Innovative educational technologies in modern education. Innovative technologies in education (report). Progress in material science

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Introduction

The goal of the course work is to identify the features of innovative education technologies.

Currency tasks:

Identifying the features of innovative learning technologies based on theoretical analysis of philosophical and psychological and pedagogical literature;

Identifying the main reasons for the use of innovative technologies;

Identifying the features of personality-oriented learning technology;

Identify the criteria for the effectiveness of the lesson in the system of personality-oriented learning.

The object of research is innovative learning technologies.

The subject of the study is a personal-oriented learning technology.

Research hypothesis - the use of innovative training technologies in the general pedagogical process will increase its effectiveness, as well as the level of student personality development.

The methodological basis of the study was the provisions of the activity (Yu.V. Gromyko, N.N. Leontyev, G.P. Shchedrovitsky, etc.), systemic (O.S. Anisimov, A.P. Belyaeva, N.V. Kuzmina, in . V. Yudin et al.), Personally-oriented (M.V. Claring, I.S. Yakimanskaya et al.) Approach, about the laws of the child's development (L.S. Vygotsky).

Research methods are learning and analysis contemporary state Problems in theory and practice on literary sources.

The concept of "change" becomes largely a synonymous word "innovation". During this period, strategic approaches to modern innovations in training and teaching are beginning to be formed. In 1962, the work of Everette Rogers "Dissemination of Innovations", withstood a multiple reprint and exposed by scientists of the whole world. And today, his model of distribution of innovation is used as a basis for conducting research of different levels.

In the 1990s there were many works devoted to the problem of innovative education. The reasons for this problem are quite detailed by V. E. Shukshunov and its co-authors. One of them is that "the" supporting learning "system has no longer contributes to the requirements of the emerging post-industrial civilization"

Novelty is always concrete-historical. Breeding at a specific time, progressively solving the tasks of a certain stage, the innovation can quickly become the property of many, the norm, generally accepted mass practice or to go, to be outrage, become a development brake at a later time. Therefore, the teacher needs to constantly follow the innovations in education and implement innovative activities. The main functions of the innovative activities of the teacher include progressive (so-called poor) changes in the pedagogical process and its components: a change in order (for example, the new goal is the development of the individuality of a schoolboy), a change in the content of education (new education standards), new learning tools (computer learning ), new educational ideas (Yu.P. Azarov, D. Bayard, B. Spock), new ways and teaching techniques (V.F. Shatalov), development (V.V. Davydov, L.Vankov), upbringing Junior schoolchildren (S.A. Amonashvili), etc.

The introduction of modern technologies depends on the readiness of the subjects of the educational process (primarily teachers) to innovation, the formation of innovative pedagogical thinking, restructuring mentality of training participants.

In all pedagogical guides, the significance of two principles is emphasized: accounting for age-related features of pupils and education based on an individual approach. Psychological and pedagogical studies of the last decades have shown that it is paramount importance not so much knowledge as an aspectant of age and individual characteristics, how much to record the personal characteristics and capabilities of pupils. A personal approach underlying the construction of education is understood as a support for personal qualities. The latter express very important characteristics for education - the direction of personality, its value orientations, the life plans, formed installations, dominant motives of activities and behavior. Neither the age taken separately, nor, individual features of the individual (character, temperament, will, etc.), considered isolated from the above-mentioned leading qualities, do not provide sufficient grounds for a high-quality personal-oriented educational result. Value orientations, life plans, identity orientation are certainly related to age and individual characteristics. But only the priority of the main personality characteristics displays these qualities to the correct account.

innovative learning personal

1. The concept of innovative learning technologies

1.1 General concept about innovative education technologies

The word "innovation" comes from Latin Inovatis (in - in, Novus - new) and in translation means "update, new, change". Pedagogical innovation is changes aimed at improving the development, education and learning of students.

Innovations are changes inside the system. Consequently, in the pedagogical interpretation of innovation is the introduction of a new, change, improvement and improvement of the existing pedagogical system.

Pedagogical innovative technology is the integrity of scientifically based and rationally selected content and organizational forms that create conditions for motivation, stimulating and enhancing the educational and educational activities of students. In the pedagogical technology, each element and stage of the educational process are determined, aimed at an objectively diagnosed result.

On the modern stage The development of society sharply increases the need to introduce into the educational process of innovative technologies based on new achievements of the economy, pedagogy and psychology.

In domestic pedagogy and psychology, the provision was established that the development of the personality in the learning process depends on both external and internal conditions. External include:

§ Pedagogical skill of the teacher;

§ rational construction of curricula;

§ Set of optimal learning methods.

but external conditions Always refracted through the individual features of the personality, its relationship with other people who constitute the internal conditions of learning. The latter are psychological factors defining the personality of the trainee itself: the level of mental development, attitudes towards the teachings, the peculiarities of self-organization, and others. Individual features.

The formation of a system of own views and tastes, identification of standards and assessments, attitudes towards people, etc. depends on psychological factors. Consequently, the same technology cannot be a recipe for all cases of pedagogical activities. These factors are forced to look for new educational technologies.

The concept of innovative technology includes a number of criteria and principles, the implementation of which ensures the effectiveness of learning results.

1.2 Essence and Concept Concept Innovative Technology

Pedagogical technology is a comprehensive, integrated process, including people, ideas, means and methods for organizing activities to analyze problems and planning, ensuring, assessing and manageing problems with problems covering all aspects of learning. Such an understanding of modern pedagogical technology determines the directions of theoretical and practical searches for educational technologies.

1.2.1 Principles of Innovative Technology Development

The results of conducted studies in the field of pedagogical technologies show that their prospects are associated with the development of three models of pedagogical technologies: semantic, structural and parametric. At the same time, under the model of pedagogical technology, we understand purposefully developed and in the main features reproducible components of the learning process of students who lead to an increase in the efficiency of the intent pedagogical system. Modeling implies the definition of a learning goal (why and for what?), Selection and building of education (what?), Organization of the educational process (as?), Methods and methods (with what?), Teachers and students' interaction (who?).

When creating a semantic model of student learning technology, the subject of the study is limited to the framework of pedagogical reality: what is the content of the training, the form of organization of the educational process, the results and their assessment system. However, under certain conditions for the equipment of the pedagogical process, depending on the level of pedagogical skill of teachers, readiness of students to perception and processing educational information, the essence of the main technological acts changes. In this regard, during semantic modeling, changes and permissible possibilities of replicating copyright technologies under specific conditions of the pedagogical process are investigated.

The specification of the semantic model is completely dependent on what purpose it is developed. On this basis, several directions of detailing the general semantic pedagogical technology model can be distinguished:

The model can serve to form a fundamentally new technology training involving the formation of innovative, scientific and pedagogical thinking;

The model may act as a means of determining the norms, the principles of innovation in pedagogy;

The model can be used in the methodological work on servicing innovators - specialists in designing, programming and organization of innovative training technologies;

The model can serve as a means of learning innovative pedagogical activities.

The creation of a structural model of innovative learning technologies includes identifying the most important characteristics, the entire combination of which allows us to estimate the place and role of a specific technology among other possible, compare the advantages and disadvantages of its options.

Methods of allocating the structure of innovative learning technology are: a description of the individual pedagogical innovation taken as a unique phenomenon, a comparative analysis of the data obtained and statistical generalization. On the basis of such a phased analysis, it is possible to highlight the structure of the model of innovative technology as the next sequence of stages:

1) awareness of the problem, detection of contradictions based on the fixation of the discrepancies of the existing and due;

2) the decision-making process (definition of goals, creating a theoretical model, search for alternatives and choosing solutions, building a regulatory model);

3) the creation and first development of the project (experiment, revision of the regulatory model to the project, checking the project at the level of pedagogical technology, project preparation for use);

4) development (development of the forms of project use, basic methods of project replication);

5) Use (distribution of innovation among users, long-term use, modification of innovations).

The process of designing an innovative technology involves taking into account the tension in the pedagogical system. Search for parameters arising in the pedagogical environment of situational structures as a reaction to innovation - the primary task scientific activity In the field of creating innovative learning technologies.

During the examination, specialists have noted a high level of prospects for the development of structural learning technologies.

Consequently, the creation of an innovative technology is a very complex and responsible process. From how carefully he worked and comprehends how effective technology will be in the process of use, and how effective will the entire pedagogical system will currently distinguish the creation of three models of pedagogical technologies: semantic, structural and parametric. After the pedagogical technology passes all these stages, it gets the right to introduce into the pedagogical process. But since pedagogical technologies are developed by a large amount, it is necessary to classify them for the best orientation of the teacher in them.

1.2.2 Classification of innovative technologies

In the foundation of the classification of innovative technologies, it is possible to put certain criteria on the basis of which it will be carried out. The first criterion can be considered a way to occur in an innovative process, the second - latitude and depth of innovative measures, and the third - the basis on which innovations appear.

Depending on the method of implementing innovations, they can be divided into:

a) systematic, planned, in advance conceived;

b) spontaneous, random.

Depending on the latitude and depth of innovative events, you can talk about:

a) mass, large, global, strategic, systematic, radical, fundamental, essential, deep, etc.;

b) partial, small, small, etc.

Depending on the basis on which innovations appear and arise, allocate:

a) Pedagogical technologies based on humanization and democratization of pedagogical relations. These are technologies with procedural orientation, priority of personal relations with an individual approach, a non-rigid democratic control and a bright humanistic content of the content.

This includes personal-oriented technology, pedagogy of cooperation, humane and personal technology (S.A. Amonashvili), a system of teaching literature as a subject forming a person (E.N. Ilina), and others;

b) Pedagogical technologies based on the revitalization and intensification of students' activity. Examples: game technologies, problem learning, learning technology using abstract signals V.F. Shatalova, Communicative training E.I. Passov et al.;

c) Pedagogical technologies based on the effectiveness of the organization and management of the learning process. Examples: programmed training, differentiated learning technologies (V.V. Firsov, N.P. Guzik), learning individualization technologies (A.S. Berdowkaya, Inge CNT, V.D. Shadrikov), promising advanced training using reference schemes Commented Management (S.N. Lysenkov), Group and Collective Training Methods (I. D. Pervin, V.K. Dyachenko), Computer (information) technologies, etc.;

d) pedagogical technologies based on a methodological improvement and didactic reconstruction of educational material: the consolidation of didactic units (UDE) P.M. Erdney, Dialogue Dialogue V.S. Bibler and Xu. Kurganova, System "Ecology and Dialectics" L.V. Tarasova, technology for implementing the theory of phased formation of mental actions M.B. Volovich et al.;

e) nature-like, used methods of folk pedagogy, relying on the natural processes of child development: training on L.N. Tolstoy, education of literacy by A. Kushniru, Technology M. Montessori, etc.;

(e) Alternative methods: Valdorf Pedagogy R. Steiner, Free Labor Technology S. Fren, Probabilistic Education Technology A.M. Lobka, etc.

To reproduce one or another pedagogical technology, it is very important to place it with the most complete description.

The structure of the description of the pedagogical technology may include:

identifying this pedagogical technology in accordance with the accepted systematization (classification system);

the name of the technology, reflecting the main qualities, a fundamental idea, the essence of an applied training system, finally, the main direction of the modernization of the educational process;

3) conceptual part ( short description Guidelines, hypotheses, principles of technology contributing to understanding, interpretation of its construction and operation):

target installations;

the main ideas and principles (the main development factor used, the scientific concept of assimilation);

position of the child in the educational process;

4) Listing the content of education:

orientation to personal structures;

the volume and nature of the content of education;

didactic structure of curriculum, material, programs, form of presentation;

5) Procedural characteristics:

Features, applying methods and learning tools;

Motivational characteristic;

Organizational forms of the educational process;

Management of the educational process (diagnosis, planning, regulations, projection);

6) Software-methodical support:

curricula and programs;

educational and methodological benefits;

didactic materials;

visual and technical training;

diagnostic tools.

The structure of the description is also necessary in order to analyze its differences from traditional or existing technologies.

1.3 Terms of transition to new learning technologies

Traditional pedagogical science has been in conditions of authoritarian society on a certain system of social values. In new circumstances, the former pedagogical theory is not always suitable.

In order to go to more advanced training technologies, time will need, psychological restructuring both teachers, students and parents. The requirement to adapt (to adapt, make more convenient) the process of learning and upbringing with its roots goes in the XIV century, when Ya.A. Kamensky proclaimed as one of the basic principles of training the principle of nature-like.

The conceptual basis of the new (innovative) pedagogy is the statement that a person is a self-developing system, for everything that a person comes from outside, he misses through his mind and his soul. The need to move to a qualitatively new level of organization of the pedagogical process is determined by the fact that at present, 70-80% of all information, the schoolboy is not from the teacher and not at school, but on the street, from parents and observations of the environment (including from funds media).

The value orientations of the teacher should also change. Getting started in new system Training The teacher must submit that in front of him are not just the children who need to bring up, and bright unique individuality, which he is obliged to respect the deep, to appreciate, which are still little knowledge, is small social experience, but they have an extraordinary advantage in front of him - youth and Scarlet knowledge. The main task of the teacher is to help the student get and learn the experience of the older generation, enrich and develop them. Difficulties or more serious problems in the educational process can not be the basis for bringing the personality of a schoolboy, manifestation of disrespect for it. Pedagogical assistance, support and help to each student - the main function of the professional teacher.

The inclusion of the student in the educational process with an adaptive learning system is considered as a resulting goal. Accordingly, the adapted learning process should be built so that it is convenient for students in different age groups, took into account the typological and individual characteristics of schoolchildren.

The principle of humanistic pedagogy: There must be two subjects of the same process, which act together, in parallel and together, which are partners, make up an all-experimental union with a less experienced, but possessing the advantage of youth and susceptibility. And none of them should stand over the other: they must cooperate in the learning process.

1.3.1 Basic ways to reform the traditional training system

The implementation of a personal-oriented approach in training involves three main directions for reforming the traditional system: meaningful, organizational and procedural.

1. New in the content of education.

As part of the first direction of reform - meaningful - the education system should structically consist of several interrelated components involving:

introduction of two standards of education: the standard of mandatory (general education) preparation, which each student should be achieved, and the standard for additional (elevated) preparation, which can choose for itself a wondering capable student; To evaluate the learning outcomes, it is advisable to use thematic standings calculated on this or that standard;

creating conditions for the early detection of potentially gifted children and the development of their abilities;

development of natural deposits of all students on the objects of aesthetics, visual arts, music, rhythm, singing, communication;

caring for the socio-moral development of students, the acceleration of their adaptation in society by creating special programs of classes and "playing" of various life situations in extracurricular activities.

Special attention should be paid to the realization of the possibilities of potentially gifted and talented students. Review of the relevant forms of development of such students are the most important scientific and practical task of education.

2. Organizational changes in the educational process.

One of the most important tasks is to solve the issue of the optimal duration of training sessions, school day, study week.

For example, it is obvious that to train all children aged 6 to 17 years old in a single mode without prejudice to their health is impossible. When solving this task, the principle of preventing overloads must be laid, providing for the reduction of time for mandatory workforce primarily due to strict selection of the content and volume of material, as well as the introduction of integrative courses, and in high schools - by choosing disciplines by students in accordance with the profile Their alleged professional activity.

Special attention of the executives of education authorities is focused on finding adaptive options for teaching elementary school children. This is connected with the emergence of completely new types of educational institutions for children 6--11 years, such as the school - the complex, in the structure of which combined kindergarten and elementary school. The main goal of such educational institutions is not only to ensure a smooth and natural transition of a child to school, but also to use the pre-school period for the development of children, to ensure the continuity between preschool institutions and school.

In many schools, the giants decides on the territorial allocation of primary classes from the general structure of the school and place them in separate premises with special equipment, games for games and recreation of children, which allows children of younger school age the most convenient operation of the work throughout the day.

In the children of primary classes, the adaptation process is built on the "Kindergarten - School" line, in adolescent classes, it should be built with a maximum consideration of the age-related features of students from 11 to 14 years, and in high schools, at the final stage of training, the schoolboy must adapt to learning in professional middle and higher educational institutions.

3. Procedural transformations in training activities.

Currently, all innovations introduced in school relate to mainly changes in the content of academic disciplines, private forms and methods of learning that do not go beyond the usual technologies.

Changes in the procedural block of the pedagogical system, ensuring its reorientation from external indicators to the development of the individual, should include a significant conversion of the educational process through the use of more advanced teaching technologies providing for other conditions for organizing the educational process that ensure the most complete satisfaction of the cognitive needs of schoolchildren, comprehensive accounting of their interests , inconsistencies, abilities.

The implementation of new conceptual foundations will require solve a number of problems that have taken the educational system "by inheritance", among which are the main points:

* reorienting teachers with teaching and disciplinary on personal interaction model with students;

* Preparation of teachers to the consistent exclusion of coercion in training, including internal activist activators.

The task is to need to change learning so that the majority of students study at the level of increasing cognitive interests and only in relation to the smaller part of them, the measures would be required.

At the psychological level, the exclusion of harsh external requirements is achieved by ensuring freedom in the choice of funds, forms and methods of training both by the teacher and by children, as well as by creating an atmosphere of confidence, cooperation, mutual assistance due to changes in the assessment activities of the teacher and students, and Also controlling the activities of educational institutions of higher organizations.

The solution to the main tasks associated with procedural internal changes in the educational process involves the following:

the active inclusion of the student itself into search training and educational activities organized on the basis of internal motivation;

organization of joint activities, partnership relations of training and trainees, the inclusion of students in pedagogically appropriate educational relations in the process of educational activities;

providing dialogic communication is not only between the teacher and students, but also between students in the process of producing new knowledge.

All these transformations are incorporated in educational technologies. Subject to the appropriate training of the teacher, the speedy transition to this mode of operation is possible only with the children of the first classes, which have no interaction experience in the educational process. Teachers working with all the other age groups of schoolchildren will need a certain period for adapting children, broad explanatory work with parents.

Appendix A. Comparative table of pedagogical systems using and using innovative technologies.

1.3.2 The main reasons for the use of innovative technologies

Among the main prompt causes and practical use of new psychological and pedagogical technologies, the following can be distinguished:

the need for a deeper accounting and use of the psycho-physiological characteristics of the student;

awareness of the urgent need to replace the ineffective verbal way to transfer knowledge by a systemic and activity approach;

the possibility of designing the educational process, organizational forms of interaction between teacher and student, providing guaranteed learning results;

the need to reduce the negative consequences of the work of an unqualified teacher.

The idea of \u200b\u200bthe pedagogical technology as an incarnation in practice in advance of the designed educational process involves, firstly, its use by experts with high theoretical training and rich practical experience, and secondly, the free choice of technologies in accordance with the objectives, capabilities and conditions of interrelated activities Teacher and student.

At the same time, on the path of incarnation of innovative author projects, a number of obstacles are found:

The conservatism of the pedagogical system is largely explained by the fact that pedagogical workers lacks an effective information service that ensures the adaptation of scientific achievements to the conditions of the mass school;

Educational primary education systems do not always provide her dusting with the subsequent stages of the child's school life.

IN last years A new area of \u200b\u200bknowledge is becoming increasingly important - pedagogical innovation. This is the scope of science that studies new technologies, school development processes, new education practice.

The diagnosis of the effectiveness of innovative technologies includes the estimation of the following group of objects: a) the readiness of the subjects of training (teachers and students) to innovations, which is checked by a set of psychological tests; b) the adaptability of innovative education technologies, tested and past valeological examination; c) humanistic focus on ensuring the right of personality for education and comprehensive development; d) novelty of the content of education as an object of a holistic pedagogical process, its block-modular compliance with state standard cards; e) variability and non-standard of procedural side, methods and forms of the educational and educational process, the organization of an effective dialogue of crops in the polycultural and polyethnic educational environment; e) the provision of modern technical means as attributes of innovative technologies; g) monitoring the results of the education process using a complex of diagnostic tools; h) economy (individual and social), measured, in particular, by reducing the time of learning, mastering the program and the formation of skills, skills and qualities that cannot be developed by other methods of training.

The use of innovative technologies in the formation of concepts among students makes it possible to take into account not only the characteristics of the material, but also the individual characteristics of students. The concept is the path from the perception of objects to the idea of \u200b\u200bthem, and then to their complex designation in the concepts.

Cognitive processes unfolding in the course of training activities are almost always accompanied by emotional experiences. Therefore, when learning, it is necessary to create only positive emotions. This is explained by the fact that emotional states and feelings have a regulatory impact on the processes of perception, memory, thinking, imagination, personal manifestations (interest, needs, motifs). Positive emotions are fixed and emotionally color the most successful and efficient actions.

One of the most complex tasks of the innovative technologies solved is the formation of the students of the self-regulation system necessary to fulfill training activities. Its significance is to bring in accordance with the possibility of a student with the requirements of educational activities, that is, a student must realize its tasks as a subject of training activities. It consists of such components as awareness of activities, models of significant conditions, action programs, evaluation of results and correction. The student must first be aware of the purpose of learning activities, that is, it is understood that a teacher requires from him. Next, in accordance with the understood purpose, the student thinks out the sequence of actions and assesses the conditions for achieving this goal. The result of these actions is a subjective model based on which the student is a program of action, means and methods of its implementation. In the process of execution of training activities, the student must be able to adapt to each other.<модель условий> and<программу действий>. To assess the results of its activities, students should have data on how successful it is recognized.

Thus, the use of innovative technologies contributes to the development of memory, thinking, imagination, scientific concepts, self-regulation among students, increases interest in the learning process, that is, the problems of modern education are solved.

2 Personal-Oriented Learning Technology

2.1 Essence of personal-oriented technology

Currently, a model of personal-oriented education is becoming increasingly relevant. It belongs to the model of an innovative, educational type.

A personal-oriented approach suggests a look at the trainee as a person - harmony of the body, soul and spirit. The leading becomes not just training, that is, the transfer of knowledge, skills, skills, and education, i.e., the formation of a person as a whole based on the integration of learning processes, education, development. As the main result, the development of universal cultural and historical abilities of the personality, and above all, mental, communicative and creative are.

Construction of personal-oriented technology relies on the following initial positions:

1) the priority of individuality, intrinsicness, identity of the child, as an active carrier of subject experience, folding long before the influence of specially organized school training (the student does not become, and is initially a subject of knowledge);

2) Education is the unity of two interrelated components: learning and teaching;

3) the design of the educational process should provide for the opportunity to reproduce the doctrine as an individual activity on the transformation of socially significant issues of learning given in training;

4) when designing and implementing the educational process, special work is needed to identify the experience of each student, its socialization, control over the folding methods of academic work, the cooperation of the student and teachers, aimed at sharing various detention; Special organization of collectively distributed activities between all participants in the educational process;

5) in the educational process there is a "meeting" of the student asked by the study of social - historical experience and the subjective experience of the student implemented by him in the teaching;

6) the interaction of two types of experience should go through their constant coordination, the use of all that has been accumulated by the student as a subject of knowledge in his own vitality;

7) the development of a student as a person is coming not only by mastering them with regulatory activities, but through constant enrichment, the transformation of subject experience as an important source of its own development;

8) The main result of the teaching should be the formation of cognitive abilities based on mastering relevant knowledge and skills.

Thus, personality-oriented technology allows you to organize an effective educational process, in which subject-subject relationship is carried out and which is aimed at the comprehensive development of the personality of each student.

2.2 Principles and regularities of personal-oriented learning technology

The basic principle of developing a personal-oriented learning system is the recognition of the individuality of the student, the creation of necessary and sufficient conditions for its development.

Personality-oriented technology implies the maximum support on the subject's experience of each student, its analysis, comparison, the choice of optimal (from the position of scientific knowledge) of the content of this experience; translation into the system of concepts, i.e., a peculiar "indulgence of a subject experience. The arguments of students are considered not only from the position "correct-incorrectly", but also from the point of view of originality, originality, an individual approach, that is, a different look at the problem under discussion.

Designing work on the use in the educational process of subject experience of the student involves the development of the didactic material providing:

1) identifying the individual selectivity of the student to the type, view, the form of the material;

2) submission to the student of freedom of choice of this material when learning knowledge;

3) identifying various ways to study educational material, continuous use of them when solving cognitive various tasks.

Personal-oriented technology should provide analysis and evaluation of primarily the procedural side of the student, along with the result.

In technology of personal-oriented learning, the following principles are operating, contributing to its effective implementation:

1) the principle of algorithm;

2) the principle of structuring;

3) the principle of activation;

4) the principle of creativity;

5) the principle of activity.

The principle of algorithmization. The principle of algorithm is:

Formation of content based on categorical settings in the context of a multi-level modular complex;

Determination of the main components of the content;

Construction of substantive components according to the logic of the object-object relations;

Implementation of content, taking into account the dynamics of the student's development.

In the principle of algorithm, the main didactic factors organizing the entire content of the educational process are the principles of scientific, systematic and sequence. Two main rules of Ya. A. Kamensky - from simple to complex, from close to distant - in personal-oriented education work efficiently.

The principle of structuring. Determines the invariant structure, procedural conditions for the development of the student in the learning process. This principle works, based on the content settings defined by the Principle of Programming, in order to create an atmosphere of live communication as an activity.

The principle of activation is such a pedagogical unit that determines the technology of personal-oriented learning as a process that promotes the development of personality creativity.

The principle of creativity. This is such a pedagogical unit that determines the technology under consideration as a mechanism that creates the conditions for the creative activity of the subject of personal-oriented learning. Two categories - "Creativity" and "Activities" are presented as fundamental to consideration in the context of the principle of creative activities, from the position of the content of technology, subject-object relations, the dynamics of self-development of the creative activity of its subject.

The principle of activity of manual-oriented learning technology. This is such a pedagogical unit that determines the technology as the process applied to practice.

Practice from the standpoint of personal-oriented learning is considered as a stage of self-doubt in creative activity. Moreover, the practical stage of self-division completes the formation of a qualitative definiteness of the relationship. The subject of learning is committed to the practical embodiment of its life plans. It is impossible to complete the movement of a certain quality of the subject, without erecting it to the level of practical incarnation.

Patterns of personal-oriented learning technology:

1. The pattern of the dynamics of goaling, which is understood as a mechanism of advanced reflection of a qualitatively defined process of educating the spirituality of the team and personality.

2. The pattern of gnoseological movement.

The essence of the pattern is concluded in the cultural development algorithm, which is a movement from contemplating mediated by the understanding of ascending then to the action that has an idea of \u200b\u200bthe demand for the world of culture (image - analysis - action).

3. The pattern of compliance of technology methods by the stages of the self-duration of the spiritual consciousness of the subject of training.

The essence of the patterns concluded in the fact that to any stage of self-satisfaction the subject corresponds to its method of technology that promotes the actualization of a certain spiritual state.

4. The pattern of the dynamics of means in accordance with the modular triad (image - analysis - action).

The essence of the regularity is that the learning tools act on binding trinity (word, action, creativity) dominating at each stage of the module one of the means.

5. The pattern of movement of the educational process to creative action.

The essence of the pattern is that any procedural act of modular technology of a multi-level complex will not be completed if it has not achieved an effective situation - a dialogue in which experience is born. Experience Substrate action. Thus, the technology assumes a chain of regularities personifying the mechanism for implementing the principles of technology.

2.3 Methods and forms of effective implementation of personal-oriented learning

When using personal-oriented learning technology, it is important to correctly select learning methods and adequate forms of their implementation. The method in this case is an invariant structure with which the integrapment of goals, technology of technology is carried out.

Based on this definition, four basic methods that need to be understood as universal technological constructs performing their tasks at all levels of personal-oriented learning technology are: a method for creating an image, a personification method (symbolic center method), a search method, an event method.

As a result, we present the system of technology methods in the context of four factors:

1. Organization of content and means with the help of invariant methods of methods.

2. Movement of subject-object relations (student teacher).

3. Internally, the self-identification of the subject of personal-oriented technology.

4. Internally, the self-satisfaction of the main manifestations of the technology subject.

In technology of personal-oriented training, six personality and significant multi-level complexes are assumed, i.e., its main form.

1. Personal and significant motivation complex.

2. Personal and significant complex of creating an image of the relationship "Personality Profession".

3. Personal and significant complex of personalized modeling.

4. Personal and significant set of semantic modeling.

5. Personal and significant complex of practical modeling.

6. Personal and significant complex of real relationships (practice).

2.4 Internal classification of personal-oriented learning technology

Allocate the following classification of personal-oriented learning technology:

Full assimilation of knowledge

Multi-level learning

Collective "mutual education"

Modular learning

These pedagogical technologies allow you to adapt the learning process to the individual characteristics of students, a different level of complexity of learning.

2.4.1 Technology of complete learning of knowledge

The authors of the technology as a working hypothesis assumed the assumption that the ability of the student is not determined by the averaged, but optimally selected for this child terms, for which an adaptive learning system is needed, allowing all students to fully assimilate the software material.

J. Carroll drew attention to the fact that in the traditional educational process there are always fixed conditions of training (the same for all learning time, a method of presenting information, etc.). The only thing that remains non-fixed is the result of learning. Carroll proposed to make a permanent parameter for learning, and the learning conditions - variables adjusted to achieve each trained result.

This approach was supported and developed by B. Bloom, which suggested the ability of the student to determine the pace of teachings not in the averaged, but with the conditions optimally selected for this student. B. Bloom studied the ability of students in a situation where time to study the material is not limited. He allocated the following categories of learned:

Militible, which are not able to achieve a predetermined level of knowledge and skills even at high academic time spending;

Talented (about 5%), which are often able to make all the rest cannot cope with;

Students constituting the majority (about 90%) whose ability to learn knowledge and skills depend on the cost of study time.

These data was based on the reason that, with the right organization of training, especially when removing a harsh time frame, about 95% of students will be able to fully learn all the content of the training course. Belly, the conditions of training are the same for everyone, most reaches only the "average" results.

By implementing this approach, J. Blok and L. Anderson developed a learning methodology based on a complete learning of knowledge. The initial point of the methodology is the overall installation that the teacher working on this system should be imbued with: all trainees are able to fully assimilate the necessary educational material with a rational organization of the educational process.

Next, the teacher will have to determine what is complete assimilation and what results should be achieved by everyone. The exact definition of a complete assimilation criterion for the entire course is an essential point in the work on this system.

This standard is set in a unified form with the help of a hierarchy of pedagogical purposes designed for mental (cognitive), sensual (affective) and psychomotor spheres. The categories of objectives are formulated through specific actions and operations that the student must perform to confirm the achievement of the standard. Categories of cognitive activity:

Knowledge: the student remembers and reproduces a specific educational unit (term, fact, concept, principle, procedure) - "Remember, reproduced, learned";

Understanding: The student transforms educational material from one form of expression to another (interprets, explains, summarizes the further development of phenomena, events) - "explained, illustrated, interpreted, translated from one language to another";

Application: The student demonstrates the use of the material studied in specific conditions and in the new situation (according to the sample in a similar or altered situation);

Analysis: The student is deducted by the parts of the whole, identifies the relationship between them, aware of the principles of constructing a whole - "detected parts from the whole";

Synthesis: The student shows the ability to combine elements to obtain a whole possessing novelty (writes a creative essay, suggests the plan of the experiment, solving the problem) - "formed a new whole";

Evaluation: The student estimates the value of the educational material for this particular purpose - "determined the value and value of the object of study."

The submitted taxonomy of the goals B. Bloom was widely disseminated abroad. It is used in textbooks and didactic manuals as a scale to measure learning outcomes.

To implement this technology, a substantial reorganization of the traditional cool-term system is required, as defining for all students, the same school time, content, working conditions, but having ambiguous results at the output. Such a system has been adapted to the conditions of a cool-term system, having received the name "technology of multi-level learning."

2.4.2 Technology of multi-level learning

The theoretical substantiation of this technology is based on a pedagogical paradigm, according to which the differences in the majority of students in the level of trainee are reduced primarily by the time required by the student to assimilate the educational material.

If each student take the time corresponding to his personal abilities and opportunities, then you can ensure the guaranteed assimilation of the basic kernel of the school program (J. Carroll, B. Blum, Z.I. Kalmykova, etc.).

The school with level differentiation is functioning by dividing the student flows on the movable and relatively homogeneous in the composition of the group, each of which seizes the software material in various educational areas at the following levels: 1 - minimum (state standard), 2 - basic, 3 - variable (creative).

As the basic principles of pedagogical technology, the following were chosen:

1) Universal talent - no inflated people, and there are not engaged in their work;

2) mutual superiority - if someone has something worse than others, then something should get better; This is something to search;

3) the inevitability of changes - no judgment of a person can be considered final.

In the future, this technology was named "Basis-lagging learning technology." The choice of the child's significant characteristics of the child for tracking the effectiveness of the technology is carried out with a support for the category "Personality structure" reflecting in a generalized form of all sides of the person.

In the system of multi-level learning, the personality structure proposed by KK is chosen as a basic Platonic. This structure includes the following subsystems:

1) individual-typological features that are manifested in temperament, character, abilities, etc.;

psychological characteristics: thinking, imagination, memory, attention, will, feelings, emotions, etc.;

experience including knowledge, skills, habits;

the direction of the individual, expressing its needs, motives, interests, emotional value experience.

Based on the selected concept, a system of psychological and pedagogical diagnostics of personality development in training, taking into account the following elements:

pupil;

cognitive interest;

general scientists and skills;

fund for valid knowledge (in levels);

thinking;

anxiety;

temperament.

The organizational school model includes three differentiation of learning:

1) set of classes of homogeneous composition with initial stage school training on the basis of the diagnosis of dynamic characteristics of the personality and the level of mastering by common educational skills;

intra-class differentiation on the middle link conducted by selection of groups for separate training at different levels (basic and variation) in mathematics and Russian language (enrollment in the Group is made on a voluntary basis on the levels of educational interest of students); With sustainable interest, homogeneous groups become classes with in-depth study of individual items;

profile training in the main school and high schools organized on the basis of psychodidactic diagnosis, expert assessment, recommendations of teachers and parents, self-determination of schoolchildren.

This approach is attracted to pedagogical groups in which the idea of \u200b\u200bintroducing new learning technology with a guaranteed result of mastering basic knowledge by all students and simultaneously with the possibilities for each student to realize their inclined and ability to advance.

2.4.3 Collective Mutigation Technology

Popular personal-oriented learning technologies include the technology of collective mutual education A.G. Rivina and his students. Methods A.G. Rivina has different names: "Organized dialogue", "Female Dialogue", "Collective Interregulation", "Collective Method of Learning (CSR)", "Work of students in vapor variations."

"Work in vapor parats" for certain rules allows you to fruitfully develop independence and communicative skills from the studied.

The following main advantages of the CSR can be distinguished:

As a result, regularly recurring exercises are improved skills of logical thinking and understanding;

In the process of speech, motion skills are developing, memory work is included, and the actualization of prior experience and knowledge is being mobilized;

everyone feels relaxed, works in an individual pace;

the responsibility is increasing not only for their successes, but also for the results of collective labor;

General definition of innovation

Innovation is the result of investing in the development and receipt of a new knowledge that has not previously used the idea of \u200b\u200bupdating the life of people (technologies; products; organizational forms existence of society, such as education, management, organization of labor, maintenance, science, informatization, etc.) and the subsequent process of implementation (production) of this, with a fixed acquisition of additional value (profit, lead, leadership, priority, indigenous improvement, high-quality Superiority, creativity, progress).

Thus, the process is necessary: \u200b\u200binvestments - development - the process of implementation - obtaining quality improvement.

Concept innovation Refers both radical and gradual (incremental) changes in products, processes and strategies of the organization (innovation). Based on the fact that the purpose of innovations is to increase efficiency, efficiency, quality, customer satisfaction, the concept of innovation can be identified with the concept of enterprise - vigilance to new opportunities to improve the work of the organization (commercial, state, charitable).

Innovations are considered from different points of view: in connection with technologies, commerce, social systems, economic development and policy formulation. Accordingly, B. scientific literature exists wide spectrum Approaches to conceptualization of innovation.

In the conceptualization of the concept of "innovation" it is useful to compare it with other concepts. In particular, in scientific literature notes that the concept of "innovation" is often mixed with the concept "invention"denoting the creation of a new technical development or improvement of old. In addition, many improvements in goods and services would be more correct to call just a word "Improvement". Concepts "Changes" and "creativity" It can also be used instead of the concept of "innovation".

To distinguish innovation from the above concepts, it is often specified that the feature of innovation is that it allows you to create additional value, allows the innovator to get additional value and is associated with implementation. Within the framework of this view, innovation is not innovation until it has been successfully implemented and began to benefit.

As part of an alternative approach, other concepts are used as part of the definition of innovations: "Innovation takes place when someone uses the invention - or uses something that exists in a new way - to change the lifestyle of people." In this case, the invention may have a new concept, a device or other things that facilitate activity, and innovation is not associated with whether the organizer of innovation has received any benefit and has brought a positive effect.

Notes

Literature

Azgaldov G. G., Kostin A.V. Intellectual property, innovation and qualimeries // Economic strategies, 2008. - № 2 (60). - p.162-164.
Goldstein G. Ya. Innovative management. - Taganrog: Publishing House TRA, 1998.
Goldstein G. Ya. Strategic Innovation Management: Tutorial. Taganrog: Publishing House PRTR, 2004. - 267 p.
Drucker, Peter Ferdinand [\u003d M. Business and innovation]. - Williams, 2007. - P. 432. - ISBN 0-88730-618-7
Kiryakov A. G. Reproduction of innovation B. market economy (Theoretical and methodological aspect). - Rostov-on-Don: Publishing House of RGU, 2000.
Orlov A. I., Orlova L. A. Modern approaches to innovation and investment management // Economics of the XXI century. - 2002. - N 12. - P. 3-26.
Tychinsky A. V. Management of innovative activities of companies: modern approaches, algorithms, experience. - Taganrog: TRTR, 2006.
Hargadon Andrew. Innovation management. Experience of leading companies \u003d How Breakthrouts Happen. The Surprising Truth About How Companies Innovate. - M.: Williams, 2007. - P. 304. - ISBN 1-57851-904-7

Chernyavsky Yu.P. The crisis requires more innovation, not less - management.com.ua, Google Knol, May 2009.

Links

National Innovation Association and Information Technology Development
InnovatingRegions.ru Consideration of the Russian Economic Development Policy Using Cluster Approach
Federal portal for scientific and innovation activities
Korkin S.V. Blog about ideas and innovations
SingularBlog: Innovative Strategies Blog
Askar Akayev: Modern financial and economic crisis in the light of the theory of innovative and technological development
Innovative direction in the framework of the Year of Youth 2009 (Zvorykin's project)

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Watch what is "Innovative Technology" in other dictionaries:

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TECHNOLOGY - The sequence of material processes and operations, the implementation of which leads to the emergence of a product (consumer value) with the properties necessary and useful for further use. (See Technique, Innovative ... ...

High-tech technology - Technology, using which volumes of IL exceed the average value of this indicator in a specific area of \u200b\u200bthe economy (manufacturing industry, mining industry, agriculture, services and so on). (See Innovative ... ... Philosophy of Science: Dictionary of Basic Terms

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Books

Innovative technology of immobilization of radioactive waste based on magnesian matrices. Monograph, V. A. Lebedev, V. M. Piskunov. The fundamental approaches to solving the problem of air conditioning high-headed liquid radioactive waste Low and medium level of activity containing up to 30% organic ...

Technology - from Greek Words Techno (Art, Craft, Science) and Logos (concept, doctrine). In the dictionary of foreign words: "Technology is a set of knowledge about the methods and means of conducting production processes (metals, chemical ...)."

The problem of the technology of the pedagogical process is becoming relevant due to the need to increase its effectiveness.

Pedagogical technology implies "strictly scientific design and accurate reproduction of the success of pedagogical processes" [V. P. Bespalko]. Signs that define the specifics of pedagogical technology are guaranteed to succeed, i.e., achieving the goal, scientific design, accuracy of reproduction of the projected pedagogical process.

The technology can be represented as a more or less rigidly programmed process of interaction between the teacher and students, guaranteeing the achievement of the goal. The technology is understood as an algorithm in training, as a certain program of learning process, the use of which leads to achieving the goal - the formation of certain qualities of personality, cognitive skills, ways of thinking, certain relationships, etc.

It should be noted that the pedagogical technology is not a dodactic and not a private technique, as a didactic-methodical system, it is concrete and applied to any subject. Pedagogical technologies may vary on different bases, by targets and objectives, according to structures.

Significant signs of pedagogical technologies are:

Diagnostic target formation, performance - i.e., guaranteed achievement of goals and ensuring the effectiveness of the learning process, education;

Efficiency - search for training time reserve, optimization of pedagogical labor, achieving the highest possible results for more compressed time segments;

Algorithmizability, designers, integrity - the ability to apply the described technology by various teachers with various groups of students under certain conditions;

Correctability is the possibility of operational communication, consistently oriented to clearly defined goals;

Visualization-use of a variety of audiovisual and electronic computers, as well as the development and application of original didactic means.

The core of any technology is the technique, but traditional techniques weakly rely on the diagnosis of real educational capabilities of students, do not take into account the degree of influence of various factors on the result of learning. They do not consider the use of various learning tools, do not take into account the need to optimize the processes of interaction of all components and participants in training. Pedagogical technologies, on the contrary, include diagnostics, specifically addressed methods and means of intensifying learning. The technique is focused on the teacher, the technology focuses on the interaction of the teacher and the student, it predicts the result, optimizes the work. Both techniques and diagnosis are practical and algorithmized.

The criteria for choosing training technology, according to M. I. Makhmutov, are: targeted orientation, consideration of the specificity of the content, individualization and differentiation of training, the readiness of the teacher to implement technology, efficiency, logistical security. Selected criteria are prolonged and applicable when choosing in any type of educational institution, but the learning technologies themselves acquire some specifics depending on the type of educational institution in which they are implemented.

It is possible to allocate the features of pedagogical technologies in secondary vocational school.

The first feature is associated with the specific specificity of vocational education and is in the orientation of technology to mastering a certain profession, meaning the adoption of specific didactic solutions related to the receipt of the profession.

Another feature is less general order And due to the inclusion of students in three main types of educational activities: theoretical, laboratory and practical and production and practical, role and place of which are determined by the specifics of the purpose of training a specialist in the appropriate level of education. This implies the rationale and design of training technologies for these types of educational activities.

The third feature is closely related to the second and consists of the specifics of theoretical training, laboratory and practical work, and practical activities. Thus, the peculiarities of the specific technology of theoretical learning may be due to various types of activities, the need for knowledge of knowledge in practice. In practical training, the technology is aimed at the formation of skills, skills to carry out labor activities related to exercises in the chosen profession.

Pedagogical science and practice has accumulated a noticeable fund of various pedagogical technologies: modular, contextual, problematic, computer, concentrated learning, etc. All of them are characterized by specific objectives, orientation, the dominant combination of forms, methods and means of training and education, the estimation and control system. The effectiveness of these technologies is determined by the content of the material being studied, the level of preparedness of students and the teacher and other factors.

Pedagogical technologies	Reached results
Problem learning	The creation of problematic situations and the organization of active independent activities of students to resolve, resulting in creative mastering knowledge, skills, explanatory abilities, develop.
Multi-level learning	The teacher has the opportunity to help weak, to pay attention to the strong, the desire for strong students is faster and deeper to advance in education. Strength students are approved in their abilities, weak get the opportunity to experience curriculum, the level of learning motivation increases.
Design learning methods	Work on this technique makes it possible to develop individual creative abilities of students, more consciously approach professional and social self-determination.
Research methods in training	It allows students to independently replenish his knowledge, deeply to delve into the problem studied and assume ways to solve it, which is important in the formation of the worldview. This is important to determine the individual trajectory of the development of each schoolchild.
Lecture and Seminar-Credit System	This system is used mainly in high school, because It helps students prepare for training in universities. It makes it possible to concentrate the material into blocks and present it as a single whole, and monitor the control by preliminary training of students.
Technology of use in learning game methods: role, business, and other types of educational games	Expansion of the horizon, the development of cognitive activity, the formation of certain skills and skills necessary in practical activity, the development of general scientists and skills.
Training in collaboration (team, group work)	Collaboration is interpreted as the idea of \u200b\u200bjoint developing activities of adults and children, the essence of an individual approach to go not from the study subject, but from the child to the subject, to go from those capabilities that the child has, to apply psychological and pedagogical diagnostics of the person.
Information and Communication Technologies	Change and unlimited enrichment of the content of education, the use of integrated courses, Internet access.
Heating technology	The use of these technologies allow evenly during the lesson to distribute various types of tasks, alternate mental activities with fizminuts, determine the time of filing a complex learning material, to allocate time for independent work, to regulate TSO, which gives positive results in training.
Innovative estimation system "Portfolio"	Formation of personalized accounting of student achievements as a tool for pedagogical support for social self-determination, determining the trajectory of individual development of the individual.

The use of a wide range of pedagogical technologies allows the pedagogical team to productively use the school time and seek high results of student training.

Modern innovative technologies in pedagogy

In the conditions of educational reforms, special significance in professional education Acquired innovative activities aimed at introducing various pedagogical innovations. They covered all sides of the didactic process: the form of its organization, the content and technology of education, educational and educational activities.

Innovative teaching technologies include: Interactive learning technologies, project learning technology and computer technology.

Interactive learning technologies

In the psychological theory of learning, interactive is a training based on the psychology of human relationships. Interactive learning technologies are considered as methods of learning knowledge, the formation of skills and skills in the process of relationships and interactions of the teacher and trained as subjects of educational activities. The essence of them is that they are based not only on the processes of perception, memory, attention, but, above all, on creative, productive thinking, behavior, communication. At the same time, the learning process is organized in such a way that the learners learn to communicate, interact with each other and other people, learn to critically think, solve complex problems based on the analysis of production situations, situational professional tasks and relevant information.

Project learning technologies

Game design can go into real design, if its result is a solution to a specific practical problemAnd the process itself will be postponed to the conditions of the current venture or in training workshops. For example, work on the order of enterprises, work in the design student bureaus, the manufacture of goods and services related to the field of professional activity of the student. Project training technology is considered as a flexible model of the organization of the educational process in a vocational school, focused on creative self-realization of the personality of the student by developing its intellectual and physical abilities, volitional qualities and creative abilities in the process of creating new goods and services.

The technology of project training contributes to the creation of pedagogical conditions for the development of creative abilities and the qualities of the student's personality, which he needs for creative activities, regardless of the future specific profession.

Computer techologies

Computer learning technologies are the processes of collecting, processing, storing and transferring information to the trainee through a computer.

At the present stage, many professional educational institutions are developed and used both separate software products and automated training systems (AOS) on various academic disciplines. AOC includes a complex of educational and methodological materials (demonstration, theoretical, practical, controlling), computer programs that manage the learning process.

The increased productivity of personal computers made it possible to widely use multimedia technologies. Modern vocational training is already difficult to submit without these technologies that allow you to expand the areas of application of computers in the educational process.

The use of computer technologies in the vocational education system contributes to the implementation of the following pedagogical purposes:

Development of the student's personality, preparation for independent productive professional activities;

Implementation of social order due to the needs of modern society;

Intensification of the educational process in a professional school.

Innovative training technologies that reflect the essence of the future profession are forming professional qualities of a specialist, are a kind of polygon, on which students can work out professional skills in the conditions close to real.

Each year, Popular Science edition chooses the best innovation in the field of science and technology. These discoveries are predetermined by our future, and some of them can even become beautiful new Year's gift. We have chosen the 20 most notable innovations of 2016 from the list of Popular Science.

1. Virtual reality for ordinary people: Sony PlayStation VR

SAM Kaplan.

Strict high-definition requirements Pictures in BP games require the use of a powerful computer. For more than 40 million SONY PS4 owners, the use of PlayStation VR comes down to the "Connect and Work" principle. Unlike cheap smartphones based systems (remember Google Cardboard), the headset provides permission from Full HD for each eye and a wide overview of 100 degrees. For example, in the game Star Wars Battlefront Rogue One you will be able to feel like a pilot X-Wing.

2. ANKI COZMO: Most reasonable belief robot

Anki.

Scientists have long been known that viruses can provoke an immune system to attack cancer, but to create a virus that will not affect our own bodies, it took some time. At the end of 2015, IMLYGIC was the first virus drug to combat cancer, approved by the Office for Food Control and US Medicines. This is a breakthrough in the field of combating melanoma: the modified herpes virus is introduced into the tumor, where the immune response may be excited in response to cancer.

17. NASA - "Juno": Journey to the Center for Gaza Giant

NASA.

On July 4, "Juno" - an artificial satellite, fed by sunny batteries, began to rotate around Jupiter Poles, flying at a distance of 4200 km from the clouds of the planet. "No space apparatus was so close to Jupiter, in the center of radiation belts with such a high magnetic field," says the researcher of the project Steve Levin. Titanium dome, protected from this radiation, scientific instruments "Junites", including a radiometer for studying the atmosphere and a particle detector for measuring magnetic fieldwill allow scientists to look under the gas giant clouds. Over the next one and a half years of observations, "Junites" scientists will recognize how much water is on Jupiter and whether the planet has a solid core. Thanks to this, we can find out how solar system and earth. Also during this mission, the highest quality images of Jupiter in history were obtained.

18. Spacex - Falcon 9: Landing Rockets on the Marine Platform

Spacex.

According to the head of Ilona Mask, the opportunity reuse The first stage of the rocket is a part that usually falls into the ocean can reduce the costs of its launch a hundred times. In April, after four unsuccessful attempts, Falcon 9 rocket on a unmanned ship. The key to success: more rocket fuel based on liquid oxygen to increase thrust and landing with a controlled traction vector instead of the previous, less successful version using a parachute.

19. Facebook - Aquila: Drone, Ringing the Internet

Facebook.

Facebook has taken another step towards its goal - widespread access to the Internet, in July 96-minute test of full-size drone

The rapid development of society dictates the need for changes in the technologies and methods of the educational process. Graduates of educational institutions should be prepared for trends with changeable modernity. Therefore, the introduction of technologies aimed at an individual approach, mobility and remoteness in education seems necessary and inevitable.

What is "Innovative Technology"

Word " innovation"It has a Latin origin. "Novatio" means "update", "Change", and "IN" translates as "in the direction". Literally "Innovatio" - "in the direction of change". And this is not any innovation, but after the application of which there are significant improvements in efficiency, quality of activity.

Under technology (Greek Techne "Art", "Mastery", Logos "Word", "Knowledge" - Science of Art) It is understood by the combination of methods and processes used in any matter or in the production of something.

Any innovation finds its implementation through technology. In this way, innovative technology - This is a technique and the process of creating something new or improving the already existing in order to ensure progress and improve efficiency in various fields of human activity.

Innovative educational technologies

The methods used are not so effective in relation to the new generation of students. Standardized training does not take into account the individual qualities of the child and the need for creative growth.

Despite a number of problems that are not solved by the old ways, there are difficulties with the introduction of innovations. The teacher must understand that the introduction of innovative methods helps not only his pupils more efficiently absorb material, developing their creative potential. But it also helps the teacher to implement its own intellectual and creative potential.

Types of pedagogical innovation

In school, the most diverse pedagogical innovative techniques apply. The profile orientation of the educational institution, its traditions and standards play a huge role in choosing a huge role.

The most common innovations in the process of education:

information and communication technologies (ICT);
personal-oriented learning;
project and research activities;
game technologies.

ICT

Implies integration of teaching disciplines with computer science,as well as Computerization of estimation and communication in general. The computer can be used at any stages of the educational process. Schoolchildren study work with basic programs, study material thanks to electronic textbooks and benefits. Using a computer and projector, the teacher sets out the material. Presentations, charts, audio and video files thanks to clarity contribute to the best assimilation of the topic. Independent creation of slides, schemes, memory cards helps to structure knowledge, which also helps memorize.

Availability of computer, Internet and special programs makes it possible remote teaching, online excursions, conferences and consultations.

At the end of the study of the topic as control can be used tests on the computer. Schools use the system electronic journalsin which you can track the results of a separate child, class or academic performance on a specific subject. Included in everyday life and electronic diarieswhere estimates are set and homework are fixed. So parents can recognize the scores of the child and the presence of tasks.

It is important to teach schoolchildren to use the Internet, search engines and social networks. With a competent approach, they become an inexhaustible source of information and the method of communication of schoolchildren with the teacher and among themselves.

Popularity is gaining popularity creating a teacher of your own website. Thanks to him you can share interesting books, benefits, articles, video and audio articles, remotely respond to the questions of students. It can be used in the development of a group project: Participants are divided with each other and curator by developments, results and solve emerging problems.

Personal-oriented training

In this case the main acting person in learning is a child. The goal is to develop a student of a schoolboy, taking into account its individual qualities. Accordingly, non-students are adjusted to the educational system and the style of the teacher, and the teacher, using his skills and knowledge, organizes training according to the characteristics of the class.

Here you need to know the teacher of the psychological, emotional and cognitive features of the student team. Based on this, it forms plans for classes, selects methods and methods for presenting the material. It is important to be able to awaken the interest of the student to the outlined material and work collectively, speaking not so much by the leader as a partner and the advice.

If desired, an educational institution is possible differentiation of students. For example, the class has a class at a specific attribute as a result of testing; further division according to interest; Introduction of profile classes in high school.

Project and Research

The main goal is to develop the ability of independent, creative search for data, setting and solving problems, involve information from different spheres of knowledge. The task of the teacher is the awakening of interest in search activity and creating conditions for its implementation.

When working on a group project, the skills of working in a team, communications, skills listen to someone else's opinion, criticize and take criticism.

The use of this technology in school develops the ability to know the world, analyze facts, draw conclusions. This is the basis and assistance in admission to higher educational institution and work on the diploma and master's dissertations.

Gaming technologies

The value of the gaming technology is that, being inherently rest, it performs an educational function, stimulates creative implementation and self-expression. Of course, it most applies to the younger group of schoolchildren, as they correspond to their age requirements. Use it must be dosed.

At the request of the teacher, the whole lesson can be held in a game form: Competition, Quiz, KVN, setting scenes from the work. It is possible to use game elements and at any stage of classes: at the beginning, in the middle or at the end as a survey. Properly organized game stimulates schoolchildren's memory, interest, and also overcomes passivity.

Changes in the educational sphere are necessary and inevitable. And it is worth noting that for the most part pupils are happy to take something new, interesting, unusual. They are ready and capable of perception. Last word - for teachers.

Many useful materials using innovative technologies are presented in the "Publications" section. You can draw interesting techniques and ideas from the works of colleagues.