Basic research. Pedagogical technologies to help the formation of key competencies

In connection with the transition of education to Federal state educational standards of a new generation, one of the most important problems facing secondary vocational education is the development of educational and methodological support of the educational process. The main result of the activity of an educational institution is not a system of knowledge, skills and abilities in itself, but a set of general and professional competencies determined by the employer. In accordance with the requirements of the Federal State Educational Standard, training should be built on a modular-competence-based approach.

A new approach to the organization of training requires the use of a variety of training materials, which should be clearly and clearly stated, be in constant open access, be easy to use. Since a significant proportion of the responsibility for learning lies with the student in a competency-based approach, the importance of high-quality and varied teaching materials increases. Theory should be integrated with practice, the teacher becomes a consultant, mentor.

The organization of the educational process, comfortable conditions for students and the teacher in the classroom is provided by pedagogical technology. The use of innovative educational technologies today is an objective necessity and condition for achieving high quality of modern education.

In my teaching activities, I use the following educational technologies: educational element based on an electronic textbook, project teaching method, test control of knowledge, computer presentation of a lesson, integrated learning technology, game technology. The listed technologies were used in the work in an open lesson, which took place in the second-year group in the specialty SPO “Technology of public catering products” within the subject “Organization of production of public catering establishments” on the topic “Characteristics of types of public catering establishments”.

The lesson consisted of three stages: checking the knowledge of students, presenting a new topic of the lesson, consolidating the studied material. Preliminarily, the students were divided into five groups, they chose the speaker of the group, and in this composition they worked in the second and third stages of the lesson.

Testing of students' knowledge in the classroom was carried out using the technology of test control. Testing is one of the most widespread forms of control today. ensures the objectivity and reliability of the assessment, allows you to control a larger number of students, puts the tested on an equal footing through the use of uniform assessment criteria, saves time when answering. When compiling a test, I take into account all the necessary requirements: instructions, text of the assignment, answer options, an unambiguous correct answer. Each test task corresponds to a certain level of difficulty. The content of the test includes various types of tasks: with multiple choice of answers, open type - to give a definition, continue the sequence, establish a correspondence between the contents of two lists. In the lesson, students performed tests on paper, as well as in in electronic format on an interactive whiteboard.

When presenting the new material, an educational element was used as part of a modular technology. An educational element is the smallest independent part of a module with a definite beginning and end and the impossibility of further division. The educational element is made in the form of a presentation and has a specific structure. The topic, goals and content are determined, which includes theoretical sections, a section for checking the achievement of goals and homework. Each section of the educational element is studied in a specific sequence. The theoretical material in the slides is presented using computer presentation technology. When creating the necessary diagrams in the final slides of the tutorial element, I deliberately used the rotation animation effect, because visual perception of the rotating diagram allows students to switch attention for a while and thus relieve tension when learning a new topic. The section for checking the achievement of goals includes a specific list of tasks that students perform after studying all theoretical sections. Tasks are performed in accordance with the proposed instructions. Learning using a learning element has benefits for both the student and the teacher. The student knows exactly the volume of what he has learned and what he has to learn, plans the time on his own. The teacher has the opportunity to focus on the student's problems and identify them in time. Of course, while working on the creation of an educational element, the teacher does creative work.

The educational element was created on the basis of an electronic textbook. An electronic textbook is an electronic publication containing systematized material on a certain area of knowledge. The use of an electronic textbook has a number of advantages. Various channels of perception are used: sound, text, video, graphics, animation. The possibility of continuous education of a large number of users is provided. Through the hyperlinks that supplemented the electronic textbook, students can refer to any additional material on the topic of the lesson. For a more detailed study of the theoretical material in the slides of the educational element, using a hyperlink, students have the opportunity to open the corresponding pages of lectures in electronic form. Working in the lesson on the content of the text of the lectures, I used the functionality of the interactive whiteboard, namely the text highlighting tools, in order to focus the attention of the children on the most important thing and what needs to be remembered on these pages. While doing practical assignments section of the verification of the achievement of goals, through a hyperlink, students can return to the corresponding slides of the educational element and check the correctness of the assignment. Using a specific link that is in my folder on my computer desktop in the college library, students over the Internet can open a learning item and study the lesson on their own, even if the lesson was skipped.

Integrated learning involves teaching lessons with extensive use of interdisciplinary connections. This technology was used in an open lesson with the integration of the following subjects: standardization, service organization, English. Interdisciplinary connection with the English language was realized through the puzzle. After listening to my story in English, the guys had to answer the questions: “What kind of catering enterprise are we talking about? Why is this enterprise presented to him in English? ”. The students completed the assignment successfully. Guessed it was a pub, and for the first time pubs appeared in the UK.

In order to link the study of new material with practice, I suggested that the student take a short tour of the Renaissance restaurant, which is the base of our college practice. The excursion in the form of a presentation was led by a third-year student. In this restaurant, the girl is practicing.

In order to generalize and consolidate the knowledge gained, to cover the maximum number of students and develop cognitive interest in the subject at the final stage of the lesson, a game was held - a quiz in the form of a presentation. In order to improve the mood and performance of students, the quiz is supplemented with music. During the game, the participants worked in groups. After the speaker of each group in writing submitted the answer to the quiz question to the counting commission, the teacher opened the slide of the standard answers. After answering all the questions of the quiz, the students had to compose their own question on a new topic. Then each group answered the question that was drawn by lot. The results of the quiz were entered into the final table. In the table for each group, a line of performance is highlighted in a certain color, the number of points received for the correct answer to each question is indicated, the time for discussion and assessment criteria are regulated. The table was created in the XL program, so the summary cell calculated the total points scored by each group.

When dubbing homework, I focused the attention of students on the implementation of certain sections of the course work in accordance with the studied topic of the lesson. Within the framework of the subject “Organization of production of public catering enterprises”, second-year students carry out a monoproject on a certain type of public catering enterprise. A modern educational project is a didactic means of enhancing cognitive activity, the development of creativity and, at the same time, the formation of certain personal qualities of students. Work on a course project involves the use of the necessary intellectual skills: information search, comprehension, analysis, synthesis, application, evaluation. To help students, I have written a teaching manual for the implementation of course work. In the manual, using the example of a cross-cutting problem, all technological calculations are described step by step - this facilitates the work of students, but what is very important ensures independence and efficiency of work, and in many respects allows solving such a problem as downloading term papers from Internet sources.

Analyzing the open lesson, I would like to note the following. The topic of the lesson is the final section "Classification of public catering enterprises" and forms the knowledge of students in the field of the structure of the public catering industry as a whole. The lesson provides an opportunity to use the knowledge gained in the future when studying the key topic of the course “Organization of production work”.

Students in the lesson were quite active and motivated. Because the work was lined up in groups, then the weaker students were activated by the participants within each group. When planning the lesson, the rather high cognitive potential of students was taken into account, so it was not difficult to organize them for additional independent work.

The lesson plan provides for the following goals: to form students' knowledge on the topic of the lesson, to consolidate the knowledge gained, to show the importance of the use of computer technologies, to promote the development of speech and thinking, to promote the expansion of knowledge of the English language, to develop group work skills, to induce a sense of responsibility and interest in the chosen profession ... The objectives for the lesson were achieved. Students actively worked when studying new material, in their answers they highlighted the main thing, analyzed, generalized, used knowledge of the English language. Students' speeches were accompanied by work on an interactive whiteboard and presentations on the topic of the lesson. The guys showed their desire to work in groups. They independently chose a speaker (group leader), assigned roles and tasks, thereby showing interest in mutual understanding and results of work. At the end of the lesson, at will, the students justified the choice of the type of catering enterprise in which they see their future place of work.

Combined lesson by type. The combined type of lesson includes testing students' knowledge, presenting and consolidating new material, applying the knowledge gained in practice in the process of completing homework. The content of the lesson made it possible to use various forms of work: individual, collective and group. The main stage of the lesson was the presentation of new material. The study of the topic was carried out using an explanatory and illustrative method. Computer capabilities made it possible to expand the scope of visibility - these are slides of the educational element, hyperlinks, animation, sound, and the functionality of an interactive whiteboard. However, the use of media resources was not limited to passive perception of the material. Through the heuristic method of teaching, students were involved in an active form of activity: they used homework materials, worked with GOST, made presentations, made messages and made additions on a new topic. Also in the lesson, the reproductive method was applied, when already known facts and knowledge are used in the explanation, which made it possible to build a conversation with the children in the form of a dialogue. Conducting a short excursion in the form of a presentation around the restaurant, of course, increased the interest of the students in learning a new topic, and in the middle of the lesson, thus, there was time to relax and relieve tension.

Conducting a small test on the topics covered prepared the students for the main work. The creation of a problematic situation motivated me to work spiritually. Reflection of students in summing up the lesson provided an introspection of the knowledge gained.

The lesson was dominated by a positive emotional and moral atmosphere. The guys were active and at the same time disciplined, the opportunity was opened to communicate with the teacher, both for answering questions and for a dialogue on the topic of the lesson. The work in groups was carried out in comfortable conditions of friendly communication and readiness for cooperation. The results of the work are positive. The theoretical survey and the results of the quiz showed that the topic was studied by the students perfectly. The assigned tasks of the lesson were implemented.

I believe that lessons of this form are successful - not only the knowledge of the students is visible, but also the students themselves use their knowledge with interest. To conduct such lessons more often is the recommendation of students.

The lesson is the main link in the learning process. Its result depends on how it is built, how it is saturated, how active, interesting and dynamic it is. Today, the teacher is given the right to be creative when creating a lesson. A creative search is simply necessary: one cannot expect from scientists and methodologists that they will develop all possible versions of the lessons. Therefore, we must seek to invent, but not overlook the main thing in this important process: a lesson is a lesson, and each student must receive the obligatory minimum of knowledge determined by the course program in full.

Formation of key competencies by means of using

modern educational technologies

Davydova O.F.

teacher primary grades

MSI "Verkh-Ubinskaya general education

high school"

N. Nazarbayev in his Address to the people of Kazakhstan "Socio-economic modernization - the main vector of development of Kazakhstan" set a specific task to adopt a five-year National Action Plan for the development of functional literacy of schoolchildren.

The foundations of functional literacy are laid in elementary school, where there is intensive training in various types of speech activity - writing and reading, speaking and listening. The main features of a functionally literate person: this is an independent person, who knows and knows how to live among people, who has certain qualities, which are called general educational skills or key competencies.

If we are guided by the theory of the key competencies of the doctor of pedagogical sciences Khutorsky A.V., then the main ones that the teacher forms in elementary school are educational, informational, communicative and self-management.

Educational and cognitive competencies :
set a goal and organize its achievement, be able to explain your goal;
organize planning, analysis, reflection, self-assessment of their educational and cognitive activities;
ask questions to observed facts, look for the causes of phenomena, indicate their understanding or misunderstanding in relation to the problem under study;
set cognitive tasks and put forward hypotheses; choose the conditions for conducting an observation or experiment, describe the results, formulate conclusions;
speak orally and in writing about the results of their research;
have experience of perception of the picture of the world.

Information competencies :
have the skills to work with various sources information: books, textbooks, reference books, the Internet;
independently search, extract, systematize, analyze and select the necessary information, organize, transform, save and transmit it;
navigate information flows, be able to highlight the main and necessary in them;
master the skills of using information devices;
use information and telecommunication technologies to solve educational problems: audio and video recording, email, Internet.

Communication competencies :
be able to introduce oneself verbally and in writing, write a questionnaire, letter, congratulations;
be able to represent your class, school, country;
own ways of interacting with people around; make an oral presentation, be able to ask a question, correctly conduct an educational dialogue;
own different kinds speech activity (monologue, dialogue, reading, writing);
own methods of joint activities in a group, methods of action in communication situations; the ability to seek and find compromises;
have positive communication skills in society, based on knowledge of the historical roots and traditions of various national communities and social groups.

Self-management :

the ability to manage oneself;

ability to solve problems;

possess the knowledge and experience of performing typical social roles: student, citizen;

be able to act in everyday situations of the family and household sphere; own effective ways organization of training and free time;

To form key competencies, I use modern technologies for organizing the educational process: the technology of project training; development of critical thinking.

The project technologies are based on the project method, which is aimed at developing the cognitive skills of students. Working on a project allows you to independently acquire knowledge, exchange and develop information and communication skills. The development of the project takes place in several stages.

Stage I: "Immersion" in the problem.

Stage II: Collection and processing of information.

Stage III: Development of your own solution to the problem:

relevance and importance of this problem;

analysis of various information;

program of action;

development of a variant of the implementation of its program.

Stage IV: Implementation of the action plan.

Stage V: Preparation for project defense:

present a project at a conference;

draw up a portfolio;

prepare a defense;

develop an electronic presentation.

Stage VI: Presentation of the project. Most often, my students present the defense of the project in the form of a defense report, staging, electronic presentation.

Stage VII: Reflection (introspection and self-assessment of the work done, your impressions).

In the 2013-14 academic year, my students took part in the district competition for the protection of projects. The following topics were presented: "My family", "Dinosaurs", "Encyclopedia of the word" Friendship "," The guinea pig Dusya. "

The purpose of the technology of critical thinking is to develop the intellectual skills of students, which are necessary not only in study, but also in everyday life - this is the ability to make informed decisions, work with information, and analyze various aspects of phenomena.

The development of critical thinking skills allows you to find your own educational route both when studying certain topics, solving selected issues and for solving educational problems in general: developing the ability for self-realization and further self-education.

This technology solves the issue of the development of communicative culture. In the process of work, the student understands the value of his work, feels his unity with others and the significance of his work. During communication, there is a constant process of self-assessment, the need for correct argumentation of one's opinion is realized, the motivation for learning increases.

Critical thinking begins with asking questions and clarifying the problems that need to be solved.

It is constructed as follows: statement - proof - conclusion.

Critical thinking is a step towards active, creative methods.
In this regard, I set the following goals for the students:
1. Think critically.

2. Take responsibility for your own learning.

3. Work together.

The technology is based on a basic model consisting of three phases:

Phase I - Challenge (awakening existing knowledge of interest in obtaining new information)

Phase II - Comprehension of the content (obtaining new information)

III phase - Reflection (comprehension, birth of new knowledge).

In the course of studying and applying strategies and techniques of critical thinking in the classroom in elementary school, I have identified the most suitable for each phase of the lesson.

I. Call stage:

"Mystery". The topic of the lesson is encrypted in the form of a riddle or rebus.

« Brainstorm". Students can express any opinion that will help find a way out of a difficult situation. All proposals put forward are recorded

"Table of" thick "and" thin "questions".

On the left side of the table are simple ("thin") questions,

on the right - questions requiring a more complex, detailed answer.

"Yes - no." The teacher will read statements related to the topic of the lesson, students write down the answers in the form: "yes" or "no".

"Problematic question". The lesson begins with a question written on the chalkboard. Students receive the answer to it during the lesson.

"Confused logical chains"

The teacher offers students a series of statements, some of which are true and some are incorrect. Pupils work individually, read text, mark confused chains. They discuss their results, clarify, correct.

"Basket of ideas".

II. Stage of comprehension: labeling table, interrogation and peer-learning, "Reading with notes" technique.

"Cluster". Information of any concept, phenomenon, event described in the text is systematized in the form of clusters (bunches). The key concept is in the center. Subsequent associations are logically associated by students with a key concept. The result is a similarity keynote synopsis on the topic under study.

III. Reflection stage:

Cinquain, translated from French, is a five-line poem that requires a synthesis of information and material in short terms.

Sinkwine can be offered as an individual independent task; to work in pairs; less often as a collective creation. Experience shows that Sinkwine can be useful as:
1) a tool for synthesizing complex information;
2) a method for assessing the conceptual baggage of students;
3) means of developing creative expressiveness.

The advantages of this technology:

1. Work in pairs and in a small group activates the intellectual potential of students, significantly expands their vocabulary;

2. Collaboration contributes to a better understanding of a difficult, information-rich text;

3. There is a possibility of repetition, assimilation of the material;

4. A great depth of understanding appears, a new, even more interesting thought appears;

5. Curiosity, observation becomes more acute;

6. Pupils learn to listen to each other, are responsible for joint way knowledge;

7. During the discussion, several interpretations of the same content are discovered, and this once again works for understanding;

8. The fear of the white sheet and of the audience disappears;

9. An opportunity is given to grow up in the eyes of classmates and a teacher, to dispel the stereotypes of perception of this or that child, to increase self-esteem.

10. Develops a positive attitude towards tasks of a creative and problem-seeking nature.
11. Students learn to reflect on their activities and develop a communicative culture.

So, key competencies are formed, if:

· Such teaching technologies are used, which are based on an activity-based nature;

· There is an orientation of the educational process on the development of independence and responsibility of the student for the results of their activities;

· Conditions are created for gaining experience and achieving goals;

· The teacher skillfully manages the learning and activities of students.

Literature:

1. Pedagogical technologies: a textbook for students of pedagogical specialties / edited by V. S. Kukunin. - M .: ICC "Mart": - Rostov n / a, 2006.
2. Shchurkova N. E .. Classroom leadership: game techniques. - M .: Pedagogical Society of Russia, 2002, - 224 p.
3. Khutorskoy A. V. Article “Technology of design of key competencies and subject competences”. // Internet magazine "Eidos".
4. Ivanov DA, Mitrofanov KG, Sokolova OV Competence approach in education. Problems, concepts, tools. Study guide. - M .: APK and PRO, 2003 .-- 101

Modern pedagogical technologies as a condition for the successful formation of basic competencies of students

Leo Tolstoy said: “If a student in

I didn’t learn anything myself

create, then in life he will

only imitate, copy. "

The formation of basic competencies of students is today one of the urgent problems for modern education. The solution to this problem is associated with the modernization of the content of education, the optimization of methods and technologies for organizing the educational process and, of course, a rethinking of the goal and result of education.

The modernization of Russian education provides for large-scale changes in educational systems of various levels: federal, regional, municipal. These changes are of a systemic nature and involve a consistent transition to a competency-based model of education, updating the structure and content of education, transforming didactic and programmatic materials necessary for building a new educational practice capable of providing a new quality of education.

In the process of the educational activities of the school, an orientation towards personality and competence takes on a dominant role, which makes it possible to significantly facilitate the process of adaptation of young people to the professional environment, and to increase their competitiveness. The goal of modern education is not so much to teach a child to do something, but also to enable him to successfully cope with various life and professional situations.

This means: the educational process should be designed in such a way that students can successfully not only adapt in a rapidly changing world, but also be capable of transforming this world, and therefore not only have knowledge, but also be able to apply them in the process of their own independent professional and creative activity.

That's why the main task each teacher - to form in children the ability to work independently, self-knowledge, self-improvement; the ability to transfer acquired knowledge into life situations, i.e. develop in them personally significant competences and interest in learning, activate independent cognitive activity and teach:

1 - learn;

3 - to recognize;

4 - to do;

6 to be Human.

The problem of our school: based on the study of the personality of students, their interests, aspirations and desires, create the necessary conditions for the intellectual and physical, moral and spiritual development of children; conditions for the formation of personally significant competencies.

A problem arises: how to choose the most optimal mode of interaction in the teacher-student system from the proposed spectrum of modern pedagogical innovations. Will it be one technology, or a combination of several?

Because without well-thought-out technologies, methods and forms of education, it is difficult to organize a successful educational process. That is why each school and each teacher improves (refracts through himself) those methods and means of teaching that help to involve students in cognitive search, in the work of learning, creativity: they help to teach students actively, independently acquire knowledge, develop interest in the subject, in activities ...

Pedagogical technologies.

Pedagogical technologies are a qualitatively new stage in the development of the "production apparatus" of pedagogy. The concept of technology has many interpretations.

Historically, the concept of "technology" arose in connection with technical progress and, according to dictionary definitions, is a body of knowledge about the methods, methods and means of processing materials aimed at obtaining a specific product.

With the development of science and technology, human capabilities have significantly expanded, new technologies (industrial, electronic, informational) with colossal teaching resources and interactive means have appeared; new methods that become an integral component of the educational process, introducing a certain specificity into it.

"Pedagogical technology" - a set of psychological and pedagogical attitudes that determine the special selection and arrangement of forms and methods, methods and techniques, educational tools (diagrams, drawings, diagrams, maps). Technological education provides an opportunity to achieve an effective result in the assimilation of knowledge, skills and abilities by students, the development of their personal properties and moral qualities in one or several related areas of teaching and educational work. Technology is an organizational and methodological toolkit of the pedagogical process "(B.T. Likhachev)

Bespalko defined pedagogical technology as a direction in pedagogy that has "a purely applied, practical continuation of general didactics and pedagogy in general," aimed at the formation of a personality.

Any pedagogical technology covers a specific area of pedagogical activity. On the one hand, it includes a number of its corresponding activities (and corresponding technologies), on the other hand, it itself can be included as a component part in the activity (technology) of a wider (higher) level.

In the theory and practice of schools today, there are many options for the educational process.

However, many technologies, in terms of their goals, content, methods and means used, have quite a lot of similarities and, according to these common features, can be classified into several generalized groups.

Today there is no generally accepted classification of educational technologies in Russian and foreign pedagogy. Various authors approach the solution of this topical scientific and practical problem in their own way. In a modern developing school, the personality of the child and his activities come out on top. Therefore, among the priority technologies, the teachers of our school distinguish:

traditional technologies: various types of educational activities refer to traditional technologies, where any system of means can be implemented that ensures the activity of each student on the basis of a multi-level approach to the content, methods, forms of organizing educational and cognitive activities, to the level of cognitive independence, transfer of the teacher-student relationship to parity and much more;

gaming technologies;

test technologies;

modular-block technologies;

integral technologies, etc .;

To implement cognitive and creative activity schoolchildren in the educational process, modern educational technologies are used, which make it possible to improve the quality of education, more efficiently use study time and reduce the share of re productive activities students by reducing the time allotted for homework. The school presents a wide range of educational pedagogical technologies that are used in the educational process.

Pedagogical technologies	Achieved results
Problem learning	Creation in learning activities problem situations and the organization of active independent activity of students for their permission, as a result of which there is a creative mastery of knowledge, skills, skills, and the development of thinking abilities.
Multilevel training	The teacher has the opportunity to help the weak, to pay attention to the strong, the desire of strong students to advance faster and deeper in education is realized. Strong students are affirmed in their abilities, the weak get the opportunity to experience educational success, the level of motivation for learning increases.
Project-based teaching methods	Working with this technique makes it possible to develop individual Creative skills students, more consciously approach professional and social self-determination.
Research methods in teaching	It gives students the opportunity to independently replenish their knowledge, delve deeply into the problem being studied and suggest ways to solve it, which is important in the formation of a worldview. This is important for determining the individual developmental trajectory of each student.
The technology of using game methods in teaching: role-playing, business, and other types of educational games	Expansion of horizons, the development of cognitive activity, the formation of certain skills and abilities necessary in practical activities, the development of general educational skills.
Collaborative learning (team, group work)	Cooperation is interpreted as the idea of joint developmental activities of adults and children. The essence of a personalized approach is not to go from academic subject, and from the child to the subject, go from the possibilities that the child has, to apply psychological and pedagogical diagnostics of the personality.
Information and communication technologies	Change and unlimited enrichment of educational content, use of integrated courses, access to the INTERNET.
Health-saving technologies	The use of these technologies makes it possible to evenly distribute various types of tasks during the lesson, alternate mental activity with physical minutes, determine the time for submitting complex educational material, allocate time for independent work, apply TCO normatively, which gives positive results in training.
Portfolio innovation assessment system	Formation of personalized accounting of student achievements as a tool for pedagogical support of social self-determination, determination of the trajectory individual development personality.

The use of a wide range of pedagogical technologies enables the teaching staff to use educational time productively and achieve high results of students' learning.

The new living conditions in which we are all put forward their requirements for the formation of young people entering life: they must be not only knowledgeable and skillful, but thinking, proactive, and independent.

We make the weather in the classroom, school. So let's do it wisely, efficiently and, if possible, sunny. And let's only do good weather!

"Modern pedagogical technologies like

development tool for pedagogical

competence "

Prepared by: teacher

primary grades

T.V. Kapustina

Modern pedagogical technologies.

Relevance of the topic.

Improving the quality of education is today one of the urgent problems for the entire world community. The solution to this problem is associated with the modernization of the content of education, the optimization of methods and technologies for organizing the educational process and, of course, a rethinking of the goal and result of education.

The modernization of Russian education provides for large-scale changes in educational systems of various levels: federal, regional, municipal. These changes are systemic in nature and involve a sequential transitionto the competence-based model of education,updating the structure and content of education, transforming didactic and program-methodological materials necessary for building a new educational practice capable of providing a new quality of education.

The competence-based approach, which today embodies the innovative process in education, corresponds to the general concept of the educational standard and is directly related to the transition of the content of education and its quality control systems tosystem of competencies.It also presupposes not the assimilation of separate knowledge and skills by the trainee, but the mastery of them in a complex. In this regard, the system of teaching methods is also defined differently. The selection and design of teaching methods is based on the structure of the relevant competencies and the functions they perform in education.

Many ideas of the competence-based approach have emerged as a result of studying the situation in the modern labor market. Employers' requirements are currently being formulated for the future, i.e. on such educational outcomes as readiness for "team" work and for continuous self-education; the ability to solve all kinds of problems; work in both typical and non-standard situations; skills of active behavior in the labor market, etc.

In this regard, there is a noticeable reorientation of the assessment of educational results from the concepts"Knowledge, abilities, skills" on concepts "Competence / competence"students, thereby fixing the competence-based approach in education.

In the process of educational activities of the school, an orientation towardspersonality and competence, allowing to significantly facilitate the process of adaptation of young people to the professional environment, to increase their competitiveness. The goal of modern education is not so much to teach a child to do something, but also to enable him to successfully cope with various life and professional situations.

This means: the educational process should be designed in such a way that students can successfully not only adapt in a rapidly changing world, but also be able to transform this world, and therefore not only have knowledge, but also be able to apply them in the process of their own independent professional and creative activities.

Therefore, the main task each teacher - to form in children the ability to work independently, self-knowledge, self-improvement; the ability to transfer acquired knowledge into life situations, i.e. to develop in them personally significant competences and interest in learning, to activate independent cognitive activity and teach:

1 - learn;

2 - to know;

3 - to learn;

4 - to do;

5 - to live;

6 - to be Human.

Our school's problem:on the basis of studying the personality of students, their interests, aspirations and desires, create the necessary conditions for the intellectual and physical, moral and spiritual development of children; conditions for the formation of personally significant competencies.

In the structure of the subject I teach, this problem finds a fairly broad reflection, since there is a very real opportunity to develop these qualities and the above competencies. But a problem arises: how to choose the most optimal mode of interaction in the teacher-student system from the proposed spectrum of modern pedagogical innovations. Will it be one technology, or a combination of several?

Perception and awareness by them of different views on the same phenomenon;

The use of many variable ways of describing and analyzing the same phenomenon;

Creation of conditions for the exchange of views and points of view in the discussion;

Synthesizing during the discussion of various theoretical positions and opinions regarding the solution of the problem;

The emergence of various ideas and ambiguous judgments;

The use of scientific information of a different nature, which interprets a phenomenon, fact, action from a variety of points of view, while maintaining the realism of scientific positions;

- "deployment into the future" - a perspective vision of students of their activities in different social situations and pedagogical conditions; At the same time, attention is paid to the student's personal choice of his own position and the possibilities of planning his future career.

"Open cognitive position" is a condition for the formation of competencies, which implies a decrease in the amount of time in the classroom devoted to explanation, and an increase in the time for independent work of students.

Thus, the goal can be formulated:

Optimal design of teaching methods that contribute to the development of personally significant competencies, initiative, activity and responsibility in students.

Revealing the pedagogical conditions for organizing a lesson on a competence basis.

Pedagogical technologies.

The main features of modern education: spontaneity, ambiguity and unpredictability of results; their complete dependence on the excellentness of the teacher, on the individual "capabilities of students and the characteristics of the educational team; the presence of various and diverse methods that demonstrate their effectiveness only in the hands of the teacher-master; weak technological and technical equipment of the teacher in the context of the development of industrial technologies

Pedagogical technologies are a qualitatively new stage in the development of the "production apparatus" of pedagogy. The concept of technology has many interpretations.

All technologies created and used today are divided into two types:industrial and social.

Social technologyis called a technology in which the initial and final result is human, and the main parameters that are subject to change are itsability (competence).

The term "pedagogical technology" was first mentioned in the twenties of the 20th century. in works on pedology based on works on reflexology (I.P. Pavlov, V.M. Bekhterev, A.A. Ukhtomsky).

In the forties - fifties, when the introduction of technical means into the learning process began, the term "education technology" appeared, which in subsequent years, under the influence of work on the methodology of using various TSS, was modified into "pedagogical technologies".

In the 1960s, the term "pedagogical technology" (according to S. Spalding) was understood as a system of instructions that, in the course of using modern methods and means of teaching, should provide training in the shortest possible time at optimal cost of manpower and resources.

"Pedagogical technology" - a set of psychological and pedagogical attitudes that determine the special selection and arrangement of forms and methods, methods and techniques, educational tools (diagrams, drawings, diagrams, maps). Technological education provides the opportunity to achieve an effective result in the assimilation of knowledge, skills and abilities by students, the development of their personal properties and moral qualities in one or several related areas of teaching and educational work. Technology is an organizational and methodological toolkit of the pedagogical process "(B.T. Likhachev)

"Pedagogical technology" is a direction in pedagogy that aims to improve the efficiency of the educational process, to ensure that students achieve the planned learning outcomes. This research is aimed at identifying the principles and developing techniques for optimizing the educational process by analyzing factors that increase educational efficiency, by designing and using techniques and materials, as well as by evaluating the methods used ”(MV Clarin).

One of the most successful definitions of pedagogical technology was proposed by Bespalko V.P., since he revealed the deep meaning of technology in pedagogy:

with the help of pedagogical technology, there is a preliminary design of the educational process;
pedagogical technology offers a project of the educational process that determines the structure and content of the educational and cognitive activity of the student himself;
in pedagogical technology, purposeful education is the central problem, considered in two aspects: the first is diagnostic goal-formation and objective control of the quality of the assimilation of educational material by students, the second is the development of the personality as a whole;
the principle of integrity - the development and practical implementation of pedagogical technology.

Thus, according to Bespalkopedagogical technology- This is a direction in pedagogy, which has a "purely applied, practical continuation of general didactics and pedagogy in general," aimed at the formation of the personality.

GK Selevko gives the following definition of pedagogical (educational) technology: "it is a system of functioning of all components of the pedagogical process, built on a scientific basis, programmed in time and space and leading to the intended results"

Any pedagogical technology covers a certain area of pedagogical activity. On the one hand, it includes a number of its corresponding activities (and corresponding technologies), on the other hand, it itself can be included as a component part in the activity (technology) of a wider (higher) level.

In this hierarchy (vertical structure), he distinguishes four subordinate classes of educational technologies that are adequate to the levels organizational structures activities of people and organizations.

1 ... Metatechnologiesrepresent the educational process at the level of implementation of social policy in the field of education (social - pedagogical level). These are general pedagogical technologies that cover a holistic educational process in a country, region, educational institution ... (For example, the technology of developing education, the technology of managing the quality of education in the region, etc.)

2. Macro technologies, or branch pedagogical technologies, encompass activities within the framework of any educational branch, field, direction of training or education, academic discipline.(For example, teaching a subject, technology of compensatory learning).

3. Mesotechnology, or modular - local technologies, is a technology for the implementation of individual parts (modules) of the educational process or aimed at solving local didactic, methodological or educational problems.(For example, technology certain types activities of subjects and objects, the technology of studying this topic, the technology of the lesson, the technology of assimilation, repetition or control of knowledge).

4. Microtechnologies are aimed at solving narrow operational tasks and refer to the individual interaction of the subjects of the pedagogical process (contact-personal level).

Thus, pedagogical technology functions both as a science that studies and designs the most rational ways of teaching, and as a system of algorithms, methods and regulators of activity, and as a real process of teaching and upbringing.

It can be represented either by the whole complex of its aspects, or by scientific development, or by a description of the program of action, or actually implemented in practice by the process.

In the theory and practice of schools today, there are many options for the educational process.

1. According to the scientific concept of assimilation of experience, there are:

associative - reflex technologies, behavioral technologies, developmental technologies, etc.

2. By orientation to personality structures:

information technology (the formation of school knowledge, skills, skills in subjects); operational technologies (the formation of methods of mental actions);

emotionally - artistic and emotionally - moral technologies (formation of the sphere of aesthetic and moral relations);

self-development technologies (formation of self-governing personality mechanisms);

heuristic technologies (development of creative abilities);

applied technologies (formation of an efficiently practical sphere).

3. By the nature of the content and structure, the following technologies are distinguished:

teaching and educating; secular and religious; general education and vocationally oriented; humanitarian and technocratic; various industry; private subject; complex mono-technologies (polytechnologies) (combined from elements of various mono-technologies); penetrating technologies (technologies, the elements of which are most often included in other technologies and play the role of catalysts, activators for them).

4. A fundamentally important side in pedagogical technology ischild's position in educational process, attitude towards the child from the side of adults. Several types of technologies stand out here:

Didactocentric technologies are distinguished by a high degree of inattention to the personality of the child, the subject dominates in them - the object relationship of the teacher and students, the priority of teaching over education, didactic means are considered the most important factors in the formation of personality.

Personality-centered technology is at the center of the entire school educational system the personality of the child, ensuring comfortable, conflict-free and safe conditions for its development, the realization of its natural potentials. They are characterized by a humanistic and psychotherapeutic orientation and are aimed at the versatile, free and creative development of the child.

Three groups of these technologies can be conventionally distinguished:

1) value-oriented - aimed at the development of a person's self-awareness, its value (personal, life, moral, professional, etc.) self-determination. (Socio-psychological training, discussion, business and role-playing games);

2) adaptive technologies, the purpose of which is to "adapt" training to the individual capabilities, needs and interests of the student, to create psychologically comfortable conditions that ensure his self-affirmation and self-realization in educational activities. (Technologies of individualization and differentiation of training (technology of multilevel training, technology of modular training, etc.);

3) technologies for the creative development of personality - focused on the development of the personal potential of students, including development creative thinking... (Design technology, TRIZ technology, research technology, technology of creative workshops, etc.).

Humanitarian - personal technologies are distinguished by their humanistic essence, psychotherapeutic focus on supporting the individual.

Cooperation technologies implement democracy, equality, partnership in the subject - the subject relationship of the teacher and the child.

Free upbringing technologies focus on providing the child with freedom of choice and independence in a greater or lesser sphere of his life.

Esoteric technologies are based on the teaching of esoteric (subconscious) knowledge - Truth and the paths leading to it. Pedagogical process- this is not a message, not communication, but an introduction to the Truth.

5. The way, method, means of teaching determine the names of many existing technologies:

Dogmatic; reproductive; explanatory - illustrative; programmed learning technologies; problem learning technologies; developmental education technologies; self-development learning technologies; dialogical; communicative; gaming; creative.

mass (traditional) school technology; advanced technology (in-depth study of subjects, gymnasium, lyceum, special education); compensatory teaching technology (pedagogical correction, support, alignment); various victimological technologies (surdo, ortho, tiflo, oligophrenopedagogy); work with deviant (difficult and gifted) children within the framework of a mass school.

7.In the direction of modernization of the traditional system, the following groups of technologies can be distinguished:

Pedagogical technologies based on humanization and democratization of pedagogical relations. These are technologies, the priority of which is personal relationships, an individual approach.... (these include the pedagogy of cooperation, the humane and personal technology of Sh.A. Amonashvili, the system of teaching literature as a subject that forms a person, E. N. Ilyin);

Pedagogical technologies based on the revitalization and intensification of student activities(game technologies, problem learning, learning technology based on the abstracts of reference signals by V.F. Shatalov, communicative training by E.I. Passov);

Pedagogical technologies based on methodological improvement and didactic reconstruction of educational material(the technology “dialogue of cultures” by V.S.Bibler and S.Yu. Kurganov, the system “Ecology and dialectics” by L.V. Tarasov);

Nature-like, using the methods of folk pedagogy, based on the natural processes of child development(training according to Leo Tolstoy, education of literacy according to A. Kushnir, etc.);

Alternative methods: Waldorf pedagogy by R. Steiner, technology of free labor by S. Frene, etc.);

Using this or that technology in his work, the teacher applies different methods learning. In the modern classification, the first group of methods is passive (or traditional) are the most common. They represent teaching knowledge, skills and abilities according to the scheme: learning new - consolidation - control - assessment. Currently passive methods(traditional education) are gradually being replaced by other types of education, because other requirements for the personality and the process of its development in school are determined. Their essence is that the previous educational paradigm of education: teacher - textbook - student, based on the opinion that it is possible to determine a stock of knowledge sufficient for successful life and transfer it to a student, has exhausted itself. It must be replaced with a new one:student - textbook - teacher.

In conditions today the school needs to move from information orientation to personal - competence and overcome the great inertia of traditional teaching in the disciplines taught. This, respectively, and serveactive and interactive teaching methods.

Therefore, in modern pedagogical practice, both in Russia and in a number of foreign countries these teaching methods are becoming more common, because the main attention here is paid to the practical development of the transferred knowledge, skills and abilities and the formation of certain competencies.

If traditional lessonis aimed at giving new information, thenduring an interactive lessonstudents learn to formulate their own opinion, express thoughts correctly, build evidence of their point of view, lead a discussion, listen to another person, respect an alternative opinion.

Thus, in an interactive lesson, the skills necessary for every person in real life are formed.

Usage interactive methods learning allows you to make a student, regardless of his age, not a passive object of learning, but a subject - a participant in the learning process.

Analysis of scientific and methodological literature made it possible to single out the following interactive teaching methods:

Interactive lecture;

Use and analysis of video and audio materials;

Practical task, case method;

Analysis of situations from the participant's practice;

Role play (including video analysis);

Small group work;

Group discussion;

Competition;

Creatively problematic;

Feedback through intense social interaction;

Ideas presentations;

Mole-design;

Study of role models;

Testing, exam followed by analysis of the result and others.

In addition, the interactive methods include the solution and compilation of various entertaining tasks: problem situations, puzzles, crosswords; disputes, discussions, quizzes; connoisseurs' tournaments, role-playing and business games; work in small groups according to the principle of "brainstorming", etc.

Implementation practice.

In my work, I focus onpersonality-oriented technologies,suggesting to reveal the subjective experience of students, using a variety of forms and methods in the organization of educational activities. At the same time, I put in front of methe following tasks:

Create an atmosphere of interest for each student in their work,

Encourage students to use different ways of completing the assignment without fear of making mistakes in their work,

Use didactic material, which makes it possible to choose the optimal solution, to encourage the student's aspirations to find his own way of work, initiative, independence, selectivity,

To evaluate the student's activity not only by the final result, but also by the process of its achievement.

Solving these problems, I use the following in my work technologies:

Cooperation technology:(based on the revitalization and intensification of student activities) – a collective way of learning in pairs or groups, which develops thinking skills, includes memory work, increases responsibility for the effectiveness of collective work, allows you to update the experience and knowledge gained, working at an individual pace ( Annex 1 ).

In this case, the following pedagogical means are used: the study of reciprocal actions, comparison of related and similar concepts, terms (cards with incomplete data - ( Appendix 2) , comparison of work stages, addition or drawing up of an operational map ( Appendix 3).

Individualization technology and differentiation of learning– within the framework of the lesson 75-80% of the time is the individual work of the teacher with the students and the class. Pedagogical means - teaching everyone and individual work with individual students, groups (teacher assistants, instructors from among children). This achieves the formation of general educational abilities and skills in the subject and the personal improvement of each student - it identifies and maximizes their abilities, takes into account the level of mental development, psychological characteristics, abstract-logical type of thinking, individual needs of the personality, its capabilities and interests ( Appendix 4)

Socialization technology (game technology) - educational activity obeys the rules of the game, an element is introduced into the work of students

competitions. Pedagogical tools - educational material - role-playing games: "Repair of school equipment" ( appendix5 ), "Carpenter's workshop", etc., which take place in several stages: receiving an assignment and assigning roles, direct work, quality assessment, product testing.

Socialization technology or design technology- an integrated teaching method involving the use and combination of the above technologies. The surrounding life is a laboratory in which the process of cognition, self-learning and mutual learning takes place.

The work on creating a product consists of six stages:

Analysis and formation of the problem;

Research needs and ideas;

Choosing the best option;

Work planning, drawing up drawings and operational maps;

Manufacturing of a product;

Product testing and evaluation.

As a result of the application of these technologies, the following are formed:

Ability to solve problem-situations;

Communication skills of socialization;

Skills and skills of world outlook orientation;

Adaptation skills to environmental conditions;

Knowledge and skills in educational, cognitive, informational, social and labor spheres;

Spiritual and intellectual self-development, personal growth of students.

In the above technologies, depending on age characteristics students are used explanatory-illustrative, search and research learning models using active and interactive teaching methods. They allow you to accumulate skills and abilities to work with tools and equipment, independently organize and plan your work, as well as set yourself a task and look for ways to solve it individually or together with each other, with a teacher.

In my work, I make the main reliance on the basic module of the "Project" program, shaping the study of the sections in such a way that they are its continuation and organically combine with it.

From the very beginning of the school year, each student chooses an object of work for himself. And then

studying the sections of the program, students solve their own problems, accumulate skills, skills in working with tools and equipment, independently organize and plan their work. The main document in each lesson is a drawing and an operating map. Each student can make changes to the map, knowing that in this case it is necessary to comply with all the requirements for the product ( Appendix 3).

Students in grades 5 - 8 usually complete 2-3 design work, while making various toys, jewelry, home furnishings. High school students take on longer-term projects. The guys practically independently develop designs as a whole and elements of individual parts, while actively using the capabilities of the computer science room. One of the important components of the design technology is the documentary registration of the project. I have developed a project design model ( Appendix6 ), using which as a basis, each student develops his own project, making the necessary changes and additions to it ( Appendix 7).

Extracurricular activities on the subject continue in the classroom "Joiners-Constructors", which is a good platform for "testing" a set of various behavioral skills: interaction, mutual education, mutual assistance and mutual assistance. Because the circle is attended by students from grades 5 to 9. For example: in the classroom, the 7th grade pupils willingly teach "five-graders" the skills of working on a wood lathe (according to the 6th grade program). And on next year sixth-graders (circle members), already in the lesson work as instructors for their classmates ( Appendix 8).

Also, I consider one of the effective forms of extracurricular activities to conduct a subject week using technology. Here, students can demonstrate not only their theoretical knowledge and ingenuity, but also show their creative work, projects, etc. ( Appendix9)

I also want to talk about one of the interesting forms of extracurricular activities that contribute to the successful socialization of students - these are various interest clubs. I work as the head of a music group - the Guitar club. Together with the students on the basis of our recreation center, we managed to create the instrumental group "BEMS"

(Appendix 10).

As a result, we can conclude that these technologies form a methodological system that implements the competence-based model of education: students attend technology lessons, extracurricular and extracurricular activities with interest, actively participate in various competitions, exhibitions, promotions, presentations. Children acquire the skills of practical, independent activity in groups and teams. According to the results of diagnostics, 100% of students cope with tasks, while the quality of knowledge is 85% - 92%.

Of course, now there is a sufficient number of modern, proven technologies that make it possible to work most effectively on the tasks of the competence-based model of education. Modular - case technologies or block - modular technologies are more attractive to me. However, to completely switch to one of them, it will take some time ( Appendix 11).

Literature

1. Bespalko V.P. "The components of pedagogical technologies", M., "Pedagogy", 1989.

2. Bogolyubov V. Evolution of pedagogical technologies // "School technologies" № 4 2004.

3. Episheva O. The main parameters of teaching technology // "School technologies" No. 4 2004.

4. Kaunov A.M. "Modern technologies and teaching methods." Volgograd. VSPU "Change" 2008.

5. Klarin M.V. Technological approach to learning // School technologies № 5 2003.

6. Nazarova T.S. From extreme pedagogical technologies to traditional practice // "Pedagogy" № 5 2001.

8. Podlasy I.P. Where will technology help? "School technologies" No. 3 2003.

9. Selevko G.K. Technology of self-development of the student's personality // "Education of schoolchildren" № 4 2002.

10. Selevko G.K. Technological approach to education // "School technologies" No. 4 2004.

11. Shchurkova N.E. "Pedagogical technology" M., 2002.

abstract

Innovative technologies in the educational process and their impact on the formation of basic competencies

Recently, a reform of the school education system has been taking place in our country. It is necessary, since a change of era is taking place, and it is important to update the content of school education. In the updated education system, one of the important tasks of teaching and upbringing at school is the upbringing of a comprehensively developed personality, but this is impossible without improving the students' speech. In modern conditions, when the volume of knowledge necessary for a person and society is rapidly increasing, it is no longer possible to limit ourselves only to the development of a certain amount of knowledge: it is important to develop in students the need and ability to constantly replenish their knowledge, the ability to navigate the rapid flow of scientific and political information. One of the decisive conditions for this task is the well-developed speech of every person in society.

Since now there is a lot of talk and writing about the modernization of the Russian education system, we note this as a complex and multifaceted process, the effectiveness of which depends on the quality of textbooks, and on school curricula, and on the successful implementation of their content in school practice.

Methodists and teachers have always advocated the organization of the speech development system, for the understanding of this work as part of the general educational program.

At one time M. Rybnikova argued that it was time to understand the work on the language as a serious educational work.

On the need for a system in working on speech, creating psychological situations in the educational process, in the specially organized, consistent and purposeful organization of the speech activity of students, the greatest psychologists also speak - S. Rubinstein, L. Vygotsky, N. Zhinkin.

At the present stage, to improve and enrich the speech of students, it is necessary to introduce new pedagogical technologies.

It is impossible not to notice that recently there has been a tendency in school to reduce the level of development of students' speech, the ability to competently and clearly formulate ideas, generalize, and draw conclusions. Thus, there are contradictions between the software requirements, i.e. skills to show the spiritual culture of a person, wealth vocabulary and current state level methodical work teachers for the development of students' speech. In this regard, a problem arose: what modern pedagogical technologies are the most effective in the development of schoolchildren's speech?

To implement the cognitive and creative activity of a student in the educational process, modern educational technologies are used, which make it possible to improve the quality of education, more effectively use study time and reduce the proportion of reproductive activity of students by reducing the time allotted for homework. The school presents a wide range of educational pedagogical technologies that are used in the educational process.

Development is an integral part of any human activity... Accumulating experience, improving the ways, methods of action, expanding his mental capabilities, a person thereby constantly develops.

The same process is applicable to any human activity, including pedagogical. At different stages of its development, society presented more and more new standards and requirements for the workforce. This necessitated the development of the education system.

One of the means of such development is innovative technologies, i.e. these are fundamentally new ways, methods of interaction between teachers and students, ensuring the effective achievement of the result of pedagogical activity.

The problem of innovative technologies has been and continues to be dealt with by a large number of talented scientists and teachers. Among them V.I. Andreev, I.P. Podlasy, professor, doctor of pedagogical sciences K.K. Kolin, doctor of pedagogical sciences V.V. Shapkin, V.D. Simonenko, V.A. Slastenin and others. All of them made an invaluable contribution to the development of innovative processes in Russia.

Recently, a new area of knowledge has been making itself felt more and more loudly - pedagogical innovation, a field of science that studies the processes of school development associated with the creation of a new educational practice. She is assigned important role in preparing the individual for the rapidly approaching changes in society, in preparing for an uncertain future through the development of abilities for creativity, for various forms of thinking.

The strategy of innovative teaching presupposes a deliberate systemic management of the teaching and educational process at school.

Modern Russian system education puts the teacher and the students quite challenging tasks... They must have developed skills, have the ability to quickly operate with information, creative solution of emerging production and educational and cognitive tasks. Therefore, it is important for both the teacher and the students to find the optimal technology in which it will be possible to solve the assigned tasks.

What is pedagogical technology, why is it necessary for a teacher and his students, how to create it and make it work effectively? These questions are asked by any modern teacher.

Today the concept of "teaching technology" is not generally accepted in traditional pedagogy. On the one hand, teaching technology is a combination of methods and means of processing, teaching, changing and presenting educational information; on the other hand, it is the science of how the teacher influences students in the learning process using the necessary technical or informational means. In teaching technology, the content, methods and means of teaching are interconnected and interdependent. The pedagogical skill of the teacher is to display the desired content, to apply the best teaching methods and means in accordance with the program and the set educational objectives. Learning technology is a system category, the structural components of which are:

Ø learning objectives;

Ø means of pedagogical interaction;

Ø organization of the educational process;

Ø student, teacher;

Ø the result of the activity.

There are many interesting definitions of the essence of pedagogical technologies - a term that has become quite popular recently.

Technology - This is a set of production methods and processes in a particular branch of production, as well as a scientific description of production methods.

Pedagogical technology is a systematic method of planning, organizing, applying, evaluating the entire learning process and assimilating knowledge, taking into account human, technological resources and the interaction between them to achieve the most effective results.

B.T. Likhachev notes that pedagogical technology - a set of psychological and pedagogical attitudes that determine the social set and arrangement of forms, methods, methods, methods of teaching, educational means; it is a toolkit of the pedagogical process.

In the pedagogical and psychological literature, the concept of "technology" is often encountered, which came to us along with the development of computer technology and the introduction of new computer technologies. A special direction has appeared in pedagogical science - pedagogical technology.

Thus, the concept of "pedagogical technology" can be represented in three projects: scientific, procedural - descriptive, procedural - effective.

The concept of "pedagogical technology" in our country became widespread in the late 80s - early 90s. XX century and became widely used in the theory and practice of teaching. Appeal to this concept was dictated by the need to implement the main task of pedagogical innovation - the transfer of a functional school to a developing school.

It should be noted that in the pedagogical literature there are several classifications of pedagogical technologies - V.G. Gulchevskaya, V.T. Fomenko, T.N. Shamova and T.M. Davydenko. In the most generalized form, all technologies known in pedagogical science and practice were systematized by G.K. Selevko.

In the methodological literature, the following pedagogical technologies are distinguished:

v traditional pedagogical technology;

v gaming technologies;

v technology of student-centered learning;

v developmental education technology;

v collaborative learning technology;

v problem learning;

v training on an integrated basis;

v vitagenic technologies;

v ethnocultural technologies;

v technology "Dialogue of Cultures";

v computer (information) technologies;

v programmed learning technologies;

v modular learning technologies;

v innovative technologies.

Innovative technologies include interactive technologies training, project training technology and Computer techologies... Innovative learning technologies that capture the essence future profession, form the professional qualities of a specialist, are a kind of testing ground where students can work out professional skills in conditions close to real ones.

As you know, time does not stand still, and today it is necessary to talk about - a model of a competence-based approach in teaching, which becomes especially relevant in the context of education modernization. This didactic model has its own design culture, its own conceptual apparatus, including:

basic competencies;

child's experience;

the ability to solve life situations;

psychological and pedagogical situations and others.

Let us recall the definitions of the concepts "competence" and "competence".

"Competence" - includes a set of interrelated personality traits (knowledge, abilities, skills, methods of activity), set in relation to a certain range of objects and processes, and necessary for high-quality productive activity in relation to them. "Competence" - the possession, possession of a person of the appropriate competence, including his personal attitude to her and the subject of activity. "

The formation of the following basic competencies of a modern person should become the basis of modern educational standards:

1.Social competence is the ability to act in society, taking into account the positions of other people.

2.Communicative competence is the ability to enter into communication with the aim of being understood.

.Subject competence - the ability to analyze and act from the perspective of individual areas of human culture.

.Information competence - the ability to master information technology, work with all types of information.

.Autonomization competence is the ability for self-development, self-determination, self-education, competitiveness.

.Mathematical competence is the ability to work with numbers, numerical information.

.Productive competence is the ability to work and earn money, be able to create your own product, make decisions and be responsible for them.

.Moral competence is the readiness, the ability to live according to traditional moral laws.

The formation of basic competencies in students in the educational process is called a competence-based approach. Its specificity lies in the fact that it is not “ready-made knowledge” that someone suggested for assimilation is acquired, but “the conditions of the origin of this knowledge are traced”. The student himself forms the concepts necessary for solving problems. With this approach, educational activity, periodically acquiring a research or practice-transformative character, itself becomes a subject of assimilation.

In the light of the adoption of a new educational standard, new requirements are also imposed on professional activity teacher.

Conclusion

pedagogical innovative technology teaching

The problem of the effectiveness of teaching schoolchildren is relevant today. Recently, more and more often we hear about the renewal of the school education system, about the use of new pedagogical technologies. Today, teachers are faced with more complex tasks than before, dictating the need to revise the entire arsenal of pedagogical means of developing a child's personality, with the aim of its quickest introduction into the rich world of speech in all its forms - reading, speaking, listening, writing. Methodologists and teachers in practice noted that one of the means of organizing the speech activity of students in the classroom is innovative pedagogical technologies.

It is believed that mastering basic competencies by schoolchildren is possible if a number of lesson requirements are met:

1. Didactic requirements:

1.Clear formation of educational objectives

2.Determination of the optimal lesson content

.Predicting student learning scientific knowledge

.The choice of the most rational methods, techniques, teaching aids, stimulation and control

.Implementation of all didactic principles in the lesson.

2. Psychological requirements:

1.Determination of the content and structure of the lesson in accordance with the principles of developmental learning

2.Features of teacher self-organization

.Organization of cognitive activities

.Organization of the activity of thinking and imagination of students in the process of forming new knowledge and skills

.Student organization

.Taking into account age characteristics

3. Requirements for the technique of the lesson:

1.The lesson must be emotional

2.The themes and rhythm of the lesson should be optimal

.Full contact between teacher and students.

.The atmosphere of goodwill and active creative work.

.Change of activities

.Providing active learning for every student.

But we should not forget that each lesson carries both a teaching and a developmental goal. Any practicing teacher in his work chooses what modern technologies are effective at this stage of training.

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