Dunaeva T. Yu. Possibilities of modern educational technologies in the educational process of the university / T. Yu. Dunaeva, T. F. Kamaliev. // International Journal of Humanities and Natural Sciences. - 2018. - 3. - S. 68-70.

POSSIBILITIES OF MODERN EDUCATIONAL TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF THE UNIVERSITY

T.Yu. Dunaeva, cand. biol. Sciences, Associate Professor

T.F. Kamaliev, student

Kazan State Power Engineering University

(Russia, Kazan)

Annotation . The article deals with the role of information and social technologies in education, which provide universal computerization of students and teachers a fans and allow by using with IT technologies to carry out optimization effe to active provision of educational servicesin system higher education. It is shown that the integration of information skills into curricula requires the cooperation of university administrations and teachers tocomputerization of learning at the university.

Keywords: higher education, forms of computerization of education, IT technol about gii, optimization of the provision of educational services.

In today's technological society t there is a growing understanding that the and The educational scheme for obtaining education (primarily school education) is outdated and needs to be replaced by a continuous about learning and lifelong learning. Lifelong learning is three types of education and training:

– formal education (universities, other educational institutions that award a certificate of education);

– spontaneous learning (during e daily life of a person, St. I related to his work, family or dos y ohm);

– informal learning(outside the school.

For new forms of education, presupposition a intends to intensively use new e o b educational technologies.

Various approaches to the definition of b educational technology can sum and rovat as a set of ways to real and curricula and curricula about gram, which is a system of forms, methods and teaching aids, both from baking to educational attainment th goals.

Informational educational technologies occur when using and I eat information and computer technology. Educational b nuyu environment in which are carried out about b educational information technology oh gee, define yut computers working with it about netty:

– technical (computer and internet);

– software and hardware ( computer software);

– organization ation-methodical (ins t instructions for the implementation of the technical part educational activities , organization education process).

Educational technologies in higher education are understood as a system of science h scientific and engineering knowledge, as well as met about dov and funds that are used to create, collect, transfer, store and about b processing information in subject area you high school. Thus, the does not exist direct relationship between effe to the effectiveness of the implementation of training programs and the degree of integration in them, respectively t informationbut-communication technologies.

And information, communication and audiovisual technologies in a scoop nesses are subordinate solving the problem of creating a new educational environment where they are included into the educational process to implement new educational modes e l her.

Today one of characteristic features about b educational environment is possible and ness of students and teachers arr goodbye i to educational and methodical mother a llamas teaching multimedia m plexes of the entire university at any time I and at any point in space.

Application of computer programs digital media and the Internet on academic dissertation ciplins allowsuniversity teachernot only to diversify traditional forms of education,but also to solve the most h other tasks, for example, increase the motive tion and visibility in teaching, differentiation to cite the work of students when performing training tests. Use o ing information technologies on the in class helps to make teaching more efficient and more efficient. How do you show practice, computer technology can beuse in various situ a tions at different stages:

- in the classroom The computer acts as a powerful demonstrator and ongoing means, providingand I high level visibility;

- about online testing - one from f form of holding knowledge control, skills and abilities. This form has a number of advantages creatures ( saving time when checking;

– objectivity in the assessment of knowledge, st a tistics of assimilation of material by individualstudent and the whole group/stream).

Modern higher education institutions e niya have internet connection in ram kah various state programs for the development of education. With the help of I n ternet technology teacher and st u denty can use Internet services that make learning easier and faster educational process .

In the educational process of a higher educational institution, the study of IT involves solving problems of several levels:

– introduction of new information tools and technology in education about the process;

– increasing the level of computer (information) training of participants in the educational process;

– system integration into education of information technologies, support and students of scientific research, learning processes and organizational management;

– construction and development of a unified a educational information space n stva.

In terms of technology, information and onno-educational environment is represented by the Moodle program –course management system (e-learning), also known as learning management system e learning or virtual learning environment . It is a web application that provides and ability to create websites for online learning. The program has been distributed and roko, also because it is free t Noah. Each teacher creates an element to throne resource of its discipline and ra h places in the program. Students can o t cover the course and study it at any time convenient for you.

Other educational available e source - with social networks - an interactive multi-user website.

You can use the resource didactically how:

– Bulletin board. Can use about being a teacher for official announcements and announcements of upcoming events y ty;

– organizations thematic groups for constant consulting and info R supportive support for all participantsiks of the educational process.

In addition to electronic educational resources (EER), there are EER, for example and measures, website of the Ministry of Education of the Russian Federation, portals "Diploma a.ru”, etc.

Thus, ICT is the new h opportunities in educational activities about where the main role is played by the teacher a tel, who by his personal qualities e should support interest st at dents during the course and prompt about higher forms of work.

Bibliographic list

1. Training duringthroughout life – is there such a concept in Russia?[Electronic resource]:https://lifelonglearningrussia.wordpress.com (date of access: 01.02.2018).

3. Sayfutdinova G.B.,Mironenko A.S. The possibility of using information and communication technologies and social networks in the independent work of university students // Problems of the modern pedagogical imageovation. Yalta, 2017. Issue. 54. Ch. 7. S. 183-188.

THE POSSIBILITIES OF MODERN EDUCATIONAL TECHNOLOGIES IN THE TRAINING PROCESS OF THE HIGHER EDUCATIONAL INSTITUTION

T.Yu. dunaeva, candidate of biological sciences, associate professor

T.F. Kamaliev, student

Kazan state power engineering university

(Russia, Kazan)

abstract. The article examines the role of information and social technologies in education that provide universal computerization of students and teachers and allows, with the help of IT technologies, to optimize the effective provision of educational services in the higher education system. It is shown that the integration of information skills into the curricula requires the coo p eration of the administration of universities and teachers to computerize the education in the university.

keywords: higher education, forms of computerization of education, IT technologies, optim i zation of educational services provision.

One of the urgent tasks of education today is the creation of an open education system that provides nationwide access to educational resources technology-based distance learning.

The use of telecommunication technologies makes it possible to create a qualitatively new information educational environment, an environment without borders with the possibility of building a global system of distance learning. One of the priorities in this area is the widespread introduction of electronic technologies in the educational process.

From the point of view of pedagogical theory, distance learning is interesting as a system that allows the most complete implementation of modern requirements for education: flexibility of organizational forms, individualization of the content of education, intensification of the learning process and information exchange.

E-learning technologies can be applied in various forms learning:

With full-time and full-time in absentia- they help organize independent work and conduct continuous monitoring of the educational process;
- with correspondence form - information technology is the main form of presentation of material, contributes to the development of skills practical work help organize the monitoring of the educational process.

The principle of combining classroom and electronic forms of teaching - conducting blended learning - provides the opportunity to combine the best features of classroom and electronic forms of education in the educational process.

classroom training:

Provides social interaction that people demand and from which they get satisfaction, being able to communicate directly with the teacher;
- offers methods that are familiar and familiar to students;
- creates an interactive educational space in which each student can test their position, choice or reaction on their own and receive immediate feedback from an authority figure regarding the correctness of the answers.

E-learning (e-learning):

Allows you to change the pace, time, place of training;
- offers maximum levels of flexibility and convenience for learners;
- enables timely updating of the content content.

The result of the introduction of computer technology in education is a sharp expansion of the sector of independent academic work. The computer is designed to resolve the crisis of education, which requires a constant increase in the number of teachers with the growth of their non-creative functions.

It is known that independent educational work is effective only in an active-activity form. The fundamental innovation introduced by the computer into the educational process is interactivity, which makes it possible to develop active-activity forms of learning. It is this new quality that allows us to hope for an effective, really useful expansion of the sector of self-study work.

To receive education based on computer technology - the implementation of computer learning technologies - three main components are needed:

Hardware and software basis;
- trained teacher;
- electronic educational materials.

The most significant changes relate to educational materials. Their set changes not so much "in breadth" as "in depth". Note that the book is supplemented, but not replaced, if only because electronic publications and resources, first of all, occupy those niches of the educational space where the book did not work. At the same time, the main function of a printing publication - the transfer of information - is preserved, since the book is still out of competition in terms of convenience and breadth of application.

Educational electronic publications and resources provide a programmable educational process. They are electronic textbooks containing systematized material within the framework of the program academic discipline. Designed to study the subject "from scratch" to the boundaries of the subject area defined by the curriculum. Includes all types learning activities: obtaining information, practical exercises in known and new forms, certification. They are aimed at supporting the work and empowering the teacher and the independent work of the student.

It should be noted the special advantage of the EUMC - it is technically possible to simply update, supplement and expand the course.

Of particular interest in the application of electronic technologies is the possibility of organizing continuous monitoring.

A detailed analysis of monitoring elements allows you to control the level of quality at all stages of education, and not just at the time of certification, as was the case with traditional education schemes.

At the same time, the result of the final certification Q will functionally depend on all monitoring elements:
Q = f(k i q i), where qi - i-th monitoring element, and k i- weight coefficient of the corresponding element.

Suggested monitoring elements:

Academic activity;
- frontier control;
- the results of practical tasks (term papers, laboratory work, individual tasks);
- final control.

Analysis of academic activity allows you to evaluate:

The degree of elaboration of theoretical material (the study of theory);
- preliminary level of acquired knowledge (self-control);
- systematic and conscientiousness in acquiring practical skills (work on assignments for seminars and laboratory workshops);
- the degree of creative approach to the study of the material (participation in discussions on the forum, correspondence with the tutor).

MIEMP is successfully implementing a program for the development and implementation of electronic educational technologies in the educational process. The library of electronic educational and methodological complexes integrated into the MIEMP distance learning system is inseparably connected with the education quality control system embedded in them by providing an objective assessment of the results, since all types of activities are recorded and the teacher evaluates only alienable results, the analysis of which can be available to the teacher, dean, curator, customer of training.

1

The problems of implementation of the competency-based model of teaching students in modern socio-cultural conditions are substantiated. With the paradigm shift of higher vocational education in the context of European educational reforms, the leading principles of modern education are the quality of education, the organization of effective independent work students, lifelong education. To implement these principles, it is necessary to introduce new educational technologies, such as an interactive lecture, business games, a pedagogical workshop, a problem-based learning method, training, an educational forum, a TV essay, a colloquium, a case method, TRIZ technology, an essay, a summary, a web quest, coaching, role-playing, staging, etc. Much attention is paid to pedagogical facilitation aimed at enhancing the productivity of education and the development of subjects of professional pedagogical process due to the special style of communication between the teacher and the student.

competence-based learning model

independent work of students

lifelong education

educational technologies

pedagogical facilitation

1. Kraevsky V.V., Khutorskoy A.V. Fundamentals of learning. Didactics and methodology: a textbook for students. higher educational institutions / V.V. Kraevsky, A.V. Khutorskaya. - M.: Publishing Center "Academy", 2007. - 352 p.

2. Nikolaeva L.V. Updating the system of higher education in the context of the competence-based approach and new approaches to quality assessment // International scientific conference "Methods and technologies for ensuring and assessing the quality of education." - Ukraine. - Kyiv, June 26-28, 2013.

3. Nikolaeva L.V. Development of cognitive activity of students in the process of learning activities. Section 9 Pedagogical psychology// Development of the theory and practice of pedagogy, pedagogical and social psychology in the conditions of updating the education system: collection of materials of the international scientific conference (Electronic resource) / ed. Nikolaeva L.V. - St. Petersburg, - 2.6 Mb, 276 p.

4. Ryabkov A.M. Facilitation in vocational education // Pedagogy. - 2008. - No. 1. - S. 78–82.

5. Shamova T.I., Tretyakov P.I., Kapustin N.P. Management of educational systems / T.I. Shamova, P.I. Tretyakov, N.P. Kapustin. – M.: Guman. Ed. Center VLADOS, 2002. - 320 p.

The modern world is full of changes, changes associated with the renewal of all spheres of life, including education. The pedagogical process is characterized by regular changes under the influence of modern conditions of social development and a change in the educational paradigm. The stage of reforming the Russian educational system It is no coincidence that it is called innovative and technological. Kraevsky V.V. and Khutorskoy A.V. called the science that deals with the creation of pedagogical innovations, their evaluation, use and development in practice, pedagogical innovation. The innovative approach puts forward new type a teacher - an innovative teacher who is able to introduce new educational technologies and principles of organizing training sessions into the educational process. Updating the pedagogical process contributes to the introduction into practice of new scientific achievements, ideas and concepts. The connection between theory and practice in education on the basis of updating the pedagogical process turns out to be relevant, real and necessary.

Currently, universities are implementing a competency-based model of teaching students, which involves the formation of general cultural, professional, and special competencies. The task of forming key competencies is the ability to learn throughout life, the ability to learn independently. Lifelong learning is a fundamental principle that underlies a holistic strategic approach that is being implemented in the European educational area, which is explained by the paradigm shift of higher professional education in the context of European educational reforms. The goal setting of universities is to help students develop the competencies that are necessary in a changing labor market, to teach students to learn throughout their lives in accordance with the requirements and changes of life, to be mobile and flexible in a difficult socio-cultural situation.

The modern understanding of the concept of "modernization of universities" in the context of the Bologna reforms involves a radical change in the approach to the development of curricula and programs, the practice of assessing knowledge, teaching methods, etc. A radical restructuring of the work of universities is a change in the paradigm of the educational process with its installation on the organization of effective independent work of students, in the process of which such core personality qualities as cognitive activity and cognitive independence are formed.

Cognitive activity is understood as the orientation and stability of cognitive interests, the desire for effective mastery of knowledge and methods of activity, the mobilization of volitional efforts to achieve an educational and cognitive goal. Activation of learning - mobilization by the teacher with the help of special means of intellectual, moral-volitional and physical forces of students to achieve specific learning goals. Increasing the activity of students in the learning process should contribute to the formation of key competencies.

In the process of organizing the professional education of future teachers, we rely, first of all, on the theory of activating the teachings of T.I. Shamova, the theory of learning optimization Yu.K. Babansky, the theory of meaningful generalization by V.V. Davydova and others. According to these theories, cognitive activity and independence have three components: a motivational component (a conscious impulse to perform purposeful cognitive activity); content-operational (student's possession of leading knowledge and methods of teaching); volitional (strong-willed efforts that students need to make to solve the problem under study).

Thus, the purpose of activating learning is to excite the teacher of cognitive motives in the learning process. As didactic means of activating the cognitive activity of students are: educational content, teaching methods and techniques, forms of learning organization.

A variety of forms and methods of effective organization of independent work of students is carried out based on the use of the following methods and technologies: interactive lecture, business games, pedagogical workshop, problem-based learning method, training, educational forum, TV essay, colloquium, case method, TRIZ technology, abstract, resume, web quest, coaching, role playing, staging, brainstorming, etc. rational methods and teaching aids in the preparation of teaching staff.

For the organization of classes with students, the concept of "Didactic Heuristics" (Khutorskoy A.V.) is of interest. Didactic heuristics sets the methodology of education, which ensures the realization of the internal potential of students and teachers in the course of their joint activities. A feature of heuristic educational activity is the presence of a new educational product. The main technological unit of heuristic learning is the heuristic educational situation.

The training is of an accompanying nature. In didactic heuristics, students are initially offered as educational objects real objects of cognition and the possibility of self-construction of "mined" knowledge. Awareness of knowledge and methods, methods of cognition manifests itself in the form of personal educational products.

The competency-based learning model provides for the active participation of students in the discussion of the topic of the lesson. Traditional lectures are replaced by interactive lectures, during which the teacher interacts with students, students interact with each other when organizing various types of educational activities. Communication of information alternates with various types of educational activities, contributes to a deeper assimilation of the material. The task of the teacher is to stimulate and activate the participation of students in the classroom. Within the framework of the interactive lecture, such TRIZ methods as brainstorming are used, aimed at a joint search for solutions to problems, the study of specific situations, discussion, work in teams and groups, and advanced tasks.

A very effective method of project-based learning. In the process of project-based learning, the following components of students' key competencies are developed:

• independent acquisition of missing knowledge to solve new cognitive and practical problems;
• development of skills to apply the acquired knowledge in practice;
• formation of communicative competence in the course of work in various groups;
• development of research skills, analytical thinking.

The work on the project is carried out in 6 stages:

• Stage 1 - defining the goal. Active participation in the choice of a problem increases the interest of students, contributes to the formation of the ability to quickly find the necessary information.
• Stage 2 - planning. On the this stage a work plan is developed for the project, tasks are distributed.
• Stage 3 - decision making. Students decide how to implement the project, during which social competencies and the ability to work in a group are formed.
• Stage 4 - implementation. Students complete their own work.
• Stage 5 - protection of the project and control of results.
• Stage 6 - assessment. Joint discussion of the results of the work.

An example is the preparation of a project on the topic “Traditions and customs in the spiritual and moral education of children preschool age” in the discipline “Ethnopedagogical foundations for raising children of preschool age” in the direction of preparation “ Teacher Education". The students prepared the project “Ethnoalbum “Around the Republic of Sakha (Yakutia)”, in which each student designed his page in a colorful and meaningful way. At the presentation, interesting slides were presented with a lesson for preschoolers and the use of educational games. At the end of the lesson, when discussing the results of the work, a proposal was made to participate with the collective work of the group at the conference and in the grant competition in order to publish the album.

Thus, the technology of project-based learning is mainly independent activity student, aimed at solving a problem that is significant for him, carried out in the search mode, flowing in the simulated or real reality lived by the student project activities.

The students liked the lesson in the form of a TV essay. A TV essay is an oral report, message or interview on a given topic, recorded by a student on a video camera. The purpose of using a TV essay is to develop students' skills to correctly and freely behave in front of an audience, video and television cameras, correctly and clearly present the material, be fluent in speech, and clearly fit into the time allotted for the report. We conduct a TV essay in the form of a competition of reports, a business game "Videoconference", "Journalist's Interview". In the competition of reports, students themselves act as a jury, view and listen to TV reports on the screen, discuss the content, the relevance of the research topic, and the culture of performance.

In the video conference business game, students are divided into two groups and discuss a specific problem. During the discussion of the topic, “representatives different countries”, their speeches are heard from the screen, there is an exchange of views.

The business game also refers to pedagogical technology based on the activation of students' activities. It is associated with pedagogical technologies based on the humanization and democratization of pedagogical relations. There are many examples of business games. These are teachers' councils, and conferences, and parent meetings on various topics.

Take, for example, the business game Interview with a Journalist. The business game "Journalist's Interview" is held to organize independent work with a practical focus. For example, on the topic “The use of ethnopedagogical ideas in the practice of preschool educational institutions» students acted as journalists, interviewed kindergarten teachers and prepared stories on the topic. You can choose any topic using this technology. Students really like to see themselves on the screen, in the process of preparation they learn the material better, motivation increases, along with professional competencies, communicative competencies, creativity, imagination, and interest in the future profession are formed.

Recently, in pedagogical science, attention has been paid to the phenomenon of facilitation (from the English tofacilitate - to facilitate, promote, promote, create favorable conditions). The purpose of facilitation is to develop in students the ability to intensively and competently search for knowledge, personal growth, self-development of the student and the rejection of a purely knowledge-based approach.

Pedagogical facilitation means strengthening the productivity of education (training, upbringing) and the development of the subjects of the professional and pedagogical process due to the special style of communication between the teacher and the student.

Pedagogical facilitation imposes a number of requirements both on the learning process and on the professionalism of the teacher. When facilitating learning, the teacher uses methods and techniques that contribute to the creative assimilation of the necessary information, form the ability to reason, look for new problems in already known material. It allows the teacher to take a position not “above”, but “together” with the students.

The teacher in these conditions needs to increase the effectiveness of learning, primarily by optimizing the process of joint work in groups, creating conditions for specially organized interaction, including need-oriented methods, polysubjectivity and individualization and activation of learning. Activation of learning - mobilization by the teacher with the help of special means of intellectual, moral and volitional forces of students to achieve specific learning goals. Increasing the activity of students in the learning process should contribute to the formation of core qualities: cognitive independence and cognitive activity.

Cognitive activity has three components: a motivational component (a conscious urge to perform purposeful cognitive activity), a content-operational component (a student's mastery of leading knowledge and teaching methods); volitional (strong-willed efforts that students need to make to solve the problem under study).

Thus, the purpose of activating learning is to excite the teacher of cognitive motives in the learning process. As didactic means of activating the cognitive activity of students are: educational content, teaching methods and techniques, forms of learning organization. Ways to optimize teaching include a conscious choice by the teacher of the most rational methods and means of teaching. At the same time, the significance of learning for students is the basis for obtaining knowledge. Only meaningful teaching is the most productive. involves not a simple assimilation of knowledge, but a change in the internal sensory-cognitive experience of the student.

Pedagogical facilitation is a qualitatively higher level of training for professionals that meets modern requirements. In practice, a student learns exactly as much as he was active in the learning process. No emotional and logically structured presentation of the material gives the desired effect if students remain passive listeners.

This approach is close to a student-centered pedagogical model that implements a constructivist approach to learning. The constructivist approach to learning provides for the process of self-organization of knowledge, which is actively constructed by each student in the cognitive process.

Thus, active educational technologies stimulate constructive thinking - students become active participants in the educational process and independently construct knowledge. They develop the skills and competencies necessary for independent work and acquiring new competencies throughout their lives. The teacher's task is to organize an effective system for organizing students' independent work within the framework of a holistic general didactic approach aimed at increasing students' activity in the educational process.

Reviewers:

Prokopieva M.M., Doctor of Pedagogy, Professor, Pedagogical Institute of the North-Eastern federal university them. M.K. Ammosova, Yakutsk;

Neustroev N.D., Doctor of Pedagogical Sciences, Professor, Pedagogical Institute of the North-Eastern Federal University. M.K. Ammosova, Yakutsk.

The work was received by the editors on December 16, 2013.

Bibliographic link

Nikolaeva L.V. NEW EDUCATIONAL TECHNOLOGIES AND PRINCIPLES OF ORGANIZING THE EDUCATIONAL PROCESS IN A MODERN UNIVERSITY // Fundamental Research. - 2013. - No. 11-3. – P. 570-573;
URL: http://fundamental-research.ru/ru/article/view?id=33166 (date of access: 11/25/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

UDC 378.147

INNOVATIVE TECHNOLOGIES OF LEARNING AT THE UNIVERSITY: CONCEPTUAL FOUNDATIONS, PEDAGOGICAL TOOLS, FORMS AND TYPES

M.V. Zealous

The article discusses the theoretical and methodological foundations of modern educational technologies, outlines the features of innovative lectures and seminars at the university.

Key words: education, educational process, teaching technology, non-traditional lectures, innovative seminars.

The technologization of modern education is topical issue. In the context of the Bologna process, it is necessary to shift the emphasis from the content of education to its technologies and results.

AT federal law"On education in Russian Federation» emphasized that various educational technologies are used in the implementation of educational programs, experimental activities should be aimed at the development, testing and implementation of new educational technologies.

In accordance with the Federal State Educational Standard, up to 40% of classes in the higher education system should be based on interactive technologies built on subject-subject interaction between teachers and students.

Educational technologies have a huge potential for improving the efficiency of the educational process, training professionally competent and mobile personnel capable of successfully functioning in various social and professional communities. Therefore, university professors need to know theoretical aspects, a qualitative variety of educational technologies, ways of their application in the educational process.

It should be noted that teaching technologies in higher education have long been based on a subject-object approach to the educational process.

AT last years in higher education, innovative educational technologies are being actively introduced, the essence of which is described in the relevant scientific and pedagogical literature.

Modern educational technologies are based on well-known and proven methodological approaches: systemic, axiological, humanistic, personal-activity, etc. Educational technologies in the higher education system are based on the concepts of modular, problem-based, contextual learning, etc.

Characteristic features modern educational technologies are conceptual, systematic, didactic expediency, innovation, optimality, reproducibility and guaranteed results.

Modern educational technologies perform humanistic, developing, methodical, design and other functions. These technologies are based on the principles of integrity, variability, interactivity, fundamentalization, professional orientation, information support, etc. .

We believe that in modern conditions in the conceptual foundations of innovative educational technologies, the theory of personality-oriented education is dominant, which is based on:

The concept of personality-developing education (V.V. Davydov, L.V. Zankova, D.B. Elkonin);

Cultural concept of education (M.M. Bakhtin, V.S. Bibler, E.V. Bondarevskaya);

Personally differentiated concept of education (V.V. Serikov);

Subject-personal concept of education (I.S. Yakimanskaya) .

An analysis of these concepts allows us to conclude that the essence of personality-oriented education lies in the consistent attitude of the teacher to the student as an individual, an independent and responsible subject of his own development and education.

The axiological aspect of personality-oriented education is to consider a person as an independent, main value.

The didactic aspect of student-centered education involves:

Creation of conditions for learning of all in different ways;

Replacement of subject-object relations in the educational process with subject-subject ones;

Giving the content of education personal meaning and personal significance;

Providing students with the right to choose ways of mastering educational material, the formation of an individual style of educational activity and one's own trajectory of education;

The use of developing, interactive educational technologies, the creation of a developing educational environment;

Level differentiation of the educational process depending on the abilities and capabilities of students;

Development of students' abilities for introspection and reflection;

The implementation by the teacher of the role of a facilitator, organizer of the learning activities of students, able to create a situation of success for students and show their extraordinary pedagogical abilities.

The personality-oriented paradigm of education is the opposite of the personality-alienated paradigm.

The basis of personality-oriented educational technology is the interactive pedagogical interaction of all participants in the educational process: teachers with students and students among themselves.

This interaction assumes the following logic of educational activity: motivation ^ formation of new experience ^ its comprehension through application ^ reflection. Interactive learning involves

obligatory work of students in small groups on the basis of cooperation and cooperation. Interactive methods also involve the use of gaming forms of learning. At the same time, the main role of the teacher is the ability to organize productive group and interpersonal communication of students.

Interactive learning relies not only on the processes of perception, memory, attention, but above all on creative productive thinking and communication.

Pedagogical means of interactive learning are:

Subject-subject and group interaction (subject position, cooperation, cooperation, constructive and friendly atmosphere);

Dialogue-polylogue (the ability to listen, ask questions and answer questions, express and defend one's own point of view, conduct polemics);

Thinking activity and meaning creation (the ability to carry out mental operations, clearly express the meaning of one's position, understanding and explaining the meaning of laws, phenomena, theories, facts);

Freedom of choice of means and methods of assimilation of educational material (manifestation of creativity, independence, choice of ways to solve educational problems, manifestation of an individual style of educational activity);

The situation of success (the use of a complex of pedagogical tools that contribute to the success in the educational activities of all subjects of the educational process);

Reflection (self-analysis and objective evaluation and self-assessment of results personal development and learning activities).

The conceptual component of vocational education is also the theory of context-based learning, which was substantiated by A.A. Verbitsky. According to this theory, training in vocational educational institutions should be carried out in the context of the future professional activity and act as a form of personal activity and a condition for the formation of professionally important personality traits of a future specialist. The context is a semantic category that ensures the active involvement of students in the process of learning and mastering the future profession.

Here, the main unit of the educational work of teachers and students is not just another piece of information, but the situation in its subject and social definition, the activity of students acquires features in which the features of future professional activity are manifested.

The presentation and solution of situational tasks and exercises develops the mental abilities of students, forms their value attitude to education and profession.

This approach is most successfully implemented using case technology. Case-tasks, competency-based tasks, video cassettes, game or documentary videos with a concise presentation of training and production situations are presented and solved in training sessions, current and state exams. Contextual learning is also implemented in the process of training and production practices, performance and defense of graduation and qualifying works.

The relevance of contextual learning is currently due to the need to form general cultural and professional competencies in future specialists.

Thus, the theory of student-centered education, which is based on the idea of ​​interactive pedagogical interaction, and the theory of context-based learning constitute the conceptual basis of innovative educational technologies at the university. In this article, we will characterize only the main types of modern lectures and seminars at the university.

Modern university lecture

The word lecture has a Latin root "lection" - reading. The lecture is the leading form of organization of the educational process at the university. It performs teaching, shaping, developing, educational and organizing functions.

Traditionally, the structure of a university lecture includes three components: introduction, main part, conclusion.

The main disadvantage of the traditional lecture at the university is the passivity of students with a high one-sided activity of the teacher. Therefore, today non-traditional, innovative lectures are widely used, which contribute to increasing the activity of students in the classroom.

The main types of such lectures are shown in the figure below (Fig. 1).

Rice. 1. Non-traditional types of lectures

Let us briefly reveal the essence and features of these types of lectures.

The problem lecture differs from the traditional one in that it is based on the logic of sequentially modeled problem situations and tasks that need to be solved.

The psychological basis of problem-based learning is the contradiction between the available and necessary knowledge and skills of students to solve problem situations and tasks. When preparing such lectures, it is necessary to solve the following tasks: selection of the necessary educational material, formulation of problem situations and questions, determination of ways to resolve them, preparation of didactic materials.

At a lecture of a problematic nature, students are in a constant process of "co-creation" with the teacher, i.e. problem solving co-authors. The knowledge gained in this way becomes

property of students and grow into their beliefs. Self-acquired knowledge is more durable and easily updated, they have the properties of their transfer to other situations. Solving problem situations and tasks develops intellectual abilities and increases students' interest in the content of professional training.

Lecture-conversation involves the use of elements of dialogue, polylogue and discussion. The means of activating the educational activity of students here are the questions of the teacher and the audience, aimed at identifying the knowledge and skills that students have on a particular problem. The teacher must ensure that questions do not remain unanswered, otherwise they will be rhetorical and will not provide sufficient activation of students' thinking.

When presenting lecture material, the teacher can organize a free exchange of students' opinions. Clarifying and supplementing the students' answers, he provides them with a theoretical basis in the form of jointly developed provisions. Thus, students become co-creators of lectures.

Lecture-consultation is used in the study of topics with a clearly defined practical focus. There are several options for conducting such lectures:

During the lecture, students prepare questions to which the teacher gives answers on their own or with the involvement of the students themselves;

The teacher collects students' questions in writing in advance, during the lecture he answers these questions and organizes a free exchange of students' opinions;

Students receive lecture materials in advance and prepare their questions, the lecturer answers these questions on his own or with the involvement of the students themselves;

The teacher himself prepares questions on the topic of the lecture in advance and organizes a collective discussion of these issues.

There may be other options for conducting a lecture-consultation. The advantages of such lectures are that they allow bringing the content of knowledge closer to the practical interests of students and thus individualize the learning process.

A provocative lecture is a lecture with pre-planned mistakes. In the introductory part of the lesson, the teacher informs that in the upcoming lecture he will deliberately make a certain number of mistakes and informs the students that at the end of the lecture these mistakes will be shown on electronic media. During the lecture, students should find the mistakes made and note them in the notes. 10-15 minutes before the end of the lecture time, students show and comment on these mistakes. The errors identified by the students are compared with the electronic list, the teacher notes the students who have discovered all the mistakes he made.

Thus, a lecture with pre-planned errors allows you to activate the learning activities of students, develop their attention, logical thinking and memory.

A "lecture for two" can be conducted by two or more psychologically and intellectually compatible teachers, who may be representatives of one or different sciences. They agree in advance on the order of the lecture.

Conducting a "lecture together" can be based on two approaches: lecturing on "contrast" (from different points of view) or on complementarity. The lecture "in contrast" involves the acting out of the discussion by the teachers in front of the audience. In this case, they give students an example of scientific polemics. The lecture on complementarity is read by representatives of different disciplines and actualizes interdisciplinary connections.

Lecture-visualization involves a visual demonstration of the main content. Therefore, the leading method here is the demonstration of film, television and video clips, slides, blocks of information in the form of diagrams, tables, drawings, which are commented on by the lecturer.

The teacher may ask students to comment on the content of individual visual aids.

The visualization process is the folding of various types of verbal information into a visual image, which, when perceived, can be deployed and serve as a support for adequate mental and practical actions aimed at mastering the educational material.

We have outlined the main types of non-traditional lectures that are used in higher education. It should be noted that teachers can conduct combined lectures that include elements of various types of lectures.

Innovative seminars at the university

Seminar (from lat. - 5vshtapysh - a hotbed of knowledge) is: one of the main teaching methods at the university; group lesson under the guidance of a teacher; a teaching method based on group thinking and active learning activities of students, aimed at independently finding solutions to pressing scientific and practical problems.

Seminars are held on the most difficult questions(topics, sections) curriculum in order to form students' general cultural and professional competencies.

The structure of the seminar includes three parts: introduction, main part and conclusion.

Traditional seminars are held in the form of reports and reports on prepared abstracts. Innovative seminars are built on such interactive mechanisms as polylogue, dialogue, mental activity, meaning creation, subject-subject and group interaction, the situation of success, reflection, etc.

Varieties and forms of innovative seminars at the university are shown in Figure 2.

Rice. 2. Varieties and forms of innovative seminars at the university

Let us briefly characterize the specific features of these classes.

Problematic seminars can be conducted on problematic issues prepared in advance by the teacher and the students themselves. Actors at a problematic seminar, they can be speakers, co-speakers, assistants, opponents, experts, “provocateurs”, etc. In conclusion, the teacher sums up, assesses the quality of the formulated problems, methods and results of their solution.

Seminar lesson in uniform didactic game is carried out in the following stages: preparation of the game, introduction to the game, playing the game, analysis and generalization of the results of the game. The results of the game can later be used in the educational process.

A seminar in the form of a debate is a discussion of any educational problem in the form of debate and exchange of opinions. The didactic significance of classes in the form of debates lies in the fact that they contribute to the development of critical thinking, a culture of dialogue, the education of tolerance, respect for different points vision.

The seminar using the method of "brainstorming" (brainstorming) aims to generate new ideas in the shortest possible time using critical thinking techniques: analysis, synthesis, analogy, association, extrapolation, etc. This method involves the work of students in such subgroups as " generators”, “analysts”, “resonators”, “shadow companies”, “experts”, etc.

The seminar using the method of analysis of specific situations (case method) involves the preparation for students of a set of specific situations of professional orientation (cases). The solution of these situations is carried out in small groups and submitted for discussion by all participants of the seminar. Participation in these seminars of relevant specialists is desirable.

Seminar using the method " round table” based on the principle of collective discussion of the problem at the “round table”.

Workshop in the form scientific and practical conference is carried out based on the results of studying individual sections and the discipline as a whole in order to systematize and deepen students' knowledge, form their scientific thinking and research skills.

A seminar using the technology of educational cooperation is based on the method of group work as the most common form of cooperation. The purpose of this technology is to develop the ability of the subjects of the educational process to work effectively in small groups for mutual learning and obtaining high-quality educational results.

The seminar in the form of defense of creative projects involves the implementation and defense of creative projects by students. Project-based learning develops learning activity and independence of students, transfers them from objects to subjects of the educational process.

The listed types of lectures and seminars do not exhaust the entire arsenal of innovative forms of education at the university. Creatively working teachers are actively searching for new personally developing educational technologies.

In article teoretiko-methodological basics of modern educational technologies are covered, features of innovative lecture and seminar occupations in higher education institution are stated.

Key words: education, educational process, technology of training, nonconventional lectures, innovative seminar occupations.

Bibliography

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Zealous M.V. - Doctor of Pedagogical Sciences, Professor of Bryansk state university named after academician I.G. Petrovsky.

LECTURE No. 5. MODERN EDUCATIONAL TECHNOLOGIES IN A MEDICAL UNIVERSITY

Calculation of study time: 4 hours.

Formed competencies:

General professional competence (GPC 6): readiness for teaching activities in educational programs higher education.

Didactic: familiarization with the types of educational technologies (traditional and innovative).

Developing: the formation of the theoretical and practical readiness of a graduate student to choose an educational technology (or its element), taking into account the specifics of the subject taught in medical school.

Educators: fostering a sustainable interest in teaching methods (according to the profile).

Annotation:

The variety of types of pedagogical technologies is due to different criteria for their selection (, etc.): by the level of application: general pedagogical, subject and local or modular technologies; on a philosophical basis: materialistic and idealistic, dialectical and metaphysical, scientific and religious, humanistic and inhumane, free education and coercion, and other technologies; by leading factor mental development: biogenic, sociogenic, psychogenic and other technologies; on the position and attitude towards the child on the part of adults in the educational process: authoritarian, didactic-centric, personality-oriented, humane-personal, technologies of cooperation; by category of students: mass, advanced level, gymnasium, lyceum education and other technologies; by type of organization and management cognitive activity: such a classification is proposed when the interaction of a teacher with a student (management) can be open (uncontrolled and uncorrectable activity of students), cyclic (with control, self-control and mutual control), scattered (frontal) or directed (individual), as well as manual (verbal) or automated (using educational tools); according to the method-method-means criterion: reproductive, explanatory and illustrative, dialogue, communicative, game, creative technologies, technologies of programmed, problem-based, developmental learning and other technologies.

Competence-oriented technologies in a medical university. Technologies for the implementation of the competency-based approach in teaching. Lecture at a medical school: features and technology. Teaching technologies in practical classes Seminar as a form of education in higher education. Problem-based learning (action-oriented learning). Case study technology. Positional learning technology. Educational discussion. Technologies for the development of critical thinking. Web quest (web-quest) as a humanitarian technology. Game technology of training. Features of the use of information and communication technologies.

Innovative technologies in distance learning: a consulting model (a distinctive feature is the student's regular visits to a consulting (training) center), a correspondence model (the basis is the process of a permanent exchange between a teacher and a student of educational materials, homework and results by mail or in some other way , without personal contact), a model of regulated self-study (the main characteristic is greater independence of the student - greater freedom to choose the time and place of study, the amount of time spent on study, the choice of the start date of the course and exam). Network learning model. Computer teaching systems. Organizational forms distance learning: lectures (audio and video cassettes, CD-ROMs are used for their recording, the latest information technologies (hypertext, multimedia, GIS technologies, virtual reality)), distance learning seminars (conducted via videoconferencing), laboratory work in distance learning (use of multimedia technologies, TOGIS technologies, simulation modeling), tutorials.

Specific features of educational forecasting. Objects of educational forecasting. Functions of educational forecasting. Principles of pedagogical forecasting. The procedural aspect of educational forecasting. Technology for predicting the conditions for the formation of educational technologies and innovations.

Type of lecture: lecture-conversation - a dialogue with the audience, where:

The conceptual field of the topic is revealed (pedagogical theories and their correlation with technologies: developmental learning, problem-based learning, modular learning, distance learning, etc.);

During the lecture, the teacher asks questions to clarify the opinion, the level of awareness on the problem under consideration, etc. Thinking through the answer to the question, students get the opportunity to independently come to conclusions that the teacher had to report as new knowledge;

Implemented didactic principle visibility and accessibility through the use multimedia presentation lectures.

Methods used at the lecture: active and interactive teaching methods (problematic presentation of the material, pre-prepared questions for conversation, making a cluster for each educational technology), motivating a graduate student to independent, proactive and creative development of educational material in the process of cognitive and research activities.

Teaching aids: material and technical: multimedia support, including the presentation of lecture No. 5.

Pedagogy: textbook for bachelors and specialists in the direction 050100 "Pedagogical education": third generation standard / [and others] ; ed. . - St. Petersburg. [and others]: Peter, 2014. - 304 p. Competence-oriented education in a medical university: Teaching aid/ [and etc.] ; Ed. . - Omsk: Center of the KAN", 2012. - 198 p. http://edu. omsk-osma. ru/uploads/pedo/ser_2.pdf Bulanova-, et al. Pedagogy and psychology of higher education. https://yadi. sk/i/COAKml4UtF7 , Fundamentals of Pedagogy of Higher Education in Structural-Logical Diagrams: Textbook. - Moscow MGIMO(U) MFA of Russia, 2004 http://mgimo. ru/files2/y03_2013/2451/osnovy-pedagogiki-vyshey-shkoly_2007.pdf Modern educational technologies: Textbook. M.: National education, 1998. 256 p. http://www. /file/26203/ Pedagogy of higher education. Innovative and prognostic course. Computer presentation for lectures http://kpfu. en/docs/F1712383973/Andreev. V.I. Pedagogy. VSh._redaktorskaya. version_.pdf

2. Classification of pedagogical technologies.

3. Review of pedagogical technologies.

Introduction.

Modern socio-economic conditions, the modernization of education and healthcare are reflected in the system of requirements for modern specialists. This necessitates constant work to improve their training, and forces them to look for new approaches to the development of education. In the process of educational and professional activities, competencies are formed that determine the professionalism and competitiveness of a mid-level medical specialist in the future.

Modern pedagogical technologies focused on such a result of education, when the student not only receives and assimilates information, but is also able to act independently in various professional situations. In the process of professional training of nursing staff, the main goal of training is to master general and professional competencies. Modern pedagogical technologies help to obtain the necessary knowledge and form competencies. The professional competence of a future competitive specialist is the unity of his theoretical and practical readiness to carry out professional activities.

In the conditions of modern education, the Federal State educational standard new generation, new training programs for mid-level specialists, there is a need to search for new forms and methods of training, the introduction of modern educational and information technologies into the educational process. The main goal of professional training of mid-level medical personnel is the formation of a qualified specialist capable of effective professional activity and competitive in a market economy. To achieve this goal, modern educational technologies are used in the educational process, which improve the quality of education and realize the cognitive and creative activity of students. Pedagogical technologies in modern education provide an opportunity for differentiation and individualization of educational activities, students are given greater independence in choosing ways to obtain educational information.

A child is brought up by various accidents surrounding him. Pedagogy must give direction to these accidents.

The concept of "learning technology" today is not generally accepted in traditional pedagogy. In UNESCO documents, learning technology is seen as a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, which aims to optimize the forms of education.

On the one hand, learning technology is a set of methods and means of processing, presenting, changing and presenting educational information, on the other hand, it is the science of how a teacher influences students in the learning process using the necessary technical or information media. In teaching technology, the content, methods and means of teaching are interconnected and interdependent. The pedagogical skill of the teacher is to select the right content, apply the best methods and means of teaching in accordance with the program and the educational objectives set. Learning technology is a system category, the structural components of which are:

learning objectives; content of training; means of pedagogical interaction; organization of the educational process; student, teacher; activity result.

There are many interesting definitions the essence of pedagogical technologies - a term that has become quite popular in the last decade: