"Project" from lat. “projectus”, which means “thrown forward”, “protruding”, “conspicuous”.

Project creates something that does not yet exist; it always requires a different quality or shows the way to obtain it.

A project is a complex task, the solution of which is carried out taking into account the socio-cultural context of the problem under consideration and in which socio-cultural, psychological-pedagogical, technical-technological and organizational-managerial aspects interact and complement each other.

Pedagogical project– a project on the basis of which the following are developed and implemented that are different from what is customary in traditional practice:

conceptual and pedagogical ideas for constructing the content, methods and technologies of education;

new forms of organizing the activities of students, teachers, interaction with parents;

philosophical-pedagogical, psychological-pedagogical approaches to teaching, education, and development of students.

Pedagogical project - a developed system and structure of teacher actions

to implement a specific pedagogical task with clarification of the role and place of each action,

the timing of these actions,

their participants and conditions,

necessary for the effectiveness of the entire system of actions,

under the conditions of available (attracted) resources.

Types of projects

Research: such projects require a well-thought-out structure, defined goals, relevance of the project for all participants, thoughtful methods, including experimental and experimental work, methods for processing results. Example: essays, research papers.

Creative: such projects, as a rule, do not have a detailed structure; it is only outlined and further developed, subject to the logic and interests of the project participants. Example: newspaper, video film, sports game, exhibition preparation.

Gaming: in such projects the structure is also just outlined and remains open until the end of the project. Participants take on specific roles determined by the nature and content of the project. These can be literary characters or fictional heroes, imitating social or business relationships, complicated by situations invented by the participants. The results of such projects can be outlined at the beginning of the project, or they can appear only towards the end. The degree of creativity here is very high, but the dominant type of activity is still role-playing and adventure. Example: holiday script, fragment of a lesson, program of events, fragment of a pedagogical event.

Information projects: This type of project is initially aimed at collecting information about a certain object, familiarizing project participants with this information, analyzing it and summarizing facts intended for a wide audience. Example: messages, reports, pedagogical website page, media projects, pedagogical blogs.

Practice-oriented: These projects are distinguished by clearly defined substantive results from the activities of the project participants from the very beginning. Moreover, this result is necessarily focused on the interests of the participants themselves. Such a project requires a well-thought-out structure, even a scenario for all the activities of its participants, defining the functions of each of them, clear conclusions and the participation of everyone in the design of the final product. Good organization of coordination work is especially important here. Example: draft law, reference material, action program, joint expedition, visual aid, methodological developments, teaching aids for extracurricular activities, electronic version of the training program

Volume: no more than 25 pages (font size - 14 point, one and a half spacing, margins - 2.5 cm, font - Times New Roman).

Protection time: 10-15 minutes

1. Title page

2. Brief summary of the project (no more than 0.5 pages)

3. Justification of the need for the project (analysis of the problem situation through identifying contradictions in existing practice; relevance of the project for the teacher, educational institution; degree of adequacy of the pedagogical project to modern goals, objectives, logic of education development).

4. Goals and objectives of the project (definition of specific goals that are set to solve the problem, as well as tasks that will be solved to achieve the goal).

5. The main content of the project (description of ways and methods of achieving the set goals, development of a mechanism for implementing the project, how information about the project will be disseminated, etc.).

6. Resources (temporary, informational, intellectual (expert), human (personnel), organizational (“administrative” resource), material and technical, financial).

7. Partners.

8. Target audience (principles of selection, selection of participants; target group for which the project is designed, expected number of project participants, their age and social status).

9. Project implementation plan (preparation schedule, stages and deadlines for project implementation with planned activities, dates and those responsible for each activity).

10. Expected results and social effect (results-products, i.e. new, usually material objects that will appear during the implementation of the project (book, film, methodological development, exhibition, new educational program, etc.) And /or results-effects, i.e. Social, cultural, psychological changes that will occur as a result of the implementation of the project. Both results-products and results-effects must be measurable. The degree of achievement of the set goals and objectives is a quantitative and qualitative assessment of the results. Criteria effectiveness assessments. Possible after-effects of the project implementation).

11. Prospects for further development of the project (possibility of further continuation of the project, expansion of the territory, number of participants, organizers, possibility of developing content, etc. Indication of resources for further continuation of the project.

12. Literature.

More about the pedagogical project - materials from the Saratov State Autonomous Educational Institution of Further Education SarIPKi PRO

Examples of pedagogical projects

List of resources used:

Project- This …

1. Concept, plan.

2. Some action, a set of events united by one program, or an organizational form of targeted activity.

3. Activities to create any system, object or model.

Design- mental construction and practical implementation of what is possible, or what should be.

The concept of “design” defines two main directions in a teacher’s activity:

1) mental construction, which is embodied in an educational or management project;

2) purposeful activities for the implementation of this project, which consists in the formation of various types of resources, creating conditions for the implementation of this project, developing tools for assessing the effectiveness of the project, etc.

Project method- this is a way to achieve a didactic goal through a detailed development of a problem (technology), which should result in a very real, tangible practical result, formalized in one way or another (prof.);

This is a set of techniques and actions of students in their specific sequence to achieve a given task - solving a problem that is personally significant for students and framed in the form of a certain final product.

Method- this is a set of techniques, operations of mastering a certain area of ​​practical or theoretical knowledge, one or another activity. This is the path of cognition, a way of organizing the process of cognition.

Pedagogical project- a project on the basis of which other than what is customary in traditional practice are developed and implemented:

Conceptual and pedagogical ideas for constructing the content, methods and technologies of education;

New forms of organizing the activities of students, teachers, interaction with parents;

Philosophical-pedagogical, psychological-pedagogical approaches to teaching, upbringing, and development of students.

A pedagogical project is a developed system and structure of teacher actions for the implementation of a specific pedagogical task, specifying the role and place of each action, the time of implementation of these actions, their participants and the conditions necessary for the effectiveness of the entire system of actions, in the conditions of available (attracted) resources.

LOGIC OF THE PEDAGOGICAL PROJECT

1. Analysis of the current state of affairs (identification of contradictions, problems requiring resolution)

2. Putting forward ideas.

3. Determination of the general concept of the project, the purpose of its implementation.

4. Determination of tasks, existing and necessary resources, conditions

5. Definition of planned results and their exact addressee, establishment of criteria for assessing expected results.

6. Forecasting the consequences (socio-cultural and educational) of the project.

7. Project implementation planning.

8. Project implementation with continuous diagnostics, analysis and adjustment of project activities.

9. Generalization of results, presentation of the experience of the teaching community.

STRUCTURE OF THE PEDAGOGICAL PROJECT

Introduction

Theoretical (abstract) part

Project part

Conclusion

Bibliography

Application.

Introduction

In the introduction, the teacher denotes

Revealed contradictions in your professional activities,

The problem is formulated on its basis,

A hypothesis is put forward to solve this problem,

The path and method of solving it are indicated, the goals and objectives of the pedagogical project are formulated.

The introduction makes up about 10% of the content.

Relevance of the topic

Structure of evidence of the relevance of the topic

The project part is devoted to the description (planning) of activities in the following period:

Determination of activity goals;

Determining the planned outcome of students’ education and the results of the teacher’s own activities;

Self-development program, i.e. ways to achieve the goal.

The design part can be presented in the form of a table.

Conclusion

At the conclusion of the project, the teacher should include materials related to the implementation of the pedagogical project, in the form of a plan for a pedagogical experiment, research activity. In the case of partial or complete implementation of the project, the teacher should provide an analysis of the results of the experiment, research and evaluate the effectiveness of the project, using independently selected criteria for assessing the effectiveness of the activity, which undoubtedly increases the significance of the project.

For example, when assessing the effectiveness of the applied training or education technology, the following criteria can be used: the dynamics of education, the development of the motivational-need sphere, psychophysiological characteristics and abilities, the degree of social adaptation, the creativity of students, as well as the manufacturability of the pedagogical project (reproducibility), its health-saving factor, optimality , controllability, normativity, etc.

With this approach to design, the teacher fully demonstrates not only the level of professionalism, but also reveals his level of socio-professional and subject-related professional competence.

A pedagogical project is a description of a set of interrelated activities that ensure, over a given period of time, the creation and dissemination or implementation of pedagogical innovations in the field of educational content, educational technologies, management technologies, educational diagnostics, etc. and guaranteeing the achievement of the necessary effects.

PRESENTATION EVALUATION CRITERIA

PEDAGOGICAL PROJECT

Criterion
1. Relevance	The need and timeliness of studying and solving the problem for the development of educational practice: Presence of a design problem Validity of social significance Professional demand
2. Innovation	Novelty of the results of educational practice and methods of achieving them: Originality of ideas Possibility of distribution and implementation Predicted sociocultural consequences
3. Realism	The impact that the project results have on the educational process, teaching and learning methods, organization of educational activities, etc.: Predicted results Resource security Heuristic potential (heuristic – independently finding a solution to a problem through a system of leading questions)

Literature

1. http://distant. *****/project/meth%20project/method%20pro. htm

2. “Project method” as a special case of integral teaching technology // School Director. 1995.-№6.

3. Novikov project (methodology of educational activities). - M.: “Egves”, 2004.

4. Novikova technologies in lessons and in extracurricular activities // Public education

5. New pedagogical and information technologies in the education system / Ed. . - M: Humanite. ed. VLADOS center, 2000.

6. New pedagogical and information technologies in the education system / Ed. – M., 2000

7. Organization of project activities at school: work system/author-comp. and others - Volgograd: Teacher, 2009.

8. Pakhomova training - what is it? // Methodist No. 1.

9. Polat projects in foreign language lessons / Foreign languages ​​at school - No. No. 2,

10. Polat telecommunications projects. Science and school - No. 4, 1997

11. Program for improving the project culture of heads of educational institutions: Series “Library of the Federal Program for the Development of Education” - M.: Publishing house. house "New textbook", 2003.

12. Modern gymnasium: the view of a theorist and practice / Ed. – M., 2000.

13. Modern pedagogical and information technologies in the education system: Textbook /, - M.: Publishing Center "Academy", 2007.

14. , Novikova and the practice of experimental work in educational institutions. Series “Library of the Federal Education Development Program”. - M.: Publishing house. house "New textbook", 2003.

This project on the intellectual development of older preschoolers through play contains methodological developments and practical material. The practical significance of the project lies in the creation of a developmental environment that includes an area for independent play activities. The project is addressed to teachers of preschool educational institutions and parents.

Project passport

Project name"Play and develop."

Educational areas: social-communicative, cognitive, speech development, artistic-aesthetic, physical.

Project type: group, creative.

Project implementation timeline: 01.10.2014 to 31.05.2015

Project focus: complex (different types of children's games).

Project type: creative.

Duration: long-term, intended for children of senior preschool age (5-6 years old)

Fundamental Principles implementation of the project principles of the federal state educational standard for preschool education:

• supporting childhood diversity; preserving the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person;
• personal developmental and humanistic nature of interaction between adults and children;
• respect for the child's personality;
• implementation of the program in forms specific to children of a given age group, primarily in the form of games, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child.

Relevance of the project.

Life in the twenty-first century confronts us with many new problems, among which the most pressing is the problem of the intellectual development of preschoolers.

There are probably no parents on the globe who would not dream of their baby growing up as a healthy, intellectually and comprehensively developed child.

Every child is curious and insatiable in learning about the world around them. All adults are interested in ensuring that the baby’s curiosity is satisfied and he grows in constant mental and intellectual development.

Federal state educational standards for preschool education (FSES) provide for the creation of favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, the formation of a general culture of the personality of children, including the values ​​of the intellectual development of a preschooler. All five educational areas of the Federal State Educational Standard are aimed at developing the intellectual abilities of preschoolers.

It is in preschool age that it is very important to stimulate the development of thought processes: the ability to compare, recognize, generalize, and draw conclusions for a painless, smooth transition of a preschooler from a preschool educational institution to school.

Working with children of senior preschool age, I noticed that a child’s intellect develops best during play, when he unconsciously and naturally absorbs new knowledge about the world around him. I take this fact into account in my work, but I try not to overdo it and not to extinguish the child’s cognitive interest. In order to effectively stimulate the child’s intellectual development in the game, I offer him options for continuing the game that the child started on his own initiative. I offer children new interesting activities, support their keen interest in all new objects and phenomena, but their preferences remain the main factor when choosing educational games and exercises.

By celebrating each child’s achievement, encouraging him with kind words and affection, we thereby increase his self-confidence and desire for new results, and these qualities are simply necessary for the child’s intellectual development and his success in the future.

The purpose and objectives of the project.

Objective of the project: creating a comfortable gaming environment for the development of an intellectually developed personality.

Project objectives:

1. To form in children a desire for self-improvement.
2. To instill in children a desire to acquire new knowledge and skills.
3. Strengthen the skills acquired in the game.
4. Replenish and enrich the subject-specific educational environment.

Project participants: children , teachers, junior teacher, parents.

Project target group: The project is intended for children of senior preschool age.

Main forms of project implementation can be traced in the educational process and are divided into:

• Educational activities carried out in the process of organizing various types of activities,
• Educational activities carried out during restricted periods.

Organized educational activities include:

• Games aimed at the comprehensive development of the child;
• Reading and discussion of fiction;
• Creation of pedagogical situations;
• Examination and discussion of subject and subject pictures, illustrations;
• Productive activity;
• Listening and discussing folk and children's music;
• Games and exercises based on the texts of poems, nursery rhymes, songs;
• Comprehensive game classes in all educational areas

Group, intergroup and garden-wide events:

• Thematic leisure activities;
• Holidays;
• Intelligent KVNs;
• Open days;
• Theatrical performances.

Expected results of the project.

For children:

• apply acquired knowledge and methods of activity to solve new problems;
• plan your actions aimed at achieving a specific goal;
• master the universal prerequisites for educational activities;
• solve age-appropriate intellectual problems.

For parents:

• uniting parents, children and teachers on issues of intellectual development.

For teachers:

• increasing knowledge on improving intellectual skills in children of senior preschool age;
• uniting parents, children and teachers on issues of intellectual development;
• equipping the subject-developing educational environment with didactic games, manuals, and methodological developments for the development of intellectual abilities in children of senior preschool age.

Project activity product:

• photographic material;
• development of methodological recommendations;
• project presentation.

List of main directions of the project

Equipment for the subject-developmental environment of the senior group of kindergarten:

Corner decoration:

• formation of elementary mathematical concepts,

• cognitive development,
• speech development,
• artistic and aesthetic development,
• physical development.

2. Production of teaching aids.

3. Make a selection of games for intellectual development.

Methodical piggy bank:

• draw up a long-term work plan for the intellectual development of older preschoolers.
• develop notes on activities, entertainment and leisure activities.
• select and prepare methodological material for the development of intellectual abilities in older preschoolers.

Working with parents:

Increasing the competence of parents in the development of intellectual abilities in children of senior preschool age through individual consultations, workshops, conversations, master classes, parent meetings, intellectual KVNs.

Brief description of the project by stages.

Stage 1 – preparatory.

October 2014

Diagnostics at the initial stage of the project helps to identify the degree of activity of parents in organizing games for the development of intellectual abilities in children through a questionnaire. In subsequent activities, diagnostics help to monitor the dynamics and effectiveness of project activities. Diagnostics are carried out by teachers.

Stage 2 is the main one.

November-March 2015

Includes the implementation of a detailed work plan for all types of activities with children; joint educational work with children and parents to solve assigned problems; a selection of works of art, nursery rhymes, riddles, various games on this topic, logical problems, exercises, direct educational activities in the five educational areas of the Federal State Educational Standard.

Stage 3 – final.

April – May 2015

Summing up the work on the project; survey

parents and children survey; project presentation.

Resource support

No.	Name of the resource base	Quantity
1.	Game room	1
2.	Game material, including non-traditional ones	In sufficient quantities
3.	Technical means: record player, projector for multimedia presentations	1
4.	Visual material: picture material (illustration, poster), demonstration material (didactic toys), teaching aids, cards	In sufficient quantities
5.	Methodological material: general developmental preschool education program, calendar-thematic plans for educational areas, developmental program for older children “Intellectual development of children through mathematical games”	In sufficient quantities

Project Implementation Plan

Preparatory stage (October 2014)
№	Events	target	participants	deadlines
1.	Selection of material on the project topic	Systematization of the received material	Educators	1st week of October
2.	Diagnostic examination	Planning activities for project implementation	Teachers, children	1st week of October
3.	Planning activities on the project topic	Drawing up a work schedule	Educators	2-3 week of October
4.	Interaction with parents aimed at project implementation	Introducing parents to the project	Educators, parents	4th week of November

Main stage

(November 2014 – March 2015)

№	Contents of the activity	Tasks	Resources	Performers and co-performers	Implementation deadlines
1	Social and communicative development: 1. The plot-role-playing game “Let’s go for a visit.” 2. “Birds in a Trap.” 3. “Toys Alive.” 4. "Dandelion". 5. We have order." 6. Excursion to school, library.	Develop the child’s interaction and communication with adults and peers. Involve parents in creating conditions for role-playing games.	Classes, excursions, didactic and educational games. Role-playing games	Children and teachers parents	November December January February
2	Cognitive development 1. “Letter from Dunno.” 2. “High - low, far - close.” 3. “Chicken Ryaba.” 4. “Pick it up quickly.” 5. “Find the same one.” 6. "Bats." 7. “What are we doing.” 8. “Mysterious fingerprints.” 9. Logic problems, puzzles, crosswords. 10. Games with Dienesh blocks	Develop interest, curiosity, cognitive motivation Form primary ideas about yourself, other people, objects of the surrounding world, their properties and relationships	Classes, didactic, educational board games, word games, logical problems. Role-playing games	Children and teachers, parents	According to the plan of the educational process.
3	Speech development Finger games - we depict numbers and letters with our fingers; Exercises to develop mobility, strength and flexibility of the fingers; Riddles (reading, writing, concepts of time, plants, etc.) physical education minutes in class, etc.	Develop coherent, grammatically correct dialogical and monologue speech. Learn to speak as a means of communication and culture	Use of poems, riddles, proverbs, sayings, etc. in classes, game training for speech development, theatrical games	Children and teachers, parents	According to the plan of the educational process. November December January February
4	Artistic and aesthetic development Logic exercises: Continue the series, finding the error, drawing conclusions. Modeling “Russian nesting doll”, “I have a mustachioed friend, the cat Matroskin Striped” Application “New Year's fun”, “Kitchenware” Drawing “Dear Mommy, My Mom” "Good Doctor Aibolit"	Implement independent creative activity when drawing various objects, hatching, etc., when modeling from plasticine, appliqué	Notebooks with tasks, albums of exercises for the development of a child’s hand, fun homework, graphic dictations, albums on modeling and do-it-yourself applications	Children and teachers, parents	According to the plan of the educational process. (in the first half of the day) November December January February
5	Physical development: Escape games: "Tag", "Rockets" Jumping games: "Bag Running", "Jumping Rope" Ball games: “Tag with the ball”, “Relay race with the ball passing” Word games: “Repeat it again”, “Let the crow get wet” Riddles - folds; pure tongue twisters and tongue twisters; Folk games; "Paints", "Chain Break"	Develop physical qualities in a child. Strengthen gross and fine motor skills during physical education sessions included in every lesson and in children’s free activities	Folk games, Dynamic breaks, psycho-gymnastics, physical education, outdoor games	Children and teachers, parents	According to the plan of the educational process. (in the first half of the day) November December January February

Working with parents

№	Carrying out	The content of the work	Methodological support
1	October	Diagnostics: “Does a child need a game and why?” "Research on gaming activity"	Magazine – “Directory of a senior preschool teacher 2007 No. 6-8
2	november	Consultation for parents: “Intellectual development of a preschool child”	L.I. Sorokina Website for teachers of preschool institutions mail. ru
3	December	Meeting with parents at a round table. Speech by parents about their experience of organizing children's games at home
4	January	Together with parents, work on organizing the “Center for Entertaining Mathematics” Games: “Find a Pair”, “Make a Picture”, “Logical Lotto”, etc.	E.V. Serbina “Mathematics for kids”
5	February	Consultation for parents “The importance of entertaining material for children’s development”	Z.A. Mikhailova “Game entertaining tasks for preschoolers
6	March	Joint competition with parents for savvy people “Hurry up, don’t make a mistake”

The final stage

(April-May 2015)

Events	Target	Participants	Deadlines
1 . Diagnostic examination:
"Development of mental processes in a preschooler."	Identification and	Educators	May
Questionnaire “Parents’ attitude to the intellectual development of their child.”	determination of implementation effectiveness	Parents Children,
Questioning of parents “Play and develop.”	project.
2. Creating a folder for teachers:
"Card index of games for the formation of intellectual abilities in preschoolers" “Entertaining physical education minutes”; "Games that teach"; “Relaxation games”, “Developing hands”;	Increasing the competence of teachers in terms of developing mental health in children	Teachers Educators	April
“Games in the air, with water”; Outdoor games.
3. Intellectual marathon: "Znayki":	Consolidation and generalization of the material covered.	Educators	05/15/2015
4. Creation of a folder for parents: “Preschool childhood is the first period of a child’s mental development” (memos, recommendations, booklets, consultations).	Improving the pedagogical culture of parents according to the issue of intellectual development	Educators Parents	April

Literature.

1. Belousova, L.E. Amazing stories [Text]: library of the “Childhood” program / L.E. Belousova. – M.; Enlightenment, 2003. - 214 p.

2. Buktakova, V.M. Games for kindergarten [Text]: a manual for teachers / V.M. Buktakova. – S.–P.; Sphere, 2009. – 168 p.

3. Kolesnikova E.V. I solve logical problems [Text]: Textbook / E.V. Kolesnikova. – M.; Sphere shopping center, 2015. – 48 p.

4. Matyushkin A.M. Thinking, learning, creativity [Text]: A.M. Matyushkin. - M.; Voronezh, 2003. – 85 p.

5. Mikhailova Z.A. Entertaining game tasks for preschoolers [Text]: a manual for educators /Z.A. Mikhailova. – M.; Enlightenment, 2007. – 287 p.

6. Psychology of giftedness in children and adolescents [Text]: a manual for teachers / ed. N.S. Leites. - M., Sfera shopping center, 2010 - 205 p.

7. Mikhailova Z.A. Logical and mathematical development of preschool children / Z.A. Mikhailova, K.A Nosova - St. Petersburg. LLC Publishing House Childhood - press, 2013. - 128 p.

8. Sorokina L.I. Intellectual development of children, 5 - 6 years old:

[Text]: manual for teachers / L.I. Sorokina.-Humanitarian Publishing Center VLADOS, 2014 – 145 p.

9. Yuzbekova E.A. The place of play in the intellectual development of a preschooler [Text]: Moscow, 2006. – 256 p.

The full version of the work is available.

KSU "comprehensive secondary school No. 31 of Temirtau"

PEDAGOGICAL PROJECT

Innovative

technology at school.

Performed:

Director of KSU "OSH No. 31" Temirtau

Usenova G.E.

year 2014

A teacher is a person who studies all his life, only in this case does he acquire the right to teach.

Lizinsky V.M.

The quality of the education system cannot be higher than the quality of the teachers working in it

M.Barber

Target pedagogical project –

understanding the need and possibility of using modern technologies in the educational process of primary schools (understanding the essence of pedagogical technology, the ability to analyze and evaluate the features and effectiveness of the pedagogical technologies used in one’s own teaching activities).

An object -

innovative technologies in education

Item -

the process of using innovative technologies in the teaching and educational process of primary school.

A actuality The problem of technologization of education is explained by the rapid spread of various innovations, including pedagogical technologies, on the one hand, and insufficient knowledge of them by teachers, on the other. The use of various pedagogical technologies in pedagogical activities allows the teacher to increase the motivation of students, the professional and practical orientation of classes, and, therefore, achieve guaranteed planned results in his professional teaching activities.

Tasks:

Systematize theoretical knowledge about socio-pedagogical concepts in education “technology”, “pedagogical technology”, “methodology”: the meanings and content of the concepts.

Describe the features of innovative technologies in education.

To reveal the role and effectiveness of the use of technology in the teaching and educational process of primary school.

Exchange existing experience in the use of innovative technologies in educational practice.

Methods:

• material selection method;
• method of theoretical interpretation;
• observation;
• forecasting, material transformation.

Project type -

• according to the dominant activity and content of the project:

psychological and pedagogical,

research,

creative;

• by the number of project participants: individual;
• by duration: short-term;
• by nature of contacts: open, within the framework of advanced training courses.

"Technology"

- This is a detailed way of carrying out a particular activity within the framework of the chosen method.

"Pedagogical technology"

- This is a structure of a teacher’s activity in which the actions included in it are presented in a certain sequence and imply the achievement of a predicted result.

• unambiguous and strict definition of learning goals (why and for what);
• selection and structure of content (what);
• optimal organization of the educational process (how);
• methods, techniques and means of teaching (with the help of what);
• as well as taking into account the required real level of qualification of the teacher (who);
• and objective methods for assessing learning outcomes (is this true).

• diagnostic goal setting and effectiveness presuppose guaranteed achievement of goals and effectiveness of the learning process;
• efficiency expresses the quality of pedagogical technology, which ensures a reserve of teaching time, optimization of the teacher’s work and achievement of planned learning outcomes in a short period of time;
• algorithmability, projectability, integrity and controllability reflect various aspects of the idea of ​​​​reproducibility of pedagogical technologies;
• adjustability presupposes the possibility of constant operational feedback, consistently focused on clearly defined goals;
• visualization addresses the issues of using various audiovisual and electronic computing equipment, as well as the design and use of a variety of teaching materials and original visual aids.

Personality-oriented technologies in teaching the subject.

Information and communication technologies in subject teaching.

Technology of project activities.

Technology of using gaming methods.

Level differentiation technology

Collaboration technology.

Collective learning system (CSR)

Test technologies.

Health-saving technologies.

Innovation assessment system "PORTFOLIO"

Technology "BIS"

Personality-oriented technologies place the child’s personality at the center of the entire school educational system, providing comfortable, conflict-free and safe conditions for its development and the realization of its natural potentials.

The child’s personality in this technology is not only a subject, but also a priority subject; it is the goal of the educational system, and not a means to achieve some abstract goal.

It manifests itself in students’ mastery of individual educational programs in accordance with their capabilities and needs.

The introduction of ICT into the content of the educational process implies the integration of various subject areas with computer science, which leads to the informatization of students' consciousness and their understanding of the processes of informatization in modern society. Of essential importance is the awareness of the emerging trend in the process of school informatization: from schoolchildren mastering initial information about computer science to the use of computer software in the study of general education subjects, and then to saturating the structure and content of education with elements of computer science, implementing a radical restructuring of the entire educational process based on the use of information technologies.

Experience in the use of ICT has shown that students' motivation to study subject disciplines increases significantly, especially using the project method; the psychological stress of school communication is relieved by moving from the subjective “teacher-student” relationship to the most objective “student-computer-teacher” relationship, increasing the efficiency of student work, and also helping to improve the quality of education.

Project activity is an educational technology aimed at students acquiring new knowledge in close connection with real life, and developing special skills and abilities in them.

The project method is based on the concept of an activity approach and allows you to organize training in which students gain knowledge in the process of planning and performing creative tasks - projects.

The developmental goals of project-based learning are expressed in the successful implementation of actions related to the field of: logical thinking (analysis, synthesis, comparison; the ability to build inductive, deductive conclusions); search activities (finding non-standard methods for solving problems, solving non-standard problems, developing a solution plan, implementing a solution plan with step-by-step control of one’s activities, analyzing the results obtained, searching and selecting the most rational methods of action).

The concept of “game pedagogical technologies” includes a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games.

Unlike games in general, a pedagogical game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result, which can be justified, identified explicitly and characterized by an educational-cognitive orientation.

The game form of classes is created in lessons with the help of game techniques and situations that act as a means of inducing and stimulating students to learn.

Differentiation of learning is the creation of diverse learning conditions for different schools, classes, groups in order to take into account the characteristics of their population.

The technology of differentiated learning is a set of organizational solutions, tools and methods of differentiated learning, covering a certain part of the educational process.

When using this technology, the level of learning motivation increases; each child is trained at the level of his capabilities and abilities; the desire of strong students to advance faster and deeper in education is realized. Strong students are confirmed in their abilities, weak students get the opportunity to experience academic success.

The main idea of ​​collaboration technology is to create conditions for students to actively collaborate in different learning situations. Children are united in groups of 3-4 people, they are given one task, and the role of each is specified. Each student is responsible not only for the result of his own work, but also for the result of the entire group. Therefore, weak students try to find out from strong students what they do not understand, and strong students strive for weak students to thoroughly understand the task. And the whole class benefits from this, because gaps are closed together.

A learning method that contains four organizational forms, where the fourth (shift pairs) is the leading one, is called a collective learning method (CSR).

The collective form of organizing the educational process is based on cooperation and mutual assistance, ensures the participation of students in the educational process, well reveals their individual characteristics, and ensures the development of individual personality traits.

Collective types of work make the lesson more interesting, lively, instill in students a conscious attitude to educational work, activate mental activity, make it possible to repeat the material many times, help the teacher explain and constantly monitor the knowledge, skills and abilities of the children of the whole class with minimal investment of the teacher’s time, provide the opportunity for each student to progress at an individual pace, contribute to the manifestation and development of each child’s abilities.

Test technology, as a nature-friendly and health-saving technology for monitoring the quality of students’ educational achievements, reduces the level of psychological anxiety and stress.

Tests provide students with the opportunity to demonstrate independence and individuality, and contribute to the training of younger schoolchildren in procedural self-control.

In combination with various types of testing, computer test tasks are used, which are a very effective tool that stimulates students' preparation for each lesson and increases motivation for the subject being studied.

“Health-saving educational technologies” are all those psychological and pedagogical technologies, programs, methods that are aimed at nurturing in students a culture of health, personal qualities that contribute to its preservation and strengthening, the formation of an idea of ​​health as a value, and motivation to lead a healthy lifestyle.

There are different types of technology used in primary school:

• health-preserving (preventive vaccinations, ensuring physical activity, vitamin supplementation, organizing a healthy diet);
• wellness (physical training, physiotherapy, aromatherapy, hardening, gymnastics, massage, herbal medicine, art therapy);
• health education technologies (inclusion of relevant topics in general education subjects);
• nurturing a culture of health (classes to develop the personality of students, extracurricular and extracurricular activities, festivals, competitions, etc.).

Portfolio is a way of recording, accumulating and assessing (including self-assessment) the individual achievements of a student during a certain period of his education.

A portfolio is not only a modern, effective form of assessment, but also helps solve important pedagogical problems:

• maintain high educational motivation of schoolchildren;
• encourage their activity and independence, expand opportunities for learning and self-education;
• develop the skills of reflective and evaluative (self-evaluation) activities of students;
• develop the ability to learn - set goals, plan and organize your own educational activities;
• lay additional prerequisites for successful socialization.

The main contribution of the “BIS” technology to the development of education in Kazakhstan is the development of objective criteria for indicators and parameters for measuring the quality of education, as well as the creation of effective pedagogical conditions for the formation of an operational system for managing the quality of education, taking into account the basic principles of the theory of self-organization.

Educational quality management is the fulfillment of requirements for compliance with a set of principles, methods, tools and forms of educational management developed and applied in educational institutions with the aim of increasing the effectiveness of education through an objective mechanism for measuring the quality of education.

Meters At the moment, there are not enough objective methods for determining the level of content of an educational task, methods for determining an educational task and the mechanism of the final result.

The technology includes a system of standard meters, on the basis of which it is possible to obtain objective data on the quality of training.

The measurement procedure must be a flexible means of management, diagnostics and monitoring, as well as a process regulator of differentiation and meet the following requirements:

• take into account the fact that each individual student group has an individual sum of possibilities for the educational preparedness of students;
• take into account the fact that each student group has its own individual bioinformational (the ability of thinking to process information) feature of the speed and quality of task completion;
• take into account the natural lag of the average student from the best time to complete the task.

The mechanism for measuring and controlling the differentiation of content according to the level of students’ assimilation of educational material consists of three units of measurement - NPS, teaching staff, VPS.

NPC is the lower threshold of difficulty. Corresponds to the level of actual development of the child (according to Vygodsky). It involves submitting a minimum number of UE units (educational elements are information units of a specific subject, constituting quantitative data suitable for measurement. UE are included in an increasing scale:

Minimum units (digits, numbers, letters, words, phrases); -maximum units (numerical expressions, sentences, formulas, rules, concepts and laws).of the educational element) depending on the synergetic feedback meters;

PPP is an intermediate threshold of complexity. Assumes doubling previous UE units by an intermediate amount;

UPS is the upper threshold of complexity. Corresponds to the level of proximal development of students (according to Vygodsky) corresponds to twice the complexity of the content of units of Educational Elements (UE) in the educational material relative to the teaching staff and three times the level of units (EL) compared to the teaching staff.

Technological maps will allow the teacher to conduct lessons with high quality.

List of cards:

• algorithm, bio-Internet, simulator, oral lesson-1,2, 3, logic, leader, SRV, ISN.
• algorithm,
• biointernet,
• training apparatus,
• oral lesson-1,2,3,
• logics,
• leader,

One of the measures is checking TSV (thematic vocabulary).

Comparative characteristics of the quality of knowledge of students in experimental classes in subjects. Learning line.

In the 2010-2011 academic year. Seven subjects were selected to continue the experiment, which were taught using the “BiS” technological maps. We offer comparative results of the quality of knowledge in mathematics for two years (in the table, experimental classes are highlighted in bold, in the diagram - in light columns).

back

Lessons taught using technological maps help to increase cognitive interest in the subject, increase student motivation, and therefore improve the quality of knowledge.

The development of students in the classroom in technology is carried out through:

• technology mapping;
• calculating the level of content of educational material through the formula for calculating complexity (FCF);
• development of generalized methods of educational activities (MSEA), aimed at developing students’ indicative activities through the organization of operational control.

As a result of feedback, the teacher can immediately determine how much the acquired knowledge corresponds to methodological and didactic standards, because Diagnosis of problems and gaps takes place immediately in the lesson.

“Any activity can be either technology or art. Art is based on intuition, technology is based on science. Everything begins with art, ends with technology, and then everything starts all over again.”

V.P. Fingerless

The basis for the modernization of education should be a gradual change in the educational worldview. It should be noted that the process of modernization of education is a gradual process of carrying out large-scale changes in the content, technology and organization of educational activities themselves, which also bears the stamp of the past and is largely subordinated to the tasks of yesterday.

The planned changes primarily affect teachers, in whose minds there is, to a large extent, authoritarianism and isolation from the needs of society.

Based on the above, you can do conclusion, that the professional competence of a teacher must correspond to the development of society, respond to its challenges, and most importantly, contribute to the formation of an individual ready for “innovative behavior”, that is, armed with modern knowledge, capable of increasing it and being able to transform it into practical actions.

THANK YOU

Sections: General pedagogical technologies

There is an age at which almost every child wants to become a scientist, a researcher. This is a time when schoolwork has not yet discouraged interest in serious science, and it seems to be a romantic and exciting activity, and the internal need to “play at adults” is still strong. And if at this moment we invite children to engage in real scientific activities, we will almost certainly save them from indifference to dry school subjects.

We rarely realize that the research activities of schoolchildren are not an alternative to the school curriculum; on the contrary, it is the “vitamin” of interest in science that schools often lack.

But it often turns out that scientific circles, sections, laboratories operate far from the school, “on the side.” They are not included not only in curricula and programs, but also in the general concept of secondary education, which, as in the old days, makes any science unbearably boring, depriving students of any initiative and independent search. How to overcome this barrier? How to bring the excitement of pioneering scientists into children's lives? And how can we convince adults that this is not just a game of science, but an essential part of education, leading children to acquire independent scientific thinking? This is what will be discussed in this work.

The educational process in rural schools needs to be restructured taking into account the inclusion of elements of children's research activities. In this regard, let us note the critical attitude of S.T. Shatsky to traditional teaching methods using the example of his attitude to pedagogical issues: “...Pedagogical questions are very different from ordinary human questions: the teacher knows the answer to HIS question, and the student also knows well that he already has the answer to the question asked by the teacher in his head... In the student’s head, undoubtedly, there is a belief that if the teacher knows the answer and still asks, then his pedagogical question is a kind of pedagogical trick, and the student tries to answer to this question not on the merits, but tries to guess the answer that is in the teacher’s head” (S.T. Shatsky. Selected pedagogical works: In 2 vols. T.2, 1980, p. 192). Fundamentally different from this is the research activity of students. In this case, both the teacher and the student are in the same situation, they do not know the final result of the work, they do not know the answer to this problem or task. They only put forward a hypothesis together, test it, draw conclusions, etc. This activity is, in the fullest sense, a co-creation between the teacher and the student.

As supporters of inquiry-based learning note, the educational process should ideally model the process of scientific research and the search for new knowledge. Student research activity is a form of the educational process, therefore, to characterize this type of student activity, the concept of educational and research activity is often used.

Educational and research activity of students is a form of organizing educational work that is associated with students solving a creative, research problem with a previously unknown result (in various fields of science, technology, art) and presupposing the presence of the main stages characteristic of scientific research: formulation problems, familiarization with the literature on this problem, mastery of research methods, collection of one’s own material, its analysis, generalization and conclusions.

To determine the effectiveness of educational and research activities, we compared the Olympiad and a scientific conference (as a form of summing up the results of schoolchildren’s research activities) according to a number of parameters, which revealed the need to restructure the educational process at school, taking into account the inclusion of elements of children’s research activities. Let us note the main factors leading to such conclusions.

We chose the educational result (“final” qualities of the student’s personality) as one of these parameters. For Olympiads, this is the development of a student’s cognitive and heuristic abilities, in-depth knowledge of the subject, the development of skills to solve non-standard problems and problems of increased complexity outside the school curriculum, and more. In addition to previous qualities, conference participants are already characterized by the presence of creative qualities as a researcher. Schoolchildren - participants in conferences - no longer just solve educational or olympiad problems, they carry out real scientific research in one or another field of science, technology, or art.

A comparative analysis of olympiads and conferences showed that the nature of the student’s educational activity preceding the olympiad or conference is fundamentally different in each case. In order to successfully perform at the Olympiad, it is necessary to deeply study the subject, solve a large number of highly complex problems, etc. In order to take part in a scientific conference, you need to engage in research work, and in order to successfully speak at it, you need to conduct serious scientific research: determine goals and objectives, the object and subject of research, study a large amount of literature, put forward a hypothesis, conduct using different methods , the research itself, get the results, draw conclusions, formalize the work, and then be able to present it at a conference.

The study showed that the level of assimilation of experience is also different. Olympiads are characterized by a heuristic level: a student can apply previously mastered actions to solve an atypical problem, while he receives subjectively new information. For conferences – creative level: a student, when performing research work or a creative task, receives objectively new information.

The final result, the product of the student’s activity at the Olympiad, is a completed task (solved problem, etc.) with a pre-known result (answer) for the jury. It has subjective novelty. In research activities, this is scientific work, the results of which are reported at a conference. They were obtained in the process of the student’s activity itself. No one knows the results in advance. The final creative product has objective novelty. Moreover, this product (scientific, creative work) has, as a rule, not only novelty, but also socially significant, practical value.

Let us briefly compare Olympiads and conferences in other parameters.

Level of development of interest: in the first case – cognitive (the need to increase knowledge, etc.), in the second – creative (the need to do your own research, creative work, etc.).

The level of communication between the teacher and the student in the educational process: in the first case - productive (do it yourself), in the second - creative (expression of one’s own “I”, co-creation of the student and teacher - supervisor).

The role of the student in the educational process before and during the Olympiad is the learner, the “problem solver”; before and during the conference - researcher of a scientific problem, speaker.

The role of the teacher in the educational process in preparation for the Olympiad is “coach” in solving problems, the role of the teacher in conducting research work and preparing for the conference is the scientific supervisor.

Thus, during the problem analysis, the need arose to create conditions for the creative self-realization of children, introducing them to research activities in various fields of science. This determines the choice of the topic of the experiment: “Creating conditions for the development of research activities of students in rural schools”.

Object of study: the educational process of a rural school.

Subject of the study: conditions conducive to the development of research activities of students in a rural school.

Hypothesis: if conditions are created in a rural school for the development of students’ research activities, this will contribute to the successful self-realization of children in the rural school.

The main result of effective self-realization is the achievement of high educational results, the revelation of students’ creative abilities, and the identification of areas of knowledge of interest.

The purpose of this project was to create conditions for the creative self-realization of children in rural schools, introducing them to research activities in various fields of science, technology, and culture.

In accordance with the goal, we set tasks project:

• Summing up the creative work of students, identifying talented, gifted students in the field of scientific, technical and artistic creativity.
• Attracting gifted children to participate in creative, cognitive, intellectual activities, involving them in research, inventive and other creative activities in various fields of science, technology, and culture.
• Popularization of intellectual and creative activities of schoolchildren, attracting public attention to the problems of preserving and developing the intellectual potential of society, to the problem of creative education and development of gifted children.

Solving problems requires the coordinated work of teachers and social and psychological services. In addition, for the successful implementation of the project, it is necessary to comply with the appropriate organizational, financial, logistical, regulatory and methodological conditions.

Research methods:

• studying literature on research activities of schoolchildren, studying normative and methodological documents;
• study and generalization of advanced pedagogical experience;
• surveys (questionnaires);
• pedagogical experiment; pedagogical observation; analysis of school documentation;
• comparison, generalization, classification, systematization, analysis.

Project implementation timeline:

Project implementation stages

Project stages	Deadlines	Stage tasks	Expected Result	Responsible
1. Preparatory	2005-2006	1. Organizational: Develop a plan for the development and implementation of the project.	Project implementation mechanism; distribution of functional responsibilities between project participants; determination of the basis of the experiment, forms of reporting frequency
		2. Motivational: Identify and analyze the attitude of all participants in the educational process towards the project.	Work carried out with all participants in the educational process to familiarize themselves with the main goals and objectives of the project
		3. Personnel Prepare teaching staff for the implementation of the project.	Familiarization with the project implementation program, methodological and motivational readiness of teaching staff to implement the project
		4. Content: Study the legal documentation regulating work with gifted children at the federal, regional and municipal levels. Develop the content of the project in accordance with the chosen topic, goals and objectives.	Studying literature on the topic. Development of methods for diagnosing the development of research activities. Creation of regulatory documentation at the school level.
		5. Informational: Provide information support to all participants in the educational process.	Information readiness of project participants. Project monitoring system.
2. Practical	2006-2009	1. Approbate the project	Implementation of project goals and objectives
		2. Test the criteria for the effectiveness of project implementation	Intermediate results, their compliance with the goals and objectives of the project
		3. Make the necessary adjustments to the content of the project	Improved project with necessary changes in content
		4. Build the educational process at school based on the proposed project	Introduction of an organizational model of the educational process based on the content of the project
3. Control and evaluation	2009-2010	Analyze the effectiveness of the project. Develop methodological recommendations for the development of research activities in rural schools. Participation in competitions, scientific and practical conferences at school, district and regional levels.	Report on the results of the project. Determining the theoretical and practical significance of the project. Creation of a collection of research works of participants. Implementation of project results.

Organization of student research activities:

It is necessary to consciously approach the creation of a scientific society; at school, from one-time participation in regional and city conferences, it is necessary to create a society based on the subjectivity of interaction between an adult and a child in the course of pedagogical guidance of students’ research activities.

The main goal of the educational institution should be to identify and support gifted students, develop their intellectual and creative abilities, and support the students’ research interests. In the course of work, it is necessary to formulate some areas of activity:

• organizing student research work;
• participation in ongoing Olympiads, scientific and practical conferences;
• maintaining contacts with representatives of academic science and social movements;
• dissemination and promotion of this activity.

Forms of organizing student research activities:

1. Elements of research within academic subjects
2. Items within the basic component
3. Elective courses – school component
4. Additional education groups
5. Excursion
6. Hike or expedition
7. Conference or competition
8. Club or youth association

Criteria for assessing expected results:

As a rule, the criteria used by teachers conducting research activities with students are subjective, no matter what they cite to justify the importance, necessity, etc. of activities of this kind. Because, if you look at it, for any such teacher, the central idea is his idea of ​​the ever-expanding scope of research activity, in which and for the sake of which he can attract ever new tasks, techniques, techniques, interest children, etc. In such conditions, naturally, all particular criteria are ultimately reduced to one general one: the unfolding of a single space of research activity, the teacher feels that he lives in this, and his students feel it too. With their different attitudes towards research activities, some may accept its values, others are more pragmatic about it (preparation for university, etc.), nevertheless, through the teacher, through his attitude, they are to a certain extent imbued with the purpose of research activities .

The second very important set of criteria for assessing success is managerial and objective in nature. It is important to understand both the place of use of this criterion in school practice and its difference from the previously described criterion. Engagement in research activities in this case is associated with success in other parameters of education: for example, the number of students in a class, a district school, who took part in competitions, readings and other similar events, the connection between the number of students engaged in research activities and, for example, the number of applicants to one or another university. Using these criteria, it is possible to objectively attest to certain favorable percentages between research activity and overall development.

Third type. Obviously, from research activities, children receive a creative impulse or a desire to expand and the ability to enjoy the constant expansion of their own horizons. This quality is sometimes not easy to develop, but once it has arisen, it can captivate you with the desire not to sit idly by and act all the time. Communicating with the leader, the guys learn the language, jargon, and style of behavior accepted in the scientific (and any intellectual) community. Therefore, then it is much easier for them to enter and be recognized as “one of their own” both in the university staff and in most such communities. And, probably, the main thing that worries adolescents is the need for communication, knowledge of oneself and one’s capabilities through communication, which is successfully satisfied in those individualized forms that are so easy to organize through research. But at the same time, the skill of meaningful communication is acquired, when communicating informatively is “good”, “prestigious”. Note that these factors, apparently significant for students, allow the teacher to use them as an effective means of increasing the educational activity of children.

It seems that any head of an educational institution or its teacher, analyzing his experience in organizing students’ research activities, should take into account and relate to all three types of criteria; only in this case can his activities be successful.