Innovative technologies in the education of schoolchildren. My innovations in education

Report

Application of innovative technologies in educational work.

Age of advanced technology,The inconsistency of the socio-economic development of society, the avalanche-like increase in information, fundamentally new spiritual, moral and socio-economic demands are placed on the education system.

A graduate of a modern school must:

Be able to independently acquire the necessary knowledge, skillfully apply it in practice to solve various problems;

Think critically independently, be able to see difficulties in the real world and look for ways to overcome them;

Be clearly aware of where and how the knowledge they have acquired can be applied in the surrounding reality;

Work competently with information;
- be sociable, contactable;
- adapt flexibly to changing life situations.

It is these realities of modern society that dictate the need to update the content of education. Information and communication technologies are becoming leading in education.

In order to improve the quality of educational work, develop cognitive interest in the system of educational workI began to introduce information and communication innovative technologies.

What is educational technology? Pedagogical technology is a thoughtful modelb joint pedagogical activities in the design, organization and conduct of the educational process, ensuring comfortable conditions for students and teachers. In the last decade, many different pedagogical technologies have been described. In these conditions, a teacher needs to navigate a wide range of modern innovative technologies, ideas, schools, trends, not waste time discovering what is already known, but use the entire arsenal of Russian pedagogical experience. Today it is impossible to be a good, highly qualified teacher without studying the entire wide range of educational technologies.

Educational technology – a set of forms, methods, methods, techniques of teaching and educational means that allow you to achieve your educational goals. This is one of the ways to influence the processes of development, learning and upbringing of a child.

Pedagogical technologies can differ for various reasons:

by source of origin (based on pedagogical experience or scientific concept);

by goals and objectives (formation of knowledge, education of personal qualities, development of individuality);

according to the possibilities of pedagogical means (which means of influence give the best results);

according to the functions of the educator, which he performs with the help of technology (diagnostic functions, functions of conflict management);

on approach to the child

Modern educational technologies

technology of project-based learning;

person-centered technology;

health-saving technology;

educational business game technology;

technology for the development of critical thinking;

KTD technology of I. P. Ivanov;

technology for conducting educational discussions;

Tutoring is a technology of pedagogical support;

technology for creating a situation of success;

show technologies;

situational technologies.

In my work as a class teacher I use the following educational technologies.

KTD technology by I.P.Ivanov (collective creative activities)

This is an effective method of educating and developing students, based on positive activities, activity, collective authorship and positive emotions. What is a reliable result of the competent implementation of creative endeavors, regardless of their orientation? This is a positive activity of schoolchildren, and not spectatorial, but active, accompanied to one degree or another by a sense of collective authorship.

Postulates of KTD:

– collective creativity;

– a single cause and voluntary participation in it;

– freedom to choose forms of activity;

– community of adults and children;

– team development under the influence of creatively gifted leaders.

Types of collective cases:

Labor KTD (example: “Labor landing”)

Intelligent KTD (example: “Brain-ring”)

Artistic KTD (example: artistic and aesthetic creativity)

Sports KTD (example: “Spartakiad”)

Environmental KTD (example: caring for the living natural world)

Situational technologies

Group problem work – this is work with the verbal (verbal) behavior of schoolchildren in a problem situation. Its purpose is development, organizational decision-making, clarification, discussion. They are developed and used in connection with certain circumstances: for example, quarrels regularly arise between children in the classroom, and the instigator of these quarrels subtly manipulates comrades and even adults.

The teacher specially builds a technology for “situation analysis of the next quarrel”:

1. asks the participants in the quarrel questions that allow each of them to describe the essence of what is happening;

2. lets the “injured party” understand that he (the teacher) understands his situation;

3. leads those who quarreled to think about why the quarrel occurred;

4. discusses with children ways to resolve what happened.

Communication training – a form of pedagogical work that has the goal of creating in children, through group practical psychology, various aspects of positive pedagogical experience, communication experience (experience of mutual understanding, experience of communication, experience of behavior in problematic school situations).

Is it possible to see any other pedagogical aspects in communication training? Of course yes. For different children, for different reasons, in addition to the positive experience of communication, there may be other consequences: a change in relationships with each other, a change in relationships with the teacher, consolidation or development of any personal formations. But these are effects that were not planned as a goal. At best, these are probabilistic forecasts of the teacher

My attention was drawn to the technology of a student-oriented classroom, in the center of which the child’s personality was placed, providing comfortable,conflict-free and safe conditions for its development, the realization of its natural potential.When analyzing a class hour, the enrichment of the child’s life experience, the individual and personal significance of the information being absorbed, and the development of creative abilities are taken into account.

In the next group, I would like to combine the technology of cooperation and group forms of conducting classroom hours and parent-teacher meetings, since the goal of both technologies is to educate a truly free individual who can think independently, obtain and apply knowledge, and effectively collaborate in groups of diverse composition and profile , be open to new contacts and cultural connections. Particularly favorite techniques are “aquarium”, “spinner”, “saw”, “brainstorming”. The teacher, students, and parents jointly develop goals, content, and give assessments, being in a state of cooperation and co-creation.

The technology of pedagogical workshops and teachers who develop scenarios for classroom hours or parent-teacher meetings inspire respect in me, since I myself have not developed a single workshop. I only use developments from the magazine “New Education” from IPC and PRO. A pedagogical workshop is a form of teaching children and adults that creates conditions for each participant to ascend to new knowledge and new experience through independent or collective discovery. Students see the problem themselves and try to find an answer to it. In the workshop, the student develops new knowledge, independently built on the basis of personal experience, which he will actively and creatively use in the future in life.

I consider the ideal technology for conducting classroom hours and parent-teacher meetings to be the technology for developing critical thinking through reading and writing. Thanks to this technology, the student learns to navigate sources of information, use different reading strategies, adequately understand what they read, sort information in terms of its importance, “weed out” unimportant information, critically evaluate new knowledge, draw conclusions and generalizations. A person tries to give an objective assessment of the positive and negative aspects of a cognizable object. At the challenge stage, the following techniques are especially popular: true-false statements, prediction by name, clusters, question words, thin and thick questions. At the 2nd stage of comprehension, the work with the text itself takes place: reading with markings, compiling PMI tables, keeping a diary, . At the reflection stage, the student forms a personal attitude towards the text and fixes it either with the help of his own text or his position in the discussion. This technology is indispensable when explaining difficult material, for example, “Substance abuse,” “Computer: pros and cons.”

In connection with the computerization of schools, it has become possible to use ICT in the education and organization of classrooms. All students love computers very much, and a modern child cannot be raised without modern computer technologies. Thus, the computer and its capabilities are increasingly beginning to play the role of a teacher’s working tool. ICT is gradually becoming the main component of a teacher’s work, as it allows, during lessons and events, to awaken interest in the event being studied, a topical issue, or a problem. The use of information and communication technologies in the educational process is not limited only to using a computer as a typewriter for preparing any illustrative materials. And it’s not limited to just showing presentations. This is the use of the full potential of digital educational resources to achieve the goals set by the educational institution. In addition, students not only watch popular science films offered by the teacher, but also engage in the search for information themselves. (Children’s presentations about deceased graduates, Heroes of the USSR) In the process of using ICT, one can observe the development of independence, self-confidence in these children abilities for self-realization.

The use of ICT has given impetus to teacher self-improvement. If previously, when preparing class hours, parent meetings and extracurricular activities, I mainly used printed materials and TSO tools, today I have the opportunity to use electronic encyclopedias, Internet resources, I can look at forums and see what my colleagues are doing, what they are working on . Today we are able to freely and appropriately use modern technologies in our professional activities. Finding and preparing information for conversations, trainings, and round tables has become much easier with the help of ICT. My attention was drawn to educational and educational programs on CD, Interactive games (“Don’t slow down”) The colorfulness and fascination of computer programs arouse great interest among students and turn education into a lively, creative, natural process. (You can study in one classroom with one computer or each child individually). One of the main assistants for a teacher is the Internet. So, the simplest use of the Internet is to use it as a source of additional materials. The possibilities for using Internet resources are enormous. The global Internet creates conditions for obtaining any information students and teachers need, located anywhere in the world. What previously had to be collected bit by bit from various sources, we can now show students in full glory, be it famous landmarks, magnificent monuments, famous works of art or paintings. Schoolchildren can see the beautiful creations of architects, artists, and sculptors without leaving the classroom. The Internet can be used as a means of communication, as a means of education, as a means of entertainment, and also as a means of obtaining information. Any class teacher can find useful video information for class hours and parent meetings by visiting the website Intrneturok.ru

But a more effective way of working with a computer, I consider the use of multimedia presentations prepared taking into account certain requirements. As practice shows, with basic computer literacy, a teacher is able to create original educational materials that captivate, motivate and target students for successful results. Presentations that combine various information media: graphics, text, animation, video, sound effects make the work more effective in terms of education, interesting and attractive for both students and parents.

But all the above-mentioned work with a computer is combined into an interactive whiteboard. Thanks to the miracle board using hyperlinks, you can very quickly go online to the desired site, highlight the necessary information in any document, hide information, open it, and drag it.

Thus, the use of ICT makes it possible to optimize the educational process, involve students in it as subjects of the educational space, and develop children’s independence, creativity and critical thinking.

And yet, no matter how tempting it may be to constantly use computers and multimedia technologies in the classroom, nothing can replace the teacher himself. After all, only a reasonable, comprehensive combination of all the methodological techniques and technical means at his disposal can give the desired result.

I think that thanks to innovative technologies we will be able to improve the quality of educational work at school and develop cognitive interest in both students and their parents.

will

Man has two worlds:
The One who created us
The other one we are up to the century
We create to the best of our ability.
N.A. Zabolotsky

I. Relevance and usefulness of innovation, its feasibility

The formation of personality significantly depends on the totality of conditions characteristic of a certain social and economic situation. The change from a strictly authoritarian state system in Russia to the establishment of democratic foundations, the emergence of diverse forms of ownership, the actualization of previously unclaimed personality qualities - all this puts forward new requirements for the education of the younger generation.

The modernization of the education system in Russia on the threshold of the 21st century is focused on the implementation of the principles of humanization and humanitarization. This defines a fundamentally new approach to understanding the essence and content of educational activities. Documents on the modernization of education note that in the process of reforming society, the role and functions of education are changing: they are shifting from serving the interests of the state to meeting the needs of the individual, society and social groups. The goal of education in accordance with new approaches is personal development.

Changing educational targets also presupposes a new interpretation of the essence of education. In modern concepts of educational activity one can find several definitions of the essence of education:

education as a purposeful process of managing personal development (L.I. Novikova, N.L. Selivanova);
education as the creation of conditions for personal development (S.I. Grigoriev, B.T. Likhachev);
education as management of the process of socialization of the individual (A.V. Mudrik, D.I. Feldshtein);
education as a process of psychological and pedagogical support for personality development (O.S. Gazman).

All of the above interpretations reflect the main idea of education - the priority of developing the actual and potential capabilities of the individual, his abilities and needs, readiness for self-knowledge, self-realization. The ideas of management of personality development, psychological and pedagogical support for personal growth, providing objective and subjective conditions for the development of students are close and understandable to teachers and are, to one degree or another, implemented in educational practice.

The processes of education and socialization proceed in parallel and, at first glance, independently of each other. Therefore, the problem is to ensure the influence of the educational process on the process of socialization of the individual. These processes are aimed at the formation, social and professional self-determination of the individual.

At the same time, education involves preventing or at least leveling the possible influence of negative factors in the social environment. The corrective function of education is again manifested, aimed at ensuring the moral stability of the individual to the influence of negative environmental factors. This influence is manifested not only in the spread of drug addiction and prostitution among young people, not only in the increase in crime among teenagers, but also in the massive impact of the media on the fragile souls of children and adolescents. Moreover, the impact is sometimes directly opposite to the goals put forward by the educational system of the educational institution... the general education school becomes a kind of cultural center in the village. By organizing work in the community, satisfying the diverse interests and needs of children and adults.

Such a center of cultural life in the village of Khlebnaya Baza in Povorino has become the multi-age group “Nadezhda”, operating on the basis of the Povorinskaya Basic Educational Institution.

II. Brief description of the activities of the educational institution in the field of innovation.

Since 2008, the Povorinskaya secondary school has organized a multi-age group “Nadezhda”. The motto of which is “Bring goodness and joy to people!”

The teaching staff of the school considered this innovation to be very relevant today, since teachers, children and their parents learn not only to be more humane towards each other, loved ones, neighbors, but also actively participate in the educational process. According to this, parents have equal rights with teachers, which means they bear the same responsibility for the quality of education and upbringing of their child.

The teachers of our school believe that the creation of a group of different ages is not only a form of civic and patriotic education for adults and children, but also the basis for the prevention of social orphanhood; a way to solve the problem of free time, the main form of pedagogical support for socially vulnerable segments of the population, a condition for the success of children and parents, it is also a means to become happy. And the well-organized work of the detachment will ensure the effective education of the younger generation.

Today, the educational institution has developed unified (i.e., coordinated) approaches to the work of the teaching staff with students of different ages, the mission of the unit has been approved by teachers and parents, the purpose, objectives and content of the work of adults and children have been determined, and a leisure area has been opened where classes are conducted. The school staff is developing a system for monitoring children's creative activities.

The result of the first two years of work is that interest in the school and its affairs has grown: a survey of the population showed the following - 65% believe that the teaching staff has begun to work interestingly, 85% of class parents said that they go to school “without fear” and with pleasure. The children’s opinion is unanimous: “their peers are becoming kinder before our eyes.” Attendance at meetings between teachers and children with parents and the population increased from 30% to 75%. All this contributes to a qualitative change in the education system and increased efficiency of the educational process. Children master communication skills when working with people of different age and social groups (pensioners, WWII and labor veterans, disabled people), become familiar with the traditions of their people, moral values, and meet with WWII participants, hot spots, and grandparents.

Thus, education as a purposeful process can influence the spontaneous process of socialization of the younger generation under certain conditions:

target setting to ensure readiness for positive socialization in the form of integration;
determining general and specific tasks, taking into account the psychological characteristics of age-related development;
humanizing the position of a teacher who is capable of accepting a child with respect and an optimistic attitude and creating a favorable moral and psychological climate in the team;
performing the functions of compensating for the shortcomings of primary socialization;
correction of children's complexes;
expanding the educational space based on connections with the social environment;
Ensuring the moral stability of students to the influence of negative factors in the social environment;
Raising the needs and structure of values based on instilling a caring attitude toward history, the cultural traditions of the people, the desire to be a connoisseur, guardian, and creator of cultural values.

III. Goals and objectives of innovation:

Basic purpose innovation is the creation of conditions for the functioning multi-age group "Nadezhda" as a network form of interaction to disseminate innovative experience.

Tasks:

Develop Regulations on a multi-age group.
Create a package of local acts for organizing a multi-age group..
Test this innovation with teaching staff of the Povorinsky district.
Draw up a work plan for a multi-age group for the 2010/2011 academic year.

IV. OS operation model

As part of this innovation, conditions are created for the opening of a multi-age group on the basis of the school, which will not only organize leisure time for adults and children in the educational space of the school, but also attract the population, the parental activists of the educational institution. Cooperation with district schools, clubs, recreation centers will allow the detachment to provide information and methodological support for the educational process and will provide an opportunity, with the help of conferences, pedagogical readings, and the information bulletin “Our Life,” to summarize the experience of the educational institution in creating a system of work in different-age detachments.

Master classes and a pedagogical laboratory for designing events will give teachers the opportunity to regularly replenish their knowledge and improve the technology for organizing the work of a group of different ages.

The work of the detachment is supervised by the School Council, which includes: the head (pioneer leader), deputy head (chairman of the school government).

The detachment bases its work on the basis of the Regulations and Work Plan, agreed upon with the school director.

V. Work schedule

Name of work stages	Events	Deadlines	Documents confirming the completion of work	Responsible
Stage 1– preparatory	1. Creation of a creative team	December 2009	Order	Mezentseva E.A., deputy director. according to UVR
Stage 1– preparatory	2. Development of Regulations on a mixed-age squad	December 2009	Local act	Mezentseva E.A., deputy director. according to UVR
Stage 2- basic	3. Conducting a seminar on the technology of organizing a multi-age group	January 2010	Report	Oglezneva O.N., pioneer leader
	4. Interim monitoring	February 2010	Report, order	Oglezneva O.N.
	5. Conducting pedagogical readings “Learning to be creative”	February 2010	Publications	Polosminnikova I.V., librarian
	6. Creation of a package of local acts for organizing a detachment	February – March 2010	local acts	Polosminnikova A.F., school director
	7. Conducting a master class	March 2010	Conduct report	Mezentseva E.A.
	8. Presentation “Team “Nadezhda””	April 2010	Publications in the media	Oglezneva O.N.
Stage 3 final	9. Preparation of publication materials	May 2010	Articles from work experience	Mezentseva E.A.
	10. Approbation of monitoring	May 2010	Protocol	Polosminnikova A.F.
	11. Approval of the detachment’s work plan for the 2010–2011 academic year	June 2010	Minutes of the meeting, order	Oglezneva O.N.
	12. Presentation of project implementation experience	July – August 2010	Report

VI . Work plan of the "Nadezhda" detachment for 2010

No.	Event	Date	Responsible
Squad gatherings:			Pioneer leader, squad asset
	- “You must be a citizen”	October
	- “I am among people”	November
	- “Me and my surroundings”	March
	- “Help your neighbor”	June
Meetings with people of different social groups:			Class teachers
	- participants of the Second World War	February, May
	- rear workers	March, May
	- participants in hot spots (Chechnya, Afghanistan, Abkhazia)	February
	- disabled people	October, December
Mass events:			Class teachers, pioneer leader, squad leader
	- Harvesting in the garden and garden	August-September
	- Harvest Festival (gatherings)	September
	- Day of the Elderly (concert)	October
	- Mother's Day (conference)	November
	- Day of the Disabled (Paralympic competitions, help at home, home visits)	December
	- New Year (homemade gifts)	December
	- Christmas time “Christmas gatherings” (fortune telling, carols, homemade crafts)	January
	- Chess and checkers competitions	February
	- “Our friendly family” (relay races)	February
	- “Radiant Sun” (greeting cards, concert)	March
	- World Health Day “Help yourself” (training, education)	April
	- Operation “Clean Land” (cleaning up areas near houses, whitewashing trees)	April
	- Victory Day (concert, meetings with WWII veterans)	May
	- Operation “Vegetable Garden” (digging beds, planting vegetables)	May
	- Operation “Plant a Tree”	May
	- Hiking in the forest	May
	- Children's Day (concert, drawing and poster competition)	June
	- “In a forest clearing” (a journey into a fairy tale)	June
	- relaxation on the banks of the Khoper River	July
	- helping old people in the garden	June-August
	- “Song Stagecoach” (concert in the courtyard)	July
	- Operation Pure Land	August

Educational technologies are a system of scientifically based techniques and methods that contribute to the establishment of such relationships between the subjects of the process, in which the goal is achieved in direct contact - introducing those brought up to universal cultural values.

The content of educational technologies is: Scientifically based socialized requirements Transfer of social experience Setting goals and analyzing the current situation Socialized assessment of the student Organizing a creative activity Creating a situation of success

Innovative technologies used in the educational system of the school: creation of an extensive system of additional education within the school; various full-day school options; the creation of a tutor service within the school, the creation of parent-child associations within the school; television (talk shows, round tables, creative portraits, video panoramas); information and communication (website creation, ideas bank, videos, Internet, media library); non-standard technologies (improvisation, days of science and culture, intellectual marathon); social design; organizational and activity games (ODG); research technology;

Technology of socio-pedagogical diagnostics; programming technology; technology for implementing the plan; technology of multi-level differentiation; modular pedagogical technology; project technology; didactic game technology; problem-based learning; health-saving technology; person-oriented technology; environmental education; case – technology; art technologies

Talk show advantages: - problems that concern children are discussed in an attractive and well-known form for them; -the audience is divided into groups that defend or adhere to different points of view; - the facilitator directs the discussion on the subject of the dispute, recalling the rules of discussion and the need to respect each other; - during a talk show, the opinions of an adult are not imposed on teenagers, they are free to make their moral choice, and even if they do not make it during the debate, the discussion will prompt them to think, to search for the truth. -special role of talk show host. The presenter helps to address questions correctly, asks additional questions, which helps to activate all participants, comments on some answers, and at the end summarizes the results. It is also important for the host to be able to quickly navigate changing circumstances, resolve a conflict situation, correctly put a heated participant in his place, and at the same time maintain a friendly and trusting atmosphere throughout the talk show.

The show has three features: division of participants into performers (“stage”) and spectators (“hall”), competition on stage, and a script prepared by the organizers. In any developed pedagogical action there are three blocks: preparation-implementation-analysis of the results. The implementation of a project, plan, or celebration is based on the use of elements of competition, improvisation or play, and techniques for creating a general emotional atmosphere. Competitiveness implies a procedure for evaluating and summing up results. Show technology

Interactive technologies are those in which the student acts in a constantly fluctuating subject-objective relationship with respect to the teaching system, periodically becoming its autonomous active element. Interactive technologies and methods carousel method; heuristic conversation; - discussions, debates; conferences; business games; technology of full cooperation; modeling technology, or project method

Art pedagogy - upbringing, education, and personal development are carried out through the means of art, both classical and folk, along with the content of the subject course being studied. Techniques and techniques of art pedagogy: musical, theatrical and visual art pedagogy, fairy tale therapy, photo collage, others. All of the above techniques and techniques are interconnected.

Social design is a special type of activity, the result of which is the creation of a real social “product” that has practical significance for project participants. The goal of social design is to attract the attention of students to current social problems of the local community, to include high school students in real practical activities to resolve one of these problems using the efforts of the students themselves. The main tasks of social design are the formation of social and personal competencies, among which the most important are the skills of “reasonable social” behavior in the community, improving useful social skills and abilities (planning upcoming activities, calculating the necessary resources, analyzing results and final results, etc.) , social mobility, teamwork skills.

KTD technology The focus of KTD is the desire for communication and cognitive activity. The result of CTD is the positive activity of schoolchildren, and not spectator activity, but activity. KTD technology (according to Ivanov) - 6 stages: - joint decision on carrying out the case, - - collective planning, - collective preparation, - carrying out the case, - - collective analysis, - decision on the aftereffect.

Stage Traditional CTD Personally-oriented CTD 1. collective goal setting Social reasons for choosing a cause - benefit, joy for people, team unity Business as a potential for personal development and growth 2. collective planning Emphasis on group work, group contribution Emphasis on individual contributions, authorship of ideas, proposals 3. collective preparation Emphasis on friendly group work Emphasis on the voluntary acceptance of roles, assignments and their individualization 4. carrying out the case Participation of groups, teams, general action, participation as the implementation of a common plan Opportunities for personal, non-group participation, structure of the case taking into account the self-determination of children in regarding roles, assignments 5. collective analysis The main questions are the criteria “How did we organize the business?”, “How did we show our collectivity?”, “What is everyone’s contribution to the common cause?” Questions are criteria that emphasize the importance of the matter for understanding and developing oneself as an individual.

Project technology - organization of research activities. Types of projects: creative, informative, fantasy, research, etc. Forms of work: individual, group Duration of project implementation: week, month, six months, year, etc. Project presentation: exhibition, concert, advertising campaign, theatrical performance, electronic presentation.

CASE TECHNOLOGY (method of specific situations) Case technology is a technology based on the use of a specially simulated or real production situation in the educational process for the purpose of analysis, identification of problems, search for alternative solutions, and adoption of an optimal solution to the problem. A case (situation) is a reality-corresponding set of interrelated factors and phenomena, reflections and actions of characters, characterizing a certain period or event and requiring resolution through analysis and decision-making. Goals achieved by using case technology: 1. Intellectual development of students. 2. Awareness of the ambiguity of professional problems and life situations. 3. Gaining experience in searching and developing alternative solutions. 4. Formation of readiness for assessment and decision making. 5. Ensuring improved quality of knowledge acquisition by deepening it and identifying gaps. 6. Development of communication skills.

Goal: introducing new technologies into the pedagogical process of the orphanage, creating conditions for the creative work of teachers.
Prepared by: methodologist of the KSU “Rudnensky Orphanage” Stepanova T.V.
Key words: innovations in education, new technologies.
“Innovation management”, “innovation activity”, “pedagogical innovation” are relatively new concepts for the field of education, including the school education system.
In the last 10-12 years, due to changes in socio-economic conditions, the intellectualization of many types of human activity, the development of scientific research in the field of education, the variability of education, including school education, the urgency of searching for new, more effective forms, means, methods has sharply increased and technologies of training and education. This presupposes the systematic use of scientific achievements for the social and economic development of society, the intellectual development of the individual, requires the creation of incentives for the dissemination and acquisition of knowledge, and the improvement of the education system in general and the school system in particular.
Currently, in various fields of human activity (production, business, economics, education, etc.) the following concepts of the term “innovation” (from the English innovation - innovation) are used:
1) “... any new approach to the design, production or marketing of a product, as a result of which the innovator gains an advantage over competitors.”
2) “... a product of creative labor that has a completed form of product, ready for use and distribution on the market.”
3) "... changes within the pedagogical system that contribute to increasing the efficiency and effectiveness of the educational process."
Along with the concept of “innovation”, the term “innovation” is also used (in the literal sense - “introduction of something new”, the process of using innovation, novation).
The following definitions of the concept “innovation” are used:
1) a purposeful process of effective implementation of a progressive innovation, focused on the final result - the intensification of a specific type of human activity.
2) a new way to satisfy social needs, providing an increase in beneficial effect and, as a rule, based on the use of achievements of science and technology.
Thus, innovation (innovation) can be considered both as a result and as a process. At the same time, the result - the satisfaction of social needs - is considered as the goal of managing the innovation process, and the process itself is considered as an object of management
One of the main indicators of innovative activity of educational institutions in recent times is the presence of a system and an innovator teacher.
Speech by director Koval P.N. "Teacher of a new generation"
What is the essence of a systematic approach to education?
Educational system
Summary of the question
Any system is a collection of elements interconnected. The concept of “educational system” is associated with such concepts as “personality”, development”, “integrity”, “relationships”, “structure”, “interconnection”.
Modern education is considered as a complex system in which education and training act as the most important components of its pedagogical system. The school's pedagogical system is a purposeful, self-organizing system, in which the main goal is the inclusion of younger generations in the life of society, their development as creative, active individuals. In this regard, the educational subsystem is closely connected with the micro- and macroenvironment. The microenvironment is the environment mastered by the school (neighborhood, settlement), and the macroenvironment is society as a whole. The educational system is capable of largely subordinating the environment to its influence. The educational system is an integral social organism that functions subject to the interaction of the main components of education (subjects, goals, content and methods of activity, relationships) and has such integrative characteristics as the way of life of the team, its psychological climate (L.I. Novikova). The feasibility of creating an educational system is determined by the following factors: integration of the efforts of the subjects of educational activities, strengthening the relationship between the components of the pedagogical process (target, content, etc.), expanding the range of opportunities through the development and involvement of the natural and social environment in the educational environment, creating conditions for self-realization and self-affirmation of the personality of the child, teacher, parent, which contributes to their creative self-expression and growth.
Driving forces for the development of the school educational system.
The educational system is not set “from above”, but is created through the efforts of all participants in the pedagogical process. In the process of their interaction, its goals and objectives are formed, ways of their implementation are determined, and activities are organized. The educational system is not a static, but a dynamic phenomenon, therefore, in order to successfully manage it, you need to know the mechanisms and specifics of its development. The creation of a system is always associated with the desire of its elements for orderliness, a movement towards integrity. Thus, the formation of an educational system is always a process of integration. Integration is primarily manifested in team unity, standardization of situations, establishment of stable interpersonal relationships, creation and transformation of material elements of the system. Disintegration manifests itself in a violation of stability, an increase in individual and group differences. The most unstable element of the system is its subject - a person who always strives for freedom and independence. The material and spatial environment of the educational system can also be an element of disintegration. Its objects come into conflict with it: buildings deteriorate, furniture deteriorates. Another element that stimulates the development of the system is the socio-political situation and social values. The system goes through four stages in its development. 1- formation of the system. development of a theoretical concept of the future educational system, modeling its structure and connections between its elements. The main goal of the first stage is the selection of leading pedagogical ideas, the formation of a team of like-minded people,
2 - testing the system. At this stage, the development of the creative team occurs.
3- the final design of the system is a community of children and adults united by a common goal.
4 - restructuring of the educational system, which can be carried out either in a revolutionary or evolutionary way.
In the modern world, there are diverse educational systems that differ in their time of existence, type, model, and ways of implementation. Such educational systems include: Waldorf school, educational systems in society, pioneer organization, scouting as an educational system, self-knowledge. Let us characterize some specific educational systems.
Characteristics of some educational systems:
1. “Pedagogy of general care” (I.P. Ivanov). It is based on the following principles: cooperation, socially useful orientation, romanticism. The idea is reflected in the methodology of collective creative work.
2. “Pedagogy of success” This system is built on the ideas of “pedagogy of success”, which allows you to design work to create conditions for the harmonious development of the individual. Success is the most complete achievement of a set goal. Educational systems built on the ideas of “success pedagogy” make it possible to design work to create conditions for the harmonious development of a worthy individual, satisfying his need for self-realization and respect, and developing an orientation towards success and achievement. Success is the complete achievement of a set goal, and achievement is a substantive result. The development program was based on the ideas of “success pedagogy”: creating a situation of success for each child, faith in one’s own strengths, and focus on values that are significant for the school. The leading ideas were highlighted: professionalism, purposeful development, as an intrinsic value for education, order, security and comfort, health, theater and games.
3. “School of dialogue of cultures” It is based on the transition from the idea of an “educated person” to the idea of a “person of culture.” The school of dialogue of cultures is relevant in the context of an increasing culture-forming educational role. The result of education should be the basic culture of the individual - moral, environmental, mental, physical, civil, aesthetic, communicative, etc. The methodology of the educational system of the school of dialogue of cultures is based on dialogization, creativity, and the use of the “point of surprise” technique.
4. Educational system of a rural school. The educational system of a rural school has certain features associated mainly with its location (remoteness from cultural centers), the number and composition of teachers and students. When creating an educational system for a rural school, one should take into account the small number of school staff, the special style of relationships between teachers, parents and students, and the constant contacts of the rural school with society.

What innovative approaches are being implemented at our educational institution?
About pedagogical technologies, which ones are used by orphanage teachers. In general, the innovation process is understood as a complex activity for the creation, development, use and dissemination of innovations. The process of reorganization of the entire education system, which has been going on for many years, places high demands on the organization of education and intensifies the search for new, more effective psychological and pedagogical approaches to this process.
Information and communication technologies and Internet services provide us teachers with great opportunities in search of new things today. On the use of ICT in creating an electronic portfolio:
- speech, Katanaeva N.Yu. teacher of 9th group
Innovations define new methods, forms, means, technologies aimed at preserving the psychophysical health of teachers, curbing emotional and professional burnout, the following two speeches on the introduction of a teacher’s diary as a factor in systematizing information about children, and the introduction of innovations in planning educational work
- speech by teacher, PDO Kasymskaya A.I.
- speech by the teacher, Danilchenko N.N.
Innovative technologies are a system of methods, methods, teaching techniques, educational tools aimed at achieving a positive result through dynamic changes in the personal development of a child in modern sociocultural conditions. Pedagogical innovations can either change the processes of education and training, or improve them. Innovative technologies combine progressive creative technologies and stereotypical elements of education that have proven their effectiveness in the process of teaching.
Modern educational technologies are characterized by the attitude of an adult to a child. Two large blocks can be distinguished:
- from the position of authoritarianism, where the child is the object of education;
- from the position of humanism, where the child turns from an object of education into a subject.
The need for innovation arises when there is a need to solve a problem, a contradiction is created between the desire and the actual result. School institutions that innovate are usually said to be in development mode.

Conclusion

In modern sociocultural conditions, the modernization of the education system is largely determined by how effectively innovative processes fit into life.
Over the past fifteen years, it is the education system that has undergone the greatest changes, which have affected the goals, objectives, content and pedagogical technologies.
Innovation, as science and advanced pedagogical experience convinces, has a certain development cycle: the birth of an idea - its acceptance by the team - goal setting - development of a draft innovative idea (definition of new content and new technologies) - the process of implementing innovation - pedagogical monitoring - qualitative changes in the “image of the educational institution” .
Working in development mode requires certain conditions:
. a sufficient level of performance of the educational institution: performance indicators, quality of the educational process, rating among children, in the city, region.
. good educational and material base for education, equipped with modern information tools;
. high level of professionalism of the teaching staff;
. children's readiness to perceive new things;
. microclimate in the educational institution, friendly atmosphere, openness of the educational institution as a social institution.
Innovations in the field of education depend on the high professionalism of teaching staff and their willingness to work in a modern way; motivational and creative orientation of the individual includes:
. creative interest in innovations in educational work;
. formed need for personal achievements;
. desire for professional leadership;
. expectation of a positive assessment;
. creating a situation of success for colleagues;
. positive attitude towards creativity and creative people.
In the structure of innovative activities on educational issues, as school practice convinces, the individual characteristics of the teacher’s personality are very important:
. general outlook, pedagogical culture, knowledge of modern psychological and pedagogical literature;
. creativity, creative approach in all matters and endeavors;
. constant updating of the content of educational activities, pedagogical technologies;
. knowledge and use of national and regional characteristics in the context of the educational system;
. confidence and responsibility for assigned tasks;
. the ability to self-organize, predictive abilities, the ability to anticipate and predict the development of innovative processes.
Innovations in the field of education can be:
. Innovative education programs:
- “My choice”, “School against violence”;
- “Health”, “My Fatherland”, “Harmony”, “Up the stairs leading to life”, “Source”, etc.
. Concepts of education taking into account regulatory documents, achievements of psychological and pedagogical science, innovative experience, local conditions and opportunities.
. Updating the content of education: economic education, legal culture, civic and patriotic education, pre-vocational training, national spiritual culture, personal professional career, designing an educational trajectory.
. Innovative technologies of education:
. national - educational;
. television (talk shows, round tables, creative portraits, video panoramas);
. informational (website creation, ideas bank, videos, Internet, media library);
. non-standard technologies (improvisation, days of science and culture, intellectual marathon);
. social design.
Innovations in the field of education require high professionalism of the teacher - creator.
The profession of a teacher-educator, in our opinion, will increasingly move away from the ideas of a lesson teacher and performer towards the development of the individual creative personality of children.
The most important quality of a new teacher is a unique style, personal philosophical doctrine, and the desire for self-realization. And in this context, the teacher himself, the educator, becomes the most important innovator.
Of course, the original function of the teacher will never disappear: to develop, teach and educate children. But the technology of this most complex process will be focused on introducing the child into the world of Knowledge, Goodness and Culture. And the child himself is always a world of novelty, surprises and uniqueness. This is exactly how the individual is viewed in the Concept of Education Modernization.

This material is a report to the pedagogical council "Innovative technologies in education." The report examines the technology of personality-oriented education. Within the framework of personality-oriented technologies, some technologies are identified as independent, such as: humane-personal technologies, technologies of free education, technologies of cooperation.

Download:

Preview:

“To raise children you don’t need a great
mind, and a big heart - the ability to communicate, to recognize the equality of souls.”
S. Soloveichik.

The concept of “innovation” in Russian and foreign literature is defined differently depending on different methodological approaches, among which are:

Innovation is seen as the result of a creative process.
Innovation is presented as a process of introducing innovations.

Ways to increase the effectiveness of teaching and education of schoolchildren are being sought in all countries of the world. Now the transition to humanistic methods of teaching and raising children has clearly emerged. The task of modern education is to create a set of conditions for the development of the student, which will ensure in the future his readiness to live and act successfully in the world of humanitarian values. The main result of education should be not only a system of knowledge, skills and abilities, but a set of modern competencies in the intellectual, socio-legal, communication, and information spheres. One of the important areas of solving educational problems is the development and implementation of new pedagogical technologies. The transition of a mass school from traditional to adaptive pedagogy involves at least two successively implemented stages of introducing personality-oriented technologies of education and upbringing and transferring education to a subjective basis with an emphasis on personal self-development. None of the technologies in the existing school environment is universal. Large pedagogical systems cannot be monotechnological, that is, introduce one single technology for all classes.

When working with the class, my attention was drawn to the technology of student-centered learning, which creates the most favorable conditions for the development of the student’s personality as an individual. At the center of this technology is the child’s personality, ensuring comfortable, conflict-free and safeconditions for its development, the realization of its natural potential.Personally-oriented technology presupposes close interaction between the teacher and the child, therefore my pedagogical activities in relation to children include showing respect for the personality of each child, benevolent attention to him

Moreover, if gaming technologies are used during classroom hours (New Year's serpentine, holiday on March 8, February 23, at the end of the school year), they are all focused on the individual.

Within the framework of individually oriented independent areas, there are some technologies that I will introduce into my work:

Humane-personal technologies are distinguished primarily by their humanistic essence, psychotherapeutic focus on supporting the individual and helping her. They “profess” the ideas of comprehensive respect and love for the child, optimistic faith in his creative powers, rejecting coercion.

The first rule I took for myself is that no child sits idle. It’s no secret that there are always children who always want to participate in everything, they are, of course, the main helpers, but there are always children who want to, but are shy and do not take the initiative themselves. I offer these guys certain roles in a class hour or event. At class-wide events involving many people, I make sure that everyone participates. The guys learned this very quickly, and they themselves help me, calling those who have not yet participated in this or that work.

Technologies of free education place emphasis on providing the child with freedom of choice and independence in a greater or lesser area of his life. Therefore, by participating in certain competitions, I give freedom of choice to my students. When making a choice, the child realizes the position of the subject in the best way, going to the result from internal motivation, and not from external influence. At the first stage, I let you try your hand at it yourself, and then, if necessary, I adjust it. For example, when preparing the holiday for February 23, having given the opportunity to prepare the material and not seeing the desired result, we organized a “brainstorming” with the girls, again giving everyone the opportunity to participate, and all together they composed scenarios in the form of a fairy tale, which they implemented very successfully. But when participating in a newspaper competition, without seeing the criteria, neither I, due to my short work experience at this school, nor the children know them; unfortunately, the children do not feel the significance of their work, which will ultimately lead to complete indifference to such events.

Collaboration technologies implement democracy, equality, and partnership in the subject-subject relationship between teacher and child. We jointly develop goals, content, give assessments, being in a state of cooperation and co-creation.

Each teacher brings something unique and individual to the teaching process.

A fundamentally important aspect in pedagogical technology is the child’s position in the educational process, the attitude of adults towards the child. When communicating with children, I adhere to the position: “Not next to him, not above him, but together!” And the purpose of this provision is to promote the development of the child as an individual.