Experience Creating a new one A graduate of the Higher School of Education does not just have a sum of knowledge in the disciplines of the HPE standard, but a professional who is able to develop his industry. Deep general professional training. Creative thinking and personal qualities of a professional Ability to self-educate (retrain independently) Self-sufficient personality (subject), motivational readiness to solve industry problems Higher education

Course program (Didactics of Higher School) Introduction (system of classes, organization of SIW, reporting materials) 1. Professional Pedagogy (HPE) 2. Didactics (Types of PP, Open Education) 3. Programs for the modernization of the HE system (Standards of II and III generations) 4. Design PP. Conclusion (social significance of HE)

BRS Type of workPointsNumber Wording of the question52 Answer at the seminar: oral / written 15 / 252 / 3 Abstract / with РРР40 / 501 DRAFT application / defense20 / 601 Outline of the lesson251 Fragment of the lesson501 Analysis of the fragment of the lesson202 Answer to the question of the offset202 Special task30* Bonus5* V with e g o: Min. the number of points for offset - 145 (with a maximum possible - 350)

Topics for essays Criteria of HE Pedagogical means of providing HE Social significance of HE Becoming a professional III generation VPO (regulatory requirements) Differences between Bachelor and Master: in the level of education, training, functionality. Competence characteristics of the Bachelor in the direction of "Pedagogical education" The need for production in bachelors and masters Requirements for teachers imposed by new educational standards The type of PC demanded by new educational standards Correlation of the concepts "LOO", "Open education", "SO type PC" Characteristics of the subject-oriented type of PC Competence-based approach to understanding educational outcome Competence approach in implementation educational process Comparative characteristics of projects and initiatives for the modernization of education modern Russia The functional purpose of the structures of the education system Modernization of various types of educational institutions in the light of the modernization of the country's education Modern requirements for a school teacher Modern requirements for a teacher of a higher pedagogical school

The pedagogical process is the unity of the components of the process and the result Education - ZUN Education - Worldview, ideals, values, Norms and Habits of behavior, Personality Development - Thinking, feelings, abilities Education = training + upbringing + development

P = mastered methods of Activity = EXPERIENCE = Competences as ability experience (thinking) Experience is distinguished by the level of mastered activity

Examples of competencies Competence levelExample Knowledge-based (formal reproduction) Willingness to complete a sample Technological (essential reproduction) Ability to solve a problem Ability to make Creative (productive type of PP) Experience in developing your own program to solve a non-standard situation Personal (Subject-oriented type of PP) Comprehension of the personal meaning of this activity

Levels of educational result Level of mastering the content of education Knowledge of the world, methods of activity Experience of activity (materialized) Experience of activity (intellectual) Experience of relation to reality (motives) I. Introductory Knowledge-acquaintances Unformed activity, uncertain actions associative thinking) Domestic needs II. Formal Knowledge- copies Actions according to the model Formal thinking Gaining approval, obedience III. Essential Essential knowledge (knowledge - skills) Skills Independent thinking Personal conviction in the expediency of activity IV. Creative Knowledge- transformations (creative) Activities according to one’s own program Creative thinking Possibility of self-development V. Subjective Personal meanings of the content Activities according to one’s own program with the author’s handwriting Reflection Aiming at self-realization

Nodal aspects of PP Result (a key element of SD) student's APD Tension / attitude Stimulating influences Knowledge Order Skills Task Tv. Thinking Creative task Subjectivity Life task Memory / obedient Pondering / interest S-st search / cognitive need self-De / life

The educational result is the experience (competence) of the student, which differs in levels. They correspond to a certain level of activity of the student's cognitive activity and the level pedagogical support(teaching methods that differ in the degree of independence of the student)

Pedagogical technology - a sequence of steps of the subjects of the pedagogical process, the implementation of which is guaranteed to form the planned educational result due to its following features: clarity and certainty in fixing the educational result, which is understood as a holistic experience; a step-by-step structure built on the steps of the student's cognitive activity and the corresponding actions of the teacher supporting it; indications of the conditions of feasibility (requirements for the initial state of the student and the scale of technology).

Levels of educational result (experience) Activity (motive De) Key element of experience PersonalityOPTx (type of PP) Reproductive (execution of an order) ZnFormal performer FR Considered (achievement of a result) Smart performer SR Creative (self-development) Thinking (creative) Creator Productive Full-fledged De (self-realization) Relation (to De)SubjectC-O

Types of pedagogical processes Graduate Type of PP (OPTx) Pedagogical means Specialist who knows methods Reproductive Lecture-seminar system Professional ready for research Productive Problem-based learning, SRW Decision maker Subject-oriented Implementation of own projects

General pedagogical technologies describe PP of various types, have a level character, but a single structure, including the following elements: the result of education (experience being mastered); the activity of the student, represented by the stages of his activity or the sides of activity (intensity of intellectual forces, attitude to the process); the activity of the teacher, expressed in the teaching methods corresponding to this type; ways of interpreting content educational material; control procedures that track the implementation by students of the key stages of cognitive activity for this type of SP and control the achieved educational results; conditions for the applicability of general pedagogical technology (requirements for the basic experience of students and the minimum cycle of SP in which this technology is implemented). OPTx can be fixed by 6 elements (Express analysis), 16 elements (Working version), 22 elements (Laboratory version)

Literature Yudin, V.V. Technological design of the pedagogical process: monograph. - M .: University book, - 302 p.

Social requirements for education High-quality education that meets the needs of customers. The goal is not so much ZUN as success in life Education throughout life. Readiness for self-education, information competence of the student Remote access to educational services, development of the information base of education. Demand information technologies

Student test scores in math and science in selected transition and advanced economies Average level Uses scores from students aged 9 and 13 from the Second International Review of Learning Progress, conducted in 1991. "0" means the average score for a sample of 19 countries. Countries are shown whose performance was above the average.

Priority project "Education" On September 5, 2005, President of the Russian Federation Vladimir Putin announced the launch of four priority national projects: "Education", "Health", "Affordable housing" and "Development of the agro-industrial complex" The priority national project "Education" is designed to accelerate the modernization Russian education, which will result in modern quality education adequate to the changing needs of society and socio-economic conditions. Directions: Support for the best teachers and schools implementing innovative programs for the best school teachers implementing innovative programs Encouragement of talented young people Development of per capita financing in education. State support for innovative programs of universities, primary and secondary institutions vocational education, as well as the creation of new federal universities of innovative programs of universities of institutions of primary and secondary vocational educationcreation of new federal universities Internetization of Russian education

National Educational Initiative "Our New School" Modernization and innovative development is the only way that will allow Russia to become a competitive society in the world of the 21st century. In the context of solving these strategic tasks essential qualities personalities become initiative, the ability to think creatively and find innovative solutions, the ability to choose a professional path, the willingness to learn throughout life. “The school is a critical element in this process. The main tasks of the modern school are the disclosure of the abilities of each student, the education of a decent and patriotic person, a person ready for life in a high-tech, competitive world. Schooling should be built in such a way that graduates can independently set and achieve serious goals, skillfully respond to different life situations. Approved: Pr-271. dated February 04, 2010 President of the Russian Federation D. Medvedev

«ННШ» What characteristics should a school have in the 21st century? The new school is an institution that meets the goals of advanced development The new school is new teachers who are open to everything new The new school is a center for interaction with both parents and the local community The new school is a modern infrastructure Children - to express their own thoughts, make decisions and help others friend, formulate interests and realize opportunities. Teachers open to everything new are a key feature of the school of the future. In such a school, the role of the director will change, the degree of his freedom and the level of responsibility will increase. Schools as leisure centers will be open on weekdays and Sundays. The school has a canteen with delicious and healthy food, conditions for sports and creativity, a media library and a library with broadband Internet, competent textbooks and interactive teaching aids, high-tech educational equipment. The new school is a modern system for assessing the quality of education of individual educational institutions, and the education system as a whole The new school is a school for all - the successful socialization of children

Features of HPE standards Generation III standard III (in addition to Art II) Educational content ZUNKopetnosti, Annual update of the OOP **. General professional competencies. Content, information educational databases (EBS) **** Methods Traditional BRSBachelor's degree is a productive type of PP. Magistracy is a subject-oriented type of PP. E-accompaniment: network UMK***** Organization of training Lecture and seminary Levels of higher education: Bachelor's, Master's, Specialist. KMS: modular UE, calculation of labor input in credits. Elective courses.*** Individual educational programs*** OU Integrated information system QMS with external evaluation (employer, student)* AIBS, Search engines. Graduate Specialist Bachelor, Master Bachelor and Master with specialized training

Image new school open education; focus on the formation of a capable, self-responsible personality; implementation of individual educational trajectories; management focused on indicators of the quality of education, in particular, on meeting the needs of consumers of services; involvement in the management of public forces, the growth of the influence of the school, in particular with the help of the Internet, on the social processes of the microdistrict; compliance with the material base of the educational institution modern requirements.

The main features of the new education LEO - student-oriented education (generally accepted term in pedagogy) SOPP - subject-oriented type of pedagogical process (the term of pedagogical technology) Open education (philosophical term reflecting social aspects modern education) A graduate is a self-organized personality, a subject of his own activity

New pedagogical approaches - LOO Providing students with the opportunity to CHOICE (content, methods, pace) Implementation of the SUBJECT position of the student in learning (own projects, student-oriented tasks, compiling a portfolio) The activity of the teacher is the cultivation of personality!, the cultivation of individual educational needs, goals and the ability to achieve her. Tutor function of the teacher

Open education A student is a subject in a situation of varied educational opportunities in which he must make a responsible choice. A variety of means of comprehending life, ensuring the integrity and versatility of human experience. Not limited by time and space. The goal is the development of subjectivity and individuality of a person, with his active self-realization. Open education is implemented through SOPP - a subject-oriented type of pedagogical process

Open education The goal is the development of subjectivity and individuality of a person, with his active self-realization. A student is a subject in a situation of variable educational opportunities in which he must make a responsible choice. A variety of means of comprehending life, ensuring the integrity and versatility of human experience. Not limited by time and space. Main pedagogical methods– project and portfolio Ideal modern society– subject-oriented education Only C-O type The PP forms the Graduate as a self-organized personality, a subject of his own C-O activities type of PP does not require theoretical thinking from the child, but common sense, responsibility, decision-making experience "We must teach the child to write only about what he knows well, about which he thought a lot and deeply." P.P. Blonsky NO, Traditions = essence-reproductive learning A child cannot jump over a step of a certain type of PP

General pedagogical technology OUTCOME ACTIVITY ACTIVITY of a student teacher Key element of the content of education of a certain level Sides of activity PD Teaching methods Interpretation of educational content Control by key ESP Tension OPTx can be fixed by 6 elements (Express analysis), 16 elements (Working version), 22 elements (Laboratory version)

The design stages of the software installation are: the choice of the basic type of the pedagogical process and the corresponding general pedagogical technology and the determination of the place of the designed lesson in the system of classes; the stage of designing the pedagogical process: the development of a specific lesson technology, that is, clarification for the educational material and students of the basic OPT; building a methodology for conducting a lesson, including monitoring the student's activities and monitoring the achievement of educational results; the stage of implementing the methodology and correcting the project of the pedagogical process.

4. Specification of the educational goal 12. Real educational process 14. Adjustment of technology, lesson plan, program. 9. Thinking through possible choices by students of the goal, appropriate technologies and flows 5. Fixing the technological framework of the lesson 6. Clarification of the necessary activities of students 7. Interpretation of the content of educational material 8. Choice of teaching methods 2. Analysis of educational material and determination of the level of educational result 1. Qualification of the educational goal and determination of the appropriate general pedagogical technology Adjusted draft PP Correction of the initial version of the technology and lesson plan based on feedback Correction of the plan Lesson (event) Conducting the lesson Implementation of the lesson methodology Scenario and outline of the lesson Development of the lesson methodology Technological framework of the lesson. Used OPTC Educational routes Development of a specific lesson technology (technological framework) Design of the pedagogical process System of classes Formation of a system of classes Basic OPTx (type of PP) Selection of the basic type of EP and the corresponding general pedagogical technology Setting Result Procedure of actions. StepsTaskStep 3. Determining the place of the educational event in the system of classes on the topic 10. Planning the monitoring of the learning process 11. Development of didactic support 13. Analysis of the lesson Levels of understanding of CO Level Indicator Criteria School Qualitative result of ZUN, Avg. score Number of medalists External assessments Unified State Examination % admission to the university Social Educational goal VRL, GL, personality

A special role in the teaching profession belongs to the disciplines of the pedagogical cycle, which should help develop pedagogical thinking and improve pedagogical culture, the formation of the necessary skills and abilities to work at school.

Both in teaching and educational work there can be no pattern. Each teacher in any particular case acts in accordance with a number of conditions: the level of preparedness of students, their age and individual characteristics, motives for behavior, the purpose and content of the lesson. Therefore, one must carefully observe pedagogical phenomenon in the life of the school, a thoughtful approach to the analysis and evaluation of any pedagogical fact, to creative searches in pedagogical activity. Take, for example, such a complex phenomenon as a lesson. The activities of the teacher and students in the classroom are diverse, the content of the educational material, the organization of the team of children, etc., are essential. To comprehend all the details of the lesson, highlight the main and essential in it, understand its advantages and disadvantages.

Without mastering the methods of pedagogical influence on children, the teacher cannot achieve tangible results in all his work, organize a children's team, establish successful educational and other work for children, and achieve the goals of education.

Methods of pedagogical influence are taken from pedagogical experience, thanks to its correct comprehension and understanding; they take into account and reflect everything valuable that has been accumulated by the school and pedagogy. At the same time, it is important to emphasize that these methods have developed in conditions; they do not reflect pedagogical experience in general, but precisely the experience of education, the experience of our teachers, schools, and society as a whole.
Modern education is aimed at developing all his abilities in every child, raising his activity, his consciousness, comprehensively developing his personality, his individuality. We try to educate people who are comprehensively developed, strong in body and mind, and individualists, collectivists, raising the team to a new level.

Teachers and students are members of one team, united by joint useful activities and relations of trust and mutual exactingness, business cooperation and mutual assistance that are formed on this basis - comradely relations.

Perestroika in our country, the development of comradely relations between teachers and pupils, among the students themselves - this is the real basis of the method of pedagogical influence. In front of a group of pupils, the educator should act as a comrade.

Education is a social process in the broadest sense... With everything the most complex world In the surrounding reality, the child enters into an infinite number of relationships, each of which invariably develops, intertwines with other relationships, and is complicated by the physical and moral growth of the child himself.

To direct development and manage it is the task of the educator. But in order to guide this complex objective process, the educator must organize the whole life of the children in a pedagogically expedient way, i.e. in such a way that in the process of this life children acquire the necessary moral qualities, the necessary knowledge, useful skills and habits. And this means that if we are faced with the task of education, then the life of children should be organized in this way.

Based on this, we will consider the most important methods of pedagogical influence. We will talk about the pedagogical requirement, the system of perspective lines about their various types and forms.

A skillfully set perspective helps to include children in useful activities that distract them from pampering. Depending on the nature of the situation, teachers use different methods accordingly. Here is both a demand and a perspective... But there is something in common between them, one common feature: each of these methods organizes the lives of children in a special way, causes the necessary actions and activities, and stops unwanted behavior. This is the main purpose of the methodology of pedagogical influence - to cause and stimulate or stop this or that activity of pupils, the manifestation of certain moral qualities by them. For the development of certain moral qualities in a child, it is necessary first to make certain changes in his consciousness, and then, as their direct consequence, certain changes in the personality will come.

Methodology of pedagogical influence in modern school fundamentally different from the methods of upbringing, education, teaching. characteristic feature methodology of the pedagogical impact of the school and pedagogy is that it has always been a set of techniques addressed from teachers to pupils, from adults to children. The pedagogical influence on children by an organized children's team becomes the most powerful method of education. The influences of the teacher and the children's team not only do not contradict each other, but, on the contrary, become especially effective and efficient in their unity.

A characteristic feature of the pedagogical influence at school is that it is addressed to the personality of the pupil not only from the teacher, but also, which is especially important, from the children's team. The discovery of a way to transform the direct influence of teachers on children into the pedagogical influence of the educational team is an outstanding achievement of pedagogical science and practice.

Educational methods do not remain only external stimuli, but in their development they turn into internal stimuli for the behavior of children, stimuli for their useful pedagogically expedient activity.

The methodology of pedagogical influence is a system of means used to organize socially useful and pedagogically expedient activities of children, addressed to the personality of the pupil from teachers and the children's team and turning the difficult and false duties of children into a source of their joy, into personal aspirations.

Methods of pedagogical influence are not a set of purely professional means in the hands of people who are indifferent to the fate of their pupils, these methods are living relationships of living people united by one team, common aspirations, common responsibility.

The essence of the relationship between the teacher and the pupil very well characterizes A.S. Makarenko, who says: “If someone asked how I could define the essence of my pedagogical experience in a short formula, I would answer that there is as much demand on a person and as much respect for him as possible ...”

The basis of pedagogical influence can be the development and strengthening of comradely relations between teachers and children, relationships, exactingness with deep respect. And the use of certain methods in each case not only leads to particular changes in the activities of children, but also always actively “works” for the development of relations between teachers and pupils. You can never forget this.

The teacher must teach his pupils, equipping them with specific skills, knowledge, and abilities. Any reasonable and prepared influence of the teacher must be carried through to the end.

Of course, not always and not in any case, the teacher achieves the unconditional fulfillment of the tasks set by the children. The position is deeply erroneous: "The teacher is always right." And the true authority of a teacher is built not on educating children in the habits of unconditional obedience, but on the recognition by pupils of the experience, knowledge, and moral beauty of the teacher's personality. In specific cases, the ability of the educator to retreat in some way, and if necessary, and directly admit the fallacy of his demands, will help the formation of his authority more.

No less important in the implementation of the organization of the educational team and the methodology of pedagogical influence is the consistent implementation of such general principles, as taking into account the age and individual characteristics of children, considered in most detail in the course of psychology.

Much depends on the position of the pupil in the team. It is always necessary to take into account the mental state of the children to whom the teacher addresses with this or that task: they can be cheerful and calm, upset by something and excited. This affects the choice of form of influence.

The method of teaching reading gives very positive results in relation to literary development students, their ability and desire to read. The gradual inclusion of children and parents in different forms independent organization reasonable and entertaining leisure based on the existing general reading readiness, knowledge about writers and books, the ability to act in an accessible circle of reading.

The connection of education with socially useful productive labor, the connection of labor education with the teaching of the fundamentals of the sciences of nature and society - the implementation of ideas about the comprehensive development of the human personality, about the connection of learning with life.

Ethical upbringing and stimulating the inner desire for knowledge requires pace. After all, happiness is not in idleness and idleness, but in a combination of rest and work, which brings to life a versatile interest, cheerfulness, faith in one's own strength, a desire to work and see true joy and meaning in this.

The teacher does not just apply certain methods in his work, he simultaneously directs the very development of the method, making his influence on the pupils more and more complex and refined. This important skill is formed, first of all, in experience, personal pedagogical practice, but the starting point for this is the knowledge of such an important section of pedagogy as the methodology of pedagogical influence.

Nomination: School, General pedagogical technologies
Title: Methods of upbringing, education, teaching

Position: teacher Tatar language and literature
Place of work: MAOU "Medium comprehensive school#165 in-depth study of English language» Kazan
Location: 420126, Kazan, Yamasheva Ave., 63, apt. 59

General pedagogical technologies

Pedagogical technology is closely related to the educational process - the activities of the teacher and student, its structure, means, methods and forms. Therefore, the structure of pedagogical technology includes:

conceptual framework;

1. learning objectives - general and specific;

procedural part - technological process:

1. organization of the educational process;

   methods and forms learning activities schoolchildren;

   methods and forms of work of the teacher;

   the activities of the teacher in managing the process of assimilation of the material;

   diagnostics of the educational process.

Any scientific concept, in order for it to “work” in the pedagogical process, needs a technology corresponding to it. Moreover, each of them can correspond to several technologies. It follows that there can be much more pedagogical technologies than scientific concepts. They are developed by both scientists and teachers. Therefore, in practice there are a sufficient number of them, another thing is that not all of them can be called technologies, since they do not always have the features and properties of pedagogical technologies.

Signs of the existence of pedagogical technology are:

goals (in the name of what it is necessary for the teacher to apply it);

availability of diagnostic tools;

patterns of structuring the interaction between the teacher and students, allowing to design (program) the pedagogical process;

a system of means and conditions that guarantee the achievement of pedagogical goals;

means of analyzing the process and results of the teacher and students.

Didactic technologies

In order to have fewer errors in teaching, it is important to distinguish between three main groups of pedagogical technologies:

Technologies of explanatory and illustrative education, which are based on informing, educating students and organizing their reproductive actions in order to develop their general educational skills and abilities. This group of technologies is based on two main teaching methods: the verbal (verbal) method and the illustrative method. Consequently, the technologies of explanatory and illustrative education contribute, first of all, to the development of memory, but at the same time they mainly provide a reproductive level of learning. The illustrative method is practically one of the most necessary methods in teaching and should always be present. The verbal method deserves a different attitude. Its use must be limited to 20% of the total use of various technologies, most of the time, devoting students to self-acquisition of knowledge.

Student-centered learning technologies create conditions for ensuring their own educational activities of students, take into account and develop the individual characteristics of students; assume a group form of work of students; provide an opportunity to take into account the capabilities and abilities of students; contribute to the formation of such social qualities as cooperation, mutual assistance, develop sociability, the ability to adapt to their peers around them;

Technologies of developmental education, the focus of which is a method of learning that ensures the inclusion of internal mechanisms personal development students, their intellectual abilities.

educational technologies

Let us name as examples some modern educational technologies that have become quite widespread in the mass practice of schools (Brief characteristics of educational technologies are given according to the book: Selevko G.K. Modern technologies. M., 1998)

General pedagogical technologies of the educational process (pedagogical systems).

1. Humane-personal technology Sh.A. Amonashvili has special target orientations: to promote the formation, development and education of a noble person in a child by revealing his personal qualities(souls and hearts, cognitive forces...). The ideal of education is self-education.

   The system of education in the Pavlysh school V.A. Sukhomlinsky.

   Model of labor education A.A. Katolikov according to the system of the commune of A.S. Makarenko: children are accustomed to creative work, industrial practice under the programs of the agricultural school. Some conceptual ideas: work is the basis of personality formation; interest and attention to each child; the child must have a personal interest, a search, an "appetite for life", a combination of education with productive labor in the form of a school-farm; school Makarenko team, pedagogy of parallel action; children's self-government and self-control, etc.

   School as an educational system V.A. Karakovskiy.

   The author's model "Russian School" (I.F. Goncharov, L.N. Pogodina) has target orientations: the formation of a new Russian person - highly moral, educated, spiritually rich, hardworking, physically developed, capable of self-education and creativity, loving his Fatherland; the revival of the traditional Russian culture of education, the inclusion of students in the ethno-cultural tradition; development of the richest cultural heritage of Russia; awakening of Russian national self-consciousness, Russian national character...

   The educational system of the All-Russian children's center"Eaglet", "Ocean".

Private methodical educational technologies.

1. О Identification and development of children's creative abilities in a variety of extracurricular activities children in the "creative room" (I.P. Volkov).

   О Technology of education of social creativity in the conditions of collective creative activity I.P. Ivanova.

   The technology of personality-oriented collective creative activity S.D. Polyakov.

   Technology of pedagogical support O.S. Gazman.

   The system of moral education through the course "Ethical Grammar" A.I. Shemshurina (grades 1-9).

   The author's course of self-knowledge and self-education for high school students "Humanity"

   The technology of theoretical and practical pedagogy and psychology for parents in the special journal "Home Education".

Local(modular) educational technologies These technologies have been developed in the most detail by a group of educators N.E. Shchurkova, V.Yu. Pityukov, D.D. Rogozina, A.P. Savchenko and others. See: A Brief Guide to Pedagogical Technology. M., 1997; Pityukov V.Yu. Fundamentals of pedagogical technology. M., 1997).

In the technology of pedagogical communication, there may be special technologies: pedagogical requirements, informational impact, creating an educational environment, organizing group activities (here are modular technologies for goal setting, situation analysis, arming students with methods of activity, creating and destroying conflict, creating situations of success and overcoming failure, pedagogical reaction on an act), the technology of an individual and differentiated approach, the technology of pedagogical assessment, the technology of ethical protection, and others.

The program of school educational activities on the basics of Orthodox culture "Grace of the Heart"

2010-2011 academic year

Relevance This program is due to the need of society, family and school to pay attention to the younger generation, to educate merciful people, as well as patriots of their Fatherland.

Purpose of the program : to consider with students questions of love and kindness, to promote the desire to be better.

Tasks:

• To form moral consciousness, moral qualities, socially significant orientations and attitudes in life self-determination and moral behavior; to instill in children the need for intra-family communication, to develop artistic and aesthetic taste. Help to feel like a part of their homeland through participation in the life of their village, meeting interesting people of the Kuban.
• To instill in children the traditions of our ancestors, to acquaint them with the basics of Orthodox culture, to ensure, preserve and strengthen the physical, psychological, social and moral health of the individual; create favorable conditions in the micro-society for the development of abilities and the realization of human capabilities.

Program implementation.

Stages:

2009-2010

Expected results:

Implementation schemeprogram of school educational activities on the basics of Orthodox culture "Mercy of the Heart"

School educational program

Activities "Grace of the Heart"

Learning activities Extracurricular Creative activity

educational workteachers and students

Teaching group *competitions;

OPK activities *festivals;

As part of the elective(8 "B") *readings, forums

course (9 "A"), elective* Exhibitions

(6 "B" class)

Integration - Trips to the Orthodox

In academic subjectsmonuments of Kuban;

Russian language, - Meetings with interesting people

literature, people

story, - Participation in the Orthodox

Kuban studies, holidays;

social science, fine arts, - Help organization

music, technologyneedy people.

Preview:

The modern information society sets before all types of educational institutions and, above all, before the school, the task of preparing graduates who are able to navigate in changing life situations, independently acquiring the necessary knowledge, applying it in practice to solve various emerging problems, in order to be able to find it has its place.

I see my task as a teacher in educating a viable personality - a person who has determined spiritual and moral priorities in life, has asserted himself, realized his inclinations and creative abilities, who is harmonious and flexible in modern conditions. In this situation, the emergence of various person-oriented technologies.

In the light of the introduction of the Federal State Educational Standard, the idea and experience of the innovative teacher V.F. Shatalov on the use of reference signals is of particular relevance. Reference signals - this is a schematic representation of the main directions of the topic under study - allow each student to capture the essence of the idea, remember the main thing, which is made up of particulars.

Not all students can be forced to memorize numerous rules; the use of reference notes ensures a solid assimilation of theoretical knowledge, in addition, if you use the reference notes as an indicative basis for the phased formation of skills and abilities, you can achieve freedom to operate them when performing practical work.

Compact, unusual reference signals, arousing the keen interest of students, encourage them to active work, search, sharpen their attention to all the problems that are in the field of their active perception.

1. Thematic schemes when studying new material (the beginning of the lesson).

We draw up a reference summary in the lesson together with the children, extracting theoretical information from the texts of paragraphs, definitions and rules set out in the textbook, and often from our own observations on the proposed material and presenting them in the form of generalizing symbols, establishing logical relationships between this information and depicting these connections graphically in the basic outline. Thus, the reference summary is not given to children in finished form, but “grows up” on the blackboard and in notebooks in the course of active cognitive activity of children under the guidance of a teacher. At the same time, traditional methods of explaining the material by the teacher are used: the word of the teacher, conversation, independent work on the theoretical material of the textbook. Such compilation of supporting notes leads to real cooperation between the teacher and the students.

1. Using algorithms when working with text material (the main part of the lesson).

When learning spelling and punctuation rules , I use the form algorithms. Every thought process consists of a series of mental operations. Most often, many of them are not realized, and sometimes they are simply not suspected. Psychologists point out that effective learning these operations need to be identified and specially trained for them. This is no less necessary than learning the rules themselves. Without mastering the operational side of thinking, knowledge of the rules often turns out to be useless, because the student is not able to apply them.

After all, the choice of the correct spelling is the solution of the problem, that is, the performance of any mental operations. In practice, this is the choice of the right conditions and further actions from options. Knowing a rule is no guarantee of its correct application. This confirms the presence of errors in students of all categories. Many students can perfectly tell the rule, but in independent or test work they make mistakes, sometimes on, it would seem, simple rules. In this case, a grammatical error is an indicator of the inability to solve a grammatical problem. Research shows that students who remember all the rules well make mistakes precisely because they do not know how to apply these rules, do not know the appropriate methods of action and reasoning. Without knowing the general methods for solving grammatical problems, students cannot give a complete answer to the question of what and in what sequence should be done in order to recognize a given grammatical phenomenon (for example, whether this sentence is complex or complex). Psychologists note the great heterogeneity of methods for solving one and the same the same tasks by different students. It was also noted that, in analyzing a sentence, the student goes one way, while analyzing the next, similar one, in another, although in fact the method of action in both cases should be common, unified. In this regard, students often experience uncertainty in their actions and decisions. Often errors occur because students know and apply only a part of the operations necessary to recognize a particular grammatical phenomenon, or use them in the wrong order.

When studying spelling and punctograms using algorithms, work can be built different ways, including quite traditional ones. Students are offered linguistic material for analysis (in one column in the words after the hissing “Yo”, in the other - “O”, try to find a pattern). Then all the necessary conditions for choosing the correct spelling are revealed. Let's start creating an algorithm. It is important here to track and comment on the addition of each stage. We immediately check our algorithm in practice (several simple examples), then independent work with verification is possible. As children gain experience in working with algorithms, we increase the time for independent work. First, we do this at the stage of training exercises, then in the process of creating the algorithm itself. With proper organization, this activity is of great interest to students, while allowing you to significantly differentiate the work in the lesson. Here, forms are also possible, both individual and collective and group. An important element when working with the algorithm is the speech accompaniment of all stages of work. With a collective or group creation of an algorithm, this is a conversation, a discussion in the working mode. Then, upon receipt of the final version, all its constituent parts are spoken out. That is, we practically formulate a rule from a textbook, but in action, realizing the process of its creation and focus on the final result.

The process of compiling an algorithm can be written in a notebook, where there must be a final version that students can use when practicing spelling or when performing similar tasks. You can keep a separate notebook with diagrams and algorithms.

1. The use of algorithms when working with text material (reinforcement).

It should be noted that the electronic algorithm is most often only part of the presentation for the lesson. Further work on the development of the rule, consolidation, generalization, verification is also carried out using a digital resource. In the electronic version, it is easy, if necessary, to return to any element, to launch an algorithm for those who need repetition. It is very convenient to apply the accumulated material in general lessons, in preparation for verification work or final certification. You can also use the material in special courses, in circle work.

When using the algorithm in an electronic version, it is convenient to check independently completed tasks. It is also easy to identify the cause of the error. For example, when studying spelling O-Yo after hissing in the presence of an error, we launch the algorithm to establish at what stage the “failure” occurred (most often, students skip the stage of determining the part of speech and immediately proceed to the definition of the morpheme, but the use of the electronic version reduces the likelihood of such errors, since children have formed a clear visual image of actions and their sequence, and when working independently, they approximately know how many stages they need to go through).

Reference notesis a good reference book for students, which

Support notes are a good reference tool for students, which

A) serves visual aid to improve the ability to use scientific style;

B) provides an opportunity to independently work out theoretical material.

Drawing up reference notes is a real, effective cooperation between students and the teacher.

The reference notes are the most important means of activating the cognitive activity of students in the lesson.

Working with supporting notes, children “liberate themselves”.

In the classroom - an atmosphere of mutual support and mutual assistance.

An interest is being developed in the Russian language as an academic subject.

Requirements for algorithms uniqueness of prescribed actions and operations; performance, which assumes that when a finite number of operations are performed, the desired result will be obtained; mass character, which means that the algorithm is applicable to solving a whole class of problems.

Graphic Verbal Verbal-graphic Types of algorithms

Algorithm "Spelling of verbs with unstressed personal endings"

Graphic Letters Y - And after C.

An unstressed vowel at the root of a word. Find the root of the word Place the stress Does the stress fall on the vowel in the root? YES NO write a word with this vowel pick up a test word managed to pick up YES NO write a word look in with this vowel dictionary

The reference scheme a) serves as a visual tool for improving the ability to use the scientific style; b) provides an opportunity to independently work out theoretical material.

b b Verbal-graphic Separating b and b signs. In verbs and adverbs, the Sign is always written, In short adjectives We never write. Noun - a lot, Noun - mine - No sign is needed. And substitute it, one - Always write a soft sign. adverb noun. zh.r. 3cl. verb cr. adj. noun plural noun m.r. Determine what part of speech the word is.

Algorithms Help to improve literacy Develop the student's logical thinking Discipline the work of thought

The value of supporting abstracts: - conciseness (maximum coded information with a minimum of visual or graphic signs); - structure (one block contains several topics. For example, the "Morphology" section, the "Word formation" section, etc. - ease of perception and reproduction, dissimilarity of the supporting notes to each other (variety of forms, structuring, colors, etc.); - entertaining, paradoxical great importance in the base notes. - color design is an important detail of the supporting abstract. A properly designed abstract beckons, attracts, draws attention to the main thing, i.e. influences the student with its aesthetic and psychological qualities.

V. V. YUDIN

HOW MANY TECHNOLOGIES ARE IN PEDAGOGY?

It is gratifying that the pedagogical press is increasingly writing about pedagogical technology not as a field for the use of technical means, computers in teaching, but as a field of knowledge that allows structuring and scientifically substantiating recommendations for teachers. The talk about technology is encouraging, as there is hope for certainty and constructivism in the amorphous sea of ​​methodological recommendations for improving the UVP, for the transition from talking “for pedagogical life” to the real design of the educational process.

The point is not that we are using a new term: nothing changes if “group work methods” are called “group technology”, and Zankov’s educational work system is called “Zankov technology”, but that the implementation of the technological approach to training and education gives us or allows us to give:

1. A sufficiently high guarantee of the result, and here we rely not on statistically verified experience, but on an objective pattern, which is more reliable.

2. Description of experience in a form that allows you to transfer it.

Much of what is now called technology does not bring us one iota closer in these directions, and we have every right to deny them the right to be called such. The problem, as before, is in understanding the term. Based on the general interpretation of it as a path leading to the desired result, most authors, in particular in publications that appeared in recent times, understand technology in education as a set of teaching methods, techniques characterized by a diverse set of features: “optimal”, “scientifically based”, “effective”, “meeting modern requirements”. Dear, whose works undeniably formed the basis of the theory of pedagogical technology, considers it appropriate to talk about "lecture teaching technology", "teaching technology with TCO".

There is no focus on the result and it is not clear what makes the method effective, whether the use of this method by others will be effective. The last remark fully refers to the statement (2), which considers an essential feature of the technology to be a “complex consisting of:

Some representation of planned learning outcomes;

Diagnostic tools for the current state of trainees;

A set of learning models;

Criteria for choosing the optimal model for given specific conditions.

The composition of the technology is not a set of methods, but the prescribed steps of activity leading to the desired result, which is possible when relying on objective stable connections between the parties to the pedagogical process. Here one cannot but agree with the one who puts forward lawfulness as an essential feature of technology (15).

One of the leading authors working in this area (17) describes the course of pedagogical interaction between a teacher and a student in the educational process. Its “technologies” are perceived as experience, subtle moves of another innovator, but they are difficult, if not impossible, to repeat, transfer, since they are not formalized in some kind of scheme, algorithm. This is a description of a new style of relationships, organization of the educational process. I would like to call it art and it is not possible to call it technology. In order to make it possible to transfer experience, the steps of activity and, first of all, the activity of the student, must be prescribed not only in a specific subject matter, but also in an abstract, generalized form, which is absent in the noted work.

Considering the usefulness of fixing such experience, one should call “a set of various methods of pedagogical influence” not a technology, but a pedagogical technique.

The definition of pedagogical technology is known as "a form of organizing the behavior of a teacher in the circumstances of a school lesson, which is a complex of professional skills - including acting ones, associated with the ability to manage oneself and the ability to interact in the process of solving pedagogical problems, the art of reception" ().

Nothing but fashion can justify the use of the word "technology" instead of the well-known terms "pedagogical system" of an educational institution, region, "system of educational work of a teacher" and "methodology" of the subject. The latter is closest to the one we are considering, and their relationship allows us to clarify the meaning of both. First of all, it should be clarified that in pedagogy there are two meanings of the word “methodology”:

1) the methodology of the subject or private didactics, answering the questions, what and how to teach? As an experimental science methodology can recommend different technologies;

2) the methodology for performing specific actions of the teacher, a set of methods for conducting classes. It is this meaning that is next to "technology". The latter denotes the essence of the actions leading to the formation of the result, the technique characterizes the external design of these actions. You can build a lot of methods that take into account the individual style of the teacher, and the contingent, and other situational conditions, based on one technology, which is an invariant of the methods for solving this educational problem.

The technology is based on the laws of the educational process as a result of scientific knowledge of the process of human education. The methodology is based on empirical experience, the skill of the teacher, it is closer to his artistry, art.

Technology is a frame, methodology is a shell, a form of activity of a teacher. The function of technology is to transfer experience, to use it by others, so it must initially be deprived of a personal connotation. That's why Teacher Education at the level of essential reproduction, it is necessary to build on technologies, and not on methods that are either unique or require their formal repetition.

The foregoing allows us to formulate the features of technology more strictly:

Clarity and certainty in fixing the result;

Availability of criteria for its achievement;

A step-by-step and formalized structure of the activity of subjects of training, which determines the portability and repeatability of experience.

The use of the term without these distinctive features is unreasonable and harmful, as it discredits the idea of ​​a technological approach, which is urgently needed now.

However, many authors believe that the construction of hard technologies in education is unlawful. So, considers the full algorithmization educational technology unlikely, referring to the quote: “... affect, intellect and will are the core of education” (7, p. 61). But the author unlawfully cut off the quote, then in the original source it says: "... but you need to design ..." In our opinion, it is difficult to talk about pedagogical technology "in the exact and strict sense" for the four reasons given below.

1. The form of the educational result or such representation of it, which would be fixed as the same in different cases, is not defined. If we can describe the invariant of learning (development, upbringing) for different students, then we will get a real chance to describe the means, in particular, the algorithms of actions that are guaranteed to lead to it. The problem of introducing technologies is, first of all, the problem of fixing the educational result. It should be unambiguously denied the legitimacy of using this term in cases where it is not clearly indicated educational goal. Technology is possible in pedagogy to the extent that we can fix the goal.

2. You can refer to the Latin roots of the word “technology” (art + knowledge), but the semantics of the term that came to us from the technical sphere means the way, how we get a product with desired properties, and we get it guaranteed.

We are encouraged to divide students into groups. We do this, but often there is no positive change in learning. Ay someone's going on. Again we have the unpredictability of the result against which the technology "fights". At the same time, a regularity in pedagogy is known, recognizing that the main factor in the educational result is the activity of the student. The key subject of the educational process, the steps of which should be described by technology, can only be a student. All attempts to offer an algorithm of actions only for a teacher can be recognized as pseudo-technological, although very important from a methodological point of view.

3. The scale of consideration of the learning process is erroneously chosen, the larger it is, the greater the uncertainty of the system and the less likely the technology. Instead of a school, a class, an annual cycle, a lesson, it is proposed to consider a minimal but complete manifestation of the educational process, its “cells”, according to expression (5).

4. Taking into account the above points is possible if we rely on the objective patterns of the educational process that have been identified in pedagogy at the present time (6). We have already cited the requirement arising from the laws of pedagogy to record the steps of the student's activity, which is a direct factor determining the educational result. Since the activity of the student is studied by pedagogical psychology and, strictly speaking, is not the subject of pedagogy (which studies the activities of the teacher and his joint activities with children), it makes sense to enter the bosom of pedagogical psychology and be called "educational technology", rather than remain "pedagogical" and sacrifice consideration of the steps of cognitive student's activities.

The regularity of the inseparability of the educational, developmental and educational results of the UVP recognizes a holistic educational result, which is a mastered methods of activity in which knowledge, practical experience, thinking, attitude to the activity being studied are components. Thus, the educational result is always four-component and manifests itself at a certain level.

singled out the levels of knowledge that are a component of the mastered methods of activity, it is logical that the latter are also divided into levels. Depending on the cognitive activity, we fix introductory, formally reproductive, essentially reproductive, and creative results. This sets the general pedagogical perspective of the conversation about the educational result. The indicated levels are the types of results, and the technologies leading to them are the general pedagogical types of learning. Educational technology is a typical activity leading to a typical result. All this fits into the framework of the well-known types of educational training, based on a single structure of the elements of the content of education, the specifics of their manifestation at different levels of development, the essential features of the student's activity, leading to the intended depth of education.

The local scale of the term "technology", denoting the way to achieve operational educational and educational tasks, for example, "technology for the formation of concepts", "technology for creating a situation of success", is probably appropriate, but, strictly speaking, contradicts the pedagogical pattern of the integrity of the educational result. There are no didactic or educational technologies, but there is a single educational one, which can be technologies of different types of UVP. It is impossible to form a concept separately, in the course of this pedagogical activity, naturally, the process of personality formation is also realized.

Therefore, to the question of how many technologies there are in pedagogy, we answer: as many as there are types of pedagogical processes.

Based on the proposed (14) types of the educational process: dogmatic, explanatory (contemplative), productive, we add suggestive and personal in accordance with the levels of assimilation of the content of education, and we divide the explanatory, which we called reproductive, into formal and essential subtypes.

Let us give a description of them and the reasons for the change of one by another in society.

The DOGMATIC type, which takes its name from the dogmas (dogmas), in the form of which the mastered educational content is presented, is a long history of education. Medieval catechism, monastic cramming are the classic form of its manifestation. However, relapses of dogmatic learning occur to this day, when the emphasis is on pure memorization of definitions, mechanical memorization without understanding the meaning.

Dogmatic education was the first type to be widespread: it took quite a lot of literate people who could count and write, but not think. Any deviation from dogmas was immediately suppressed, and the most cardinal means of combating heresy was the guaranteed inability of a person to be critical of what was being memorized, to analyze and evaluate the facts. A few out of tens of thousands made their way through the thickness of cramming to their own opinion, to the truth.

With the development of the means of production, the complexity of the labor process and the tasks solved by the worker, it was required not to perform patterned actions, but skillful activity, the use of labor techniques in various situations; instead of an appendage of the machine, an understanding worker became necessary. It is easy to see in this characteristic the result of the reproductive type of the educational process. Defending it in front of the dogmatic, he called for abandoning "verbal husks", "parrot chatter".

REPRODUCTIVE training, aimed at the fastest possible mastering of the existing experience by the individual, does not require explanations, these are our traditions. Learning programs, textbooks, the usual style of interaction with the student, established forms of education and, first of all, the lesson itself, the organization of classrooms and the entire educational building - all this today is maximally adapted to the requirements of this type of educational process.

Reproduction prepared a competent worker, but - a performer who was not able to create something new. A new social need was expressed in the 60s of our century by a Soviet philosopher: “Yes, modern schoolchildren know much more than Socrates, but do they think the way he did?” The author, not without reason, called the graduates of a mass secondary school intellectual parasites and, paraphrasing the ancients, added: “A student is not a vessel that can be filled, but a torch that needs to be lit.” Propaganda was the answer to the social order problem learning, later - active learning methods. There is no need to prove the need for a productive type: everyone has on their lips the development of creativity, the activation of cognitive activity. It should only be soberly recognized that the entourage of today's school has not changed since the time of the founder of didactics. Lesson, extremely clumsy from positions creative activity, is recognized as the "main organizational form of learning" in the school. This fact cannot be regarded as a disadvantage. teaching practice: it follows from it, according to another regularity of education, that the arrow of social need does not yet point to a graduate-creator and a productive type cannot be mass.

And yet, the PRODUCTIVE type is a requirement of the time, a logical step in the development of pedagogical practice. Its characteristic features are independent, and not organized by the teacher, cognitive activity of the student and creative thinking as a key element of the result of education. It is clear why all modern recommendations for improving the learning process converge on developmental learning and the use of active learning methods. An educated person today must be able to create his own experience.

However, modern philosophers, in particular, point to the limitations of this approach to education, the obstacles that it puts before the development of the individual. Increasingly, a worker is required not so much with a smart head, creative thinking, but with his own individuality, the wealth of nature, which, as the classics of Marxism-Leninism predicted, is increasingly becoming the productive force of society. Moreover, this individuality has nothing to do with egocentrism. The ability to work in a group is achieved not by mastering the ingenious tricks from Carnegie, but by the ability to be yourself without infringing on the other. The type of educational process designed to respond to such a social order,

PERSONAL. The name does not mean that the social image (mask) of a person is formed here, it was in any type of education, but that the formation of knowledge, methods of activity, thinking is used as a means of educating a person, self-cultivating it in close contact, cooperation with others . The product of this type is a person not with an imposed moral face, but an individuality that has built itself in creative social interaction with others.

From contemporary examples personal type of UVP, we cannot bypass the Bashkir experience. Ufa teachers, led by (12), put a lot of effort into supporting the pedagogy of cooperation, later alternative pedagogy. Their efforts are aimed at establishing a truly free type of education, where nothing infringes on the child. His personality grows in interaction with his brother in solving a common, obligatory life task, and the interaction between them is built by themselves. K. Marx called such contact cooperation, it is an indispensable element - a "cell" of any educational work, whether it is comprehension mathematical formula or the organization of the "skit". Putting main goal This type of formation of a free, self-developing personality, the innovators of the Bashkir school prefer to call it PEDAGOGY OF LIFE, thereby emphasizing that, building education on the problems of the life of an individual, we include it in the process as a whole, with our whole being: body, desires, intuition, and not just consciousness and social interactions.

solving problems that have a personal life meaning

The use of educational technologies is an approach to the description of the pedagogical process, which aims to recommend the key features of the activities of the subjects of the educational process, in the first place - the student, with a high degree leading to the planned educational result.

educational technology	Learning goal	activities	tension intellectual forces	representation material
Formal reproductive	Formation concepts of "strength gravity", "weight", their connection with the concept	execute teacher's instruction	understanding stated and memorization	description (oral, text)
Essential-reproductive	Formation ability to distinguish specific situations force gravity, weight, acting on body and its mass	understand situations informative	deliberation	in the form of situations (tasks, questions)

LITERATURE

1. Pedagogy and progressive learning technologies. - M.: Institute of Software of the Ministry of Education of Russia, 1995.

2. System foundations of educational technology. - M.: Knowledge, 1995. - 135 p.

3. From methods to educational technology // NO - 1998 - No. 7. - P. 84-107.

4. Problems of developmental education: the experience of theoretical and experimental psychological research. - M.: Pedagogy, 1986.

6. On the system of principles of education in Soviet didactics /Principles of education in modern pedagogical theory and practice: Interuniversity. Sat. scientific works. - Chelyabinsk: ChGPI, 1985. - S. 24-35.

7. Affect and intelligence in education. - M.: Trivola, 1995. - 64 p.

8. About idols and ideals. - M.: Politizdat, 1968.

9. Cartesian reflections. - M.: Progress, Culture, 1993.

10. Engels F, Sobr. op. - 2nd ed. - T. 23.-S. 337.

11. Pedagogy: Tutorial for students ped. universities / Ed. . - M.; Pedagogical Society of Russia, 1998. - 640 p.

12. Pedagogy of life: Sat. articles / Ed. . - Ufa, BashkGPU, 1989.

13. Brief Dictionary of the System of Psychological Concepts: Textbook. - M.: graduate School, 1984. - 174 p.

14. Basic concepts of modern didactics. - M., 1971.

15. Dominant activity // NO. - 1998 - No. 9. - S. 41-42.

16. Activation of the teachings of schoolchildren. - M.: Pedagogy, 1982.

17. From pedagogical "mystery" to professionalism, or an ode to technology // NO. - 1997, - No. 9. - S. 43-46.

18. Pedagogical technology: Textbook. Part 1. - Yaroslavl: YarGPU, 1997. - 48 p.