EFFECTIVE DEVELOPMENT TECHNOLOGIES
OF THE INTELLECTUAL AND CREATIVE POTENTIAL OF THE PERSON IN THE CONDITIONS OF THE IMPLEMENTATION OF THE GEF
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and choose Isakova I.N. - "Effective technologies for the development of the intellectual and creative potential of the individual in the context of the implementation of the Federal State Educational Standard"
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The distance course "Effective technologies for the development of the intellectual and creative potential of the individual in the context of the implementation of the Federal State Educational Standard" is practice-oriented and consists of 6 lessons. The peculiarity of the course is that it is equipped with a complete set of useful materials that teachers can use in their work. Each lesson includes a lecture, which is accompanied by tools for the teacher: training games, workshops, tests, exercises for the development of creative thinking, etc. The course is accompanied by presentations with illustrative material for lectures and practical tasks for self-fulfillment. Developments are also offered for practical use: creative games, training program creativity, creativity techniques, necessary literature, etc.
intellectual and creative potential of the individual
in the context of the implementation of the Federal State Educational Standard "
Our classes are devoted to answering the main question - how to make your activity more effective by revealing your own creative potential and the potential of students.
Target- teaching modern strategies for actualizing the creative potential of the personality of teachers and children. Together with you, we have to discover and test a whole range of methods, techniques, techniques for professional and personal self-improvement.
The theme of the course is justified by the following reasons:
- the requirements of the Federal State Educational Standard (which emphasize the ability of a teacher to a permanent professional
improvement)
- new demands of society to the teacher and the results of his work
- a creative, creative approach to work is an excellent means of preventing emotional
(professional) burnout, tk.
Distance course program
| Topic | Content | materials | test task |
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Tasks, principles of distance learning. The concept of integration in education with t. sp. personality development. Team play as an example of an integrative approach. |
Presentation Methodological development (team cognitive and creative developmental game) |
Answers to questions (test). Conducting a creative team game |
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quality characteristics creative thinking. |
Presentation Questionnaire "What is your creativity" |
Answers to questions (test). |
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Content of interactive methods | Presentation. Interactive Methods Development of creative abilities using TRIZ technology (business game or inventive problem solving). E. de Bono's book "Six Thinking Hats" |
Answers to questions (test). |
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Diagnostics of creativity. Lecture on creative thinking. | Presentation APPENDIX (J. Scherer's book "Techniques of Creativity", which reveals the technologies for the development of creative thinking) Organizational and business game How to open "mental locks" using interactive methods" |
Solving creative problems, answering questions (test). |
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Prevention of professional deformation with the help of pedagogical creativity. Fulfillment of practical tasks. | Presentation Training "Catalysts of Creativity" |
Answers to questions (test). Completion of practical tasks |
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The content of the gaming developmental methods of the IAS "Intellect of the Future" |
Game and developmental methods of the IAS "Intellect of the Future" Master class "Development of creativity" |
Completion of practical tasks Answers to questions (test). |
All created and used today technology divided into two types: industrial and social.
Industrial technologies include technologies for processing natural raw materials or semi-finished products obtained from it.
Social technology is a technology in which the initial and final result is a person, and the main parameter that is subject to change is one or more of its properties.
Technology is not limited to a set of methods. Methods are not selected randomly, but are subordinated to a single goal - obtaining a specific product.
Technology is the transformation of raw materials using certain methods and processes to obtain products with specified parameters.
Technology is a form of existence and coexistence of activities. The technological organization of activity is anonymous, because it sets the standard, organizes production, ensures the receipt of the product and guarantees the result.
Any technology involves predicting the final result and the existence of ways to achieve it.
The concept of "technology" is one of the new for pedagogy. At the moment, in the psychological and pedagogical literature, there are three main areas that define the concept of "technology", as:
1) a private methodology to achieve the goal;
2) the pedagogical system as a whole;
3) a certain algorithm, sequence.
Structure technologies for the development of the creative potential of the individual includes the following main components:
1. Preliminary diagnostics;
2. (represents one of the leading areas of work);
3. Organization. Certain conditions must be created to promote the development of the creative potential of the individual, its implementation.
4. Quality control of creative activity. Considerable attention should be given to the control process. When using the methodology, the main attention should be directed to the process of organizing creative activity and creating certain conditions conducive to its effective implementation.
5. Identification of the compliance of the results obtained with the planned ones. Objective and reflective analyzes of the effectiveness of the work performed. Identification of difficulties and problems in solving problems, making the necessary adjustments.
An example of the pedagogical technologies we are considering is a technology that contributes to the actualization and development of the creative potential of an individual (author Yu.Ya. Ivanov).
For the successful development of creative potential, such qualities are needed that open a creator in a person. The main ones are: originality, the ability and desire to introduce novelty, combine ideas, reincarnate the mobilization of forces and past experience, the presence of a developed and. Indicators that characterize the ability of a person to be creative make up the creative potential of a person.
The process of developing creativity and the transition from reproductive to productive activity is clearly visible when considering the three types of creativity identified by G.S. Altshuller and I.M. Vertkin. Creativity of the first type (the simplest one) refers to the application of a known solution to a known problem. To creativity of the second type - a new application of a known solution or a new solution to an old problem, that is, a solution by means that are not accepted, not familiar in this area. With creativity of the third type, for fundamentally new problem there is a fundamentally new solution. For the development of society, according to the authors, any kind of creativity is important. But its first type directly implements progress, while the second and third solve the problems of a distant tomorrow.
For the realization and development of the subject in creative activity and, in particular, for the development of his creative potential, freedom is a necessary condition. It is not for nothing that psychologists, in order to more effectively stimulate the development of creativity in children, recommend games with the simplest objects in order to enable the child to “think”, “complete”. Singling out freedom as an indispensable condition for any creativity, he noted that "children's creative jams can be neither obligatory nor forced, and can arise only from children's interests."
The concepts of creativity and freedom are closely interconnected, but it would be erroneous to consider them identical. An example of this is collective creative activity, which sometimes somewhat limits the freedom of the subject of creativity. This allowed for a long time to look at creativity as an activity, par excellence. But the individual, manifesting himself in creative activity, relies on the experience accumulated by mankind. The team often makes the necessary adjustments to the creativity of the individual, which, of course, is valuable, provided that it does not hamper the initiative of the latter.
When organizing creative activity, the degree of activity of the subject of creativity is important. However, the concept of "activity" is often identified with the concept of "activity". This identification is facilitated by the existence in the Romance and Anglo-Germanic languages of only one term for the concepts of "activity" and "activity", for example, the English activity, as well as the very origin from the Latin activus, which means "active".
activity in one of modern dictionaries interpreted as "social conscious human activity." She is the motivator and stimulus of activity. But the fact of participation of the subject in any activity is not an indicator of activity, especially creative.
The concept of "activity" is considered most often as the activity of the subject and as the quality of the subject. Hence, according to a number of authors, activity has an internal (motivational) and an external (behavioral) side. Needs, motives, interests and other internal mechanisms of behavior constitute its inner side. External - represents the very facts of action and is manifested in actions and deeds.
There are two main types of activity: adaptive (activity of an individual as a biological subject) and productive (activity of an individual as a social subject). As for , its highest level is .
Considering the concept of "creative activity" from a pedagogical standpoint, it is possible to formulate its definition as follows.
Creative activity is a motivated readiness of a person for creative activity, determined by the speed of inclusion in it, the efficiency of performing a creative task and the desire for personal self-improvement in the process of creativity.
For the successful development of the creative potential of an individual, such qualities are necessary that open a creator in him. The main ones are: creative activity, originality, the ability and desire to introduce novelty, combine ideas, reincarnate the mobilization of forces and past experience, the presence of a developed imagination and emotional responsiveness, creative initiative. The latter is understood as an inner impulse to new forms. An initiative is a kind of social activity, social creativity undertaken by a person or group and is sometimes identified with activity. The initiative is expressed in voluntary activity, in a creative attitude to work and established ways of behavior.
A necessary condition for the development of creative potential is also a developed emotional sphere of the individual, because creativity is impossible without experience. In creative activity, two areas of emotional experience can be distinguished:
- emotional experience of the creative object;
- emotional experience of the process of activity.
They are a reflection of a person’s attitude to the world around him, to people, to the activities performed, therefore one of the conditions for the success of creative activity should be considered emotional experience. For the successful development of the creative potential of the individual, it is necessary to expand its experience (emotional, intellectual, social, etc.).
On modern technologies for the development of a creative thinker.
Sergeeva Natalya Mikhailovna, Budget educational institution city of Omsk "Average comprehensive school No. 81 "(BOU of Omsk "Secondary School No. 81"), primary school teacher
If the universe is truly infinite,
and Nature has no calculus in her creation,
then the only model of this infinity
and of these riches is the Child. (Sh. Amonashvili)
The modern world is rapidly and relatively dramatically changing public life. Therefore, creative, unconventional behavior, the ability to solve problems in an original way, quickly adapt to the conditions of a constantly changing world, becomes one of the most important values.
The volatility of the world increases the demand for creative personality- initiator, researcher and creator of ideas; a person who solves existing problems in an unconventional way, with flexible and original thinking, as well as the ability to develop his creative potential. From here main goal Education in Russia is becoming the formation of a person-creator, creator, citizen, designed to approve "the status of Russia in the world community as a great power in the field of education, culture and art"
"Creativity" - what is it? Let's turn to dictionaries.
“Creativity is the creation of new cultural or material values by design” - dictionary S.I. Ozhegova.
“Creativity is the creation of new works of art, science, as well as what was created as a result of this” - an explanatory dictionary of the Russian language by V.V. Rozanova.
In psychology, creativity is a mental process of creating new values and, as it were, a continuation and replacement of a child's game. This is an activity, the result of which is the creation of new material and spiritual values.
Creativity also refers to the activity of creating new and original products of public importance.
The essence of creativity lies in the prediction of the result, in the creation by the effort of thought of a working hypothesis close to reality, in what Sklodowska called the feeling of nature.
Every day people do a lot of things: small and large, simple and complex. And each case is a task: simple, difficult, very difficult. Every day, both an adult and a child have to solve these problems. Everyone does it in their own way: in a standard, non-standard, original, creative way... When solving problems in a non-standard way, an act of creativity occurs, a new path is found or something new is created. This is where the special qualities of the mind are required, such as observation, the ability to compare and analyze, find connections and dependencies - all that in the aggregate constitutes creative abilities.
Creativity is, first of all, the ability of a person to find a special look at familiar and everyday things or tasks.
One of the main tasks of the school is the study and use of learning technologies that contribute to the development of the creative abilities of schoolchildren.
"Technology". Let's get back to dictionaries.
Technology is usually called the process of processing the source material in order to obtain a product with predetermined properties.
The Encyclopedic Dictionary has the following definition: technology is “a set of methods of processing, manufacturing, changing the state, properties, form of raw materials, material or semi-finished products carried out in the production process”
Technology is understood as a set and sequence of methods and processes for converting raw materials, which make it possible to obtain products with specified parameters.
The key link in any technology (industrial or social) is the detailed definition of the end result and its exact achievement. Actually, a simple process (in industry or in the social sphere) only then gets a name"technology", when he was before predicted, determined end product properties and funds to get it, purposefullyconditions are formedto carry out this process and"launched".
Today, the concept of "technology" is used in pedagogy in at least three senses:
1. As a synonym for the concepts of "methodology" or "form of organization of learning" (technology of writing control work, technology for organizing group activities, communication technology, etc.).
2. As a set of all used in a particular pedagogical system methods, means and forms (VVDavydov's technology, traditional teaching technology, etc.).
3. As a set and sequence of methods and processes that make it possible to obtain a product with desired properties.
Let's stop and consider several technologies for developing the creative abilities of children.
Technology "Pedagogical workshops"- one of the intensive learning technologies, including each of its participants in the "self-construction" of their knowledge through a critical attitude to the available information, to the incoming information and independent solutions to creative problems.
The most important principles of technology: “I search, therefore, I study, I search, therefore, I teach” and “I research, you research, we research” determine both the position of the student and the position of the teacher in the workshop.
The stages of the technology "Pedagogical workshops" are designed to provide a solution to the problems of intellectual and creative development students, create conditions for the self-manifestation and self-realization of the child in the process of individual, pair and group work, the formation of a system of new knowledge, skills, skills through independent research and cognitive activity. The potential of the workshop as a means of education and training is quite large, the areas of application of technology are diverse. But, whatever option of its use the teacher chooses: subject workshops, creative workshops (G.A. Meichik), workshops of value orientations (E.O. Galitsky), he must remember that the main thing actor in the classroom - a child, his ideas, feelings, sensations, emotions are important. Otherwise, the participants in the workshop will not have an “insider” – insight, experience the joy of discovering something new, knowing the unknown, free, not constrained by authoritative opinions, creativity.
TRIZ (theory of inventive problem solving) by G.S. Altshuller
Focuses on goalsG.S. Altshuller:
- Teach creative activities.
- Familiarize yourself with the techniques of creative imagination.
- Learn to solve inventive problems, etc.
The main concept of TRIZ is contradiction. When a conflict occurs, there are two ways to resolve it:
1) compromise, reconciliation of opposing requirements, for example, for a certain design;
2) putting forward a qualitatively new idea or a fundamentally new design.
The methodology includes both individual and collective methods. The latter include: heuristic game, brainstorming, collective search.
Project based learning technologyprovides for the acquisition of knowledge through participation in the implementation of specific projects, which are determined by practical tasks.
All types project activities at school have one goal : to prepare a student for life outside of school, as competent as possible, able to solve life's problems, learn continuously, receive information, organize group activities and participate in its work.
“The school should give students not only a certain amount of knowledge, but also instill the ability to independently replenish their stock of knowledge in order to navigate the rapid flow of scientific and technical information” Academician A.A. Aleksandrov
Design and research activities have great opportunities for the development of a creative, active personality. because this activity allows you to stimulate cognitive activity, awareness of knowledge, to feel the importance of their own statements, which raises students in their own eyes, increases the prestige of knowledge. If the student is able to cope with the work on the educational project, it can be hoped that in real adult life he will be more adapted: he will be able to plan his own activities, navigate in various situations, work together with different people, i.e. adapt to changing conditions.
Technology for the development of critical thinkingthrough reading and writing TRCMCHP ) was developed in the United States at the end of the 20th century. Known in Russia since 1997. It is an integral system that forms the skills of working with information in the process of reading and writing.
Critical thinkingis one of the types of human intellectual activity, which is characterized by high level perception, understanding, objectivity of the approach to the surrounding information field.
From the point of view of psychology, critical thinking is reasonable reflective thinking, focused on deciding what to believe and what to do (D. Braus, D. Wood); the use of such cognitive skills and strategies that increase the likelihood of obtaining the desired result is distinguished by balance, logic and purposefulness (D. Halpern).
In pedagogy, this is evaluative, reflective thinking, developing by imposing new information to personal experience.
Based on this, critical thinking, according to the authors, can develop the following student qualities:
1. readiness for planning (who thinks clearly, he clearly states);
2. flexibility (perception of the ideas of others);
3. perseverance (goal achievement);
4. willingness to correct their mistakes (take advantage of a mistake to continue learning);
5. awareness (tracking the progress of reasoning);
6. search for compromise solutions (it is important that decisions made perceived by others).
Critical thinking does not mean negativity or criticism, but the intelligent consideration of many approaches in order to make sound judgments and decisions. Orientation towards critical thinking assumes that nothing is taken for granted. Each student, regardless of authority, develops his own opinion in the context of the curriculum.
Purpose of technology:ensure the development of critical thinking through the interactive inclusion of students in educational process(development of mental skills of students, which are necessary not only in studies, but also in everyday life - the ability to make informed decisions, work with information, analyze various aspects of phenomena, etc.):
The development of such basic personality traits as critical thinking, reflexivity, communication, creativity, mobility, independence, tolerance, responsibility for own choice and the results of their activities.
Development of analytical, critical thinking (identifying cause-and-effect relationships; considering new ideas and knowledge in the context of existing ones; highlighting errors in reasoning; the ability to distinguish a fact that can always be verified from assumptions and personal opinions);
Formation of a reading culture, which includes the ability to navigate information sources, use different reading strategies, adequately understand what is read, sort information in terms of its importance, “screen out” secondary information, critically evaluate new knowledge, draw conclusions and generalizations.
· Stimulation of independent search creative activity, launching mechanisms of self-education and self-organization.
Critical thinker (student):
- Forms own opinion
- Makes a deliberate choice between different opinions
- Solves problems
- Argues with reason
- Values collaborative work in which a common solution emerges
- Knows how to appreciate someone else's point of view and is aware that the perception of a person and his attitude to any issue is formed under the influence of many factors.
The role of the teacher: “The teacher ... asks students about what he knows, and usually a person
asks about what he does not know. S.T. Shatsky
“Traditional methods of transferring knowledge sometimes lead to the fact that the natural process of satisfying the thirst for knowledge turns into a chronic trauma for students,” writes Dr. R.M. Granovskaya. And this is not at all accidental. The main task of the teacher of the traditional system is to “occupy” students for a given time. The work of students is forced, slavish, and the teacher plays the role of an overseer. And like any slave labor, such training is extremely ineffective.
Pedagogy of creativity should be based on the fundamental premise: "teaching should be joy." Only the pedagogy of creativity gives society creative thinkers. What is special about these people?
Creative thinkers value ideas.Creativity is directly related to having ideas - lots of ideas.
creative thinkersvalue choice.Why? Because it gives the key to finding the best, not the only answer.
creative thinkersnot afraid of uncertainty.Writer H. L. Mencken said, "A dumbass is always sure of everything, and a man who has no doubts is always a dumbass." Creative people don't need to suppress feelings of insecurity. They see all kinds of inconsistencies and discrepancies in life and often take pleasure in exploring these discrepancies and gaps.
creative thinkeralways enjoy the unusual.Creativity, by its very nature, often goes off the beaten track and goes against the current. Yale University diplomat and President Emeritus Kingman Breuster said, “There is a connection between creativity and wildness. Therefore, we should gladly endure the madman.”
Creative thinkers connect the unconnected.Since creativity uses the ideas of others, there is great value in the ability to connect one idea with another - especially those that seem completely inconsistent. Graphic designer Tim Hansen says, "Creativity is especially evident in the ability to connect, create associations, turn things upside down and express them in new ways." Here exemplary scheme works of creative thinking: Think - Collect - Create - Correct - Connect.
Creative thinkers are not afraid of failure.The difference between mediocre and prosperous people is their perception of failure and how they react to it.Creativity requires the ability not to be afraid of failure. Edwin Pond says: "The most important aspect of creativity is the absence of fear of failure." Why is it so important? Because creativity equalizes success and failure. Creativity implies readiness for failure. Creative people know this and still continue to search for new ideas. They just don't let ideas that don't work stop them from creating more ideas that do.
“Creativity cannot be exhausted. The more you use it, the more it becomes. Sadly, creativity is often suppressed instead of being developed. We need a certain climate that encourages new look thinking, perception, research" - poetess Maya Angelou
Literature:
- John S. Maxwell. How successful people think, or think to change. - http://lidlib.com
- Selevko G.K. Modern educational technologies: Textbook for ped. universities and institutes for advanced training. - M., 1998
- Altshuller G.S., Zlotin B.L., Zusman A.V., Filatov V.I. “Search for new ideas: From insight to technology. (Theory and practice of solving inventive problems)”. - Chisinau: Kartya Moldoavenyaske, 1989.
- Granovskaya R.M. Elements practical psychology. - L. Ed. Leningrad State University, 1984.
- Leontovich A. Educational and research activities of schoolchildren as a model pedagogical technology. Public education. No. 10. 1999
- Diana Halpern. Psychology of critical thinking. – 4th international ed. - St. Petersburg: Peter, 2000 - 512 p. -http://www.alleng.ru/d/psy/psy026.htm
- David Kluster. What is critical thinking? // Internet magazine. Russian language. - Publishing House "First of September". - No. 29. - 2002. -http://rus.1september.ru/article.php?ID=200202902
- Igor Zagashev. Lecture 1.Basics educational technology development of critical thinking by means of reading and writing. Stop Reading Strategy. - Pedagogical University"First of September"
- V.A. Bolotov, Spiro, Jody. Critical thinking is the key to transformation Russian school. // Head teacher. 1995. No. 1. S. 67-73.
10. I. Lapina, E. Matalina. Big encyclopedic dictionary. – Astrel, 2008
11. “On the national doctrine of education in Russian Federation"- Decree of the Government of the Russian Federation of October 4, 2000 N 751, Moscow
From March 28-30, 2019, Moscow hosted the International Forum for specialists in the education system and the socio-cultural sphere “Technologies in education. STEM vs STEAM”, which was attended by 58 subjects of the Russian Federation, as well as Belarus, Kazakhstan, Azerbaijan.
As part of the Forum, Magnum 3D held a competition for projects on the use of 3D printing in education, the results of which were summed up on the eve of the opening of the Forum. The good news for us was the victory of Ignatenko Elena Vladimirovna, teacher additional education MOU DO "Center for Creative Development" and receiving a prize: 3D hand with sets of high-quality plastic.
Master classes were held at the Forum venues on the following topics: unmanned aerial vehicles; programming; robotics; neurotechnologies; augmented reality technologies, VR; construction; 3D technologies (printing, scanning, drawing and software); electronics and components; test equipment; demonstration equipment; interactive and multimedia equipment; technologies, educational equipment and teaching aids (for technical secondary vocational education, subjects of the natural science cycle and early childhood development, craft and art workshops, ready-made solutions for equipping engineering classes and laboratories); technologies and methods of art therapy and early development; simulators, software.
There were a lot of kids on the playground this year. These were teams of schoolchildren aged 10-17, who participated in the first Championship “JuniorMasters. Creative” – according to the basics of professional competencies related to the creative (creative) industry, whose activities are in the field of performing and visual arts, design, crafts and NHL, film, television and media.
Direction "JuniorMasters. Creative” as a social and professional lift for schoolchildren in the creative field, will reduce the time intervals in their professional self-determination and development.
Goals of the Championship “JuniorMasters. Creative":
- creation of new opportunities for demonstration by schoolchildren of 10-17 years of age vocational training on competencies in the field of NHL, crafts and creative industry;
- conducting by industrial organizations and professional communities an assessment of the level of training of schoolchildren with the issuance of appropriate certificates.
Participants worked on 6 competencies:
- Pottery;
- Ceramics;
- Roofing and restoration works;
- Graphic design;
- Animation;
Media communications.
Unfortunately, there was no team from our region at the Championship, but we hope that in the near future we will also be able to adequately show our knowledge and skills at the Forum site.
The work of the Forum has been completed. There are many impressions left. There were many ideas for the development of the educational process in our area.
International Forum “Technologies in Education. STEM vs STEAM»
For the first time, additive technologies were so widely represented at the Forum, thanks to the active assistance in organizing the site of the CEO of the MAGNUM 3D printer company and the moderator educational cluster Association of Russian Manufacturers in the Sphere of Additive Technologies (ARKATA) Renata Gainutdinova. In preparation for the Forum, a competition was held methodological developments on the introduction of 3D technologies in the educational process and a non-profit project was launched - the federal base of educational projects using additive technologies - which should contribute to the active introduction of 3D printing in educational organizations.It would be wrong to speak and show only modern technologies. Association domestic manufacturers educational equipment "EDUCATIONAL ENVIRONMENT" presented at its booth technologies that have proven their effectiveness over time, including multifunctional teacher complexes, which have received wide recognition among teachers in Russia and the CIS countries, awarded the Grand Prix of several international competitions, six gold medals of the All-Russian Exhibition Center.
The Association of Art Industry Market Participants supports the STEAM model of education and technologies of manual creative work. Arts and crafts play a special role in the formation of creativity (including in the technological sphere) and emotional maturity. Reducing the hours of productive creative activity can inadvertently stifle the ability of current and future generations to invent technologies, to find creative solutions to problems. Scientific research outstanding personalities showed that they achieved their goals and high results thanks to various types of activities. artistic creativity and different types of art. It is the pursuit of art that influences certain styles of thinking that correspond to creativity and innovation. Therefore, most of the master classes were held in the STEAM model. Interior items were created on 3D printers, volumetric sculptures were sculpted with 3D pens and from the Fanclastic constructor, gnome toys were born from the TRIK cybernetic constructor, sand and cross-country animation were created on animation machines, but at the same time there was a place for traditional craft technologies: basket weaving and ceramics , painting and pottery.
A clear application of STEAM in education was the first Championship "JuniorMaster.Creative" in the professions of NHP, crafts and the creative industry, which was held as part of the Forum, and where 80 children from 10 to 17 years old from 12 subjects of Russia competed in competencies: Animation, Pottery, Ceramics, Mobile cinema, Roofing and restoration works, Graphic design. Championship "JuniorMasters Creative" certainly became a great event for all participants.
“In addition to the competition, for professionals and masters of their craft, this is an opportunity to meet and exchange experiences, which in itself is very valuable. This was also noted by the coaches of the teams. As for the children, one had only to admire the talent, perseverance, composure, purposefulness and hard work of the young participants when performing tasks, as well as when working in unusual conditions for them. A person with such qualities will certainly be able to realize himself in the chosen profession! And the received certificates on the level of mastering professional skills will replenish their personal portfolios and bring the guys closer to their dream!”
Olga Dunaevskaya, Chief Expert of the Animation Competency, Mult-Shkola.ru
The business program of the Forum was devoted to finding answers to one of the most important questions in education - the personality and professionalism of a teacher. Technological changes will require qualitatively new qualifications from educators and education leaders. Implementation modern technologies and equipment changes the requirements for the professional role of the teacher. The functions of a motivator, organizer of educational, project and research activities and educational practices, consultant, researcher, navigator in the educational environment come to the fore. Teacher of the 21st century will experience fierce competition with machines, which will be won only by those for whom pedagogy is a vocation, whose true talent, creativity, boundless love and dedication cannot be replaced by any gadget or simulator. In the plenary discussion Zinchenko Yu.P., President of the Russian Academy of Education, Inkin M.A., Acting General Director of the Federal State Autonomous Institution "Fund for New Forms of Education Development", Karakchieva I.V., Leading Advisor of the Analytical Center under the Government of the Russian Federation, Zolotareva A. V., rector of the IRO of the Yaroslavl region, Khairutdinova V.K., director of the MAOU "Lyceum - engineering Center» discussed issues related to updating the content, methods and technologies of teaching with the training and retraining of personnel. Told what the system is today teacher education, is it possible now to train and retrain teachers of a new generation and how to “teach in a new way”?
Presentation of the results of the monitoring of educational infrastructure prepared by the Institute of Education high school Economics and the Russian Textbook Corporation. Alexander Milkus, Head of the Laboratory for Educational and Youth Journalism at the Higher School of Economics, Maxim Lozovsky, Deputy General Director of the Russian Textbook Corporation, Sergey Zair-Bek, Leading Expert at the Institute of Education at the Higher School of Economics, Alexander Belikov, Analyst at the Institute of Education at the Higher School of Economics shared data on environment in which today preschoolers, schoolchildren and students in different regions countries. We drew the attention of the audience to how to change this environment in order to get a new quality of education, and often this can be done with a small financial investment. Revealed the secrets of simple and effective solutions for the transformation of the educational environment and that the territory educational institution, canteen, corridors and transitions affect the quality of education.
A substantive conversation about the barriers to the technologization of education and the mechanisms for overcoming them took place between Andrey Pavlov, Deputy Director of the Center for Socio-Economic Development of the School of the Institute of Education of the National Research University Higher School of Economics, Nazarova Tatyana Sergeevna, Head of the Center for Learning Aids of the Federal State Budgetary Scientific Institution "Institute for Education Development Strategy Russian Academy Education”, Andrey Ignatenko, President of the Association of Domestic Manufacturers of Educational Equipment “ Educational Environment”, Marina Polovkova, Chairman of the Board of the Association “Innovative Development and Cooperation in Education”, Yuri Glazkov, Editor-in-Chief of the journal “Bulletin of Education of Russia”, expert of the State Duma Committee on Education and Science and representatives of companies of the NTI Circle Movement.
All discussions were heated and informative, so we recommend watching the video of all sections of the business program on the website
