Innovative technologies in education. Modern innovations in education. Examples of Innovative educational technologies in the educational process

Modern educational technologies.

Currently, the concept of pedagogical technology has firmly entered the pedagogical lexicon. Technology is a set of techniques used in any business, skill, art ( Dictionary). There are many definitions of the concept of “educational technology”. We will choose the following: this is a structure of a teacher’s activity in which all the actions included in it are presented in a certain sequence and integrity, and implementation involves achieving the required result and is predictable. Today there are more than a hundred educational technologies.

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

The need for deeper consideration and use of psychophysiological and personal characteristics trainees;

Awareness of the urgent need to replace ineffective verbal

(verbal) way of transferring knowledge using a systematic - activity-based approach;

The ability to design the educational process, organizational forms of interaction between teacher and student, ensuring guaranteed learning results.

Why have none of the innovations in recent years produced the expected effect? There are many reasons for this phenomenon. One of them is purely pedagogical - low innovative qualifications of the teacher, namely the inability to choose the right book and technology, conduct an implementation experiment, and diagnose changes. Some teachers are not ready for innovation methodologically, others – psychologically, and still others – technologically. The school was and remains focused on mastering scientific truths contained in programs, textbooks and teaching aids. Everything is reinforced by the dominance of the teacher's power. The student remained a captive subject of the learning process. IN last years teachers try to turn their face to the student, introducing student-centered, humane-personal and other teaching. But the most the main problem the fact that the process of cognition itself loses its attractiveness. The number of preschool children who do not want to go to school is increasing. Positive motivation for learning has decreased, children no longer show signs of curiosity, interest, surprise, desire - they don’t ask questions at all.

The same technology can be implemented by different performers more or less conscientiously, exactly according to instructions or creatively. The results will be different, however, close to some average statistical value characteristic of this technology.

Sometimes a master teacher uses elements of several technologies in his work and uses original methodological techniques. In this case, we should talk about the “author’s” technology of this teacher. Every teacher is a creator of technology, even if he deals with borrowings. The creation of technology is impossible without creativity. For a teacher who has learned to work at the technological level, the main guideline will always be the cognitive process in its developing state.

Traditional technology.

Positive sides

Negative sides.

The systematic nature of training. Orderly, logically correct presentation of educational material. Organizational clarity. Constant emotional impact of the teacher's personality. Optimal expenditure of resources during mass training.

Template construction. Irrational distribution of time in class. The lesson provides only an initial orientation to the material, and achievement of high levels is transferred to homework. Students are isolated from communication with each other. Lack of independence. Passivity or appearance of activity of students. Weak speech activity (average speaking time for a student is 2 minutes per day). Weak feedback. Lack of individual training.

Even placing students in a classroom at desks in a traditional school does not contribute to the learning process - children are forced to see only the back of each other's heads all day long. But always see the teacher.

Currently, the use of modern educational technologies that provide personal development child by reducing the share of reproductive activity (reproduction of what remains in memory) in the educational process, can be considered as a key condition for improving the quality of education, reducing student workload, and more efficient use of educational time.

Modern educational technologies include:

Developmental education;

Problem-based learning;

Multi-level training;

Collective education system;

Technology for studying inventive problems (TRIZ);

Research methods in teaching;

Project-based teaching methods;

Technology of using gaming methods in teaching: role-playing, business and other types of educational games;

Collaborative learning (team, group work;

Information and communication technologies;

Health-saving technologies, etc.

PERSONALITY-ORIENTED TRAINING.

Personality-oriented technologies place the student’s personality at the center of the entire educational system. Providing comfortable, conflict-free conditions for its development, realizing its natural potential. In this technology, the student is not just a subject, but a priority subject; he is the goal of the educational system. And not a means of achieving something abstract.

Features of a personally-oriented lesson.

1.Design didactic material different types, type and form, determining the purpose, place and time of its use in the lesson.

2. The teacher thinks through opportunities for students to express themselves independently. Giving them the opportunity to ask questions, express original ideas and hypotheses.

3.Organization of exchange of thoughts, opinions, assessments. Encouraging students to supplement and analyze their peers’ answers.

4.Use of subjective experience and reliance on the intuition of each student. Application of difficult situations that arise during the lesson as an area of ​​application of knowledge.

5.Striving to create a situation of success for each student.

TECHNOLOGIES OF PERSONALITY-ORIENTED TRAINING.

1. Technology of multi-level training.

The abilities of students were studied in a situation where time for studying the material was not limited, and the following categories were identified:

Incapable; who are unable to achieve a predetermined level of knowledge and skills even with large amounts of study time;

Talented (about 5%), who are often able to do what everyone else cannot cope with;

About 90% are students whose ability to assimilate knowledge and skills depends on the expenditure of study time.

If each student is given the time he needs, corresponding to his personal abilities and capabilities, then we can ensure guaranteed mastery of the basic core of the curriculum. For this we need schools with level differentiation, in which the student flow is divided into groups that are mobile in composition. Mastering program material at the minimum (state standard), basic, variable (creative) levels.

Differentiation options.

Formation of homogeneous classes from the initial stage of training.

Intraclass differentiation in the middle level, carried out through the selection of groups for separate training at different levels.

Technology of collective mutual learning.

It has several names: “organized dialogue”, “work in shift pairs”.

When working with this technology, three types of pairs are used: static, dynamic and variational. Let's look at them.

Static pair. In it, two students are united at will, changing the roles of “teacher” and “student”; Two weak students, two strong ones, a strong one and a weak one, can do this, provided they are mutually psychologically compatible.

Dynamic couple. Four students are selected and given a task that has four parts; After preparing his part of the task and self-control, the student discusses the task three times, i.e. with each partner, and each time he needs to change the logic of presentation, emphasis, tempo, etc., which means turning on the mechanism of adaptation to the individual characteristics of his comrades.

Variation pair. In it, each of the four group members receives their own task, completes it, analyzes it together with the teacher, conducts mutual training according to the scheme with the other three comrades, as a result, each learns four portions of educational content.

Advantages of collective mutual learning technology:

As a result of regularly repeated exercises, logical thinking skills are improved. understanding;

in the process of mutual communication, memory is activated, mobilization and updating of previous experience and knowledge occurs;

Each student feels relaxed and works at an individual pace;

Responsibility increases not only for one’s own successes, but also for the results of collective work;

There is no need to slow down the pace of classes, which has a positive effect on the microclimate in the team;

is being formed adequate self-esteem personality, your capabilities and abilities, strengths and limitations;

discussing the same information with several interchangeable partners increases the number of associative connections, and therefore ensures more durable assimilation

Collaboration technology.

Involves training in small groups. The main idea of ​​learning in cooperation is to learn together, and not just help each other, to be aware of your own successes and the successes of your comrades.

There are several options for organizing collaborative learning. Basic ideas inherent in all options for organizing small group work. – common goals and objectives, individual responsibility and equal opportunities for success.

4. Modular training technology

Its essence is that the student completely independently (or with a certain amount of assistance) achieves specific learning goals in the process of working with the module.

A module is a target functional unit that combines educational content and technology for mastering it. The content of training is “canned” in completed independent information blocks. The didactic goal contains not only indications of the amount of knowledge, but also the level of its assimilation. Modules allow you to individualize work with individual students, dose assistance to each of them, and change the forms of communication between teacher and student. The teacher develops a program that consists of a set of modules and progressively more complex didactic tasks, providing for input and intermediate control that allows the student to manage learning together with the teacher. The module consists of cycles of lessons (two- and four-lesson). The location and number of cycles in a block can be any. Each cycle in this technology is a kind of mini-block and has a strictly defined structure.

INNOVATIVE TECHNOLOGIES

Any pedagogical technology has means that activate and intensify the activities of students, but in some technologies these means constitute the main idea and the basis for the effectiveness of the results. These include the technology of promising advanced learning (S.N. Lysenkova), game-based, problem-based, programmed, individual, early intensive learning and improving general educational skills (A.A. Zaitsev).

Technology of promising advanced learning.

Its main conceptual provisions can be called a personal approach (interpersonal cooperation); focus on success as the main condition for children's development in education; preventing mistakes rather than working on mistakes that have already been made; differentiation, i.e. accessibility of tasks for everyone; indirect learning (through a knowledgeable person to teach an ignorant person).

S.N. Lysenkova discovered a remarkable phenomenon: in order to reduce the objective difficulty of some questions in the program, it is necessary to anticipate their introduction into the educational process. Thus, a difficult topic can be discussed in advance in some connection with what is being studied in this moment material. A promising topic (following the one being studied) is given at each lesson in small doses (5-7 minutes). The topic is revealed slowly, sequentially, with all the necessary logical transitions.

First, strong, then average, and only then weak students are involved in the discussion of new material (a promising topic). It turns out that all the children teach each other a little.

Another feature of this technology is commented control. It combines three student actions: thinking, speaking, writing. The third “whale” of S.N.’s system Lysenkova - supporting diagrams, or simply supports - conclusions that are born before the eyes of students in the process of explanation and presentation in the form of tables, cards, drawings, drawings. When a student answers a teacher’s question using support (reads the answer), constraint and fear of mistakes are removed. The scheme becomes an algorithm for reasoning and proof, and all attention is directed not to memorizing or reproducing a given thing, but to the essence, reflection, and awareness of cause-and-effect dependencies.

Gaming technologies.

Play, along with work and learning, is one of the activities not only of a child, but also of an adult. The game recreates the conditions of situations, some type of activity, social experience, and as a result, self-government of one’s behavior is developed and improved. In a modern school that relies on the activation and intensification of the educational process, gaming activities are used in the following cases:

As an independent technology;

As an element of pedagogical technology;

As a form of a lesson or part of it;

His extracurricular activities.

The place and role of gaming technology and its elements in the educational process largely depend on the teacher’s understanding of the function of the game. The effectiveness of didactic games depends, firstly, on their systematic use, and secondly, on the purposeful construction of their programs, combining them with ordinary didactic exercises. Gaming activities include games and exercises that develop the ability to identify the main characteristic features of objects, compare and contrast them; games that develop the ability to distinguish real from unreal phenomena, cultivating the ability to control oneself, speed of reaction, ear for music, ingenuity, etc.

Business games came to school from the lives of adults. They are used to solve complex problems of mastering new material, developing creativity, formation of general educational skills. The game allows students to understand and study educational material from different perspectives. Such games are divided into simulation, operational, role-playing, etc.

In simulation, the activities of any organization, enterprise or its division are imitated. Events and specific types of human activity can be simulated (business meeting, discussion of a plan, holding a conversation, etc.).

Operating rooms help to practice performing specific specific operations, for example, a skill public speaking, writing essays, solving problems, conducting propaganda and agitation. In these games, the corresponding workflow is simulated. They are carried out in conditions that simulate real ones.

In role-playing, tactics of behavior, actions, performance of functions and responsibilities are worked out specific person. For such games, a situation scenario is developed, and the roles of the characters are distributed among the students.

Unlike games in general, pedagogical games have essential feature- a clearly defined learning goal and a corresponding pedagogical result. The functions of the game in the educational process are to provide an emotionally uplifting environment for the reproduction of knowledge, facilitating the assimilation of the material. During the learning process, the game models life situations or conditional interactions of people, things, phenomena - in mathematics lessons, dramatized relationships of characters - in reading and history lessons. For example, when studying the topic “Clothing in different times,” children receive homework in history: dress paper dolls in clothes from different eras, cut them out of paper, color them, come up with dialogues for conversation.

The technology of all business games consists of several stages.

1. Preparatory. Includes the development of a scenario - a conditional display of the situation and the object. The scenario includes: educational purpose of the lesson, characteristics
problems, justification of the task, business game plan, description of the procedure, situations, characteristics of the characters.

2. Entering the game. Participants, game conditions, experts are announced, the main objective, the formulation of the problem and the choice of situation are justified. Packages of materials, instructions, rules, and guidelines are issued.

3. Game process. Once it begins, no one has the right to interfere or change the course. Only the leader can correct the actions of the participants if they move away from the main goal of the game.

4. Analysis and evaluation of game results. Expert presentations, exchange of opinions, students defending their decisions and conclusions. In conclusion, the teacher states the results achieved, notes the mistakes made, and formulates the final outcome of the lesson.

Problem-based learning technologies

Such training is based on students acquiring new knowledge when solving theoretical and practical problems in problem situations created for this purpose. In each of them, students are forced to look for a solution on their own, and the teacher only helps the student, explains the problem, formulates it and solves it. Such problems include, for example, independent derivation of a law of physics, a spelling rule, a mathematical formula, a method for proving a geometric theorem, etc. Problem-based learning includes the following stages:

• awareness of the general problem situation;
• its analysis, formulation of a specific problem;
• decision (putting forward, substantiating hypotheses, sequential testing of them);
• checking the correctness of the solution.
  The “unit” of the educational process is the problem -

hidden or obvious contradiction inherent in things, phenomena of the material and ideal world. Of course, not every question to which a student does not know the answer creates a genuine problem situation. Questions like: “What is the number of residents in Moscow?” or “When was the Battle of Poltava?” are not considered problems from a psychological and didactic point of view, since the answer can be obtained from a reference book or encyclopedia without any thought process. A task that is not difficult for a student (for example, calculating the area of ​​a triangle) is not a problem if he knows how to do it.

These are the rules for creating problem situations.

1. Students are given a practical or theoretical task, the completion of which will require the discovery of knowledge and the acquisition of new skills.

2. The task must correspond to the intellectual capabilities of the student.

3. The problem task is given before the new material is explained.

4. Such tasks can be: assimilation, formulation of a question, practical actions.

The same problematic situation can be caused various types tasks.

There are four levels of learning problems.

1. The teacher himself poses a problem (task) and solves it himself with active attention and discussion by students (traditional system).

2. The teacher poses a problem, the students independently or under his guidance find a solution; he also directs an independent search for solutions (partial search method).

3. The student poses a problem, the teacher helps to solve it. The student develops the ability to independently formulate a problem ( research method).

4. The student poses the problem himself and solves it himself (research method).

In problem-based learning, the main thing is the research method - such an organization academic work, in which students become familiar with scientific methods of acquiring knowledge, master the elements scientific methods, master the ability to independently obtain new knowledge, plan a search and discover a new dependence or pattern.

In the process of such training, schoolchildren learn to think logically, scientifically, dialectically, creatively; the knowledge they acquire turns into beliefs; they experience a feeling of deep satisfaction, confidence in their capabilities and strengths; Self-acquired knowledge is more durable.

However, problem-based learning is always associated with difficulties for the student; it takes much more time to comprehend and search for solutions than with traditional education. High pedagogical skills are required from the teacher. Apparently, it is precisely these circumstances that do not allow such training to be widely used.

DEVELOPMENTAL TRAINING

The methodology of developmental education is a fundamentally different structure of educational activity, which has nothing in common with reproductive education based on drilling and rote learning. The essence of its concepts is to create conditions when the development of the child turns into the main task for both the teacher and the student himself The method of organization, content, methods and forms of developmental education are focused on the comprehensive development of the child.

With such training, children not only master knowledge, skills and abilities, but learn, first of all, how to independently comprehend them, they develop a creative attitude to activity, and develop thinking, imagination, attention, memory, and will.

The core idea of ​​developmental education is the rapid development of thinking, which ensures the child’s readiness to independently use his creative potential.

Thinking can be productive and reproductive, creative and primitive. A characteristic feature of productive thinking in comparison with reproductive thinking is the ability to independently discover knowledge. Creative thinking characterizes the highest level of human development. It aims to achieve a result that has never been achieved before; the ability to act in different ways in a situation where it is unknown which of them can lead to the desired outcome; allows you to solve problems in the absence of sufficient experience.

Mastery of knowledge acquisition techniques lays the foundation for a person’s activity and awareness of himself as a cognizing subject. The emphasis should be on ensuring the transition from unconscious to conscious activity. The teacher constantly encourages the student to analyze his own mental actions, to remember how he achieved the educational result, what mental operations he performed and in what sequence to achieve this. At first, the student only talks, verbally reproduces his actions, their sequence, and gradually develops in himself a kind of reflection on the process of learning activity.

A distinctive feature of developmental education is the absence of traditional school grades. The teacher evaluates the work of schoolchildren according to individual standards, which creates situations of success for each of them. A meaningful self-assessment of the achieved result is introduced, carried out using clear criteria received from the teacher. The student’s self-esteem precedes the teacher’s assessment; if there is a large discrepancy, it agrees with him.

Having mastered the self-assessment method, the student himself determines whether the result of his educational actions corresponds to the ultimate goal. Sometimes in testing work material that has not yet been studied in class or tasks that are solved in a way unknown to the child are specifically included. This makes it possible to assess the developed learning skills, determine the ability of children to evaluate what they know and what they do not know, and monitor the development of their intellectual abilities.

Educational activities are initially organized in an atmosphere of collective reflection, discussion and joint search for solutions to the problem. The basis of teaching is actually dialogue communication both between the teacher and students, and between them.

Interaction between parties to the educational process

The following recommendations can be given regarding the methods of interaction between participants in the educational process in the developmental education mode.

1. The traditional version of didactic communication “teacher-student” for modern schools is used only to pose a problem.

1. Work in pairs “student-student”. She is especially important
   in the area of ​​self-control and self-esteem.
2. Group work in which the teacher acts as a consultant. Gradually, collective actions contribute to the individual solution of educational problems.
3. Intergroup interaction organized by generalization, inference general patterns, formulating the fundamental provisions necessary for the next stage of work.
4. Discussion of a particular problem by the student at home with his parents, and in the next lesson a story in class about this, the students’ points of view on the problem.
5. Individual work of the student, including mastering the techniques of independent search for knowledge, solving problematic creative problems.

The actions of a teacher in the educational process of a traditional school resemble a guide through unfamiliar terrain. In a developmental school, the emphasis shifts to the actual educational activities of students, and the main task of the teacher becomes a kind of “service” for the students’ learning.

Functions of the teacher in developmental education

1. The function of ensuring individual goal setting, i.e. ensuring the student understands why they need to do this and what expected result they should focus on. The purpose of the teacher’s activities must be consistent with the purpose of the students’ activities.

1. Support function. In order to direct the learning of schoolchildren from the inside, the teacher must become a direct participant in the general educational search action.

The function of ensuring reflective actions of learning
cov. The goals of reflection are to remember, identify and realize
the main components of the activity, its meaning, methods, problems, ways to solve them, anticipate the results obtained, etc.

As we see, the focus of the teacher’s attention is not on explaining new material, but on searching for methods for effectively organizing the educational and cognitive activities of schoolchildren in obtaining it. For a teacher, what is of great value is not the result itself (does the student know or not?), but the student’s attitude to the material, the desire not only to study it, to learn new things, but to realize oneself in cognitive activity, to achieve what he wants.

The basis of the structure of the educational process in the developmental education system is the educational cycle, i.e. block of lessons. The educational cycle is a system of tasks that guide the activities of students, starting from goal setting to modeling theoretical generalizations and their application in solving specific practical issues.

A typical scheme of the educational cycle consists of indicative-motivational, search-research, practical (application of activity results at previous stages) and reflective-evaluative acts.

An indicative and motivational act includes a performance together with children educational task, motivating students for upcoming activities. At this stage, it is necessary to achieve in children a feeling of conflict between knowledge and ignorance. This conflict is understood as another educational task or problem.

In the search and research act, the teacher leads students to independently comprehend new material (missing knowledge), formulate the necessary conclusions, and record them in a model form that is convenient for memorization.

The reflective-evaluative act involves creating conditions when the student makes demands on himself. The result of reflection is the student’s awareness of the insufficiency of the available methods of mental action or knowledge.

TECHNOLOGIES OF DEVELOPMENTAL TRAINING.

The most famous and popular developmental education system is L.V. Zankova, technology D.B. Elko-nina-V.V. Davydov, technologies for the development of creative qualities of the individual, etc.

To use these technologies, special training is required for a teacher who is ready to work in constant experimentation, since each of them has to be constantly adapted not only to the different ages of children, but also to different initial levels of their development.

Let's consider ways to implement these technologies in the educational process.

Developmental education system L.V. Zankova

Its main principles are the following:

• training should be carried out on high level difficulties;
• theoretical knowledge should play a leading role in training;
• progress in studying the material is ensured at a rapid pace;
• schoolchildren must themselves be aware of the course of mental actions;
• strive to include the emotional sphere in the learning process;
• The teacher must pay attention to the development of each student.

L.V. system Zankova assumes the formation of cognitive interest in schoolchildren, a flexible lesson structure, building the learning process “from the student”, intensive independent activity of students, a collective search for information based on observation, comparison, grouping, classification, clarification of patterns, etc. in a communication situation.

The central place is occupied by the work on a clear distinction between the different characteristics of the objects and phenomena being studied. Each element is assimilated in connection with another and within a specific whole. The dominant principle in this system is the inductive path. Through a well-organized comparison, they establish in what ways things and phenomena are similar and in what ways they are different, and differentiate their properties, aspects, and relationships. Then the different aspects and properties of the phenomena are identified.

The methodological goal of any lesson is to create conditions for the manifestation of cognitive activity of students. Features of the lesson are:

1. Organization of cognition - “from students”, i.e. what they know or don't know.
2. The transformative nature of the student’s activity: observations are compared, grouped, classified, conclusions are drawn, patterns are identified.
3. Intensive independent activity students, associated with emotional experience, which is accompanied by the effect of surprise of the task, the inclusion of an indicative-exploratory reaction, the mechanism of creativity, help and encouragement from the teacher.
4. Collective search directed by the teacher, which is provided by questions that awaken students’ independent thoughts and preliminary homework.
5. Creation pedagogical situations communication in the classroom, allowing each student to show initiative, independence, and selectivity in ways of working; creating an environment for the student’s natural self-expression.
6. Flexible structure. The identified general goals and means of organizing a lesson in developmental education technology are specified by the teacher depending on the purpose of the lesson and its thematic content.

Elkonin-Davydov technology

It focuses on the formation of theoretical thinking of schoolchildren. They learn and get used to understanding the origin of things and phenomena.real world, abstract concepts reflecting their interrelation, verbally formulating their vision of various processes, including theoretical thinking itself.

The educational process is aimed at obtaining internal results, characterized by the achievement of an abstract level of thinking. In the educational process, the student takes the position of a researcher, a creator, capable of reflectively considering the reasons for his own actions. At each lesson, the teacher organizes a collective mental activity- dialogues, discussions, business conversation children.

At the first stage of training, the main method is the method of educational tasks, at the second - problem-based learning. The quality and volume of work are assessed from the point of view of the subjective capabilities of students. The assessment reflects the student’s personal development and the perfection of his educational activities.

Features of the content of education are reflected in the special construction of the educational subject, modeling the content and methods of the scientific field, organizing the child’s knowledge of the theoretically essential properties and relationships of objects, the conditions of their origin and transformation. The basis of the system theoretical knowledge make meaningful generalizations. It can be:

• the most general concepts of science, expressing cause-and-effect relationships and patterns, categories (number, word, energy, matter, etc.);
• concepts in which not external, subject-specific features are highlighted, but internal connections (for example, historical, genetic);
• theoretical images obtained through mental operations with abstract objects.

Methods of mental action and thinking are divided into rational (empirical, based on visual images) and rational, or dialectical (related to the study of the nature of the concepts themselves).

The formation of basic concepts of a subject in students is structured as a movement in a spiral from the center to the periphery. In the center there is an abstract general idea of ​​the concept being formed, and on the periphery this idea is concretized, enriched and finally turns into a formulated scientific and theoretical one.

Let's look at this with an example. The basis of teaching the Russian language is the phonemic principle. The letter is considered as a sign of the phoneme. For children starting to learn a language, the object of consideration is the word. It is a meaningful generalization, representing a complex system of interconnected meanings, the carriers of which are morphemes consisting of certain phonemes. Having mastered sound analysis words (meaningful abstraction), children move on to learning tasks related to sentences and phrases.

By performing various educational activities to analyze and transform phonemes, morphemes, words and sentences, children learn the phonemic principle of writing and begin to correctly solve specific spelling problems.

The peculiarities of the methodology in this system are based on the organization of purposeful educational activities. Purposeful learning activity (TAL) differs from other types of educational activity primarily in that it is aimed at obtaining internal rather than external results, at achieving a theoretical level of thinking. CUD is a special form of child activity aimed at changing oneself as a subject of learning.

The teaching methodology is based on problematization. The teacher not only informs children of the conclusions of science, but, if possible, leads them along the path of discovery, forces them to follow the dialectical movement of thought towards the truth, and makes them accomplices in scientific research.

A learning task in developmental learning technology is similar to a problem situation. This is ignorance, a collision with something new, unknown, and the solution to a learning task consists in finding a general method of action, a principle for solving a whole class of similar problems.

In developmental education, as already noted, the quality and volume of work performed by the student are assessed not from the point of view of its compliance with the teacher’s subjective idea of ​​feasibility, accessibility of knowledge to the student, but from the point of view of the subjective capabilities of the student. The assessment should reflect his personal development and the perfection of educational activities. Therefore, if a student works to the limit of his capabilities, he certainly deserves the highest mark, even if from the point of view of the capabilities of another student this is a very mediocre result. The pace of personality development is deeply individual, and the teacher’s task is not to bring everyone to a certain, given level of knowledge, skills, abilities, but to bring the personality of each student into development mode.

Bibliography.

Salnikova T.P. Pedagogical technologies: Textbook / M.: TC Sfera, 2005.

Selevko G.K. Modern educational technologies. M., 1998.

The current level of development of society requires the use of innovations in the practice of secondary education, based on the achievements of psychology, pedagogy and economics. Pedagogical innovation is a new teaching technology, an intra-system change that is designed to develop and improve the pedagogical process. Modern innovative technologies in education are justified and carefully selected according to the principle of rationality of organizational forms and content. They are results-oriented and are designed to:

• motivate students to learn independently;
• increase the practical value of what is being studied and the level of education in general;
• stimulate the emergence of a new generation of children, and at the same time help improve the skills of teachers;
• intensify the educational and cognitive activity of children.

Keep this for yourself so you don't lose it:

Read useful information about the procedure for introducing an innovative component into the educational process in the magazine “Handbook of the Head of an Educational Institution”:

- Organization of innovative library space for students and teachers (best experience)
- Informal approach to teaching and educating schoolchildren (from idea to practice)

Innovative pedagogical technologies in Russian education are provoked by socio-economic innovations, the entry in general educational institutions into market relations, systematic changes in the composition and scope of academic disciplines, humanization educational process, transformation of the teacher's role.

Innovative technologies in education

Despite the fact that the Soviet, and later the Russian, education system was considered one of the best in world practice, it is in need of reformation. Conservatism prevents advanced trends - augmented reality, interactive whiteboards, online learning, electronic notebooks and textbooks, innovative technologies in education - from being involved in the learning process.

At the same time, innovations are already on the threshold of educational institutions and are awaiting testing. One of these innovations could be an electronic student card, which will become a universal multi-passport that allows children to attend classes, helps pay for school canteen services, and also acts as an electronic diary. The introduction of such a technological solution will allow students and their parents to monitor their child’s academic success, homework, and class schedule online.

However, while the mass appearance of electronic maps should not be expected, innovative technologies in school primarily affect the educational process, since personal development depends on the effectiveness of compiling curricula, teacher professionalism, a set of proven teaching methods and individual psychological factors. In this regard, there is a need to search for advanced educational technologies that meet the needs of students and include integrated tools, ideas, methods of organizing learning and participants in this process.

The importance of educational technology extends not only to students, but also to teachers. Technology functions:

1. organizational - teachers and students organize joint and individual educational activities;
2. design - participants in the educational process predict learning outcomes and principles of pedagogical interaction;
3. communicative - interaction between students and representatives of the teaching staff;
4. reflective - self-assessment and self-analysis of students and teachers, assessment of their own achievements and failures;
5. developmental - creating the conditions necessary for comprehensive development, ensuring continuous self-education of the teacher and students.

Methods of innovative technologies in education

A comparison of traditional and new technologies in education speaks in favor of the latter. Before the reform of the education system schooling used reproductive and explanatory-illustrative methods, each of which involved the transfer of ready-made knowledge to students, distracted attention, provided a load on memory, and work at an average pace of learning:

• reproductive - does not develop the thinking and creative process, although it partly stimulates students to obtain information;
• explanatory and illustrative - the teacher conveys ready-made information to students in various accessible ways (orally, visually, through the printed word) and the children record in their memory what they understand.

As a result of traditional methods, students' independence is at an insignificant level, ensuring only partial assimilation of the material and a complete inability to independently obtain knowledge and make decisions. In contrast, methods of innovative technologies in education demonstrate the integration of interactive and active forms of work, which provide for an activity-based approach and maximum involvement of children in the process of acquiring knowledge, as well as the use of all individual learning tools (PCs, notebooks, textbooks, interactive tools).

Advanced technologies imply the development of knowledge in the process of cooperation with other students and partnership with the teacher; they stimulate cognitive interest, teach students to independently obtain, and then generalize and classify material, discuss it, defending their own views. Most often in lessons they are implemented through:

• lessons-excursions, lessons-travels;
• group assignments, work in mini-groups or pairs;
• exercises that require a creative (creative) approach;
• business, didactic, educational games;
• use of visual aids, Internet sources, video materials.

A clear demonstration of the differences between innovative and traditional teaching methods is as follows:

	Traditional	Modern innovative technologies in the education system
Target	Formation of skills and abilities, acquisition of knowledge	Developing the ability to set educational goals, develop tasks and achieve their solutions, including in non-standard situations
Forms of work	Individual, frontal (work with the whole class)	Collective (joint activities), group
Methods	Informational, explanatory and illustrative, reproductive	Research, problem-search, partially search, problem presentation
Main activity	Playback, mastery	Creative, challenging, productive
Ways to master the material	Working according to the algorithm, memorizing and reproducing what has been memorized	Search and research work, reflection
Teacher's tasks	Keep traditions and norms, be a carrier of information transmitted to students	Consult, be an organizer research activities, cooperation
Student actions	Passive perception of information transmitted by the teacher, lack of interest and motivation to learn	Interest in educational activities, motivation for personal growth, active research position

Innovative teaching methods - ways of cooperation between students and teachers, are divided into:

1. Organizational - verbal (conversation, explanation, story, working with a book), visual (demonstration of video materials, observation, study of visual material), practical (laboratory and independent work, written and oral exercises).
2. Controlling - oral (frontal or individual questioning), written (dictation, presentation, essay, independent or control work), laboratory control (survey, test, laboratory work).
3. Stimulating - integration of organizational methods necessary to increase motivation for educational activities.

Application of innovative technologies in education

The deep social and economic processes that the modern society, are reflected in the methodology of education, inclining it towards a personal-activity approach and a general humanization of the educational process. Innovative pedagogical technologies in modern education:

• focused on realizing the child’s natural abilities and capabilities;
• designed to prepare him for success in life in an ever-changing world;
• develop a creative approach to problem solving, mechanisms of innovation and unconventional thinking;
• stimulate the skills of orienting in the information received and independently systematizing it.

Innovative processes in education should combine both the methodological and practical sides of the issue, emphasizing the increasing role of the teacher as an educator, adviser and consultant, as well as a developer, author and promoter of advanced technologies. Today, the key importance is not the broadcast of innovations recommended by the ministry, but the development of our own pedagogical innovations.

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Since the essence of pedagogical technology lies in its fundamental role, it is on it that the entire pedagogical process is built and the achievement of set goals is ensured. It is characterized by consistency, purposefulness, integrity, efficiency, scientific validity and projectability. The classification of innovative technologies in education is variable, since all technologies have their own characteristics and were created at different times. Methodologists distinguish technologies: by technological models, components of the method system, principles of combination with traditional methods.

As a rule, innovative technologies in the education system are divided according to the scope of innovative activities into partial, global, mass, fundamental, and also according to the method of occurrence into planned and spontaneous.

According to the principle of the emergence of advanced technologies, they are divided into:

1. Technologies for democratization and humanization of relationships between teachers and students, placing priority on an individual approach and procedural orientation. These include cooperation pedagogy, person-centered technologies, and humane-personal technologies.
2. Pedagogical technologies that activate student activity - problem-based learning, gaming technologies, communicative learning.
3. Technologies that rely on the management of the educational process and the efficiency of its organization are differentiated learning, information and innovation, collective and group methods, individualization of learning.
4. Nature-appropriate, applying the principles of folk pedagogy and the natural course of children's development.

Innovative technologies in education: examples

Modern teaching refuses to focus on the “average student”, striving to convey information to everyone and equally effectively. It is important not only to transmit and stimulate the acquisition of knowledge, but to help children acquire communication and adaptive skills, the ability to find a way out conflict situations, overcome stress, perceive information interactively. For this purpose, the educational process uses dozens of innovative technologies, among which ten main ones occupy a special place. The volume and quantity of innovative technologies depends on the status of the school and the conservatism of its administration.

Information and innovative technologies in education

Information and communication technologies or ICT technologies - integration of computer science into the development of other educational subjects. ICT is the most striking example of practical innovative technology in education, according to which students independently search for sources of new information, cultivating responsibility and independence. Information Technology successfully integrate into other areas, contributing to a deep and comprehensive mastery of the material.

Children more actively absorb the material they see on an interactive board or monitor screen. Computer programs allow you to simulate life and educational situations and make learning individually oriented. Information and communication technologies are reflected in:

1. Visualization lessons - study of material, which is accompanied by demonstration of audio, photo or video materials.
2. Practical lessons in which the results of research or project activities are presented in the form of a presentation.

To effectively use ICT, teachers should develop the basics of personal information culture in order to successfully mentor children in matters of computer programs, using which he will be able to draw up documentation, create illustrative material for lessons, create presentations, and exchange experiences with colleagues.

Personality-oriented technologies

The child’s personality is central to the educational system, in accordance with the needs and capabilities of which safe and comfortable development conditions are created and individual educational programs are created.

According to the personality-oriented innovative technology in the educational process, the teacher concentrates on stimulating the emotional capabilities and revealing the creative potential of the child, he guides the students. The teacher creates the conditions necessary for:

• choosing the right way to act in the lesson;
• impartial assessment of the boundaries of one’s own “I”;
• accepting responsibility;
• fair assessment of one’s own and others’ activities.

Taking into account age, psychotype, level intellectual development, abilities, this approach allows us to form proactive and responsible students. The leading goal is the formation of personality, the development of communication, thinking and creative abilities of children. The implementation of pedtechnologies is possible subject to:

• priority of the child’s identity and individuality;
• unity of teaching and learning;
• complex diagnostic work to identify the social experience of students;
• interaction of subjective and historical experience;
• development of the student’s personality through the transformation of subjective experience and its constant enrichment.

The technology is based on the student’s subjective experience, its comparison and analysis. That is why teachers design work, providing maximum freedom for students to master knowledge, demonstrating selectivity to the form and type of material. Effective implementation of technology is based on the principles of structuring, algorithmization, creativity, activation and activity orientation. Personally-centered learning is implemented in the form of: multi-level and modular training, collective “mutual learning” and complete mastery of knowledge, thanks to which they adapt to the needs and abilities of students.

Gaming technologies

Gaming activities are more often used in primary school, since it is prevalent among primary schoolchildren, helping them master new information and gain knowledge. However, the use of innovative technologies in education has made it possible to use game forms in secondary and high school. The game is an important mechanism of education and training, which requires the teacher to first develop a plot and rules, and prepare props. The most popular game forms are travel lessons and competition lessons.

Game technologies are in close interaction with didactic ones. Thus, didactic games stimulate interest in what is being studied and implement developmental and educational functions. The means of the game becomes the lesson material, the didactic task becomes a condition for successful participation in it. According to the functional and semantic load, games can be diagnostic, communicative, relaxing, emotional, therapeutic, cultural and sociological.

Experienced teachers use gaming techniques to:

• set a didactic goal in the form of a game task;
• subordinate educational activities game form and rules;
• introduce a competitive element into the learning process, making successful completion of the task the game result;
• use the material being studied as a play tool.

Gaming activities are appropriate at any stage of the lesson, since they involve emotionality, a feeling of satisfaction from the achieved result or empathy, and increase interest in what is being studied and the concentration of children’s attention. Didactic games make learning easier and make the process of overcoming learning difficulties fun.

Problem-based learning technology

According to the didactic system of problem-based learning, the teacher designs problem situations that stimulate the conscious acquisition of knowledge and acquisition of new skills by students. A problematic situation forces the student to look for new knowledge or deepen existing knowledge in order to effectively solve the problem. The student is aware of the contradiction between the skills and knowledge he has and those required to solve it. Self-study material or teacher's explanation precedes the creation of a problem situation. The problem should interest students, encourage them to learn, and the solution to the problem should be associated with a certain cognitive difficulty that requires the mental activity of children.

Since the main goal of innovative technologies in education is to stimulate cognitive activity, problem-based learning best suits it, since a certain system of development is used to master complex knowledge:

• complex exercises are divided into small ones;
• There can be only one unknown element in one problem;
• information received by students independently or from the teacher must be differentiated.

Problem-based learning is part of the lesson, and one of the methods of such learning is heuristic conversation.

Health-saving technologies

The technology of preserving the health of students assumes the responsibility of teachers for matching the physiological characteristics of children with the specifics of the educational process. Teachers should strive for the physiological course of the lesson, in every possible way prevent psychological and physical ailments of students, and actively implement preventive measures.

Health-saving innovative technologies in education and training involve:

• optimization of teaching load;
• relieving fatigue and stress;
• prevention of physical and emotional fatigue;
• training in methods of monitoring your condition.

As a result of the complex impact, a school graduate should not only be healthy, but also be able to monitor his or her health, realizing the importance of leading a healthy lifestyle.

If health-saving technologies are not used or are implemented at an insufficient level, children cannot concentrate on tasks, demonstrate absent-mindedness, lack of ingenuity and creativity, and cannot tune in to study after a break or physical education lesson. However, for the correct implementation of pedagogical technology, methods for preserving children's health must be adapted for a certain age, and the teacher should not be excessively authoritarian. It is enough for the teacher to promptly identify the presence of a problem and help the child (children) balance the educational load.

Corrective technologies

Corrective technologies are used to relieve psycho-emotional stress in the classroom. All of them are aimed at children's experimental activities, during which students will be able to directly participate, as well as see the result of their labors. Corrective technologies rely on observational methods, playful learning, conversations, modeling, work assignments and creativity. Complex material is perceived in a fascinating way through art and the use of artistic images.

Among the many innovative technologies in the field of education that are correctional in nature, the following have proven their effectiveness:

1. Art therapy. Art lessons contribute to the development of a creative approach, the release of creative and energy reserves, the effective interaction of children, and the expression of their attitude to an object or material through artistic images. Art therapy in school is based on the creative interaction of students and the teacher, the teacher’s mention of elements (objects) of art during the explanation of the material, and the use of various types of creativity in the process of studying the material. When implementing corrective art therapy technology, teachers most often use virtual travel, theatrical performances, applied types of children's creativity and modeling. Independent creative activity and the creation of artistic images in school lessons are equally effective.
2. Music therapy. In lessons, either holistically or in isolation, music is used as a correctional tool, helping to establish contact with children, promote the formation of interpersonal relationships in the classroom, improve speech function, memory, have a beneficial effect on the emotional background - interest, motivate or calm, develop creative, musical, empathic and communication skills of students, increase children's self-esteem. Music therapy is especially relevant when working with difficult students; it has a powerful calming effect on withdrawn or hyperactive children. In lessons, teachers use technical means playing music, or improvising with the help of musical instruments and voice.
3. Logorhythmics. Overcoming technology speech disorders through the development of the motor sphere in a combination of music and words. Logorhythmic exposure aims to develop musical, dynamic, phonemic hearing, fine motor skills, facial expressions, expressiveness and spatial expression of movements, as well as to form speech motor skills as the basis of articulation and phonation breathing, auditory-visual-motor coordination. Logorhythmics classes are systematically conducted with the participation of a music director and teacher, or are part of a lesson, based on lexical topics and serving as playful and thematic integrity.
4. Color therapy. The use of this innovative technology in education at school is carried out to relieve irritability, apathy, and aggressiveness. To strengthen the psychophysical health of students, methods of color meditation and visualization are used, which allow them to have a maximum impact on the central nervous system in just 10 minutes. Through color therapy, teachers manage to motivate children to creative initiative and artistic activity, and create a favorable psycho-emotional background in the classroom.
5. Fairytale therapy. Technology is used to integrate the child’s personality, socialize him, acquire knowledge about the laws of life, expand consciousness and develop creative abilities. Fairytale therapy in the classroom is necessary to relieve anxiety, feelings of apathy, aggressiveness, form favorable relationships with others, and develop emotional self-regulation. Teachers use didactic, artistic, mediative, psychotherapeutic and psychocorrective fairy tales. They are used as a metaphor, involved in artistic activity, and become the subject of discussion, retelling, dramatization and analysis.

Interactive or group learning technology

Dialogue forms of the cognition process are key in the implementation of group educational technologies - business games, game modeling, discussions, group work, brainstorming. These educational technologies allow each student to:

• take part in the work, express your opinion and listen to others;
• develop your own communication skills, tolerance, tolerance, listening and hearing skills;
• develop skills of collective creativity and effective cooperation;
• act in an active role as a doer rather than an observer.

The organization of group interaction under the program of innovative technology in education involves individual work, interaction in pairs and subsequent collective decision-making. In groups there are roles (sage, observer, doer, expert, thinker), each of which must be tested by all participants in the work.

The teacher helps to form groups in which weak students are selected with friendly and patient partners, and students with opposing views are deliberately brought together to get an interesting and lively discussion.

Interactive technology that allows you to form a tolerant, sociable personality with powerful organizational and leadership qualities, is in close relationship with the technology of collective mutual learning. The latter helps to increase responsibility for the successes of the mini-group (pair) and the results of collective work, allows you to form an impartial assessment of the individual, develop mental activity, use previous knowledge and experience, activate logical thinking and memory.

Pair work is built in three directions:

1. Static pair - students unite and distribute roles as they wish, therefore, if there is relative position strong and weak, two strong or two weak students can successfully interact;
2. Dynamic - to complete a task consisting of four parts, four students are selected, each of whom discusses the exercise with partners on the task, adapting to the individual characteristics of their classmates to achieve maximum results;
3. Variable - each member of a group of four students receives an individual task, the correctness of which he discusses with the teacher, and then provides mutual training to classmates of the group members.

Case method

The case study method is an innovative technology in education, examples of which allow you to find a problem and ways to solve it or develop a solution to a problem when it has already been posed. In the process of implementing pedagogical technology, students receive from the teacher a package of documents, which they review individually, as part of a group or frontally, presenting the results of the work orally or in writing.

Children can study cases, the sources of which can be not only ready-made developments, but also films, works of art, literary works, scientific or media information, in advance or directly in class. The case method is based on real and real-life problem situations and provides:

• open discussion of the problems identified in the documents;
• gaining experience in classifying, analyzing and isolating information;
• comprehensive analysis of the information received followed by the formation of analytical skills;
• the ability to integrate existing skills and knowledge, introducing logic and creativity;
• gaining the skill of making informed decisions.

Research technology

Project activity is the basis for the use of information and innovative technologies in education, providing for the stimulation of cognitive interest, thought processes and self-education, creative abilities through planning and implementation of projects, forming key competencies that correspond to the interests of the child. The project method allows you to form and develop search skills, reflection skills, collaboration practices, organizational skills, communication skills, and presentation skills. The educational process, according to the technology of project activities, is built on a dialogue between teacher and child, which takes into account the capabilities, interests and individual characteristics of the student. The project method is based on problem-based activities, and the knowledge gained in the process of completing a task is consolidated in the system of knowledge about the world and turns into the personal property of the student. Classification of projects involves different approaches:

• by topic they are divided into studies of natural or social phenomena, cultural and historical values, family relationships;
• by duration into long-term, medium-term and short-term;
• according to the number of participants into group, pair, frontal and individual.

Project technology is the present Scientific research, which begins with the selection and justification of the relevance of the topic, defining the range of tasks and goals, putting forward a hypothesis with its subsequent proof or refutation. Technology allows students to develop adaptive abilities, navigation skills in difficult situations, work in a team, set and achieve goals.

• If the project is practically oriented, the research product can be used in the life of the school or class.
• Information research involves collecting materials about a phenomenon or object, followed by analysis and systematization of information.
• A creative project is based on maximum freedom of action and a creative approach to presenting the results of the work.
• Role-playing research is one of the most difficult, since participants need to take on the role fictional characters, historical figures or literary heroes.

Technology for developing critical thinking - portfolio

The use of modern innovative technologies in education involves the assessment of personal achievements, an emphasis on reflective activity, which is associated with the implementation of a person-centered approach and a humanistic learning paradigm. Self-analysis and self-esteem contribute to the development of responsibility, volitional regulation, motivation for self-education and development.

Portfolio technology best meets the needs of a cumulative system of self-assessment of achievements, recording the student’s results, assessment of his work, progress in achievements and interests. Creating a portfolio requires the interaction of teachers, the student and his parents, performing a number of important functions:

• goal setting - work within the target field designated by the state standard;
• motivation - an incentive for interaction and an active student position;
• diagnostics - recording changes for a selected period;
• content - revealing the entire range of work being implemented and student achievements;
• development - continuity of self-education and development;
• rating - demonstrates a range of skills and abilities.

Students more often choose the forms of portfolio self-assessment, report, achievements and plans. All of them serve as an organizer of educational activities for the child, and as an assessment tool for the teacher. The portfolio assumes a personality-oriented nature and is based on mutual assessment, self-esteem and reflexivity. While working on a portfolio, the student demonstrates the skills of structuring and analyzing information, and impartially assessing the results.

Advanced pedagogical technologies optimize the educational process, but do not replace traditional teaching methods, but only integrate with them. As a result, the load from excessive concentration on a certain topic in children will decrease, the effectiveness of learning and the overall emotional mood will increase. At the same time, it is important to master and use not one, but several innovative technologies at once in order to increase the effectiveness of learning through integration educational areas, formation of mobility and flexibility of thinking, changes in the worldview of students and teachers.

Modern innovative technologies.

The modern world is throwing around the term “innovative technologies” here and there. Let us together, in the format of this article, try to understand and figure out what is behind it, what modern innovative technologies are today in one or another area of ​​development of world science, what and how it is developing today and is relevant in the application of the super latest modern innovative technologies..

We live in the most interesting times in human history. Technologies are developing exponentially and not linearly, as was previously accepted. There are currently predictions on innovation forecasts and technology development for the next hundred years. Studying modern knowledge in the field of the latest technological areas, including innovation management and organization of innovation processes, he oversees a unique direction of modernist science - innovation. At its core, the modern innovative technologies we are discussing have a tendency to achieve satisfaction of the needs of the modern world - both social and urgent, directly affecting the person himself in conditions of some uncertainty. Often innovative technologies are associated with a huge number of problem areas and issues and directly with the subject of study and research. If we approach the very essence of the concept of modern innovative technologies, then this is undoubtedly a novelty in the field of global trends in technologies and solutions, both with the technical component and relating to management processes, including labor coordination, which is based on unique experience, the latest achievements of science and of course same efficiency in methodology. Innovative technologies are aimed at improving the quality of products and the perfection of the production sector itself. The right to life of the term itself, as innovative technologies, implies not just something new or some unusual innovation, but precisely something that is intended and has the ability and competence to radically and seriously increase the efficiency of any area of ​​​​responsibility. The introduction of innovative technologies entails the integrity of activities and organizational developments aimed directly at the development, production, operation and maintenance and, if necessary, carrying out direct repair and restoration of the product or innovation with the most optimally applied costs for the work and, of course, nominal quantitative characteristics. The introduction of modern innovations is aimed at the perfect and efficient use of both economic and material and social resources. We will present, in our opinion, a rather convenient and comprehensive classification of innovative technologies

1. By innovation processes.

A) basic or radical - refer to large-scale inventions or discoveries, as a result of the implementation of which modern generations are formed or a unique trend in the development of technical progress.

B) Innovation of average potential.

C) Partial, modification innovative inventions. Changing outdated technologies, equipment and organizational processes in production.

2. By industry of application and scale of significance.

A) industry innovations

B) cross-industry innovation

B) regional innovations

D) Innovation within a company or enterprise

3. Needs for innovation

A) Innovations of a reactive nature - literally help to ensure the maintenance of the state of the company or firm, with the direct act of introducing an innovative solution by competitors.

B) Innovation of a strategic nature - a decision made proactively with the direct intent of gaining competitive advantage in a time perspective.

4. The effect of the innovation itself

A) Innovation of an economic nature

B) Innovation of a social nature

B) Innovation of an environmental nature

D) Innovations of an integral nature.

When creating the system of innovative technologies itself, it is often advisable to separate the processes of diagnostics and research of innovations. The term innovation was first seen in Latin, this has been tracked since the mid-17th century and is significant as the introduction of something new into an already existing area of ​​responsibility, formation in a given area and the initiation of a complex and processes of change in a given area. That is, innovation is the process of implementation, innovation, implementation of the innovation itself in the sphere, and does not represent an object. The success of modern innovative technology is connected precisely with a set of interconnected types of work, the interaction between which leads to the direct emergence and achievement of a real innovation (modern invention). What exactly is it? Scientific activity and developments aimed at achieving new knowledge for further use as a statement of discovery or new invention. Project work and processes aimed at achieving new technological tools with the help of which, in the given possible conditions, it is advisable to act and make decisions to achieve the goal as an innovative project. To achieve the implementation of a modern innovative project in practice, that is, the implementation of its implementation, the educational process of the subject is also an important factor, helping to perfect the formation of both the knowledge itself and the necessary experience to bring the project to life.

In the diagnostics of the innovation process itself, several stages are distinguished:

1. Before innovation (by identifying existing problem areas that have the right to life in the process of implementing the innovation process itself - information processed in this way is characterized as information of ideological and political coloring.)

2. At the time of the innovation itself, rethinking previously acquired knowledge makes it possible to carry out immediate refinement, design work for the implementation of the innovation with possible clarification of emerging situational features.

3. After the implementation of the innovation (a diagnostic process is carried out comparing the environment of the innovation itself and the processes of its implementation.

On the pages of our website we have already examined in detail the trends and trends of development from the Future Today Institute -

Absolutely fresh analytical predictions from Deloitte and Guardian about modern technologies in 2017 were presented by us -

The forecast for innovative market development from IDC, in our opinion, has unique formulations and analytical calculations; we presented it in an article on the website

At the moment, there is clearly an opinion and tendency that there is no competitive line of goods and services, there is only competition in the innovative strategy of modern management. At the moment, innovative manufacturing firms do not compete for the product itself, which is rapidly changing and being innovatively improved, so it becomes absolutely useless to try to reproduce something. In the modern innovative world, there is a clear competitive trend in the management model. Undoubtedly, the clear leader in the reproduction of goods belongs to Chinese business, which currently not only knows how to do something, but has adopted a modern management model that allows it to implement modern innovative solutions and technologies at unprecedented speeds and completely compressed time intervals. It has always been possible to reproduce a product, but only a company that has the most effective management model with its system can win in terms of modern innovative technologies. More than one innovative company has taken the development trend modern technologies cannot win this race unless it improves and transforms the business management model. This was perfectly demonstrated by the well-known companies Google, Microsoft, JP Morgan Chase, and Uber. The modern innovative world of technology development is inundated with agility, with flexibility, mobility, speed and even agility at its disposal. In the world of transformation, the attitude towards commodities is changing; if it used to be gas, fertilizer, oil, etc., now commodities are video cameras, televisions, phones, etc.

In the world of modern innovation, completely new market capitalization multipliers for companies are emerging. Very interesting and vivid examples to the development and rise of Netflix and undoubtedly Uber.

The modern world and, of course, technologists are experiencing serious changes and transformations that are visible in almost all sectors of the economy.

So in the banking sector, JP Morgan and Citigroup are moving to storing their information and data in public clouds (Amazon Cloud), and undoubtedly all the development is in the perfection of Big Date, information storage volumes are increasing and growing at cosmic speeds. What changes and changes are noticeable in the financial sector of the economy of the modern world is undoubtedly the transition for many to agile, remote customer service, personal finance, advanced lending platforms and corporate banking. Innovative fintech companies have emerged that have introduced modern reorganizations into the process, which they do completely free of charge for clients and learn to make profits for themselves. Many banks are trying or will switch in the near future only to mobile technologies and versions of their products and will soon completely move away from offices and terminal-hardware versions. Undoubtedly, the modern banking world expects an explosive growth in the use of innovative PFM (personal financial manager) platforms that use artificial advisors, machine learning and even deepmachine in their technologies and customer consultations. At the moment, the Bank of England and even the financial sector of Kazakhstan are working on their markets and are almost completing pilot projects using blockchain in the application of virtual currencies based on artificial intelligence, which undoubtedly puts the banking sector in very difficult and completely new competitive conditions, and one might even say into the fight for survival.

In our opinion, the state of affairs in modern innovative medicine is not poorly covered, including in our past articles and site reviews -

We also paid attention to achievements in sports with the help of modern innovations

The main priority and most important value of almost all of humanity is to receive a high-quality modern education.

This is where advances in interactive innovation and multimedia come to the aid of learning. In everyday use there is a new term “smart school”, equipped in modern conditions not only with projectors and computers, but also with completely unique innovative technologies in the field of education itself.

Let's look at some current and widely circulated popular and somewhat unique innovations in the media -

1. Forecasting or predictive analytics.
Predictive analytics using in its methods intellectual database analytics, processing past and current events to detail the future.
Modern smartphones are an innovative product that processes and receives a huge number of events and information of various kinds. Through the smartphone of a modern person, information about the owner himself, his relatives and many acquaintances passes through, as well as information related to the location of events, photographs and applications used - using which can be used to develop and reproduce unique future predictive models about people and their behavior in the future tense.
Undoubtedly, in our opinion preferably use this baggage and methods forecasting for the benefit of man and society. Fortunately, there are many applications for this innovation, starting from forecasting business models, use in medicine, pharmaceuticals, urban planning and much more.

2. Electronic devices to the human body
This type of practically invisible innovative devices is mainly intended to control the functioning of human organs and its condition and well-being, or to help a person in vital situations. For example, headphones, inserted and invisible in the auricle, take indicators of the cardiovascular system, there are sensors in the form of a temporary tattoo on the body that allow you to monitor the state of body posture and, if it is corrected, manipulate the treatment process; moreover, the tattoo will remove and display a lot of information that is not required about the work of other important organs of the human body, and the glued tactile electronic soles, in a situation of need, will show you the right road and direction based on the GPS signal and vibration. This technology represents a kind of electronic guide for a blind person.
The well-known wearable and innovative electronics Google Glass, which has already gained popularity, is also used in medicine during surgical interventions for cancer patients.

3 .Neurocomputer interface is a neural system created to allow the free exchange of information between an electronic device and the human brain on the other hand, often relying on the biofeedback method.
This innovation makes it possible to control a computer device with just the power of thought.
This “brain-computer” technology is also widely used and is being tested and tested in medicine (for paralysis of the arms, legs and other ailments).
In ophthalmology, brain implants capable of restoring human vision are being developed and tested.

4 . Extraction of metals from seawater concentrate.
Everyone knows the global environmental problem of humanity - the constantly decreasing natural reserves of fresh water.
Carrying out artificial desalination can significantly increase the world's supply of fresh water, but this technology borders on serious disadvantages and problems of environmental practice. Directly To carry out the desalination procedure, a lot of energy is required and during the reaction itself a waste product is obtained in the form of concentrated salt water. When direct Returning this concentrate to the sea can result in a natural disaster in the form of a negative impact on the flora and fauna of the world's oceans.
Scientists have invented a new innovative approach to solving the problematic issue with this waste. From a concentrate of sea salt water they have learned to extract the most valuable and, most importantly, substances and minerals that are very necessary for humanity - potassium, uranium, magnesium, lithium, soda and potassium compounds.
The development of methods for obtaining gold from sea water is unique today. According to scientific statistics and calculations, the world’s oceans contain at least 8-1 billion tons of gold. If you calculate, then this reserve is quite enough to make every person on planet earth a millionaire.

5. Innovative pharmacology from PHK threads
Scientists have invented an innovative vaccine preparation from the smallest networks of the molecular composition of RNA ( ribonucleic acid acids) capable restore the patient's immunity, from the information obtained about a bacterial or viral protein captured by RNA networks.
At direct By introducing these drugs with RNA, it becomes possible to optimize medicinal protein proteins and the ratio of natural protein in the natural conditions of the human body, if it is in pathological norms. IN pharmacological world is monitored by this innovation symbiosis in the work of private clinics, large scientific centers and pharmaceutical companies

6.Innovative composite materials.
Scientists have invented ultralight nanostructured fibers for unique composite materials used in automotive industry and the construction of modern spaceships, hydroelectric power stations, and ballistic missiles. Ultralight equipment consumes much less fuel and, moreover, is less toxic in air pollution.

1. Innovative probiotics in the treatment of human diseases.

Another unique technology in modern medicine that helps cure serious intestinal disorders and diseases in humans. Probiotics are live microorganisms found in the human body, the normal balance of which leads to positive influence on the condition and health of a person, including the owner of this microflora.

Scientific methods in the innovative development of perfect probiotics and the technologies for their creation and production are in constant improvement.

8.Digital cytoscope.

Again, an innovative technology for the benefit of human health and classified as medical technology. The cytoscope adapter is linked to a cloud storage database, where all the information about the patient’s heartbeat and pulmonary respiration is accumulated in the cloud and subsequently subjected to analytics. And that’s not all - all information can be transferred to a smartphone through a special application. Having at our disposal a huge database of clinical sounds and previously conducted diagnostics with the patient, the diagnosis is made in as soon as possible and correct and timely treatment is prescribed.

9. Mobile DNA laboratory.

A modern diagnostic innovative study of a DNA chain is carried out practically in a desktop laboratory and in a very short period of time - three hours, previously even in stationary and standard methods of this study, which took 24 hours.

10.Space technologies.

IN modern world scientific world A number of countries and companies are working on programs that in the coming years could completely change our knowledge and the position of man in space.

The development of a space elevator is no longer a fantasy, but a real development of man, where, due to centrifugal force, a lift will rise along a cable, which will also receive acceleration due to the rotation of the earth. This is a cheaper way to launch cargo into space than using rocket accelerators. The problem of launching this innovative invention into commercial operation lies in the insufficient strength and hardness of the materials available to science at this stage of time.

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Innovation in the field of education is everything related to the introduction of advanced pedagogical experience into practice. The educational process, which occupies modern science leading place, aimed at transferring knowledge, skills, and abilities to students, at the formation of personality and citizenship. Changes are dictated by time, changes in attitudes towards training, education, and development.

The importance of innovation in education

Innovative technologies in education make it possible to regulate learning and direct it in the right direction. People have always been frightened by everything unknown and new; they have a negative attitude towards any changes. Stereotypes that exist in the mass consciousness, affecting the usual way of life, lead to painful phenomena and interfere with the renewal of all types of education. The reason for people’s reluctance to accept innovations in modern education lies in the blocking of life’s needs for comfort, security, and self-affirmation. Not everyone is ready for the fact that they will have to re-study theory, take exams, change their consciousness, and spend personal time and money on it. Once the update process starts, it can only be stopped using special techniques.

Methods of introducing innovations

The most common ways to check the effectiveness of reforms launched in education are:

• Method of specifying documents. In order to evaluate innovations in the education system, the possibility of extensive introduction of innovations into the educational process is suppressed. A separate school, university, or educational institution is selected, and an experiment is conducted on their basis.
• Piecewise embedding method. It involves the introduction of a separate new innovative element.
• “Eternal experiment” involves evaluating the results obtained over a long period of time.

Parallel implementation presupposes the coexistence of the old and new educational processes and an analysis of the effectiveness of such a synthesis.

Problems of innovation implementation

Innovative technologies in education are “slowed down” for various reasons.

1. Barrier to creativity. Teachers, accustomed to working according to old programs, do not want to change anything, learn, or develop. They are hostile to all innovations in the educational system.
2. Conformism. Due to opportunism, reluctance to develop, fear of looking like a black sheep in the eyes of others, or appearing ridiculous, teachers refuse to make unusual pedagogical decisions.
3. Personal anxiety. Due to lack of self-confidence, abilities, strengths, low self-esteem, and fear of expressing their opinions openly, many teachers resist any changes in the educational institution until the last possible opportunity.
4. Rigidity of thinking. Teachers of the old school consider their opinion to be the only, final, and not subject to revision. They do not strive to acquire new knowledge and skills, and have a negative attitude towards new trends in modern educational institutions.

How to embrace innovation

Innovative behavior does not imply adaptation; it implies the formation of one’s own individuality and self-development. The teacher must understand that innovative education is a way to educate a harmonious personality. “Ready-made templates” are not suitable for him; it is important to constantly improve your own intellectual level. A teacher who has gotten rid of “complexes” and psychological barriers is ready to become a full-fledged participant in innovative transformations.

Education technology

It is a guide for the implementation of the goals set by the educational institution. This is a systemic category that is focused on the didactic use of scientific knowledge, the organization of the educational process using empirical innovations of teachers, and increasing the motivation of schoolchildren and students. Depending on the type of educational institution, different approaches to education are used.

Innovation in universities

Innovation in higher education involves a system consisting of several components:

• learning objectives;
• content of education;
• motivation and teaching tools;
• process participants (students, teachers);
• performance results.

The technology involves two components, related friend with a friend:

1. Organization of activities of the trainee (student).
2. Control of the educational process.

When analyzing learning technologies, it is important to highlight the use of modern electronic media (ICT). Traditional education involves overloading academic disciplines with redundant information. In innovative education, the management of the educational process is organized in such a way that the teacher plays the role of a tutor (mentor). In addition to the classic option, a student can choose distance learning, saving time and money. The position of students regarding the option of studying is changing; they are increasingly choosing non-traditional types of acquiring knowledge. The priority task of innovative education is the development of analytical thinking, self-development, and self-improvement. To assess the effectiveness of innovation at the top level, the following blocks are taken into account: educational and methodological, organizational and technical. Experts are involved in the work - specialists who can evaluate innovative programs.

Among the factors hindering the introduction of innovations into the educational process, the leading positions are occupied by:

• insufficient equipment of educational institutions with computer equipment and electronic means (some universities do not have a stable Internet, there are not enough electronic aids, methodological recommendations for performing practical and laboratory work);
• insufficient qualifications in the field of ICT of teaching staff;
• inattention of the management of the educational institution to the use of innovative technologies in the educational process.

To solve such problems, retraining of teachers, seminars, video conferences, webinars, creation of multimedia classrooms, and educational work among students on the use of modern computer technologies should be carried out. The optimal option for introducing innovations into the higher education system is distance learning through the use of global and local world networks. In the Russian Federation, this method of teaching is in its “embryonic” state; in European countries it has long been used everywhere. For many residents of villages and villages remote from large cities, this is the only way to obtain a diploma of specialized secondary or higher education. In addition to taking entrance exams remotely, you can communicate with teachers, listen to lectures, and participate in seminars via Skype.

Innovations in education, examples of which we have given, not only “bring science to the masses,” but also reduce the material costs of getting an education, which is quite important given the global economic crisis.

Innovations in preschool education

Innovation in before school education are based on the modernization of old educational standards, the introduction of the second generation Federal State Educational Standards. Modern teacher tries to constantly educate himself, develop, and look for options for the education and development of children. A teacher must have an active civic position and instill love for the homeland in his students. There are several reasons why innovation has become necessary for preschool education. First of all, they help to fully satisfy the needs of parents. Without innovation, it is difficult for preschool institutions to compete with other similar institutions.

To determine the leader among kindergartens, a special competition for innovations in education has been developed. The holder of the high title “Best Kindergarten” receives a well-deserved reward - a huge competition for admission to a preschool institution, respect and love of parents and children. In addition to the introduction of new educational programs, innovation can occur in other areas: working with parents, with personnel, and in management activities. When used correctly, a preschool institution functions without failures and ensures the development of a harmonious personality in children. Among the technologies that represent innovation in education, examples include the following:

• project activities;
• student-centered learning;
• health-saving technologies;
• research activities;
• information and communication training;
• gaming technique.

Features of health-saving technologies

They are aimed at developing preschoolers’ ideas about a healthy lifestyle, strengthening physical condition kids. Considering the significant deterioration of the environmental situation, the introduction of this innovative technology into preschool education is relevant. The implementation of the methodology depends on the goals set by the preschool institution.

1. The main task is to preserve the physical health of children. This includes health monitoring, nutrition analysis, and the creation of a health-preserving environment in the educational institution.
2. Improving the health of preschool children through the introduction of breathing, orthopedic, finger gymnastics, stretching, hardening, and hatha yoga.

In addition to working with ordinary children, the development of children with developmental disabilities is also ensured by modern innovations in education. Examples of projects for special children: “Accessible environment”, “Inclusive education”. Increasingly, in classes with children, educators use color, fairy tale, and art therapy, ensuring the full development of children.

Project activities

According to the new educational standards, both educators and teachers are required to participate in project activities together with students. For preschool institutions, such activities are carried out together with the teacher. Its goal is to solve a specific problem, to find answers to questions posed at the initial stage of work. There are several types of projects:

• individual, frontal, group, pair (depending on the number of participants);
• gaming, creative, informational, research (according to the method of conduct);
• long-term, short-term (by duration);
• including cultural values, society, family, nature (depending on the topic).

During the project work, the children educate themselves and gain teamwork skills.

Research activities

When analyzing innovations in education, examples can be found in research. With their help, the child learns to identify the relevance of a problem, determine ways to solve it, choose methods for an experiment, conduct experiments, draw logical conclusions, and determine the prospects for further research in this area. Among the main methods and techniques necessary for research: experiments, conversations, modeling situations, didactic games. Currently, for beginning researchers with the support of scientists, leading higher education educational establishments The Russian Federation holds competitions and conferences: “First steps into science”, “I am a researcher”. The kids get their first experience of publicly defending their experiments and conducting a scientific discussion.

ICT

Similar innovations in vocational education in the age of scientific progress have become especially relevant and in demand. The computer has become a common sight in preschool institutions, schools, and colleges. A variety of exciting programs help children develop an interest in mathematics and reading, develop logic and memory, and introduce them to the world of “magic and transformations.” Those animated pictures that flash on the monitor intrigue the baby and concentrate his attention. Modern computer programs allow the teacher, together with the children, to simulate different life situations and look for ways to solve them. Taking into account the individual abilities of the child, you can adjust the program to a specific child, monitor his personal growth. Among the problems associated with the use of ICT technologies, the leading position is occupied by the excessive use of computers in classrooms.

Methodology of personality-oriented development

This innovative technology involves creating conditions for the formation of the individuality of a preschooler. To implement this approach, corners for activities and games and sensory rooms are created. There are special programs that work preschool institutions: “Rainbow”, “Childhood”, “From childhood to adolescence”.

Game techniques in remote control

They are the real foundation of modern preschool education. Taking into account the Federal State Educational Standard, the child’s personality comes to the fore. During the game, children get acquainted with various life situations. There are many functions performed by games: educational, cognitive, developmental. Innovative game exercises consider:

• games that help preschoolers identify certain characteristics of objects and compare them with each other;
• generalization of objects according to familiar characteristics;
• exercises during which kids learn to distinguish reality from fiction

Inclusive education

Thanks to innovations introduced in recent years into the educational process, children with serious health problems have received a chance for full-fledged education. The Ministry of Education of the Russian Federation has developed and tested a national project, which indicates all the nuances of inclusive education. The state has taken care of equipping not only the children, but also their mentors with modern computer equipment. Using Skype, the teacher conducts distance lessons and checks homework. This type of training is important from a psychological point of view. The kid understands that he is needed not only by his parents, but also by his teachers. Children with problems with the musculoskeletal and speech apparatus, who cannot attend regular educational institutions, are trained with tutors according to individual programs.

Conclusion

Pedagogical innovations introduced in educational institutions of modern Russia help to implement the social order: to cultivate in schoolchildren and students a sense of patriotism, civic responsibility, love for their native land, respect for folk traditions. Information and communication technologies have become commonplace in kindergartens, schools, academies, and universities. Among the latest innovations affecting educational institutions: conducting a unified state exam online, sending examination papers by preliminary scanning. Of course, Russian education still has many unresolved problems, which innovation will help eliminate.

Getting a quality education has always been considered one of the main priorities and values ​​in our country. Currently, there is a wide potential of human capabilities and desires. Thus, education does not stand still, but modernizes its achievements, focusing on a personal approach in the process of educational activities. Innovative technologies in education are becoming a completely ordinary part of the educational process.

In education, innovative technologies are new ways and methods of interaction between teachers and students, ensuring the effective achievement of the results of teaching activities.

Now many people have heard such concepts as “interactive technologies and methods”, “innovations”, “multimedia educational materials” and many others. The words are complex and unknown at first glance, but on the other hand they have a similar meaning. The point is that a modern school at this stage of education must meet certain requirements. This mainly concerns the equipment in classrooms with computers, projectors, that is, information resources.

There are various pedagogical innovations in school education, and each institution uses its most “established” or traditional innovative technologies in education - examples are given below.

Innovative pedagogical technologies: examples

But it is not only the introduction of information and communication technologies that determines the advancement of the educational process. These technologies also lead to productive work and success in production activities.

Positive aspects of innovative technologies in the educational process

Innovative processes in education have their advantages:

• Firstly, they awaken students’ motivation for cognitive activity, especially design.
• Secondly, it is noted that the use of such training creates a more comfortable psychological climate for the student, in particular, relieves tension when communicating with the teacher.
• Thirdly, a creative space is open for the child, thanks to which the number of high-quality and interesting works increases.
• Fourthly, informatization stimulates not only students, but also attracts teachers to a greater extent due to the increase in productivity and culture.

Innovative activity of a teacher

It is the responsibility of the teacher, and especially the class teacher, to a large number of educational work. The innovative activity of the teacher allows the educational process to be conducted in a more qualitative and diversified manner.

Technology provides invaluable assistance in documentation work, preparing presentation lessons, organizing parent meetings and collaborating with families; it occupies a special place, since award material (diplomas of winners, certificates, etc.) is the result of effective work. For this purpose, institutions monitor diagnostics and make adjustments to the general work plan that are important for students’ high-quality assimilation of the curriculum.

For students, teachers organize individual lessons in early learning of a foreign language, and pre-profile training is being introduced for graduates.

Having become numerous, innovative teaching technologies allow the head of an institution to have the opportunity to choose. Now the director himself has the right to decide, after conducting a general analysis and assessment, which innovative technology will help the institution achieve fruitful and successful work in teaching activities.

Thus, a whole system of scientific research is emerging, the transfer of experience from teachers and even entire teaching teams, which contribute to the spread and expansion of innovative activities in education.

Innovations in school education - video