State budgetary educational institution
Samara region
secondary school No. 33 of the city of Syzran
City district of Syzran, Samara region.
Topic: " The use of modern educational technologies in the educational process and extracurricular activities».
primary school teacher
GBOU secondary school No. 33, Syzran
Kasyanova Irina Vyacheslavovna
2013
INTRODUCTION………………………………………………………………………..3
MAIN PART
- Modern pedagogical technologies……………………………….4
- The use of pedagogical technologies in the classroom in primary school as a means of improving the quality of education……………………..5
CONCLUSION………………………………………………………………….20
LIST OF USED LITERATURE………………………………...22
INTRODUCTION
Today, every teacher is looking for the most effective ways to improve educational process, increasing student interest. If the activity carried out by the child in the lesson is not significant for him, if he is bored and indifferent, then he cannot show his abilities.
In the concept of the Federal State Educational Standard of general education, a cultural-historical system-activity approach to the education of students is highlighted. Therefore, the most effective will be those technologies that are aimed at the cognitive, communicative, social and personal development of the student. The choice of teaching and upbringing technology depends on many factors (the age of students, their capabilities, the preparedness and readiness of the teacher, the availability of various conditions, etc.). Priority should be given to productive, creative, research, design technologies (without denying the use of others).
Practice shows that knowledge of pedagogical technologies is not enough, they must be implemented for a long time.
Working on this topic for several years, I examined the theoretical foundations of the concept of "pedagogical (educational) technology", the stages of introducing pedagogical technologies into the practice of well-known teachers and educators, its classification characteristics, as well as the most practical technologies for working with younger students. With the help of various diagnostic methods, I was convinced of the effectiveness of the use of certain pedagogical technologies in the work of the class teacher of an elementary school.
MODERN PEDAGOGICAL TECHNOLOGIES
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.
The subject of pedagogical technologyare specific pedagogical interactions between teachers and students in any field of activity, organized on the basis of clear structuring, systematization, programming, algorithmization and standardization of methods and techniques of education and upbringing, using computerization and technical means.
As a result, a stable positive assimilation of subject skills by children, the formation of socially valuable forms and habits of behavior is achieved.
Modern education is aimed, first of all, at the formation of universal learning activities (UUD) that provide the ability to learn. Today, primary education lays the foundation for the formation of a child's educational activity - a system of educational and cognitive motives, the ability to accept, maintain, implement educational goals, plan, monitor and evaluate educational activities and their results. It is the initial stage of schooling that should provide cognitive motivation and interests of students, readiness and ability to cooperate and joint activities a student with a teacher and classmates, to form the foundations of moral behavior that determines the relationship of the individual with society and other people.
The use of pedagogical technologies contributes to:
- the formation of learning motives, the development of sustainable cognitive needs and interests of students;
- the development of productive methods and skills of educational work, the "ability to learn" of younger students;
- revealing the individual characteristics and abilities of children;
- development of skills of self-control, self-organization and self-regulation;
- the formation of adequate self-esteem, the development of criticality in relation to oneself and others;
- the assimilation of social norms, the moral development of elementary school students;
- developing communication skills with peers, establishing strong friendly contacts.
Thus, the introduction of pedagogical technologies in the educational process of elementary school orients teachers and students towards spiritual and moral development and education (personal results); assimilation of the content of educational subjects (subject results); formation of universal learning activities (meta-subject results).
Preview:
The use of pedagogical technologies
in the classroom in primary school as a means of improving the quality of education
In accordance with the regional and federal policy in the field of education, in my practice I use the following modern pedagogical technologies:
- health-saving technologies;
- technologies of student-centered learning;
- competency-based learning technologies;
- information and communication technologies;
- technologies for the use of ESM;
- game learning technologies;
- critical thinking technologies;
- technologies of educational interaction;
- technologies for the formation of skills of self-organization of educational activity in younger students;
- technologies of organized communication of junior schoolchildren;
- technologies for educating social creativity in the conditions of collective creative activity (according to I.P. Ivanov);
- design technology research activities;
- technologies of pedagogical support for parents of younger schoolchildren.
I want to pay special attention to my use of the most productive and creative modern technologies:
- competence-oriented technologies,
- information technologies,
- technologies using ESM,
- health technologies,
- portfolio technology.
Improving the structure and content of primary general education at the stage of its modernization involves the transition of elementary school from a skill-knowledge to a student-oriented, developing model of education. With the change in the basic goals of education, it is necessary to focus primarily on the development of the child's personality, the implementation of his subjective position in the educational process, to support the individuality of each student. Updating education requires the use of non-traditional methods and forms of organization of education.
One of them isperson-centered approachto learning in the process of differentiated learning. This is education, where the personality of the child, its originality, the subjective experience of each is first revealed and then coordinated with the content of education.
The purpose of this training is to create conditions for the manifestation of cognitive activity of students.
My use of differentiated tasks in various subject areas allows me to solve the following tasks:
- prepare students for the assimilation of new knowledge;
- provide the possibility of their further deepening, systematization and generalization;
- to promote the leveling of knowledge and skills of students.
Before using multi-level tasks, I carry out work to determine the general level of knowledge of students, according to the inclination of students to various ways of working (individual, group). I take into account the psychological compatibility of students with each other, interest in the subject. Using this technology, I try to create in the classroom an atmosphere of interest of each child in the work of the class, I encourage students to express themselves without fear of making mistakes, I evaluate the student's activity not only by the end result, but by the process of achieving it.
A differentiated approach allowed achieving good results in teaching students in the classroom. According to the results of the intermediate and final verification work in the subjects of Russian language and mathematics, 75% -85% of the children cope with the tasks. The quality of students' knowledge is 75%, the percentage of progress is 100%.
Another effective educational technology that I use isinformation and communication technology. The use of ICT in teaching allows you to create an information environment that stimulates the interest and inquisitiveness of the child, enhances the motivation for learning. One of the means of introducing information and communication technologies is the use of a personal computer, which becomes an intermediary between me and the student, allows you to organize the learning process, make wider use of developing methods and techniques: analysis, comparison, generalization, classification, problem and search methods, game method. 100% of students in my class have a home personal computer.
I use in my work a combination of traditional and computer-oriented methodological approaches for studying mathematics, I use Internet resources to create didactic tools used in the organization of education. In my lessons I demonstrate videos and illustrative fragments of electronic learning systems, my own educational presentations and encyclopedias for frontal work with students. It is interesting to pass lessons-excursions with the use of information resources museums on various topics.
A modern child, surrounded by computer technology both at home and at school, is able to study with interest only with their active use in the educational process. In his pedagogical activity I use Internet resources, accompany lessons and events with computer presentations that allow you to increase the information content of the lesson, go beyond school textbooks, supplement and deepen them. I see the main goals of using computer technologies in my lessons: increasing motivation to study, deepening knowledge, developing the psychophysical qualities of students in the process of their practical activities in a gaming computer environment. The use of ICT in the classroom allows you to fully implement the basic principles of enhancing cognitive activity: the principle of equality of positions, the principle of trust, the principle of feedback, the principle of taking a research position. ICT arouse interest in the child: animation fragments bring the studied processes closer to the life of the child. The computer has significantly expanded the possibilities of presenting educational information. The use of color, graphics, sound, modern video equipment allows you to simulate various situations. One of the sources of motivation is entertainment. Constantly engaged in self-education, I studied the software package Microsoft Office. The acquired knowledge of ICT is actively used by me in my work to prepare for lessons, search for information on the Internet, and carry out project activities. Knowledge of ICT allowed me to publish the developed materials on the Internet site -, communicate with colleagues on issues of interest. Undoubtedly, the use of ICT makes it possible to diversify the lessons, makes them more vivid, memorable, allows you to attract more additional material, which, undoubtedly, positively affects the knowledge of students, stimulates their cognitive activity. Students themselves participate in the preparation of presentations, learn to choose the necessary and useful information, actively present their achievements in the educational process. Computer presentations included in the learning process in PowerPoint environment make it possible to optimally correlate traditional and innovative teaching methods, which has a predictable result in the development of the cognitive and emotional-volitional spheres of the child. The creation of new means of obtaining information gives impetus to the development of active creative activity of students. In addition, this approach stimulates the child's desire for reflection and search, makes him feel confident in his abilities, in his abilities. (Table 1)
Table 1
The formation of information and computer competence
Academic year | Availability of ICT competence |
2006-2013 | Studying materials via the Internet |
2011-2012 | 1. Registration in the Community of mutual assistance of teachers Pedsovet.su: http://pedsovet.su//. Experience exchange. 2. Using the presentations of the lessons "Primary School". Lessons of Cyril and Methodius on the website: http://nachalka.school-club.ru/about/193/. |
2012-2013 | Publications:
2. Creation of your electronic portfolio. |
2013-2014 | 1. Creating your personal page on the site http://pedmir.ru/and the publication of the material "Educational program of extracurricular activities in the social direction for students of grade 1" Economy around us ". 2. Help students in creating a presentation for the project "My small Motherland" 3. Help students in creating a presentation for the project “Numbers Everywhere” |
2011-2013 | Speech at pedagogical councils, school of primary school teachers, "round tables" with a demonstration of multimedia presentations. |
In my work I actively use electronic teaching aids, computer programs. I use ICT for diagnostics, drawing up multi-level tests, tests, cards, tables and posters.
It is already possible today to teach and learn with interest and maximum efficiency in a modern school with the help of new generation electronic educational resources.
Most Effectiveelectronic educational resources – multimedia resources. In them, learning objects are presented in many different ways: using text, graphics, photos, video, sound and animation. Thus, all kinds of perception are used; consequently, the foundation of thinking and practical activity of the child is laid. Multimedia resources do not replace teachers and textbooks, but at the same time create fundamentally new opportunities for mastering the material.
Almost any material is used, there is no need to prepare a lot of encyclopedias, reproductions, audio accompaniment for the lesson - all this is already prepared in advance and is contained on a small CD. Lessons using ICT are especially relevant in elementary school. Pupils in grades 1-4 have visual-figurative thinking, so it is very important to build their education, using as much high-quality illustrative material as possible, involving not only vision, but also hearing, emotions, and imagination in the process of perceiving the new. Here, as it is impossible, by the way, we have the brightness and entertainment of computer slides, animations.
In my lessons, I try to use as many Internet resources as possible,Encyclopedia "Cyril and Methodius" I use Flash games "Sister letters", which I take from site Natalka.com "Didactic games and simulators for the elementary school program."
The feasibility of using a computer simulator is as follows:
- fast processing of results;
- identification of problematic points (material for further correction);
- objectivity of student assessment.
In the 4th grade (2012-2013 academic year) I spent public lesson in Russian on the topic: “Changing past tense verbs by gender and number” using educational and laboratory equipment: an interactive whiteboard, a projector, used the electronic educational resources presented below. (Table 2)
table 2
Resource name | Type, type of resource | Information submission form(illustration, presentation, video clips, test, model, etc.) | ||
Waltz | Audio recording | Music | ||
Dictionary words starting with the letter B | Informational | Illustration | ||
Informational | Illustration | |||
Change the verb for persons and numbers | Informational | Illustration |
I posted the outline of this lesson on my personal website..
Preview:
Modern pedagogy and pedagogical psychology are intensively developing neweducational technologies built on research searchstudents in the learning process. Project method as one of the ways of organizing educational and cognitive activity is used by me and is of interest for giving a creative nature to the process of studying, developing key competencies in younger students: intellectual, communicative, research, etc.
The project method is based on the development of students' creative interests, the ability to independently construct their knowledge, the ability to navigate in the information space, and the development of critical thinking. As a result of the project implementation, students' motivation increases, abilities for active practical activity develop, conditions are created for cooperation relations, joint creative activity. As practice shows, knowledge acquired and controlled independently or in dialogue with classmates acquires special value and significance. Joint reflection, the search for truth requires working with additional sources of information; develop the skills of analysis, synthesis, generalization.
Over the past three years, I have been actively using in the classroom and in extracurricular activitiestechnologies for design and research activities. These technologies prepare students for successful and harmonious functioning in an information and technologically saturated world. (Table 3)
Table 3
Use of design and research technologies
Academic year | List of works | Access to the audience | Members | Result |
2011-2012 | Project "Pasta Masterpieces" | (section "Art") | Saxonov Valery | Prize-winner. 2nd place. |
2011-2012 | Project "The most unusual Christmas toy" | District competition for the best New Year's toy | Kalganov Dmitry | Prize-winner. 1st place. |
2012-2013 | Project "Forward! And only forward!” | District competition of research projects for junior schoolchildren "Gulliver" (section "Art") | Kirsanov Anton | Prize-winner. 1st place. |
2012-2013 | research project "Our names" | District competition of research projects for junior schoolchildren "Gulliver" (section "Society") | Kutukova Maria, Schmidt Daria, Shulga Anastasia | Prize-winners. 3rd place. |
2013-2014 | Project "My small homeland" | All students 1-B class | Awareness of the importance of one's native land |
|
2013-2014 | Project "My family" | Lesson of the world around in grade 1 | All students 1-B class | Understanding the importance of your family |
2013-2014 | Project "Numbers Everywhere" | Math lesson in 1st grade | All students 1-B class | Understanding the Meaning of Numbers in people's lives |
The data in the table show the positive dynamics of the use of design and research technologies in the educational process.
In the 2013-2014 academic year, in the 1st grade, I am engaged in project activities outside of class time at the circle in the social direction "Economy around us". Children with great enthusiasm are engaged in the creation of their small or group projects, learn to defend them. With the students in the classroom, work was carried out to create projects: "Professions in my family", "Do it yourself", "What to be?", "My needs".
The use of modern educational technologies contributes to the formation of new competencies of students. Understanding the importance of project and research activities in the educational process, I will continue to work on increasing students' interest in these types of work.
Preview:
Health saving technologiesused in both classroom and extracurricular activities. Developing a responsible attitude towards one's health necessary condition success modern man. A health-saving approach can be traced at all stages of the lesson, since it provides for a clear alternation of activities.
Being healthy means not just the absence of disease, but also physical, mental and social well-being.Actively use in class and extracurricular activitieshealth technologies,I build lessons in such a way that one type of activity is replaced by another. During the lesson, I monitor the correct positioning of students, periodically (once a month) change their position in the classroom in relation to the light source, periodically spend physical education sessions to relieve eye strain, to relax the fingers, and others. In my work I use simulators that help to diversify the physical education and dynamic changes. I use finger gymnastics in the lesson, which contributes to the development of the muscles of the hand, which is closely related to the development of thinking and speech of children. All material is from the site. www. infourok.ru.
In the 2013-2014 academic year, in the 1st grade, I also use health-saving technologies outside of school hours at the Health Club.
Complex (system of FTZ facilities):
1. Means of motor orientation:
- The beginning of the working day is a general strengthening exercise; obligatory
- During the lessons - a complex of dynamic pauses: restorative
physical minutes for the formation of correct posture, visual gymnastics, finger gymnastics, a set of breathing exercises that protect against pulmonary and heart diseases and increase efficiency.
- Outdoor games in times of change.
2. Individually - differentiated approach - the main means of health work:
- Creating a comfortable microclimate in the classroom for each child,
diagnosing and using data to help students. For example, diagnosing children's learning patterns and medical data to help seat students correctly at their desks; research in the sphere of motivation reveals students who are not very comfortable in the classroom and who require individual work, sociometric data helps to choose the right class asset, etc.
3. Formation of a healthy lifestyle:
- Health basics talks with the school nurse and a visit to the school dentist's office.
- Early prevention of bad habits.
- Maintaining a health corner.
- Holding a traditional sports festival in the 1st grade “Dad, Mom, I am a sports family”, Health Days.
The use of health-saving technologies helps to reduce the diseases of students, increase efficiency, ensure age-related growth and development of children, form the necessary ZUN for a healthy lifestyle in younger students and use the knowledge gained in everyday life.
The educational technologies that I use in the educational process provide students with the opportunity to self-actualize, give them the right to choose the way and way of activity, and help relieve overload in the assimilation of educational material.
Constant analysis of students' achievements is a prerequisite for my work. I see the meaning of diagnosing in getting, if possible, a real and clear picture of the development of the child, his ability to observe, analyze, compare, classify. Diagnosis allows me to determine whether it is possible to solve the tasks of training, development and education in unity. I start diagnosing children from grade 1: “Child's readiness for school”, “Degree of adaptation at school”.
Systematically (in the 1st grade) psychological examinations of first-graders are carried out according to the Gorelova method "Identification of school anxiety"; according to the method of Rene-Gille "Emotional closeness of the child to the teacher"; study of the child's self-esteem; Evaluation of children's drawings on the topic "What I like about school."
Preview:
Currently gaining popularityeducational technology "Portfolio". The use of the Portfolio technology allows you to track the individual progress of the student, helps him to realize his strengths and weaknesses, allows you to judge not only educational, but also creative and communicative achievements.
CONCLUSION
Pedagogical technology is such a construction of the teacher's activity, in which all the actions included in it are presented in a certain sequence and integrity, and the implementation involves the achievement of the desired result and is predictable. The advantages of these technologies are not only to strengthen the role and proportion of students' independent work, but also to focus
technologies for the development of the creative potential of the individual, individualization and differentiation of the educational process, promotion of effective self-control and self-assessment of learning outcomes.
The priority of training should not be the development by students of a certain amount of knowledge, skills and abilities, but the ability of students to learn on their own, acquire knowledge and be able to process it, select the right one, memorize it firmly, connect it with others.
The widespread introduction of innovative technologies creates conditions for improving the quality of education, cognitive activity and educational motivation of schoolchildren.
The result of using modern educational technologies is:
- The quality of knowledge in the subjects I teach is stable (75-85%), the 100% level of student learning in the class where I work.
- The results of diagnosing the motivational sphere of students show the predominance of educational and cognitive motives over narrow personal ones.
Thus, we can conclude that these technologies, which I use effectively, allowed me, as a teacher, to plan my work, which is aimed at achieving the goal.modern primary education - the development of the personality of the child, the identification of his creative abilities, the preservation of physical and mental health and achieve good results.
By focusing my efforts on improving the quality and efficiency of educational and educational work by means of innovative technologies, I achieve high results in subject Olympiads, creative intellectual competitions, which contributes to the development of cognitive interests, activity and creative abilities of students.
BIBLIOGRAPHY
- Zavyalova O.A. Upbringing value foundations information culture of younger schoolchildren. - Magazine "Primary School" No. 11, 2011.
- Zakharova N.I. Introduction of information technologies into the educational process. - Magazine "Primary School" No. 1, 2009.
- Ivanov V.V., Zaitseva S.A. The ethical component in the teacher's information culture. - Magazine "Primary School" No. 11, 2011.
- Kaminsky V.Yu. The use of educational technologies in the educational process. - Scientific and practical journal "Zavuch" No. 3, 2010.
- Papsheva L.V. Technological culture of the primary school teacher. -
Magazine "Primary School" No. 10, 2009.
- Popova N.G. Informatization of the educational process. – Magazine “Initial
School "No. 11, 2009.
- Recommendations for the use of computers in elementary school. -
Magazine "Primary School" No. 5, 2012.
- Stadnik M.V. Using media lessons to develop thinking
Junior schoolchildren. Elementary Teachers Community Library
classes. Educational portal "Network of creative teachers", 2009.
- Khizhnyakova ON Modern educational technologies in elementary school. – S. 2011.
- Klimova M.A. Computer technologies in the classroom // Elementary school plus before and after. Publication of the Ministry of Education Russian Federation, Russian Academy Education, Moscow Psychological and Social Institute, LLC Balass. - No. 7, 2010.
Description of the presentation on individual slides:
1 slide
Description of the slide:
Use of effective educational technologies to improve the quality of education. Completed by: teacher of Russian language and literature Uzdenova M.I. MKOU "Secondary School No. 1 named after A.M. Izhaev, Uchkeken village"
2 slide
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3 slide
Description of the slide:
The relevance of the topic is due to the need to rethink the applications of pedagogical technologies in modern education and the selection of SOT to improve the quality of education in the lessons of the Russian language and literature.
4 slide
Description of the slide:
Purpose: To introduce modern educational technologies that improve the quality of education, the formation of literacy, the development of the potential abilities of students in the lessons of the Russian language and literature.
5 slide
Description of the slide:
Tasks: selection of SOT to improve the quality of teaching the Russian language and literature; development of key competencies of students; increasing professional competence, methodological culture and innovative potential of the teacher; formation of key competencies of a teacher; the inclusion of a teacher in the design, research and maintenance of individual educational trajectories of students; introduction of student-centered learning technologies, health-saving technologies into the educational process; differentiated learning technologies; information technologies; learning technologies in cooperation; gaming technologies; technologies for the development of critical thinking through reading and writing.
6 slide
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Educational technologies The Federal State Educational Standard documents formulate requirements for a teacher, including: be able to choose and use modern educational technologies use assessment technologies modern technologies for designing an educational environment
7 slide
Description of the slide:
The new standard focuses the attention of teachers on the need to use modern educational technologies that can ensure the development of students. It is no coincidence that it is the use of advanced technologies that becomes the most important criterion for the success of a teacher. Thanks to modern technologies, the activities of students are deployed in the classroom.
8 slide
Description of the slide:
Modern pedagogical technologies Health-saving technologies Integrated learning technologies Project activities (individual, group, collective) Educational and research activities Collaboration technologies Personally-oriented technologies Education based on learning tasks and situations Information and communication (ICT) Technologies of differentiated learning Business games Problem-based learning Portfolio of students computer technologies interactive technologies Technologies of different levels of education
9 slide
Description of the slide:
The following educational technologies have become widespread: project-based learning technology; technology of differentiated learning; problem learning technology; gaming technologies; Computer techologies;
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11 slide
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Game technologies. Application in work Final lesson on Russian folk tales in grade 5 (quiz). The lesson is accompanied by a computer presentation. Note: Students will receive questions in advance to prepare for the lesson. The game "Know the Hero" is used in many classes at the final lessons of literature. Such lessons are accompanied by a computer presentation, students must recognize a literary hero by a portrait or characteristics. Didactic game“Compose a story using ... (for example, indefinite pronouns: each student takes turns compiling a sentence in which there should be an indefinite pronoun, the sentences are connected by meaning, so a coherent story is obtained). The game is used in Russian language lessons in grades 5-7. Didactic game "Exclude the superfluous" (can be used when studying various spellings and parts of speech). The game is used in Russian language lessons in grades 5-7. 6. Didactic game "Correct mistakes" (various rules, definitions, etc. can be offered). The game can be used both in Russian language lessons and in literature lessons. 7. The game "Name last" (it is proposed to list certain signs or words (for example, personal pronouns), the one who calls the last one wins).
12 slide
Description of the slide:
The result of the use of SOT This event allows you to activate the knowledge of children, forms communicative competence, allows you to expand the horizons of schoolchildren and enrich vocabulary. The lesson makes it possible to implement a differentiated approach to teaching: each student chooses questions according to his abilities. The material of the quiz allows you to deepen the knowledge of the children and draw attention to the depths of oral folk art. A stage self-study forms information competence. This type of work allows you to activate the knowledge of the children and makes the learning process more exciting.
13 slide
Description of the slide:
Technology of problem learning Application in work 1. Russian language. 6th grade. “Alternating vowels” (a problematic situation is created: the guys discover that not all unstressed vowels can be checked by stress; analyzing the language material, students establish a pattern in working with this spelling). 2. Russian language. 7th grade." Communion as a part of speech ”(when determining the morphological features of the sacrament, students are offered two points of view on the definition of the participle as a part of speech (a special form of the verb or an independent part of speech), the guys must choose one of the points of view and justify their choice). 3. Characteristics of literary heroes who cannot be given an unambiguous assessment (for example, literature lessons based on the novels "Eugene Onegin", "A Hero of Our Time"; the "fishbow" technique can be used).
14 slide
Description of the slide:
The result of the use of SOT 1. Creating a problem situation allows you to focus not on simple memorization, but on meaningful assimilation of the material. 2. This technique develops students' thinking, communicative competence. In addition, it allows for a student-centered approach to learning. 3. This type of work forms cognitive universal learning activities: the ability to generalize, analyze, give examples, justify one's opinion, structure the material.
Ministry of Education and Science of the Russian Federation and the Republic of Dagestan
MKOU "Steel Gymnasium"
Kizilyurtovsky District, Republic of Dagestan
Report at the meeting of the methodological association of the district of technology teachers
on the topic of:
« The effectiveness of the lesson through the use of modern educational technologies »
Prepared by: teacher of technology MKOU "Steel Gymnasium" Abdulova Patimat Musaevna
2016
"The effectiveness of the lesson through the use of modern educational technologies"
Modern educational technologies are used in the lessons in schools, taking into account the latest trends in education. The use of promising approaches and educational technologies in lessons in various subjects can significantly increase the perception of the lesson material by students.
Modern educational technologies in the classroom are based on several approaches to the lesson.
This includes:
personality-oriented;
active;
systemic;
optimal;
innovative - creative.
Modern educational technologies in the classroom take into account the requirements of the mandatory minimum of the content of education, self-assessment of the teacher's capabilities and diagnostics of the student's individual capabilities and needs.
A student-centered approach comes to the fore in modern lesson technologies. Thanks to him, it is possible to conduct a more complete lesson on the topic of the program of the academic discipline.
Student-centered approach in modern educational technologies
Modern educational technologies in the lessons at school, which use a student-centered approach, are based on the teacher's activity aimed at students. The activity of a teacher in a lesson with a student-oriented orientation implies that the teacher has a curriculum for conducting a lesson, depending on the readiness of the class and the use of problematic creative tasks.
Modern educational technologies encourage the use of tasks that allow the student to choose the type, type and form of the material: verbal, graphic, symbolic. Also positive experience confirmed the creation of a positive emotional mood for the work of all students during the lesson. This is especially important at the beginning of the lesson. In addition, at the beginning of the lesson, not only the topic of the lesson should be reported, but also the features of the organization of educational activities during the lesson.
Modern educational technologies in the classroom necessarily include a discussion with children at the end of the lesson not only of what they learned or mastered, but also of what they liked or disliked. How much did the students like or dislike this or that aspect of the lesson. What they would like to do again, and what to do differently. This is how students are encouraged to choose and independently use various ways to complete tasks.
Modern educational technologies in the classroom also imply assessment or encouragement during a survey in a lesson not only of the correct answer of the student, but also an analysis of how the student reasoned, which method he used, why and what was wrong. This does not imply bad arguments, on the contrary, the teacher should, if possible, identify the positive aspects even in the wrong answer. The mark given to the student at the end of the lesson should be argued according to a number of parameters: correctness, independence, originality. Moreover, the last arguments should be more important for students than just an assessment.
Modern school educational technologies provide that when homework is given not only the topic and scope of the task, but also explains in detail how to rationally organize your educational work when doing homework. Thus, the teacher uses a student-centered approach even outside the classroom. This is the main concept in modern school education technologies.
Educational technologies of the modern lesson
The modern lesson begins with the preliminary organization of the class. It includes preparing the psychological mood of students for the upcoming lesson and ensuring a normal environment in the lesson. The actions of the teacher and students in this case are as follows:
mutual greeting of teacher and students
checking for missing
checking the external condition of the premises
checking jobs, working posture and appearance organization of attention
Modern educational technologies in the classroom separate the activities of the teacher and students, depending on the focus of a particular part of the lesson. Those. The lesson is presented in several parts. Structurally, they correspond to the classical elements of the lesson: learning new material, consolidating what has been learned, assessing students' knowledge and homework.
The study of new material in the lesson includes the assimilation of facts and the main ideas of the topic, the assimilation of the method of studying the material being studied and mastering the methodology for reproducing the material being studied. The actions of the teacher and students are as follows:
pedagogical tasks of processing new material
explanation of the material by the teacher
independent study of the material in the lesson
Consolidation of the past should be aimed at a solid assimilation of knowledge. At the same time, students repeat fundamental knowledge on the topic, and the teacher must conduct a final repetition on the topic.
The control and assessment of students' knowledge consists in the development by the teacher of criteria for assessing knowledge, positive motivation to acquire knowledge, and the teacher's education of objective self-esteem in students. For these purposes, teachers conduct oral surveys, independent and control work. In the end school year organize an annual test and/or exam.
Homework according to modern educational technologies is aimed at developing independence and creative thinking, as well as improving the methods of independent work of students. The teacher should explain the homework, and in the next lesson check and evaluate the homework. Modern educational technologies also imply the possibility of individualization of homework by teachers in relation to individual students or groups of students according to their abilities.
Modern educational technologies in the classroom separately distinguish tasks aimed at generalizing and systematizing the knowledge of students. They involve the development in students of a system of knowledge, skills, abilities and qualities that are formed within the framework of the subject being studied. The main importance in this regard is given to recapitulating lessons and final repetition.
Now let's consider the features of using modern educational technologies in the classroom in relation to the structure of the lesson, analysis of the lesson and evaluation of the effectiveness of the lesson.
Modern educational technologies and lesson structure
Consider the structure of the lesson based on modern educational technologies.
Lesson structure:
1. Goals, objectives of the topic of educational material: educational, educational, developing or improving.
2. Requirements for the goals and objectives of the lesson:
Orientation to the maximum possibilities of different students.
Goals should be achievable and understood by students.
Objectives should be specific and result oriented.
3. Requirements for the content of educational material
Scientific
Availability
Appropriateness by volume
There is a degree of novelty
There is variability, the possibility of creative activity
4. The main stages of the lesson in accordance with the student-centered approach are discussed above. Modern educational technologies in the classroom suggest the possibility of flexible use of the proposed stages in accordance with the characteristics of a particular lesson.
5. The main teaching methods include verbal, visual and practical.
6. Forms of organization of cognitive activity of students: frontal, group, pair and individual.
7. Management of educational and cognitive activity of students is implemented through the following teacher skills:
Organize the activities of students to understand the objectives of the lesson.
Ensure the inclusion of each student in the activity of mastering the leading concepts, knowledge, methods of activity (activation).
To ensure that each student completes a similar cycle of learning.
Get feedback.
8. As a real result and performance indicators, modern educational technologies in the classroom at school involve the use of the following objects of assessment: the volume and quality of knowledge; practical skills and abilities; intellectual development; motivation for learning activities. In this case, the second and fourth objects of evaluation are predominant.
9. Determining the degree of student learning.
10. Introspection of the lesson
The last two points are important elements in the development of students' cognitive activity.
Modern educational technologies in the classroom imply constant teacher control over the development of students' abilities to learn and assimilate lesson material and conduct critical introspection in order to constantly improve the educational process.
Using modern educational technologies to analyze the lesson and evaluate its effectiveness
It should be noted that the scheme of the psychological analysis of the lesson is based on the assessment of the main factors for the successful conduct of the lesson and, therefore, the better assimilation of the educational material by the students. Modern educational technologies in the classroom include 6 such factors.
1. Psychological and pedagogical goals and objectives of the lesson.
2. Taking into account the mental characteristics of students in preparation for the lesson. Taking into account the peculiarities of the relationship of students in the team, the level of organization, preparedness of students, their attitude to learning, to this subject.
3. Psychological aspects of the formation of value qualities in the lesson:
educational tasks of the lesson;
formation of beliefs, ideals, worldview;
the use of knowledge of psychology in the lesson (age and individual characteristics of students).
4. The activation of the cognitive activity of students is assessed by the development of students' abilities.
Techniques for the development of attention (stability, switchability, volume), memory (voluntary and involuntary memorization and reproduction, methods of strong and meaningful memorization), thinking (flexibility, depth, breadth, creative and reproductive thinking, various mental operations), imagination (connection of words and visualization, elements of creative imagination, fantasy, etc.).
5. Activities and personality of students in the lesson:
interest in the subject;
the degree of ease of assimilation of the material;
erudition;
the activity of students as a single team, cohesion, organization, accuracy, attitude towards underachievers and violators of discipline;
activity, independence, focus on different types of work;
discipline;
the ability to correctly perceive criticism and readiness to support the actions of the teacher;
the attitude of students to the teacher and to each other (obedience, fear, goodwill, respect, mutual assistance, prompting, etc.).
6. Characteristics of the personality and activities of the teacher:
knowledge of the subject, erudition, versatility of interests;
the ability to explain the material in an accessible way;
the ability to interest the topic, to show its practical significance;
exactingness,
tact, politeness in communication;
discipline in the classroom;
engaging students in active work in the classroom;
justice, clarity;
modesty, simplicity;
the ability to celebrate the merits of students;
creation of a favorable psychological atmosphere, communication in the classroom using communicative means (inducement, advice, censure, approval, etc.);
taking into account the mental state of individual students;
communication skills of the teacher (the ability to find a way out of difficult situations, self-control, looseness, removal of adverse emotional states).
After conducting a psychological analysis of the lesson, the effectiveness of the lesson is evaluated. To do this, use the following plan:
1. Organization of the start of classes.
2. Checking homework
3. Preparation for the main stage
4. Assimilation of new knowledge
5. Initial check of understanding
6. Consolidation of knowledge
7. Generalization and systematization of knowledge
8. Control and self-examination
9. Summing up the activities
10. Information about homework.
The main goal of my work with children is to develop the creative imagination of children, teach them to take the initiative, analyze the advice of their peers, and work independently.
I build my methodological work on the study of advanced developmental technologies, using the principles of developmental education identified by Z.I. Kalmykova:
the principle of problem-based learning;
principle of optimal development different types mental activity;
the principle of individualization and differentiation of education;
the principle of special formation of algorithmic and heuristic methods of mental activity;
the principle of a special organization of mnemonic activity.
These principles ensure the activity of students, the consciousness of learning, the possibility of independent work:
The use of the principles of developmental education stimulates the cognitive interest of students, improves the quality of assimilation of the material.
A special role in the formation of a creative personality capable of highly productive work in the future, technically saturated production activities, is assigned to the lessons of technology.
The activation of creative cognitive activity of students depends to a large extent on the teaching methods that the teacher uses in these lessons.
Methods are ways of interconnected activities of the teacher and students aimed at achieving the learning goals. With the help of teaching methods, educational, educational and developmental tasks are implemented. It is during the school years that children develop cognitive interest, cognitive activity, which do not arise by themselves. The leading role in this process belongs to the school, the teacher.
Very often, the result of training and education is evaluated by the actions of the student who listens, writes, reads, performs. This is the external side of his activity, it is visible and understandable to us.
Systematic work on my use of modern pedagogical technologies and their elements in the educational process leads to the fact that progress in the subject of technology in groups is 100%, students accept Active participation in subject weeks, participate in exhibitions of children's creativity: school, district, regional, weak students have a lower anxiety threshold.
Chinese wisdom says: "I hear - I forget, I see - I remember, I do - I assimilate." My task, as a teacher, is to organize learning activities in such a way that the knowledge gained in the lesson by students is the result of their own searches. But these searches must be organized, while managing students, developing their cognitive activity.
The effectiveness of the use of modern pedagogical technologies in the educational process
A well-known didacticist, one of the leading developers of the problem of forming interest in the learning process, Shchukina G. I. believes that an interesting lesson can be created due to the following conditions:
the personality of the teacher (even boring material explained by a favorite teacher is well absorbed);
content of educational material;
application of modern teaching technologies. If the first two points are not always in our power, then the last one is a field for the creative activity of any teacher.
Today, significant changes are taking place in school education, which cover almost all aspects of the pedagogical process. The student's personal interest is a decisive factor in the educational process.
One of the main tasks, I think, is to improve the pedagogical skills of the teacher through the development of modern educational technologies for training and education. Pedagogical technology is the design of the educational process, based on the use of a set of methods, techniques and forms of organizing training and educational activities that increase the effectiveness of training, the use of which has a clearly defined result.
With the mastery of any new technology, a new pedagogical thinking of the teacher begins: clarity, structure, clarity of the methodical language.
Applying new pedagogical technologies in the classroom, I was convinced that the learning process can be viewed from a new point of view and master the psychological mechanisms of personality formation, achieving better results.
To improve the efficiency of the educational process when conducting lessons in elementary school, I use the following modern educational technologies:
1. Problem-based learning technology
Herrelevance is determined by the development of a high level of motivation for learning activities, the activation of the cognitive interests of students, which becomes possible when resolving emerging contradictions, creating problem situations in the classroom. Overcoming feasible difficulties, students experience a constant need to acquire new knowledge, new ways of acting, skills and abilities. The effectiveness of this technology is confirmed not only by my own observations, but also by the results of a survey of students, their parents, and the dynamics of improving the quality of education.
"Tell me and I'll forget.
Show me so I can remember.
Let me do it myself
and I will learn."
( Confucius)
This technology attracted me with new opportunities for building any lesson, where students do not remain passive listeners and performers, but turn into active researchers of educational problems. Educational activity becomes creative. Children learn better not what they receive ready-made and memorize, but what they themselves have discovered and expressed in their own way. So that training using this technology does not lose the principle of scientific character, I necessarily confirm and compare the conclusions of students with the rules, theoretical provisions of textbooks, dictionary, encyclopedic articles. The problematic dialogue technology is universal, as it is applicable to any subject content and at any level of education, it is easily and accessiblely presented by E.L. Melnikova in the book "Problem lesson or How to discover knowledge with students".
1) I will give an example of using this technology onRussian lesson on the topic "Unpronounceable consonants".
The word is written on the board messenger. Teacher: - Read this word spelling, orthoepic. (Bulletin, [in, e? sn, ik].) – What surprised you? (Letter T it is written in the word, but when reading, the sound [t] is not pronounced.) – What question do you have? (Why are some consonants written where the sound is not pronounced? How to find out or check whether it is necessary to write a letter denoting a consonant sound in a word if we do not hear it?) So, the children independently came up with a new topic and set the goal of the lesson. The term "unpronounceable consonants", like all terms and facts in general, the teacher can report in finished form. I always give my students the opportunity to suggest their own names and then compare them with scientific terms. In this case, students can be brought closer to the correct name: - The sound is NOT PRONOUNCED, therefore it is called ...
2) Russian language lesson.
The word "flycatcher" is written on the board. It is necessary to highlight the root in the word. There are different opinions. On the basis of word-formation analysis, children come to a new way of isolating the root (in compound words).
3) The introduction of mathematical concepts also presents many opportunities for organizing problem situations in the classroom.
for instance , the student received the tasks: "Add 5 to 2 and multiply by 3." And another: "To 2 add 5, multiplied by 3." You can write both problems and calculate as follows:
2 + 5 * 3 = 21
2 + 5 * 3 = 17
Such a record is surprising in children. After analyzing the actions, students come to the conclusion that two different results can be correct and depend on the order in which addition and multiplication are performed. A problematic question arises, how to write this example in order to get the correct answer. The question encourages children to search, as a result of which they come to the concept of brackets. After inserting parentheses, the task becomes:
(2 + 5) * 3 = 21
2 + 5 * 3 = 17
2. Research work .
This approach allows you to transfer the student from a listener to an active participant in the learning process.
Exploratory behavior is one of the most important sources of a child's understanding of the world. To explore, to discover, to study means to take a step into the unknown and the unknown. Children are researchers by nature and take part in various research activities with great interest. The success of a study largely depends on its organization. It is very important to teach children to observe, compare, ask questions and develop a desire to find answers. And, therefore, you need to read additional literature, learn to experiment, discuss the results, listen to other people's opinions. When conducting research, children learn to think, draw conclusions.
3. Health-saving technologies .
In my class, it includes: holding thematic physical minutes at each lesson, dynamic pauses, participating in sports competitions of the school and the district, holding parent meetings on the topic “Daily routine at school and at home”, “How to keep a child healthy”, “Computer and child”, the organization of hot meals at school for all students, a series of meetings with a general practitioner, the organization of outdoor games during breaks. I think that our task today is to teach the child various techniques and methods for maintaining and strengthening his health, so that later, moving into high school and further, the guys could already use them on their own. I try to build my lessons with this very goal in mind: how to make a lesson health-saving?
I use various fun physical exercises, gymnastics, “singing” sounds and much more in my lessons.
At different lessons I offer tasks with health-saving content
:
Mathematics
Solve the problem
.
Petya ate 6 cakes at the holiday, and Vasya ate 2 less. How many cakes did both boys eat?
(children make a short note and write down the solution to the problem)
Can you eat so many cakes? Why?
- What is the rule to follow? (Healthy food)
Literary reading
Reading and discussion of what has been read with conclusions about the right life and health.
For instance:
« Sister Alyonushka and brother Ivanushka
Only clean water can be used for drinking. In an open reservoir, water cannot be clean, it must be boiled.
If the water is clear, beautiful, is it clean?
No. It may contain living organisms invisible to the eye, microbes that cause intestinal diseases.
Finger massage, preparing them for written work. I show a finger massage, accompanying it with the words:
small house
One, two, three, four, five.
(We unclench the fingers from the fist one at a time, starting with the thumb.)
The fingers went out for a walk.
(Rhythmically unclench all fingers together.)
One, two, three, four, five.
(Alternately squeeze the widely spaced fingers into a fist, starting with the little finger.)
They hid in the house again.
(We return to the starting position.)
I'll rub my hands
I rub my hands hard
I twist each finger
(Rubbing the palms, grab each finger at the base and with a rotational movement reach the nail phalanx.)
I say hello to him
And I'll start pulling.
I will then wash my hands
(Rub palm on palm.)
I'll put my finger in my finger
I'll lock them up.
(Fingers to "lock".)
And keep warm.
I will release my fingers
(Fingers unhook and sort through them.)
Let them run like bunnies.
4. Training in cooperation (group work)
Group work plays a positive role not only at the first stages of education, but also in subsequent educational work. I try to introduce the method of group work from the very first days of the child's education at school. These can be lessons in technology, the world around, where at the first stages, children are not faced with the complex tasks of analyzing and synthesizing the material being studied. While the children still do not know each other well, I suggest that they divide into groups of 5-6 people if they wish. I give the task to do the work independently to each, and then the same work - but all together.
For example, in a manual labor lesson, work with plasticine, the topic is “10 bulk apples”. First, everyone makes their own apple, and then 5 more with the whole group and collectively decorate the apple tree, hanging apples on it. Before starting work with children, I stipulate the rules of work: call each other only by name and use only polite words in conversation. Later, when the children get to know each other well, I begin work on forming groups for a quarter. The main selection principle is personal sympathy, ability to communicate, the level of intellectual development of the child.
And since the group being created is a single entity, each child must be involved in the work. And therefore, the methodology of such work involves distributing their responsibilities among the children. The leader of the group is the leader. This child should be able to organize work, direct it in the right direction. An idea generator is one who gives an idea, highlights the main idea of the material being studied. Fixer - one who writes down (preferably in diagrams) everything that the group suggests. Critic - identifies shortcomings in the work, criticizes the proposed from the position of unacceptable in the given conditions. The analyst draws conclusions, generalizes what has been said. The main goal of group work is to approach the problem being studied together, regardless of your assigned role.
Working in groups is very interesting for children, as they get to know each other better, learn to communicate, taking into account the interests of a friend. The teacher, observing the children, can conduct a mini-monitoring of the mental characteristics of the child for himself (the ability to communicate in a micro-team, summarize what has been said, express his opinion, determine the level of performance).
In these lessons, no child is left behind. Even children with a low level of performance, who prefer to be silent in the classroom, make attempts to join the group. You can not think that this work brings results from the first lessons. This requires a series of such lessons and painstaking work of the teacher.
5. Gaming technology
Play is a natural and humane form of learning for a child. Teaching through play, we teach children not in the way that it is convenient for us, adults, to give educational material, but how it is convenient and natural for children to take it.
Games allow for a differentiated approach to students, to involve each student in the work, taking into account his interest, inclination, level of preparation in the subject. Game exercises enrich students with new impressions, perform a developing function, and relieve fatigue. They can be diverse in their purpose, content, methods of organization and conduct. With their help, you can solve any one problem (improve computing, grammatical skills, etc.) or a whole range of tasks: form speech skills, develop observation, attention, creativity, etc.
Game activity is used by me in the following cases:
for mastering the concept, topic and even a section of the subject (lesson-game "Journey through the Land of Knowledge", lesson - play "Folk Holidays");
as a lesson (class) or part of it (introduction, explanation, consolidation, exercise, control).
These are various games - competitions, relay races, in which it is proposed to find the meaning of an expression, insert the desired sign, come up with an example, etc. Such games are undeniable in assessing the automatism of skills and abilities.
for instance , at literacy lessons in the game "Who is more?" Children make up their own words for the given sound. In the game "Find a word in a word" students make words from the letters of the word given by the teacher. For example, a thunderstorm (rose, horn, mountain, etc.) For the same purpose, I use the games “Find a Pair” (find synonyms for words), “Add a word” and others.
For instance: Connect the halves of the words.
1) Make several word lists of six letters, divided in half into two columns. Each of them can contain both the first and last halves of words:
(Answer: optics, parquet, balloon, dried apricots, chamber, cinnamon, tanker, peanuts, armada, dance).2) Connect the halves of the words with arrows so that you get whole words.
3) In mathematics lessons, children are happy to “travel” to the Land of Fairy Tales, to the Far Far Away Kingdom, and when they meet with each hero, they perform certain mathematical tasks.For instance:
Oral counting in elementary school can be carried out according to the fairy tale "Gingerbread Man":
The teacher pronounces the fairy tale "Gingerbread Man" and plays on the magnetic board. When a kolobok meets with the heroes of a fairy tale, a goal is set for him: to solve examples or a problem. - Guys, if Kolobok does not cope with his task, then the Wolf will eat him, let's help Kolobok solve examples. (Children agree and solve examples that are written on separate cards) ...
4) At the lesson of literary reading, you can play the game "Proverbs-shifters":
I call the turnaround proverb, and you have to guess what proverb is actually in question, which exists in Russian folklore.
(The cap is on fire on the thief)2. Joy is gone - nail the door.
(Trouble has come - open the gate)
3. Cowardice of the village avoids.
(Cheek brings success)
4. Someone else's pants are further from the legs.
(His shirt is closer to the body)
5. Close your eyes on your bread.
(On someone else's loaf, don't open your mouth)
6. Comrade is saved. And he throws you.
(Die yourself, but help a friend out)
7. Keep a lot of money and don't be friends with anyone.
(Do not have a hundred rubles, but have a hundred friends.)
8. Ruined work, stay at home and tremble with fear.
(Business before pleasure)
9. Duck cow girlfriend.
(Goose pig is not a friend)
10. No need to think, you need to try twenty times to do something.
(Seven times measure cut once)
But including games and game moments in the process of teaching children, the teacher must always remember their purpose and purpose. We must not forget that there is a lesson behind the game - this is acquaintance with new material, its consolidation and repetition, this is work with a textbook and notebook.
All of the above techniques, new technologies used in the classroom and after school hours, enable the child to work creatively, contribute to the development of curiosity, increase activity, bring joy, form the desire to learn in the child.
Literature:
Andyukhov B. Case technology - a tool for the formation of competencies /B. Andyukhova // Director of the school. - 2010. - No. 4. - P.61-65
Yagodko L.I. The use of problem-based learning technology in elementary school / L.I. Yagodko // Primary school plus before and after. - 2010. - No. 1. – P.36-38
Zolotukhina A. Group work as one of the forms of student activity in the lesson / A. Zolotukhina // Mathematics. Newspaper Ed. House "First of September". - 2010. - No. 4. – pp. 3-5
Andreev O. Role-playing game: how to plan, organize and sum up /O. Andreeva // School planning. - 2010. - No. 2. – P.107-114
Everything is in our hands, so we can not lower them
Coco Chanel
Peculiarity federal state educational standards of general education- their activity character, which makes the development of the student's personality the main task. Modern education refuses the traditional presentation of learning outcomes in the form of knowledge, skills and abilities; the wording of the Federal State Educational Standard points to real activities.
The task at hand requires implementation in a modern school system-activity approach to the organization of the educational process, which, in turn, is associated with fundamental changes in the activities of the teacher who implements the new standard. Teaching technologies are also changing.
What is educational technology?
. A set of techniques is an area of pedagogical knowledge that reflects the characteristics of the deep processes of pedagogical activity, the features of their interaction, the management of which ensures the necessary efficiency of the educational process;
. A set of forms, methods, techniques and means of transferring social experience, as well as technical equipment this process;
. A set of ways to organize the educational and cognitive process or a sequence of certain actions, operations related to the specific activities of the teacher and aimed at achieving the goals (technological chain).
Under these conditions, the traditional school, which implements the classical model of education, has become unproductive. Before me, as well as before my colleagues, the problem arose - to turn traditional education aimed at accumulating knowledge, skills, skills, into the process of developing the child's personality.
Leaving the traditional lesson through the use of new technologies in the learning process allows eliminating the monotony of the educational environment and the monotony of the educational process, creates conditions for changing the types of activities of students, and makes it possible to implement the principles of health saving. It is recommended to make a choice of technology depending on the subject content, the objectives of the lesson, the level of preparedness of students, the possibility of meeting their educational needs, the age category of students.
In the context of the implementation of the requirements of the Federal State Educational Standards, the most relevant are technologies:
v Information and communication technology
v Critical thinking development technology
v Design technology
v Developmental learning technology
v Health-saving technologies
v Problem-based learning technology
v Gaming technologies
v Modular technology
v Workshop technology
v Case - technology
v Integrated learning technology
v Pedagogy of cooperation.
v Tier differentiation technologies
v Group technologies.
v Traditional technologies (class-lesson system)
one). Information and communication technology
The use of ICT at various stages of teaching mathematics
Information technology, in my opinion, can be used at various stages of a mathematics lesson:
- independent learning with the absence or denial of the teacher's activities;
- partial replacement (fragmentary, selective use of additional material);
– use of training (training) programs;
— use of diagnostic and control materials;
- performing home independent and creative tasks;
- use of a computer for calculations, plotting graphs;
- the use of programs that simulate experiments and laboratory work;
- use of gaming and entertaining programs;
— use of information and reference programs.
Since the visual-figurative components of thinking play an extremely important role in human life, their use in studying material using ICT increases the effectiveness of learning:
- graphics and animation help students understand complex logical mathematical constructions;
- the opportunities provided to students to manipulate (explore) various objects on the display screen, change the speed of their movement, size, color, etc. allow children to assimilate educational material with the fullest use of the sense organ and communication connections of the brain.
The computer can be used at all stages of the learning process: when explaining new material, consolidating, repeating, controlling, while for the student it performs various functions: a teacher, a working tool, an object of study, a collaborating team.
When choosing the conditions for the use of ICT, it is necessary to take into account:
one). the availability of programs relevant to the topic being studied;
2) the readiness of students to work using a computer;
The use of information technology must be considered in the inseparable unity of all components of the educational process:
creation of lessons using ICT;
creative project work of students;
distance learning, competitions;
mandatory elective classes
Creative interaction with teachers
Forms of use of ICT
In the process of teaching mathematics, information technology can be used in various forms. The directions I use can be represented in the form of the following main blocks:
· multimedia scenarios of lessons;
Checking knowledge in the classroom and at home (independent work, mathematical dictations, control and independent work, online tests);
Preparation for the OGE, Unified State Examination
2) Technology of critical thinking
Critical thinking - this is the ability to analyze information using logic and a personal psychological approach in order to apply the results obtained to both standard and non-standard situations, questions and problems. This process is characterized by openness to new ideas.
1. Critical thinking - thinking independent
2. Information is the starting point, not the end point, of critical thinking.
3. Critical thinking begins with asking questions and understanding the problems that need to be solved.
4. Critical thinking is based on persuasive reasoning.
5. Critical thinking - social thinking
RKM technology allows solving the following problems:
-educational motivation: increasing interest in the learning process and active perception of educational material;
- information literacy: developing the ability for independent analytical and evaluation work with information of any complexity;
-social competence: formation of communication skills and responsibility for knowledge.
TRCM contributes not only to the assimilation of specific knowledge, but to the socialization of the child, the development of a benevolent attitude towards people. When learning using this technology, knowledge is assimilated much better, since the technology is not designed for memorization, but for a thoughtful creative process of understanding the world, for posing a problem, searching for its solution.
Methodological techniques for the development of critical thinking, including group work, modeling of educational material, role-playing games, discussions, individual and group projects, contribute to the acquisition of knowledge, provide a deeper assimilation of the content, increase students' interest in the subject, develop social and individual skills.
Functions of the three phases of technology for the development of critical thinking
|
Call Motivational(incitement to work with new information, awakening interest in the topic) Informational(call "to the surface" of existing knowledge on the topic) Communication |
Making sense of the content Informational(obtaining new information on the topic) Systematization(classification of the received information into categories of knowledge) |
Reflection Communication(exchange of views on new information) Informational(acquisition of new knowledge) Motivational(an incentive to further expand the information field) Estimated(correlation of new information and existing knowledge, development of one's own position, |
Basic Methodological Techniques for the Development of Critical Thinking
§ Reception "Cluster",
§ table,
§ educational brainstorming,
§ intellectual warm-up,
§ zigzag,
§ zigzag -2,
§ reception "Insert",
§ Essay,
§ Reception "Basket of ideas",
§ Reception "Compilation of syncwines",
§ method of control questions,
§ Reception "I know .. / I want to know .. / I found out ...",
§ Circles on the water,
§ role project,
§ Not really,
§ Reception "Reading with stops"
«».
The mechanism of development of students' knowledge in the mode of technology for the development of critical thinking.(developed by S.I. Zair-Bek)
Physics lesson in grade 7. "Communicating vessels and their applications": (call stage):
“The fisherman, in order to keep the fish he caught alive, made an improvement in his boat: he separated part of the boat by placing two vertical partitions, and made a hole in the bottom in the fenced off part. Will the boat not flood and sink if it is lowered into the water? - he thought before testing his improvement, but what do you think? (pin the picture of the boat on the album sheet to the board).
(The class listens to the opinions of the guys.)
-To give an accurate answer to these questions, we will have to remember some of the studied physics and learn something new.
front poll.
|
Questions: |
Answers: |
|
- “Somehow the Baby Elephant, the Monkey, the Parrot and the Boa constrictor, blew soap bubbles. The bubbles were spherical. The monkey fiddled for a long time and made herself a tube with a square hole. But the bubble didn't turn into a cube! Why? And why did these bubbles rise up? |
According to Pascal's law: The pressure exerted on a liquid or gas is transmitted to every point in the medium without change. Because the air inside them is warmer than the outside. |
|
What is the formula for finding pressure? (We write this and other formulas on the board.) |
P=F/S p=ρgh |
|
What formula is used to calculate pressure? |
F=PS F=mg |
|
- And how to determine the pressure of a liquid at any depth in it? |
P=ρgh (Formulas write on the board) |
|
What does the pressure in a liquid or gas depend on? |
From the density of a liquid or gas, from the height of the liquid or gas column. |
(listen to answers.)
Let's remember this information, it will be useful to us today.
(reflection stage):
Question: reconsider the drawing with the boat. What will you say to the fisherman? (The compartment in the boat and the river bed are communicating vessels. The water pouring into the compartment will not reach the edge of the side, but will be at the same level as in the river. The boat will not flood, and it will float.
Question. Is the surface of the water in a river horizontal? And in the lake? (In the river - no: it leans towards the flow of the river; in the lake - yes.)
Question In front of you are two coffee pots of the same width, but one is high, the other is low (Fig. 6). Which one is more spacious?
(The capacity of the coffee pot and the spout are communicating vessels. Since the holes of the spouts are located at the same height, the low coffee pot is just as capacious as the tall one; the liquid enters them only up to the level of the spout.)
3) Design technology
In the context of modernization Russian education aimed at improving the quality, accessibility and effectiveness of education and defining the formation of key competencies of students as one of the directions, the problem of implementing the tasks set at school is particularly acute.
One of the most important problems of education is the decrease in the learning motivation of students, which especially noticeable in adolescence. 15% of successfully studying children at school are obedient children, conscientiously doing their homework, all the requirements of the teacher. At the cost of their health, they achieve the maximum possible success for themselves, and 85% of students remain out of school education. Many teachers ask the question: "Why are not all children included in the educational process?" One of the reasons for this is the individuality of each child, which determines the individual path to knowledge. The use of various modern pedagogical technologies makes it possible to diversify the educational process and thereby involve more students in the active process of cognition. One such technology is the Project Method. The educational potential of project activities lies in the possibility of: increasing motivation in obtaining additional knowledge and improving the quality of education.
The project method is not fundamentally new in pedagogical practice. The design method is understood as a generalized model of a certain way to achieve the goal, a system of techniques, a certain technology of cognitive activity. The project method is one of the main methods, as it allows the student to become the subject of learning and his own development. I will take the liberty of expressing my opinion that the method of projects, the method of cooperation in organizing the work of students, to a large extent correspond to the indicated provisions. Studying and analyzing the results of the work of colleagues, I tried to organize and conduct similar work in physics lessons.
The main distinguishing feature of the project method is learning on an active basis, through the expedient activity of the student, which corresponds to his personal interests. This method is based on the development of students' cognitive skills, the ability to independently construct their knowledge, the ability to navigate in the information space, the development of critical and creative thinking. The project method is always focused on the independent activity of students - individual, pair, group, which students perform for a certain period of time. The project method always involves solving a problem.
The main goal of any project is formation various key competencies, which in modern pedagogy are understood as complex personality traits, including interrelated knowledge, skills, values, as well as the willingness to mobilize them in the necessary situation.
Stages of work on the project
|
Stages |
Student activities |
Teacher activity |
|
Organizational preparatory |
Choosing a project topic, determining its goals and objectives, developing the implementation of an idea plan, forming microgroups. |
Formation of participants' motivation, advising on the choice of topics and genre of the project, assistance in the selection of necessary materials, development of criteria for evaluating the activities of each participant at all stages. |
|
Search |
Collection, analysis and systematization of the collected information, recording interviews, discussion of the collected material in microgroups, putting forward and testing a hypothesis, designing a layout and poster presentation, self-control. |
Regular consulting on the content of the project, assistance in organizing and processing the material, consultation on the design of the project, tracking the activities of each student, evaluation. |
|
final |
Project design, preparation for defense. |
Preparation of speakers, assistance in the design of the project. |
|
Reflection |
For instance:
Geometry lesson grade 8.
Topic: Quadrangles.
|
Stages |
Student activities |
Teacher activity |
|
Organizational preparatory |
They are divided into groups (the number of groups corresponds to the types of quadrangles) develop the main ideas, goals of their work, draw up a plan |
Formation of participants' motivation, advising on the choice of topics and genre of the project, assistance in the selection of necessary materials, development of criteria for evaluating the activities of each participant at all stages |
|
Search |
Collection, analysis and systematization of the collected information about the properties and features of the quadrilateral, recording material in microgroups, putting forward and testing a hypothesis, designing a layout and poster presentation, self-control. |
Advice on the content of the project, assistance in systematization and processing of the material, consultation on the design of the project, tracking the activities of each student, evaluation. |
|
final |
Designing your project, protecting it |
Assists in arranging |
|
Reflection |
Evaluation of your activities. “What did the work on the project give me?” |
Evaluation of each project participant. |
As a result, the overall result of the activities of all participants and groups is the creation of a classification of quadrilaterals.
4). Problem learning technology
In the conditions of modern society, ever higher requirements are placed on the student as a person capable of independently solving problems of various levels. There is a need to form an active life position in children, a stable motivation for education and self-education, and critical thinking.
In this regard, the traditional learning system has significant drawbacks compared to problem-based learning.
Today, problem-based learning is understood as such an organization of training sessions that involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them.
When using this technology, I rely on the main provisions of the theory of problem-based learning (M. I. Makhmutov). I adhere to the peculiarities of creating problematic situations, the requirements for the formulation of problematic questions, since the question becomes problematic under certain conditions: it must contain a cognitive difficulty and visible boundaries of the known and the unknown; cause surprise when comparing the new with the previously known, dissatisfaction with existing knowledge and skills.
To activate the mental activity of students and develop their mental abilities, I use cognitive tasks, based on the typology of tasks proposed by the psychologist V. A. Krutetsky.
I use problem-based learning technology mainly in the classroom:
Studying new material and primary consolidation;
Combined;
Block problem classes - trainings.
This technology allows:
To intensify the cognitive activity of students in the classroom, which allows them to cope with a large amount of educational material;
To form a stable educational motivation, and learning with passion is a vivid example of health saving;
Use the acquired skills of organizing independent work to gain new knowledge from various sources of information;
To increase self-esteem of students, because when solving a problem, any opinions are listened to and taken into account.
A problematic situation can be created when a discrepancy between the existing knowledge and skills and the actual state of things is discovered. In order for students to discover this discrepancy, the teacher asks students to recall the well-known formulation of the concept, rules, and then offers for analysis such specially selected facts, in the analysis of which there is difficulty.
The second type of problem presentation of new material - a problem situation is created when children are asked a question that requires an independent comparison of a number of studied facts or phenomena, and the expression of their own judgments and conclusions, or a special task is given for an independent solution. In the process of such heuristic search, stable attention is created and maintained.
The survey can be carried out as a solution to educational and cognitive tasks that require not only the reproduction of what has been studied, but also the establishment of deeper connections in the concept. Each of these tasks requires not only the reproduction of the material, but makes it necessary to analyze what has been learned, which contributes to the intellectual activation of the class.
V general view The structure of the problematic lesson is as follows:
1) preparatory stage;
2) the stage of creating a problem situation;
3) students' awareness of a topic or a separate issue of a topic in the form of an educational problem;
4) putting forward a hypothesis, assumptions, substantiation of a hypothesis;
5) proof, solution and conclusion on the formulated educational problem;
6) consolidation and discussion of the data obtained, the application of this knowledge in new situations
Example 1: "Triangle Inequality"
Creating a problem situation in the lesson "Geometry Grade 7" "Is it possible to build a triangle with sides of 2 cm, 5 cm and 9 cm using a compass and a ruler?"
Example 2. "Finding a fraction from a number."
1) Let's solve the problem: “The garden occupies 6 ares of land. Potatoes are planted in 1/3 of the garden. How much of the total area of land is occupied by potatoes? Can we solve the problem? How?
2) Describe the task. Let's move away from the garden and potatoes, let's move on to the values. What do we know? [whole]. What to find? [part]
3) Let's take the same problem, but change the values of one value: “The garden occupies 4/5 of the land. Potatoes are planted in 2/3 of the garden. How much of the total land area is occupied by potatoes? Has the mathematical meaning of the problem changed? [No]. So, again, the whole is known, but we are looking for a part. Does replacing 6 with 4/5 affect the solution? Is it possible to decide? [No].
4) What kind of situation did we get?
[Both tasks are about finding a part of a number. But we can solve one knowing certain fractions, the concept of numerator and denominator, and we cannot solve the second]. Problem: we do not know the general rule for finding a fraction from a number. We need to get this rule out.
Example 3. "Archimedean force"
Basic.
Investigate the dependence of the buoyancy force on:
1. body volume;
2. liquid density.
Additional.
Investigate whether the buoyancy force depends on:
1. body density;
2. body shape;
3. diving depths.
Benefits of problem-based learning technology: contributes not only to the acquisition by students of the necessary system of knowledge, skills and abilities, but also to the achievement of a high level of their mental development, the formation of their ability to independently acquire knowledge through their own creative activity; develops interest in academic work; provides lasting learning outcomes.
Flaws: large expenditures of time to achieve the planned results, poor controllability of the cognitive activity of students.
5). Gaming technologies
The game, along with work and learning, is one of the main types of human activity, an amazing phenomenon of our existence.
By definition, the game- this is a type of activity in the conditions of situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved.
Classification of educational games
1. By area of application:
— physical
—intellectual
— labor
—social
—psychological
2. By (characteristic) the nature of the pedagogical process:
—training
— training
—controlling
- generalizing
— cognitive
—creative
—developing
3. Game technology:
— subject
—plot
—role-playing
— business
— imitation
-dramatization
4. By subject area:
—mathematical, chemical, biological, physical, environmental
— musical
— labor
— sports
-economically
5. By gaming environment:
- no items
— with items
— desktop
- room
— street
— computer
—television
- cyclic, with vehicles
What tasks does the use of this form of training solve:
- Carries out more free, psychologically liberated control of knowledge.
- The painful reaction of students to unsuccessful answers disappears.
— The approach to students in teaching is becoming more delicate and differentiated.
Learning in the game allows you to teach:
Recognize, compare, characterize, reveal concepts, justify, apply
As a result of the application of game learning methods, the following goals are achieved:
§ cognitive activity is stimulated
§ mental activity is activated
§ information is spontaneously remembered
§ associative memorization is formed
§ increased motivation to study the subject
All this speaks of the effectiveness of learning in the process of the game, which is professional activity, which has the features of both teaching and labor.
Example 1"Rectangular coordinate system on a plane" (Grade 6)
Game "Competition of artists"
The coordinates of the points are written on the board: (0;0),(-1;1),(-3;1),(-2;3),(-3;3),(-4;6),(0; 8),(2;5),(2;11),(6;10),(3;9),(4;5),(3;0),(2;0),(1;-7 ),(3;-8),(0;-8),(0;0).
Mark each point on the coordinate plane and connect it to the previous segment. The result is a certain pattern.
This game can be played with the reverse task: draw by yourself any drawing that has a polyline configuration and write down the coordinates of the vertices.
Example 2
The game "Magic Squares"
A) In the cells of the square, write such numbers so that the sum of the numbers along any vertical, horizontal is equal to 0.
B) Write in the cells of the square the number -1; 2; -3; -4; 5; -6; -7; eight; -9 so that the product of any diagonal, vertical, horizontal is equal to a positive number.
6). Case - technology
Case technologies combine role-playing games, the project method, and situational analysis at the same time .
Case technologies are not a repetition after the teacher, not a retelling of a paragraph or an article, not an answer to a teacher's question, it is an analysis of a specific situation that makes you raise the layer of knowledge gained and put it into practice.
Characteristics of the case method
1. The main emphasis when using the method of a specific situation is placed not so much on the development of problem-solving skills, but on the development of analytical thinking, which is necessary to identify the problem, formulate it and make a decision.
2. The case method is a fairly effective means of organizing learning, but it cannot be considered universal, applicable to all disciplines and solving all educational problems. The effectiveness of the method is that it can be quite easily combined with other teaching methods.
§ Promotes the development of skills:
§ Analyze situations;
§ Evaluate alternatives;
§ Choose the best solution;
§ Make a plan for the implementation of decisions
Results possible when using the "Case method" method:
|
Educational |
Educational |
|
1. Assimilation of new information 2. Mastering the data collection method 3. Mastering the method of analysis 4. Ability to work with text 5. Correlation of theoretical and practical knowledge |
Product 2. Education and achievement personal goals 3. Level Up Communication skills 4. Emergence of experience of acceptance decisions, actions in the new situations, problem solving |
Student's work with a case
Stage 1 - acquaintance with the situation, its features;
Stage 2 - identification of the main problem (problems),
Stage 3 - suggesting concepts or topics for brainstorming;
Stage 4 - analysis of the consequences of making a decision;
Stage 5 - case solution - the proposal of one or more options for a sequence of actions.
Actions of the teacher in case - technology:
1) creating a case or using an existing one;
2) distribution of students in small groups (4-6 people);
3) familiarization of students with the situation, the system for evaluating solutions to the problem, the deadlines for completing tasks, organizing the work of students in small groups,
definition of speakers;
4) organization of presentation of solutions in small groups;
5) organizing a general discussion;
6) a generalizing speech of the teacher, his analysis of the situation;
7) assessment of students by the teacher
What gives the use
case - technologies
|
teacher |
to the apprentice |
|
Access to the database of modern educational materials Organization of a flexible educational process Reducing the time spent preparing for lessons Continuous professional development The possibility of implementing some elements of the educational process outside of class time |
Working with additional materials Permanent access to the database of consultations Opportunity to prepare yourself for certification Communication with other students in the group Mastering modern information technologies |
Example:
1. The first steam locomotives were created in Great Britain in 1803 (R. Trevithick) and in 1814 (J. Stephenson). In Russia, the first original steam locomotive was built
E.A. and M.E. Cherepanovs ( 1833 .). For over a century, steam locomotives were the most common type of traction until 50
x years. XX century, when they began to be replaced everywhere by electric locomotives and diesel locomotives. Since 1956, the production of steam locomotives in the USSR has been discontinued, although they are still in operation on some low-density lines.
railways and industrial enterprises. The main reason for replacing steam locomotives with other types of locomotives is their low efficiency: the efficiency of the best models did not exceed 9%, the average operating efficiency is 4%.
Great Soviet Encyclopedia
2. In order to assess how fully and profitably the heat received from fuel combustion is used in a steam locomotive, the concept of efficiency factor (COP) is usually used. The efficiency of a steam locomotive is the ratio of the amount of heat that is used to work on moving the steam locomotive and train (that is, the useful heat used) to the amount of heat available from the fuel thrown into the furnace of the steam locomotive. The efficiency of a modern, even the most advanced steam locomotive of conventional design rarely exceeds 7%. This means that out of every ton of coal burned, only 70 kilograms . Rest 930 kilograms literally “fly out into the pipe”, that is, they are not used for work on the movement of trains.
Due to the extremely low efficiency of a steam locomotive, thousands of tons of precious fuel - “black gold” are thrown into the wind. Continuing the great undertaking of their compatriots, the famous Russian mechanics Cherepanovs, our steam locomotive builders step by step increased the power and efficiency of the steam locomotive. A radical solution to the problem of increasing efficiency was carried out at the beginning of the 20th century, when superheated steam was first used on steam locomotives. However, it was not possible to achieve noticeable results in increasing the efficiency of steam locomotives: since the time of the Cherepanovs, the power of a steam locomotive has increased by more than 100 times, the speed has increased by almost 15 times, and the efficiency of a steam locomotive has only doubled.
Wikipedia
3. On October 27, 2010, a Lekker Mobil electric car converted from an Audi A2 microvan made a record mileage on a single charge from Munich to Berlin
605 kilometers
in conditions of real traffic on public roads, while all auxiliary systems, including heating, were preserved and operated. An electric car with a 55 kW electric motor was created by lekker Energie based on the Kolibri lithium polymer battery from DBM Energy. 115 kWh was stored in the battery, which allowed the electric car to cover the entire route at an average speed
90 km/h
(the maximum speed on certain sections of the route was
130 km/h
) and keep after the finish 18% of the initial charge. According to DBM Energy, an electric forklift with such a battery was able to work continuously for 32 hours, which is 4 times more than with a conventional battery. A representative of lekker Energie claims that the Kolibri battery is able to provide a total resource mileage of up to
500,000 kilometers
.
Venturi Streamliner Sets
new world
Speed Record 25 Aug 2010
4. Traction efficiency electric motoris 88-95%. In the urban cycle, the car uses about
3 l
.With. engine. Urban transport can be replaced by electric vehicles. Electric vehicles still have one big drawback - the need to charge the battery. The process is long and requires some specially equipped charging point. Thus, it becomes unsuitable for long and long trips. But technologies have already been developed that allow charging lithium-ion batteries with electrodes made of nanomaterials up to 80% capacity in 5-15 minutes. In a hybrid car, this drawback is eliminated. Refueling is carried out according to the usual scheme, with conventional hydrocarbon fuel, when necessary, and further movement can be immediately continued.
Wikipedia
4. Once Vintik and Shpuntik didn't say anything to anyone, they closed themselves in their workshop and began to make something. For a whole month they sawed, planed, riveted, soldered and showed nothing to anyone, and when the month passed, it turned out that they had made a car.
This car ran on sparkling water with syrup. In the middle of the car, a driver's seat was arranged, and a tank of soda water was placed in front of it. The gas from the tank passed through a tube into a copper cylinder and pushed an iron piston. The iron piston, under the pressure of the gas, went here and there and turned the wheels. Above the seat was a jar of syrup. The syrup flowed through the tube into the tank and served to lubricate the mechanism.
Such carbonated cars were very common among shorties. But in the car that Vintik and Shpuntik built, there was one very important improvement: a flexible rubber tube with a tap was attached to the side of the tank so that you could drink sparkling water on the go without stopping the car.
So far, the most realistic solution to the problem is to reduce the harm from cars by reducing fuel costs. So, if today an average passenger car consumes 6-10 liters of gasoline per 100 kilometers way, passenger car engines have already been created that consume only 4 liters. In Japan, Toyota is preparing to release a car model with a fuel consumption of 3 liters per 100 kilometers way.
Atmospheric pollution by cars is also reduced by replacing gasoline with liquefied gas. Special additives-catalysts are used to liquid fuel, increasing the completeness of its combustion, gasoline without lead additives. New types of car fuel are being developed. Thus, in Australia (Canberra city) an environmentally friendly fuel was tested, which contains 85% diesel fuel, 14% ethyl alcohol and 1% special emulsifier, which increases the completeness of combustion of the fuel. Work is underway to create ceramic car engines that will increase the combustion temperature of fuel and reduce the amount of exhaust gases.
"Ecology. Big Dictionary of Ecological Terms and Definitions”3 � ���� �%�
100 kilometers
way.
Atmospheric pollution by cars is also reduced by replacing gasoline with liquefied gas. Special additives-catalysts are used to liquid fuel, increasing the completeness of its combustion, gasoline without lead additives. New types of car fuel are being developed. Thus, in Australia (Canberra city) an environmentally friendly fuel was tested, which contains 85% diesel fuel, 14% ethyl alcohol and 1% special emulsifier, which increases the completeness of combustion of the fuel. Work is underway to create ceramic car engines that will increase the combustion temperature of fuel and reduce the amount of exhaust gases.
"Ecology. Big Dictionary of Ecological Terms and Definitions"
Analyze the proposed information, identify the main problems of heat engines, their causes, suggest solutions.
In the process of work, students should pay attention to the following aspects and answer the questions:
1. Low efficiency of heat engines and the value of efficiency. How to explain?
Here, the participants need to apply the knowledge gained not from the materials of the case, but, for example, from the material covered in the course of physics (“Thermal Phenomena”).
1. What are alternative car engines?
Assess their strengths and weaknesses.
2. Compare the impact of each type of engine on the environment, depending on various factors. Are there any well-known engines that are environmentally friendly and have a high efficiency?
3. How to reduce the negative impact of the car on the environment (except for the solutions proposed in the case)?
4. What ways would you suggest to improve the environmental situation in cities?
What ways to improve the efficiency of heat engines would you suggest?
7). Modular learning technology
Modular learning emerged as an alternative to traditional learning. The semantic meaning of the term "modular learning" is associated with the international concept "module", one of the meanings of which is a functional unit. In this context, it is understood as the main means of modular learning, a complete block of information.
In its original form, modular education originated in the late 60s of the XX century and quickly spread to English-speaking countries. Its essence was that a student, with a little help from a teacher or completely independently, can work with an individual curriculum offered to him, which includes a target action plan, an information bank and a methodological guide to achieve the set didactic goals. The functions of the teacher began to vary from information-controlling to consultative-coordinating. The interaction between the teacher and the student in the educational process began to be carried out on a fundamentally different basis: with the help of modules, the conscious independent achievement of a certain level of preliminary preparedness by the student was ensured. The success of modular training was predetermined by the observance of parity interactions between the teacher and students.
The main goal of a modern school is to create such a system of education that would provide the educational needs of each student in accordance with his inclinations, interests and abilities.
Modular learning is based on four fundamental concepts:
1. Educational block-module (modular program).
2. Time cycle (completed material block module).
3. Training session (very often this is a “paired lesson”).
4. Educational element (algorithm of the student's actions in the lesson).
The module includes: 1) an action plan with specific goals;
2) information bank;
3) methodological guidance to achieve these goals.
When compiling a module, the following rules are used:
1) At the beginning of the module, an input control of students' skills is carried out to determine their level of readiness for further work. If necessary, knowledge is corrected by additional explanation.
2) Be sure to carry out current and intermediate control at the end of each training element. Most often, this is mutual control, reconciliation with samples, etc. Its purpose is to identify the level of gaps in the assimilation of the educational element and eliminate them.
3) After completion of work with the module, output control is carried out. Its purpose is to identify the level of assimilation of the module with subsequent refinement.
In modular lessons, students can work individually, in pairs, in groups of constant and variable composition. The boarding form is free, each of them has the right to choose: he will work alone or with one of his comrades.
The role of the teacher in the classroom is to manage the learning process, advise, help and support students.
Modular learning technology creates a reliable basis for individual and group independent work of students and brings up to 30% savings in learning time without compromising the completeness and depth of the material being studied. In addition, flexibility and mobility are achieved in the formation of knowledge and skills of students, their creative and critical thinking develops.
|
Benefits of modular learning |
Disadvantages and Limitations of Modular Learning |
|
1. Learning objectives are accurately related to the results achieved by each student. 2. The development of modules allows you to condense educational information and present it in blocks. 3. An individual pace of learning activity is set. 4. Staged - modular control of knowledge and practical skills gives a certain guarantee of the effectiveness of training. 5. Learning becomes less dependent on the pedagogical skills of the teacher. 6. Ensuring a high level of activation of students in the classroom. 7. Primary formation of self-education skills. |
1. High labor intensity in the design of modules. 2. The development of modular curricula requires high pedagogical and methodological qualifications, special textbooks and teaching aids. 3. The level of problem modules is often low, which does not contribute to the development of the creative potential of students, especially highly gifted ones. 4. In the conditions of modular training, the dialogue functions of training, the cooperation of students, and their mutual assistance often remain practically unrealized. 5. If for each new lesson, lesson, the teacher has the opportunity to update the content of educational material, replenish and expand it, then the "module" remains, as it were, a "frozen" form of presenting educational material, its modernization requires considerable effort. |
For instance:"Solution of systems of equations of the second degree by the method of addition and the method of introducing a new variable"
Lesson value.
one). The use of modular learning allows for a student-centered approach to teaching mathematics. At this stage, students have already mastered the basic level of solving systems of equations. Therefore, in this lesson, students have the opportunity to test their basic level of assimilation of the topic and get acquainted with new ways of solving systems of equations with two variables (advanced level) at their own pace.
2). The use of modular learning technology includes each student in a conscious learning activity, forms the skills of self-learning and self-control in each student.
3). As a result of mastering the content of the module, students should be able to:
I-level solve systems of equations with two variables by way of substitution and
Graphically according to the algorithm
II-level solve a system of equations with two variables, where both equations are second
Degrees, choosing your own solution method
III-level apply acquired knowledge in non-standard situations
The purpose of the lesson:
one). Practice the skills of solving systems of equations using the substitution method and the graphical method
2). To ensure that students learn other ways of solving systems of equations of the second degree in various ways
3). To form in each student the skills of self-study and self-control
4). Include each student in conscious learning activities, provide an opportunity to advance in the study of the material at an optimal pace for themselves.
Lesson plan:
1).Updating knowledge
3). Input control
4). Learning new material (task 1 and 2)
5).Final control
6). Reflection
7). Homework
Lesson content:
one). Knowledge update
Frontal work with the class, at this time assistants (chosen from the students selectively check their homework).
What is called the solution of a system of equations of the second degree
What does it mean to solve a system of equations
How do you know how to solve systems
How to solve a system by substitution method
How to solve a system graphically
2). Motivational conversation, setting the goal of the lesson
Guys, we already know how to solve systems of equations graphically and by substitution. Look at the system of equations
What is the possible way to solve it.
Indeed, it is not possible to solve this system by known methods. There are other ways to solve systems of equations of the second degree, which we will get acquainted with in this lesson.
The purpose of our lesson is to test the basic level of assimilation of the topic and learn how to solve systems in new ways.
3).Input control
Purpose: to assess the initial level of your knowledge in solving systems of equations of the second degree
1 option.
1. (1 point) The figure shows the graphs of two functions.
Using these graphs, solve the system of equations
(1 point) Solve a system of equations
A). (2;3); (-2;-3) B). (3;2);(2;3) B).(3;2); (-3;-2)
3) . (2 points) Solve a system of equations
4). Learning new material.
Purpose: to learn how to apply the addition method when solving systems of equations with two variables of the second degree.
Block 1.
If the system consists of two equations of the second degree with two variables, then finding its solutions can be very difficult. In some cases, solutions can be found by applying addition method
(let's add these equations)
Answer: (4;-1), (4;1), (-4;1) , (-4;-1).
When applying the addition method, we obtain an equivalent equation, from which it is easier to express one of the variables.
We independently solve the system (3 points)
No. 448 (b)
Answer: (6;5) (6;-5) (-6;5) (-6;-5)
We check the solutions, if you decide correctly, then write down three points in your record-card.
Block 2.
Purpose: to learn how to solve systems of equations with two variables using the method of introducing a new variable.When solving systems of equations of the second degree, the method of introducingnew variable.
In this system, it is quite difficult to express one variable in terms of another. So let's introduce a new variable.
Let's denote each of the expressions with a new letter 
We get a system of equations
Answer: (5;-2)
If the solution is obtained independently, then 4 points.
If the teacher helped the student once, 3 points.
If the student, on his own without the help of the teacher, could not solve, then only 1 point.
5). Final control.
Purpose: to assess the level of assimilation of new material.
1. (4 points) Solve the system by addition method
2. (4 points) Solve a system of equations by introducing a new variable
Check the task and put the number you have entered into your record-card
6). Reflection
|
Last name First name_________________________________
Grade:_______________ |
You need to calculate the number of points, evaluate your work
Score "5" - 14 to 19 points
Score "4" - 9 to 13 points
Grade "3" - 6 to 8 points
7). Homework.
9). Health saving technologies
Health is the greatest value of a person.
Health, according to N.M. Amosov, can be defined "as an indispensable condition for effective activity through which happiness is achieved." The health of each person is not only an individual value, but, above all, a public one.
V last years the health status of children and adolescents has deteriorated. Currently, healthy children make up only 3-10% of their total number.
According to the Ministry of Health of Russia, only 5% of school graduates are healthy. Children's health is a common problem for physicians, teachers and parents. And the solution to this problem depends on the introduction of health-saving technologies into the learning process. Health-saving educational technologies are understood as all those technologies, the use of which is used to preserve the health of students.The health of students is determined by the initial state of his health at the time of entering the school, but the correct organization of educational activities is no less important. Working as a teacher of mathematics in the organization of educational activities, I pay attention to the following factors:
- integrated lesson planning, including tasks that have a health-improving orientation;
- observance of the sanitary and hygienic conditions of training (the presence of an optimal light and thermal regime in the office, safety conditions corresponding to the SanPiNs of furniture, equipment, optimal painting of the walls, etc. Airing is organized before and after classes and partial - at breaks. Wet cleaning of the office is carried out between shifts)
- the correct ratio between the pace and the information density of the lesson (it varies according to the physical condition and mood of the students);
- building a lesson taking into account the performance of students;
- favorable emotional mood;
- conducting physical education sessions and dynamic pauses in the classroom.
Physical culture minutes and pauses during the lessons of mathematics and physics are a necessary short-term rest, which relieves stagnation caused by prolonged sitting at desks. A break is necessary for the rest of the organs of vision, hearing, the muscles of the body (especially the back) and the small muscles of the hands. Physical education minutes help to increase the attention, activity of children at the next stage of the lesson. Basically, the lesson uses physical exercises for the eyes, for relaxation, for the hands. So gymnastics for the eyes prevents visual fatigue in schoolchildren.
For instance,
I).gymnastics for the eyes according to the method of G.A. Shichko.
1.Up-down, left-right. Move your eyes up and down, left and right. Close your eyes to relieve tension, counting to ten.
2.Circle. Imagine a big circle. Circle your eyes first clockwise, then counterclockwise.
3.Square. Have the children imagine a square. Move your gaze from the upper right corner to the lower left - to the upper left, to the lower right. Once again, simultaneously look at the corners of an imaginary square.
4. Let's make faces. The teacher suggests depicting the faces of various animals or fairy-tale characters.
II).Finger gymnastics
1. Waves. The fingers are interlocked. By alternately opening and closing their palms, children imitate the movement of waves.
2. Hello. Children alternately touch the thumbs of each hand with the thumbs of that hand.
III). Physical education minutes
They got up together. bent over
One - forward, and two - back.
Stretched. Straightened up.
We squat quickly, deftly
Here, the trick is already visible.
To develop muscles
You have to sit down a lot.
We're walking on the spot again
But we don't leave the party
(walking in place).
Time to sit down
And start learning again
(children sit at their desks).
With a skillful combination of rest and movement, various activities will ensure high performance of students during the day.
To teach children to take care of their health. In the lessons, you can consider tasks that are based on factual material. All this contributes to the fact that students get used to, appreciate, respect and protect their health.
Let's consider some tasks:
1. The product of two consecutive natural numbers is 132. Find the sum of these numbers and you will find out how many pairs of chromosomes are in the human chromosome set.
Answer: 23 pairs.
2. During the day, the heart can pump 10,000 liters of blood. How many days would it take a pump of this power to fill a pool 20 meters long, 10 meters wide and 2 meters deep?
Answer: 40 days.
3. The mass of vitamin C, daily necessary for a person, refers to the mass of vitamin E, as 4:1. What is the daily requirement for vitamin E if we need to consume 60 mg of vitamin C per day?
Answer: 15 mg.
The use of such technologies helps to preserve and strengthen the health of schoolchildren: preventing overwork of students in the classroom; improvement of the psychological climate in children's groups; involvement of parents in the work to improve the health of schoolchildren; increased concentration of attention; reduction in the incidence of children, the level of anxiety.
10). Integrated Learning Technology
Integration - this is a deep interpenetration, merging, as far as possible, in one educational material of generalized knowledge in a particular area.
The need for emergence integrated lessons due to a number of reasons.
- The world surrounding children is known by them in all its diversity and unity, and often the subjects of the school cycle, aimed at studying individual phenomena, split it into separate fragments.
- Integrated lessons develop the potential of the students themselves, encourage active knowledge of the surrounding reality, to comprehend and find cause-and-effect relationships, to develop logic, thinking, and communication skills.
- The form of conducting integrated lessons is non-standard, interesting. The use of various types of work during the lesson maintains the attention of students at a high level, which allows us to speak about the sufficient effectiveness of the lessons. Integrated lessons reveal significant pedagogical possibilities.
- Integration in modern society explains the need for integration in education. Modern society needs highly qualified, well-trained specialists.
- Integration provides an opportunity for self-realization, self-expression, creativity of the teacher, promotes the disclosure of abilities.
Advantages of integrated lessons.
- They contribute to increasing the motivation of learning, the formation of the cognitive interest of students, a holistic scientific picture of the world and consideration of the phenomenon from several sides;
- To a greater extent than ordinary lessons contribute to the development of speech, the formation of students' ability to compare, generalize, draw conclusions;
- They not only deepen the idea of the subject, but broaden their horizons. But they also contribute to the formation of a diversified, harmoniously and intellectually developed personality.
- Integration is a source of finding new connections between facts that confirm or deepen certain conclusions. Student observations.
Patterns of integrated lessons:
- the whole lesson is subject to the author's intention,
- the lesson is united by the main idea (the core of the lesson),
- the lesson is a single whole, the stages of the lesson are fragments of the whole,
- the stages and components of the lesson are in a logical and structural relationship,
- the didactic material selected for the lesson corresponds to the plan, the chain of information is organized as “given” and “new”.
Interaction between teachers can be built in different ways. It can be:
1. parity, with equal share participation of each of them,
2. one of the teachers can act as a leader, and the other as an assistant or consultant;
3. The entire lesson can be taught by one teacher in the presence of another as an active observer and guest.
Methods of the integrated lesson.
The process of preparing and conducting an integrated lesson has its own specifics. It consists of several stages.
|
1. Preparatory |
2. Executive |
3.reflective. |
|
1.planning, 2. organization of the creative team, 3. designing the content of the lesson, 4.rehearsals. |
The purpose of this stage is to arouse the interest of students in the topic of the lesson, in its content. Ways to arouse the interest of students can be different, for example, a description of a problem situation or an interesting case. In the final part of the lesson, it is necessary to summarize everything said in the lesson, to summarize the reasoning of the students, to formulate clear conclusions. |
At this stage, the analysis of the lesson is carried out. It is necessary to take into account all its advantages and disadvantages |
for instance : "Resultant force" (integrated lesson in grade 7)
(literature and physics)
You can beat Krylov's fable "Swan, rk and pike"
When there is no agreement among comrades,
Their business will not go well,
And nothing will come out of it, only flour.
Once a Swan, Cancer and Pike
Carried with luggage, they took it,
And together the three all harnessed themselves to it;
They are climbing out of their skin, but the cart is still not moving!
The luggage would have seemed easy for them:
Yes, the Swan rushes into the clouds, the crayfish moves back, and the Pike pulls into the water.
Who is to blame among them, who is right, is not for us to judge;
Yes, only things are still there.
1. Why do you think the cart is not moving?
2. What would you advise the characters in the fable to do in order to move the cart with luggage?
3. What bodies interact?
4. What can be said about the resultant of these forces? - Is it equal to zero?
"Scale" (integrated lesson in grade 6) (geography and mathematics) \
Mathematic teacher: let's write this concept as the topic of the lesson "Scale" in notebooks in mathematics. Are you guys familiar with this topic? Where have you already met her? What do you already know about this topic?
Geography teacher:
What definition of scale did we give in geography lessons?
What types of scale do you know?
Mathematic teacher: for successful work in the lesson, we need to remember questions from mathematics, namely: the definition of a relationship; definition of proportion;
basic property of proportion; types of proportional dependence between quantities; ratios between length units: 1 km = ? m = ? cm.
Why do you think that after studying the topic “Relationships and Proportions” in mathematics, we have an integrated lesson on the topic “Scale”?
Write down the scales of the geographical maps of the atlas, highlighting the large-scale map and the small-scale one, determine which of the scales is the largest. Determine the distance between the cities of Moscow and St. Petersburg, St. Petersburg and Petrozavodsk, etc.
eleven). traditional technology
The term "traditional education" implies, first of all, the organization of education that developed in the 17th century on the principles of didactics formulated by Ya.S. Komensky.
Distinctive features of the traditional classroom technology are:
Students of approximately the same age and level of training make up a group that maintains a basically constant composition for the entire period of study;
The group works according to a single annual plan and program according to the schedule;
The basic unit of lessons is the lesson;
The lesson is devoted to one subject, topic, due to which the group students work on the same material;
The work of students in the lesson is directed by the teacher: he evaluates the results of study in his subject, the level of learning of each student individually.
The school year, school day, lesson schedule, study holidays, breaks between lessons are attributes of the class-lesson system.
By their nature, the goals of traditional education represent the upbringing of a personality with given properties. In terms of content, the goals are focused mainly on the assimilation of knowledge, skills and abilities, and not on the development of the individual.
Traditional technology is primarily an authoritarian pedagogy of requirements, learning is very weakly connected with the inner life of the student, with his diverse requests and needs, there are no conditions for the manifestation of individual abilities, creative manifestations of the personality.
The learning process as an activity in traditional education is characterized by a lack of independence, weak motivation for educational work. Under these conditions, the stage of implementation of educational goals turns into hard work with all its negative consequences.
|
Positive sides |
Negative sides |
|
The systematic nature of learning Orderly, logically correct presentation of educational material Organizational Clarity The constant emotional impact of the teacher's personality Optimal resource costs for mass learning |
Template construction, monotony Irrational distribution of lesson time The lesson provides only the initial orientation in the material, and the achievement high levels transferred to homework Students are isolated from communication with each other Lack of autonomy Passivity or visibility of student activity Weak speech activity (average speaking time of a student is 2 minutes per day) Weak feedback Average approach |
Levels of mastery of pedagogical technologies
Today, there is a fairly large number of pedagogical learning technologies, both traditional and innovative. It cannot be said that one of them is better and the other is worse, or that only this one and no other should be used to achieve positive results.
In my opinion, the choice of a particular technology depends on many factors: the contingent of students, their age, level of preparedness, the topic of the lesson, etc.
And the best option is to use a mixture of these technologies. So the educational process for the most part is a class-lesson system. This allows you to work according to the schedule, in a certain audience, with a certain permanent group of students.
Based on the foregoing, I want to say that traditional and innovative teaching methods should be in constant relationship and complement each other. Do not abandon the old and completely switch to the new. Remember the saying
"Everything new is well forgotten old."
Internet and literature.
http://yandex.ru/yandsearch?text=project%20technology&clid=1882611&lr=2 « First of September”, 01/16/2001, 3 pp.
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