological disciplines, and identifies the main problems and difficulties.

innovative educational technologies

traditional educational technologies

educational process

Method of teaching

educational technology

competence

1. Zagvyazinsky V.I. Learning Theory: Modern Interpretation. - M.: Academy, 2001. - 192 p.

2. Manuilov V.F., Fedorov N.V., Blagoveshchenskaya M.M. Modern science-intensive technologies in engineering education // Innovations in the Higher Technical School of Russia: Sat. articles. - M., 2002. - Issue. 2. - S. 11-20.

3. Guidelines on the formation of requirements for the development and results of mastering the main educational programs implemented on the basis of the Federal State Educational Standard of higher professional education. - Belgorod: IPK NRU "BelSU", 2010. - 83 p.

4. Pedagogy and psychology. URL: http://www.pedagogics-book.ru (date of access: 11/18/2013).

Introduction

main direction strategic development Russia in modern conditions is a comprehensive modernization, the key prerequisite of which is the presence of social actors with innovative potential and opportunities for its implementation. Creating a solid base for the successful development of modernization processes is impossible without the participation in this process of the education system, in which the leading role belongs to the potential of higher education.

The current state of the education system is characterized by the growing role of non-traditional learning technologies. The assimilation of knowledge by students with their help is much faster than through conventional technologies. These technologies change the nature of the development, acquisition and dissemination of knowledge, allow deepening and expanding the content of the studied disciplines, quickly updating it, applying more effective teaching methods, and also significantly expanding access to education for everyone. The introduction of new state educational standards of the third generation (FSES HPE), based on a competency-based approach, involves significant changes in the teaching methods of a number of disciplines, including sociology, based on the increasingly active role of the student as a full participant in the educational process, his greater independence, focus training for a specific practical result.

The concept of "educational technology", despite its widespread use, is rather conditional. According to V.I. Zagvyazinsky, those types of technologies that are used in the educational process “are more precisely called not educational or pedagogical, but teaching, and the term itself, borrowed from the production sphere, of course, is used conditionally in education, and educational technology itself, as a kind of social technology, is not as rigid and predetermined as production technology.

The problem of distinguishing between technology and methodology is still quite debatable. Some scientists consider technology to be a form of methodology implementation, others believe that the concept of technology is broader than methodology. IN AND. Zagvyazinsky believes that technology and methodology should be based on a system of scientific legal provisions (i.e., they have a system), but an ideal technology has a rigidly defined system of prescriptions that are guaranteed to lead to the goal (i.e., instrumentality). The methodology provides for a variety, variability of ways to implement theoretical provisions, and, therefore, does not imply a guaranteed achievement of the goal, i.e. even the ideal technique does not have high instrumentality.

In our opinion, educational technology is a system of joint activities of the subjects of the educational process in its planning, organization, orientation and correction in order to achieve a specific result while providing comfortable conditions for participants and taking into account limitations.

A wide field of existing educational technologies suggests their classification. Although today there is no single, clearly fixed classification of learning technologies, however, the attention of a number of researchers is attracted by two groups of technologies: traditional and innovative educational technologies.

Traditional educational technologies are focused on the communication of knowledge and the description of the methods of action transmitted to students in a finished form and intended for reproducing assimilation. IN this group educational technologies include:

Technology of explanatory and illustrative education;

Technology of problem learning;

Programmed learning technology;

Modular learning technology;

Technology of large-block study;

Lecture-seminar-test system;

Game learning technology, etc.

Innovative educational technologies orient the teacher towards the use of such actions, methods and forms of organization of educational activities, in which the emphasis is on the forced cognitive activity of the student and on the formation of systemic thinking and the ability to generate ideas when solving creative problems. MM. Blagoveshchenskaya, V.F. Manuilov, I.V. Fedorov identifies three types of such technologies: radical (restructuring the learning process or a large part of it); combined (combining a number of well-known elements or technologies in new technology or teaching method); modifying (improving the method or technology of teaching without significantly changing them).

The development of such technologies takes place in the following directions: 1) reproductive education (“individually prescribed” education, personalized, as well as “team-individual” education); 2) research learning (the learning process is built as a search for cognitive-applied, practical information); 3) development of models of educational discussion; 4) organizing training based on game models (inclusion of simulation and role modeling in the educational process). The most relevant, as these authors believe, are innovations in the field of higher education, aimed at reorienting the goals of forming the personality of a professional (development, first of all, abilities for scientific, technical and innovative activities), as well as updating the content of the educational process (excluding descriptiveness in teaching). , emphasis on the formation of logical and imaginative thinking, emphasis on practicality in learning through the formation of knowledge, skills and abilities in the chosen profession, focusing on the priority of self-learning).

Thus, innovative educational technologies in higher education mean methods based on the use of modern achievements of science and information technologies in education. They are aimed at improving the quality of training by developing students' creative abilities and independence. They allow interactive learning; increase students' interest in the discipline being studied; bring studies closer to the practice of everyday life (by developing effective communication skills, adapting to rapidly changing living conditions, increasing psychological stress resistance, teaching conflict resolution skills, etc.); to teach methods of obtaining new sociological knowledge.

This group includes:

Technologies of student-centered learning;

group technology design work;

Technology of command-module work;

Information Technology;

Health-saving technologies, etc. .

In order to study the problems of introducing modern educational technologies into the practice of teaching sociology, we conducted a questionnaire survey of teachers of sociology and special sociological disciplines in universities of Belgorod (NRU "BelSU" and the Belgorod University of Cooperation, Economics and Law, N=47). Data processing was carried out using the "Yes-system" package. The survey results showed the following.

The need to introduce new educational technologies into the practice of teaching sociology and special sociological disciplines at the university was currently indicated by 84.61% of respondents (the total number of respondents who answered “absolutely necessary” (38.46%) and “necessary” (46.15%)) . And only 15.38% of respondents chose the answer option “no special need” (Figure 1). In our opinion, these data indicate the awareness of the teaching staff of universities of the need to change the educational process through the introduction of innovative technologies in the practice of teaching sociology, as well as the ever-increasing importance of the use of innovative teaching technologies in connection with the modernization of the higher education system in our country.

Figure 1. The need to introduce new educational technologies into the practice of teaching sociology

When processing and analyzing data, we focused on cross grouping depending on the position of the teacher and the experience of teaching sociology as an academic discipline. Thus, upon closer examination, assistants and senior lecturers expressed their absolute agreement with the need to introduce new educational technologies into the practice of teaching sociology and special sociological disciplines at the university - 100% (the total number of respondents who answered “absolutely necessary” (50.00% and 47.00 %, respectively) and “necessary” (50.00% and 53.00%, respectively) in the complete absence of negative answers, but associate professors (14.29%) and professors of departments (25.00%) indicate that “special there is no need for this." When analyzing the data for this question, we also revealed the dependence of the distribution of answers on the experience of teaching sociological disciplines. Thus, it is interesting that teachers teaching sociology at a university for up to 3 years, as well as from 11 to 15 years and over 16 years point to the need to introduce new educational technologies into the practice of teaching this academic discipline.In our opinion, this can be explained by the creativity of young people and their readiness for innovation in the educational process, and those whose work experience is long enough are aware of the role of innovative technologies and wish to bring diversity to learning process through the use of them. Interesting is the fact that those whose experience of teaching "Sociology" at the university is from 3 to 6 years, unequivocally indicate that there is "no special need" for the introduction of new educational technologies in the practice of teaching sociology - 100% of the respondents.

The distribution of answers to the question about the frequency of using educational technologies in the professional activities of the teaching staff are shown in Table. 1.

Table 1

	Almost every class	Selectively, when studying individual topics, sections	I do not use at all	Difficult to answer
Technologies of explanatory and illustrative education
Problem-Based Learning Technologies
Modular learning technologies
Technologies for the development of critical thinking
Technologies of group project work
Information Technology
Health saving technologies
Gaming technologies
Case study technology

So, from Table. Table 1 shows that the leader in the use of "practically in every lesson" is the technology of explanatory and illustrative learning (69.23%), the next in terms of frequency of use are technologies for the development of critical thinking (38.46%), information technologies close the number of leaders (23, 08%). Despite the fact that only 15.38% of the respondents use problem-based learning technologies in each lesson, 84.62% use them selectively when studying certain topics, sections, which, in our opinion, is quite justified. This fact also applies to the use of group project work technologies, game technologies and case study technology. So, when studying certain topics, sections of group project work technology, 76.92% of respondents will use gaming technologies and case study technologies - 61.54% of respondents, respectively. However, it is alarming that 23.08% of respondents do not use game technologies and case study technologies at all, although the use of these technologies fits perfectly into the research field of sociology as a science in general and as an academic discipline in particular.

Particular attention should be paid to the fact that modular learning technologies, as well as health-saving technologies, are not used at all by 69.23% and 61.54% of the respondents, but only occasionally are used when studying certain topics, sections (15.38% each). Although, taking into account the modernization of the entire education system in our country, it is these technologies that should take the leading position in the educational process, and the technologies of explanatory and illustrative education, which are still preferred, should give way. In our opinion, this indicates the unwillingness of teachers to move to a new stage of self-development and restructure their views on the possibility of changing the presentation of material in the study of sociology as an academic discipline.

The distribution of answer options about the need to introduce innovative educational technologies also confirms the above. According to teachers, when studying sociology at a university, it is necessary to introduce: technologies for the development of critical thinking and the technology of "case study" (61.54% respectively), technologies for group project work (53.85%), information technologies (46.15% ), student-centered learning technologies (38.46%), gaming technologies (7.69%) with a complete lack of choice of such technologies as modular learning technologies and health saving technologies (Figure 2).

Figure 2. Educational technologies, the introduction of which is clearly necessary in the practice of teaching sociology in a modern university

Innovative educational technologies, as shown by the results of our study, are used to a greater extent in practical (seminar) classes. This was indicated by 61.4% of the respondents. The answers of teachers who use innovative technologies only at lectures, as well as those who resort to them both at lectures and at practical (seminar) classes, were distributed equally - by 15.38% of the respondents, but, unfortunately, by 7.69% of the respondents indicated that they were not used at all. We also found that 100% of both assistants and senior teachers use innovative educational technologies exclusively in practical (seminar) classes. Regarding the first, this, in our opinion, is quite understandable: assistants practically do not have lecture hours in their teaching load. But senior lecturers who have experience in lecturing are more likely to prefer exclusively traditional practice of presenting material. To a greater extent, innovative educational technologies are used by professors of departments when conducting various forms of classes. So their answer options were distributed equally - 25% each, including the answer option “I don’t use it at all”. Upon closer examination, we managed to find out that “they do not use” innovative technologies at all by professors whose experience in teaching sociology as an academic discipline ranges from 3 to 7 years. Thus, we have identified, on the one hand, the most active environment for the introduction and use of innovative technologies in the educational process, as well as the “passive”, but rather “protest” one, which considers the traditional form of presenting material at the university to be the most acceptable and adaptive.

The factors contributing to the widespread introduction of innovative educational technologies in the process of teaching sociology, at present, according to teachers, are, first of all, the ability to use multimedia tools in the learning process (76.92%), the objective needs of modern society (53.85%) , the transition to new educational standards (third generation Federal State Educational Standards) (46.15%), the desire of teachers to improve themselves (46.15%). Interesting is the fact that none of the respondents indicated that traditional learning technologies have completely outlived themselves. Based on the foregoing, the best way to form educational technologies and systems for assessing the quality of student training in the implementation of the Federal State Educational Standard of Higher Education, in our opinion, is a combination of traditional approaches and tools developed in the history of the national higher school (including the implementation of the State Educational Standard of Higher Professional Education of the 1st and 2nd generations) and innovative approaches based on the experimental methods of leading domestic teachers and modern foreign experience.

Of the factors hindering the widespread introduction of innovative educational technologies in the process of teaching sociology at the present time, the following were noted: low motivation of teachers (92.31%), lack of time (53.85%), lack of knowledge among teachers in this area (46, 15%), priority of research to the detriment of educational and methodological work (38.46%), adherence to traditional forms and methods of teaching (30.77%), passive student audience (15.38%).

conclusions

In conclusion, we note that the lack of motivation of teachers themselves in terms of introducing innovative educational technologies, in our opinion, is not only the most destructive factor, but also the most difficult to transform. If the problem of lack of time can be solved by evenly distributing the classroom and extracurricular workload of teachers, the lack of knowledge in the field of application of innovative teaching technologies can be compensated for by improving the qualifications in the field of sociology teaching methods based on the introduction of innovative educational technologies (especially since, according to the results of our study 100% of the respondents spoke about the expediency and desire to take advanced training courses in this area), and even the most passive student audience, with an interesting presentation of material close to the future specialty, can be made, if not active, but learning, then it will not be possible to increase the motivation of teachers only just an administrative decision. Therefore, all the efforts of the administrative and managerial apparatus of the university should be aimed at leveling this factor by not only stimulating the work of teaching staff, but also creating the necessary conditions for self-improvement and self-realization of teachers.

Reviewers:

Babintsev V.P., Doctor of Philosophy, Professor, Head of the Department of Social Technologies, Belgorod State National Research University, Belgorod.

Shapovalova I.S., Doctor of Social Sciences, Professor, Head of the Department of Sociology and Organization of Work with Youth, Belgorod State National Research University, Belgorod.

Bibliographic link

Reutova M.N., Shavyrina I.V. INTRODUCTION OF INNOVATIVE EDUCATIONAL TECHNOLOGIES IN THE PRACTICE OF TEACHING SOCIOLOGY AT UNIVERSITY: PROBLEMS AND PROSPECTS // Modern problems of science and education. - 2014. - No. 3.;
URL: http://science-education.ru/ru/article/view?id=13082 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

The introduction of modern pedagogical technologies in the educational process in order to form the cognitive interest of students At present, the main problem of the school is a large information load and unwillingness of children to learn. In this regard, a search is underway for effective teaching methods that would activate the thought of schoolchildren and arouse interest in learning. Such methods are modern pedagogical technologies. Pedagogical technology is a systematic method of planning, applying and evaluating the entire process of learning and learning by taking into account human and technical resources and the interaction between them to achieve a more effective form of education. Pedagogical technologies

• formation of positive motivation for educational work,
• intensification of the communicative environment,
• development of a personality capable of learning and research activities further education, professional choice,
• student health care.

Types of pedagogical technologies

• Technology of personality-oriented education.
• Technology of using game methods.
• project method.
• Collaborative learning technology.
• Technology of multi-level education.
• Technology for the development of critical thinking.
• Information and communication technologies.

Of course, there are many modern educational technologies, but in my work I most often use some of them:

• Game technologies (didactic games).
• Group learning technologies.
• Problem learning technology.

1. Game technology (didactic game) is a form of educational process in conditional situations, aimed at recreating and assimilation of social experience in all its manifestations: knowledge, skills, abilities, emotional and evaluative activity.

• By type of activity of students didactic games
• subdivided into:
• -Games-travel.
• - Games-assignments.
• - Guessing games.
• - Quiz games.
• -Games-conversations.

In my lessons I often use quiz games and travel games.

• Quiz games:
• 1. Game: "Write a message."
• It is used at the stage of summarizing the knowledge of the topic "Arthropods" in the 7th grade.
• Each row is given a sheet on which the name of one class of arthropods is written. In 3 minutes, passing the sheet, you need to write signs of animals of this class. The winner is the one on whose row the guys answer correctly and completely.
• The result is: the formation of imagination and the symbolic function of consciousness, the systematization of the material in a whole section, sports competition between teams stimulates interest in learning and activates mental activity.

2. Biological quiz.

• 2. Biological quiz.
• It is used in the lesson of generalization of knowledge on the topic “Fish. Amphibians. Reptiles" in the 7th grade.
• Preparatory stage:
• The choice of a jury of three experts: ichthyologist, batrachologist, herpetologist, who will ask questions to the teams from their field and will subsequently evaluate the teams.
• Division into 3 teams and choice of names:
• -1 "Erudite" team will test their knowledge about fish.
• -2 the "Local Historians" team will test their knowledge about amphibians.
• -3 "Experts" team will test their knowledge about reptiles.

The quiz consists of 3 contests:

• The quiz consists of 3 contests:
• 1) Warm-up “Who is extra here? Max 4 points
• Each team must find the "extra" animal from the individually proposed row and explain why it is superfluous in the list provided.
• 2) "Big game" Max 7 points
• Specialists from their field ask 7 questions in turn to the corresponding team about the structure, development, adaptation and habitat of animals.
• 3) "Unfinished table"
• Max 10 points
• Each team receives
• table with 2 columns
• in which is filled only
• second. In the first one you need to enter
• names of animals from the proposed options
• answers.

The team that gets large quantity points. All students are evaluated according to the degree of participation in the game.

• The result is the formation of imagination and the symbolic function of consciousness, the systematization of the material in a whole section, sports competition between teams stimulates interest in learning and activates the mental activity of each student.

Travel games:

• Travel games:
• "Cage Journey"
• used in the re-generalizing lesson on the topic "Cell".
• All material is divided into several stations, where students perform certain tasks.
• 1. Station "Historical". On the table are visiting cards of scientists who have contributed to the development of cytology. Students draw out business cards and talk about the scientist whose name is written on the business card.
• 2. Station "Blitz on knowledge of biological terms". Students name terms according to their definitions.
• 3. Station "Structure of the cell". Students have tablets with the names of cell organelles on their desks. The teacher reads out the functions performed by this organoid. Students should hold up the card with the correct organoid.
• 4. Station. "Physiological". The cards give the names of the substances that make up the cell. What functions do these substances perform?
• The result is: sharpening of attention, observation, comprehension of game tasks, facilitate overcoming difficulties and achieving success, and as a result, an increase in interest in learning.

Didactic games in the classroom contribute to the formation of the following UUD:

• PERSONAL - stability and arbitrariness of attention, memory and development of thinking are formed.
• REGULATORY
• COGNITIVE
• - conscious and arbitrary construction of speech utterance in oral and written form as general educational universal educational activities.
• -comparison, classification of objects according to selected features; proof; putting forward hypotheses and their justification as logical universal learning activities.

COMMUNICATIVE

• COMMUNICATIVE
• -determination of goals, functions of participants, methods of interaction;
• - conflict resolution - identification, identification of the problem, search and evaluation of alternative ways to resolve the conflict, decision-making and its implementation;
• -management of the partner's behavior - control, correction, evaluation of the partner's actions.

2. Group learning technologies. Aimed at the formation of a sociable, tolerant personality, possessing organizational skills and able to work in a group; increasing the efficiency of assimilation of program material. Paper layout of an animal and plant cell.

• Paper layout of an animal and plant cell.
• It is used as one of the methods in the study of new material on the topic: "Cage" in grade 7.
• Children are divided into 2 teams. They are given sheets of drawing paper and files with colored organelles cut out of paper. The task for the children of two teams is:
• At speed, make the correct plant and animal cell.
• At the end, the whole class evaluates the correctness of the cells, marks features cells.
• The result is an increase in interest in the subject, the disclosure of the personal potential of each student. Students receive communication skills, the ability to work with additional literature, solve problems, and actively realize themselves.

• Group technology example

Group lessons contribute to the formation of the following UUD:

• PERSONAL
• -meaning formation - the establishment by students of a connection between the purpose of educational activity and its motive.
• REGULATORY
• - goal-setting - as the setting of an educational task based on the correlation of what is already known and learned by the students, and what is still unknown;
• - forecasting - anticipation of the result and the level of assimilation;
• -assessment of the quality and level of assimilation;
• COGNITIVE
• general educational universal educational activities
• - application of information retrieval methods;
• -reflection of methods and conditions of action, control and evaluation of the process and results of activities.

• Boolean generic actions:
• -comparison, classification of objects according to selected features
• COMMUNICATIVE
• -management of the partner's behavior - control, correction, evaluation of the partner's actions;
• -conflict resolution - identification, identification of the problem, search and evaluation of alternative ways to resolve the conflict, decision-making and its implementation.

3. Technology of problem learning. It is aimed at acquiring knowledge, skills and abilities by students, mastering ways of independent activity, developing cognitive and creative abilities.

• This is a type of developmental learning
• the content of which is presented
• system of problem tasks different levels difficulties, in the process of solving which students acquire new knowledge and ways of action, and through this, the formation of creative abilities takes place: productive thinking, imagination, cognitive motivation, intellectual emotions.

The problem-based learning scheme is presented as a sequence of procedures, including:

• The problem-based learning scheme is presented as a sequence of procedures, including:
• the setting by the teacher of an educational problem task, the creation of a problem situation for students;
• awareness, acceptance and resolution of the problem that has arisen, in the process of which they master generalized ways of acquiring new knowledge;
• application of these methods for solving specific systems of problems.

An example of problem-based learning.

• Study of an unknown bird using biology study methods.
• Used in the lesson on the topic "Methods of studying biology."
• Lesson Objective: To learn how to use study methods
• biology in the study of a living object.
• Problem: I do not know what kind of bird is shown in the photo.
• Encouraging students to research birds, and as a result,
• use of methods of studying biology.
• Outcome:
• 1) Using the observation method, you can find out the food and habitat of the bird.
• 2) The bird's appearance and behavior is recognized using the description method.
• 3) The comparative method is used to study the taxonomy of a bird, using additional literature, or a guide.
• 4) Using the historical method, you can find out historical development of this species, using additional literature.
• 5) Using the experimental method, you can find out the degree of adaptability of a given species to certain environmental conditions.
• 6) Using the modeling method, you can study the behavioral nature of the species through the construction of its model, for example, on a computer. (teacher prompt)

Problem lessons contribute to the formation of the following UUD:

• Cognitive UUD: definition of concepts: “research methods”, “observation”, “experiment”, “measurement”, independent possession and formulation of a cognitive goal, setting and formulating a problem, making proposals and justifying them.
• Communicative UUD: planning educational cooperation with the teacher and students, the implementation of joint cognitive activities in the group, mastering different ways communications.
• Regulatory UUD: the ability to assess others and give self-assessment, correlating what is known to students and what is not yet known, creating schematic models highlighting the essential characteristics of an object, converting information from one type to another.

The introduction of pedagogical technologies in the learning process contributes to:

• improving the quality of knowledge and learning of students, the comprehensive development of the child's personality;
• implementation of educational goals, accustoming to responsibility, mutual assistance;
• increasing the productivity of students, the development of cognitive activity, independence;
• expansion of interpersonal relationships of children.

% assimilation of information:

• lecture– no more than 20-30%
• independent work with literature- up to 50%
• pronunciation– up to 70%
• personal participation in the study activity(N, business game)
• – up to 90%

Thank you for your attention!

• Thank you for your attention!