Tatyana Alyokhina
Technology "Creative workshops". Consultation for teachers

Technology« Creative workshops»

With the introduction of the Federal State Educational Standard for Preschool Education pedagogical the process has become even more intense and exciting, including for us, educators. The basic values ​​of the Standard are the preservation of the uniqueness and intrinsic value of preschool childhood, as an important stage in the overall development of a person. What is behind these words? Now I am constantly looking for new methods and technologies, allowing to preserve the child’s rights and help him realize his right to determine his own path of development; contributing to the formation of an active, versatile personality of pupils, identifying and realizing children's abilities during the main activity of preschoolers - in the game. The result of my work is a happy, harmoniously developing child. And since the main means of shaping each little personality, the source of knowledge and social experience of children is the reality around them, then such forms of organizing children’s activities as "work in creative workshops» .

First of all, this technology allows you to create a constantly updated subject-spatial environment in the group that works for the development of children creative potential.

Secondly, work in creative workshops carries a feeling of freedom creativity and fulfilling life which its participants experience and remember.

Thirdly, here the subject-subject relationship between an adult and a child is best ensured, and in the cognitive process freedom of choice is provided, the manifestation of individual aspirations and personality development, the opportunity, through individual or collective work, to come to new knowledge and actively use it.

For registration creative workshops, I actively use mine Creative skills, I make toys and decorative items with my own hands, they evoke desires in my students create on your own, according to the model or with changes, additions, while developing your own idea and initiative. We share our thoughts, assumptions with each other, and each child is distinguished by his activity in studying and transforming the world around him, high self-esteem, openness, freedom in judgment and action.

The subject of my workshops maybe the most diverse:

-"Theatrical workshop» , where the children and I make attributes for the play or tabletop theater characters, for example, from vegetables and fruits.

-« Layout workshop» , in which we built models of rooms for the soul, a model of our city, models of ships, a gym, models "Seasons".

- « Repair workshop» , allowed children to learn how to repair books damaged by the dirty tricks of the old woman Shapoklyak, demonstration posters, maps.

-« Workshop of good deeds» , taught children to do things that come from the depths of their hearts, for example, gifts to participants in the events of the Great Patriotic War, toys for orphans, postcards for the elderly.

-« Holiday Workshop» It’s always the most exciting thing, because we arrange a group for some event or holiday. Not only children, but also their parents always take part in this work. In anticipation of the pre-holiday atmosphere, we always learn something new: how to make Christmas trees, snowflakes for the New Year from various materials and in all possible ways, how to decorate windows for March 8th using stained glass paints, what kind of garlands, posters, etc. to make.

- « Little talk workshop» , one of my favorites children's workshops, because here children have the opportunity not only to make a product of their own creativity, but also taste it. We made a wide variety of pies and pies, and then tried to guess who turned out or what happened, tasted and determined the filling, experimented with milkshakes and all this brought children joy and the opportunity to learn the unknown and be inspired by new incarnations.

- « Workshop of young artists» . Here children have the opportunity to draw with all sorts of unconventional methods and materials that they only know or have seen, or have ever become interested in. Thus, we create educational posters, posters, invitation cards, greeting and holiday signs, etc.

- "Cognitive workshops» give us the opportunity to first learn information from various sources, and then apply our knowledge in the design of, for example, laptops.

Technology« Workshops» It has become close to me and I am happy to work on it. She allows me and the children to decide such questions: to take part in the manufacture of a particular product creativity or not, or maybe today I’ll observe, and next time I’ll decide what’s better to do. Or I’ll help this child and let him look at the blank folders, maybe he’ll find some interesting information for himself. Each participant in the activity can settle down wherever he wants, with whomever he wants, perhaps in a pair or three to do one job, and move freely around the group. Creation cannot exist under pressure and violence, it must come from the soul, be free, bright and unique. Without parting with paints and pencils, the child quietly learns to observe, compare, think, and fantasize.

Lately, I have often begun to think about the fact that all my work with children is a continuous creation, and also - this is real happiness, because it is children, and only they, who know how to love unselfishly, inspire with their love, inspire and instill confidence.

Publications on the topic:

Consultation for teachers “Quest technology in working with preschoolers” Give your childhood time to play. Enough, to the full, not in short, Let me wash myself with the rain, Let me like a flower open. Let your childhood play out.

Consultation for teachers “Project as a technology for educational work with children of primary preschool age” PROJECT AS A TECHNOLOGY FOR EDUCATIONAL WORK WITH PRESCHOOL CHILDREN Education is an industry aimed at the future. S. P. Kapitsa.

Consultation for teachers “Portfolio technology for preschoolers” In the context of constant updating of the education system, an important innovative direction is the introduction of modern ones into the educational process.

Master class for teachers of preschool educational institutions “Health-saving technology-bioenergoplasty” Master class for preschool teachers on the topic: “Development of fine motor skills as a means of stimulating the speech development of preschool children.

Master class for teachers “Notebook in ecological style. Scrapbooking technology MKDOU kindergarten "Romashka" of a combined type. Kargapolye village Master class for teachers

23.12.2014 15:21 Novik Natalya Gennadievna

Technology "Pedagogical workshop"

Novik Natalya Gennadievna

Explanatory note

This article examines the place of the “Pedagogical Workshop” technology within the framework of the Federal State Educational Standard of LLC.

In accordance with the main reforms of the comprehensive school, students need to be involved “... in research projects and creative activities in order to learn to invent and understand, master new things, express their own thoughts, make decisions and help each other, formulate interests and recognize opportunities.” (From the National Educational Initiative “Our New School.”)

Pedagogical workshop - this is one of the intensive learning technologies, including each of its participants in the “self-construction” of their knowledge through a critical attitude to available information, to incoming information and independent solution of creative problems. Of the existing pedagogical methods of work, the workshop approaches research and problem-based teaching methods, which are based on logical contradictions and connections; the creative process in the workshop is based on the alternation of unconscious or not fully conscious creativity and its subsequent awareness. In the workshop system, all problems are put forward by the participants, and the creative process itself is important in it.

Thus, the educational technology “Pedagogical Workshop” meets the requirements of federal state educational standards and, implementing an activity-based approach, ensures “the formation of readiness for self-development and lifelong education; ... active educational and cognitive activity of students; building the educational process taking into account the individual age, psychological and physiological characteristics of students.”

1. Introduction. The need to introduce Federal State Educational Standards LLC.

2. Modern pedagogical technologies.

3. Technologies “Pedagogical workshop”.

3.1. Goals of the “Pedagogical Workshop” technology.

3.2. Scientific substantiation of the “Pedagogical Workshop” technology.

3.3. The essence of the “Pedagogical Workshop” technology.

3.4.Principles and rules for running a Pedagogical Workshop.

3.5. Algorithm of the “Pedagogical Workshop” technology.

3.6. Types of Pedagogical Workshops

3.6.1. The advantage of the “Pedagogical Workshop” technology in Russian language and literature lessons.

3.7. Results of the “Pedagogical Workshop” technology.

4. Technology “Pedagogical workshop” within the framework of the Federal State Educational Standard LLC.

Technology "Pedagogical workshop"

Don't give a hungry man a fish, give him a fishing rod.

(German proverb)

In modern Russian society, there is an urgent need to reform the education system so that the student becomes the central figure of the educational process. Therefore, the development of a new generation of educational standards is a challenge of the times in which we live. Since 2015, the Federal State Standard for Secondary (Complete) General Education has been introduced, and secondary school teachers must be ready to work with students who have already become familiar with new educational technologies. The “Pedagogical Workshop” technology also belongs to such technologies.

Modern society sets before educational institutions the task of preparing graduates capable of:

Adapt quickly to changing life situations, independently acquiring the necessary knowledge, skillfully applying it in practice to solve various emerging problems, in order to be able to find your place in it throughout your life;

Think critically independently, look for ways to rationally solve emerging problems using modern technologies; clearly understand where and how the knowledge they acquire can be applied in the reality around them;

Work competently with information;

Be sociable, contactable in various social groups, be able to work together in various areas, in various situations;

Work independently on developing your own morality, intelligence, and cultural level.

What does that require? First of all, the opportunity to involve each student in an active cognitive process, the opportunity to work together, in collaboration, in solving various problems.

Preparing a successful graduate is the main task of the teacher. And such preparation is impossible without the introduction of new forms and methods of teaching.

Modern pedagogical technologies

There are many interesting definitions of the essence of educational technologies. For example, the explanatory dictionary gives this:

Technology- this is a set of techniques used in any business, in art.

In other sources we find:

Technology- this is art, skill, skill, a set of processing methods, changes in state.

Technology- these are both methods of activity and how a person participates in activity. Any activity can be technology or art. Art is based on intuition, technology is based on science. It begins with art, ends with technology, and then the whole process begins again.

The development of educational technologies is associated with the humanization of education. The term “educational technologies” is more capacious than “educational technologies”, since it also implies an educational aspect associated with the formation and development of the personal qualities of students.

Modern pedagogical technologies include the following:

• technology for organizing independent activities of schoolchildren;
• technology for organizing research activities of schoolchildren;
• technology for organizing project activities of schoolchildren;
• technology for the development of critical thinking;
• technology of dialogue interaction;
• technology "Pedagogical workshop";
• case technology.

Technology "pedagogical workshop"

I want to dwell on the “Pedagogical Workshop” technology, since, having first become acquainted with it in 2000, I have more than once attended master classes conducted by teachers of the APPO of St. Petersburg, subject teachers. I believe that the use of pedagogical workshop technology in Russian language and literature lessons makes it possible to effectively conduct various types of lessons.

One of the “discoverers” of the “Pedagogical Workshop” technology in St. Petersburg was literature teacher I. A. Mukhina. She writes: “A pedagogical workshop is a form of teaching children and adults that creates conditions for each participant to ascend to new knowledge and new experience through independent or collective discovery.”

The following can be formulated educational purposes technologies "Pedagogical workshop":

• Ø not to form a harmonious personality, but to create conditions for self-actualization and self-realization of the student;
• Ø not to provide knowledge on a specific subject or topic, but to provide an opportunity to construct one’s own knowledge, to create one’s own integral image of the world;
• Ø not to control and evaluate what has been done, but to realize the possibilities of self-assessment and self-correction;
• Ø not to form a skill, but to help develop the skills of intellectual and physical labor, giving students the right to make mistakes and the right to cooperate.

In Russia, the technology of pedagogical workshops was first introduced in 1990. At the St. Petersburg State University of Pedagogical Excellence, an attempt was made to adapt this technology into the practice of Russian school education. The “pioneers” in the technology of pedagogical workshops were I. A. Mukhina, L. D. Furaeva, N. I. Khlebovich, Zh. O. Andreeva and others. And this unusual training system itself was developed by French teachers - representatives of the JFEN - “French Group new education". The origins of the movement were psychologists P. Langevin, Henri Vallon, Jean Piaget and others. This technology is distinguished by its appeal to the child’s “I”, to his interests and goals.

Essence this system is expressed in the following basic provisions:

1. A person with a new mentality is an “independent, socially responsible and constructively armed” person, capable of making a positive impact on his life and the world around him.
2. Everyone is capable: every child has the ability to practically all types of human activity: to master natural and humanitarian knowledge, fine arts, music and

etc. The only question is what methods will be used in the process of its formation.

3. Intensive methods of training and personal development.

That is, the Workshop is a technology that requires the teacher to move to a position of partnership with students, non-violence, and the priority of the process over the result. This technology is aimed at “immersing” workshop participants in the process of search, knowledge and self-knowledge. In the workshop, the teacher is the master. He does not transfer knowledge and skills to the ignorant and incapable, but only creates an algorithm of actions that unfolds the creative process. And everyone takes part in it, including the master teacher himself. In the work of the workshop, the process itself is important, which introduces you to the joy of creativity and independent research activity. This gives a sense of self-worth and respect for the uniqueness of another. That is why, probably, both children and adults perceive the process in the workshop as a piece of living life. The creators of author's workshops say: “The workshop is not a lesson, living is done in the workshop.”

In the article “What is a pedagogical workshop?” I. A. Mukhina gives the following principles and rules of running a workshop:

• Value-semantic equality of all participants, including the master and workshop leader.
• Everyone has the right to make a mistake: overcoming a mistake on your own is the path to the truth.
• Non-judgmental activity and the absence of critical comments addressed to any workshop participant create conditions of emotional comfort and creative freedom, implementing the principles of “pedagogy of success.” Evaluation will be replaced by self-esteem and self-correction.
• The idea of ​​freedom within the framework of the accepted rules is realized, firstly, in the right to choose activities at different stages of the workshop (provided by the leader); secondly, the right not to participate at the “product presentation” stage; thirdly, the right to act at his own discretion, without additional explanations from the manager.
• A significant element of uncertainty, ambiguity, even mystery in tasks. Uncertainty gives rise, on the one hand, to interest, and on the other, to psychological discomfort, the desire to get out of it, and thus stimulates the creative process.
• Dialogue as the main principle of interaction, cooperation, co-creation. Not an argument, not even a discussion, but a dialogue between workshop participants, individual groups, dialogue with oneself, dialogue with scientific or artistic authority - a necessary condition for personal mastery of cultural elements, a condition for ascent to new truths. Dialogue creates in the workshop an atmosphere of understanding any phenomenon from different positions in different “colors”, which together give a feeling of the “rainbow” of the world. A true communicative culture is born.
• Organization and restructuring of the real space in which the workshop takes place, depending on the task of each stage. This could be a circle of all participants, separate places for individual work, the ability to quickly present the creative “product” of each or an entire group, space for improvisation, pantomime, etc. Promotes a feeling of freedom.
• A decisive limitation of the participation and practical activities of the master, the leader as an authority at all stages of the workshop. Its task is, rather, to somehow record what the participants have achieved. The master does not ask questions or answer them. In some cases, he can get involved in work “on an equal footing” with students - for example, in a creative writing workshop. Each workshop for the manager is a diagnostic field, on the basis of which a new workshop is created or other necessary forms of work are included.

The construction of a workshop is technological, and, therefore, it is created according to a certain algorithm.

First stage.

"Inductor" - the first task of the workshop, aimed at creating an emotional mood that motivates further activities of the participants. An inductor can be a word, image, phrase, object, sound, melody, text, drawing, etc. That is, everything that can awaken a feeling, cause a flow of associations, memories, sensations, questions. According to A. A. Okunev, the inductor is an alarm clock. “We are sleeping, and suddenly something bursts into our lives. The inductor is the moment of awakening that swings the pendulum of feelings. The main thing is that these feelings are evoked. Even if the inductor causes irritation, that’s also good.”

Second phase .

This stage is associated with the creation, individually or in a group, of a creative product. It can be divided into two stages. Different sources call these stages differently. For example, "deconstruction and reconstruction". That is, something (text?) is disassembled into parts, and then used as an initial building material - perhaps with your own additives.

You can also find the following division: "self-instruction and social construction".

“Self-instruction” - individual creation of a hypothesis, solution, text, drawing, project.

“Socioconstruction” is the combination of these elements into a collective product.

Third stage.

"Socialization" - this is the presentation of the created product to all participants (advertising and reading texts, exhibition of drawings, etc.) At this stage, everyone compares to himself, correlates his results with others and - masters all possible discoveries.

Sometimes after this stage, intermediate reflection is needed. This is important if, for example, we need to finish a lesson, but the workshop is not yet completed. Here, the participants in the work often have a need for new or additional knowledge - an information request.

Fourth stage.

This stage is not required in every workshop, but is necessary if, after the socialization stage, workshop participants correct or supplement the created product. This is where new information is accessed and processed. What could it be? Dictionary entries, works of critics, fragments of articles, statements of famous people. The workshop participant can continue or improve what he has written. Or maybe create a new product.

Fifth stage.

"Advertising" - presentation of the works of workshop participants (and the Master). These can be texts, drawings, diagrams, projects, etc. The main condition of this stage: All written essays are read, All drawings are shown All invented scenes and pantomimes are played out. It is important that All The workshop participants were listened to.

Sixth stage.

"Break" - best reflect the meaning of this concept of the word illumination, insight, understanding. I. A. Mukhina writes: ““Gap” is a psychological state of a workshop participant, in which a new vision of an object, law, phenomenon, image, relationship suddenly opens up to him. Through “insight” he comes to a qualitatively new turn of truth. If in a regular lesson the teacher leads the student to something new logically, gradually, multi-step and demonstratively, then in the workshop an independent conclusion, generalization, pattern or new image most often appears as an insight. There is a gap between the old and the new.

“Gap” is a necessary and essential element of the workshop, its core. The main “break” is planned in advance by the workshop manager. The technology for creating conditions for rupture consists in the selection of paradoxical content offered to workshop participants for comprehension. The experience of paradox leads the researcher's thoughts and emotions first to a state of impasse, then to the search for a way out of the impasse, and, finally, to “insight” - a “gap”. Their number varies in the same workshop for each participant, as it depends on the degree of preparedness, psychological state, personal experience of the person, etc. Unplanned “breaks” can additionally occur at any stage of the workshop. If a workshop participant does not experience a single “break,” the workshop did not take place for him.”

Seventh stage.

"Reflection" - what did I discover today - in myself, in the text, in those around me? What question did you come out with? What didn't you understand? That is, this is the stage of reflecting the feelings and sensations that arose among students during the workshop. This is rich material for the Master’s own reflection, for his improvement of the workshop design, and for further work.

Other variants of the work algorithm are possible, subject to the general principles and rules of running a workshop.

Types of workshops

Currently, there are several types of creative workshops:

• Knowledge Construction Workshop;
• Creative writing (or simply writing) workshop;
• Relationship Building Workshop;
• Self-discovery workshop;
• Design workshop, etc.

In Russian language and literature lessons, workshops for constructing new knowledge and creative writing workshops are most often used.

If the students "passed" through knowledge building workshop , then the most complex theoretical concepts will “come to life” during the workshop, contact with them will be life-giving, because Workshop participants are given the right to master “living knowledge.” The knowledge acquired by the student becomes his personal discovery and is “appropriated” by him.

Creative Writing Workshop It is especially important for a language teacher, because every year the number of “non-speaking” children increases, i.e. unable to express their thoughts correctly. And this workshop allows the student - the workshop participant - to apply his own life experience when performing a specific task.

The main task of the Master leading the creative writing workshop is to help workshop participants gain a sense of inner freedom and a harmonious state of mind. The workshop helps the student to some extent understand the state of spiritual uplift of a poet, writer, artist, composer, sculptor at the moment of creative insight. The experience gained here often becomes an unforgettable life event, a fact of spiritual biography, because the works created are positively assessed by the Master and inspire students to further searches and successes.

It is impossible to overestimate the importance of the technology of pedagogical workshops in the work of a language teacher. Very rarely lessons taught using this technology are unsuccessful. Basically, teachers note the following advantages of the workshops:

Job with the word in the workshop it becomes paramount;

Workshops are a great way to develop your own “writing”, and therefore prepare for your composition;

Workshops “trigger” associative thinking. This is a way for the manifestation of one’s own ideas, feelings, thoughts, for understanding artistic creativity;

Being a reflexive technology, the workshop in practice evokes, trains, and develops the ability for analytical activity: to analyze works and communication situations, to compare one’s own and others’ thoughts, feelings, perceptions, attitudes; to self-analysis and self-control. These abilities and skills are necessary for raising a literate reader;

High school students themselves have repeatedly noted the developmental impact of the workshops at the reflection stage. These classes encourage analytical and creative activity, develop trusting relationships in the team, a respectful and joyful attitude towards the teacher and towards learning as work and creativity.

Workshop results

The workshop results are not programmed in detail by the master. This can be either the development of motivation for further knowledge, or the creation of completed projects based on the knowledge gained. We can say that the result of work in the workshop is not only real knowledge or skill, but also the very process of comprehending the truth and creating a creative product. At the same time, the most important quality of the process is cooperation and co-creation.

Comments, thoughts, and statements from people who have “passed” through various types of workshops help to understand the atmosphere and specifics of the workshop:

• Ø the school should make children able to live the moments of searching for knowledge, analyzing the situation and the moment of theoretical knowledge, so that when they leave school they themselves can construct knowledge;
• Ø a person is aware of himself when he writes;
• Ø it's time to give up letting others think for me;
• Ø the teacher’s task is to create an atmosphere of openness in the classroom;
• a child, of course, can (and should) make mistakes, but mistakes should not be ridiculed;
• Ø often our hints are generally sinful, because they are far from what is happening in the child’s head;
• Ø instead of a hint, the master invents another situation so that the children develop what they have found that is correct and abandon erroneous ideas;
• Ø the freedom of the teacher develops the freedom of the student;
• Ø knowledge is not equal to obedience;
• Ø the workshop should have space for thoughts;
• Ø Is it not at school that children are made incapable?
• Ø The teacher is not the master of the lesson, the text is the master. But usually the teacher claims this role;
• Ø constant search is the usual state of a master;
• Ø error - an opportunity to rise to a new level of knowledge;
• Ø in the workshop the master is an invisible man. He speaks little, is mostly silent;

I believe that these statements can be called a reflection on the Pedagogical Workshop technology itself.

Thus, the educational technology “Pedagogical Workshop” meets the requirements of the Federal State Educational Standard LLC and, implementing an activity-based approach, ensures “the formation of readiness for self-development and continuous education; ... active educational and cognitive activity of students; building the educational process taking into account the individual age, psychological and physiological characteristics of students.”

Literature:

1. Modern pedagogical technologies of primary school in the conditions of the Federal State Educational Standard / O.B. Dautova, E. V. Ivanshina, T. B. Kazachkova, O. N. Krylova, I. V. Mushtavinskaya. - St. Petersburg: KARO, 2014.
2. Teaching. Communication. Creativity: Nine workshops. / T. Ya. Eremina. - St. Petersburg: “Corypheus”, 2000.
3. Pedagogical workshops on literature. / ed. A. N. Sivakova. - St. Petersburg: “Corypheus”, 2000.
4. Workshop technology as a means of updating the educational process of the school. / O. N. Krylova, M. N. Timofeeva, O. Yu. Sorokina. Training to reduce violence. - St. Petersburg, 2002
5. http://festival.1september.ru
6. http://l-chigir.narod.ru

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Updated: 02/01/2020 16:26

Examples of lessons in creative workshop technology

Title of work, author	Link
Analysis of the poem "Cranes" by N. Zabolotsky, 6th grade. T.A. Shkolnikova	Link
Russian language workshop "Past tense of the verb", 4th grade. N.V. Filimonova	Link
Creative workshop based on the work of B.L. Pasternak from the “Explanation” series “Don’t cry, don’t wrinkle your swollen lips...”, 11th grade. E.V. Churikova	Link
Workshop on the poem by A.A. Block "Stranger", 11th grade. L.N. Stebenkova, teacher of Russian language and literature, Municipal Budgetary Educational Institution "Secondary School of Novopushkinskoye" Engelsky District, Saratov Region	Link

Theoretical justification of the technology of creative (French) workshops

A source of information:

Toolkit:Technology of creative workshops, or how to discover knowledge together with students.

Yushina Olga Petrovna (MAOU "Secondary School No. 20", Sterlitamak, Republic of Bashkortostan).

Full text of the workcan be read

A workshop is a form of training for teachers and students, which creates conditions for each participant to ascend to new knowledge and new experience through independent or collective discovery.

The history of the emergence of creative workshop technology

In the 1920s, the scientific and pedagogical community showed a desire to get rid of everything that prevents a person from being free and happy. The personality was placed at the center of attention of the pedagogical community. Teachers, doctors, and psychologists actively studied the child’s personality and looked for ways to develop it.

In the mid-1920s, the French Group of New Education (GFEN) emerged in France. It included famous psychologists and teachers of that time - Paul Langevin, Henri Vallon, Jean Piaget. They sought to contrast the conservatism of the traditional school with new intensive teaching methods and put these methods into practice. P. Langevin and A. Vallon served as GFEN presidents for a long time.

Until 1992, GFEN was headed by Henri Bassis, a famous French educator, poet and playwright, who participated in the Resistance movement during World War II. By his own admission, he was greatly impressed by his acquaintance with the pedagogical system of Anton Semenovich Makarenko.

In its manifesto, the French Group of New Education stated that its goal is to educate free and critically thinking individuals. It was noted that the “New Education” movement stands “for the intellectual emancipation of everyone as a condition for the emancipation of all.” At the same time, it was emphasized that GFEN does not completely reject the ideas of the teachers who worked before them. Reps. is the most important task of civilization."

The founders of GFEN denied the traditional attributes of the educational process: they allowed the student to listen not to a teacher, but to a classmate, they allowed them to make mistakes, sing out of tune, not be afraid to write badly, put forward the most reckless hypotheses at first glance and defend them, abandon them and put forward new ones. They proposed the thesis that “knowledge is creation and search in confrontation with previously acquired knowledge, with a critical assessment of what may have long been accepted by everyone.” At the same time, GFEN teachers insisted on the natural ability of all people to be creative.

At the end of the twentieth century, in 1989, a creative group of 350 teachers from France and other European countries - representatives of the “French Group of New Education” - gathered in Marseille. At this meeting, the main provisions of the new technology proposed by the group, the “Workshop”, were formulated:

1. Challenge to traditional pedagogy. The student must be in an active position, reveal his inner potential, and build his own knowledge.

2. A person with a new mentality. The student must develop as an independent, creative, responsible, constructively armed person.

3. “Everyone is capable.” Every child is capable of almost all types of activities; the only question is what methods will be used in the process of his education and development. It is necessary to move from equality in law to equality in practice.

4. Intensive methods of training and development. Not the simple communication of knowledge as undeniable truths, but the independent construction of knowledge using the method of critical thinking.

6. Accurate calculation of psychological effects. The system of influencing the individual was developed so carefully that everyone who joined it is surprised at what happens to him: he was able to compose, draw, express his own thoughts.

Thus, at the turn of the 1980-1990s, representatives of GFEN proposed a technology that implements the pedagogical approach of this group.

Theoretical foundations of creative workshop technology

The action that takes place during the workshop is directly related to the birth and sequence of images, their appearance and disappearance after fulfilling their role. At the same time, new hypotheses, new experiences, both individual and group, cause the appearance of different, unusual, unexpected images.

During the workshops, the traditional question of knowledge, skills and abilities arises. It seems that in the didactic plan there is not enough oral presentation by the teacher of the content of the issues being studied. The main action is that the workshop participants build their understanding of the problem, then put forward hypotheses, discuss them, reject them, formulate new ones, and after presenting them to the audience, they discover their mistakes and build new hypotheses. At the same time, there is no traditional transfer of a huge amount of knowledge from the teachers present to the students. One of the leading Russian scientists in the field of educational psychology, Nina Fedorovna Talyzina, believes that this is justified, because “knowledge can neither be acquired nor stored outside the actions of the learner... To know is to always perform some kind of activity or actions related to given knowledge... The quality of knowledge assimilation is determined by the variety and nature of the types of activities in which knowledge can function.”

The very activity of completing tasks during the workshop requires the exertion of all cognitive forces, imagination, memory, and thinking. An important feature of workshop technology is that tasks are formulated broadly, with some understatement and uncertainty. But this gives scope to the imagination and creative search. Students themselves formulate the goal of their activity and select the means to implement it. And if traditionally the educational process was focused on the assimilation of knowledge, then the workshop technology offers a structure of the educational lesson that allows each student not to assimilate knowledge, but to build it.

At the workshops, the proposed tasks become the problems of the students themselves; they are less strictly tied to school problems and are more closely in touch with the child’s existence. This approach, better than traditional teaching technologies, corresponds to modern views on the need to develop competence among graduates of educational institutions. Consequently, the main task of the teacher is to help the student realize that he has creative, intellectual capabilities, abilities, as well as the potential for personal development.

During the workshops, methods of spiritual and intellectual self-development, emotional self-regulation and self-support are mastered, that is, components of the competence of personal self-improvement. As a result, the personal qualities necessary for a modern person, a culture of thinking and behavior, develop.

As the analysis showed, the main provisions of competency-based, subject-subject approaches, pedagogy of cooperation, success, personality-oriented and problem-oriented pedagogical technologies should be considered as the most relevant theoretical foundations for the research and development of workshop technology.

Analyzing the features of workshops as a pedagogical technology, it is important to note that when constructing and conducting them, the following approach is actively used: the educational process should be built from the position of self-knowledge of the individual, helping her independent spiritual efforts, stimulating, awakening the activity and creativity inherent in her from birth.

An important aspect of pedagogical technology is the education of workshop participants. The process of education consists of constant adjustment of subjective experience, comparing it with the experience of others, resulting in the choice of one’s own path, self-actualization.

The teacher in the workshop technology indicates possible directions for the student’s development, stimulates his desire to improve, opens the door to the intellectual, emotional, moral world, helps to focus on what was not previously perceived, seemed secondary, not so important, to give a more meaningful meaning to the word that the child pronounces, hears, reads. During classes, socialization and reflection take place, children freely express their position, understand the reasons for its acceptance or non-acceptance, and ask numerous questions.

The workshop hones the humanitarian style of thinking, bringing classes closer to the professional activities of a historian (teaches how to extract, analyze, interpret, and summarize facts in the style characteristic of historians), philologist (organizes the study of the structure of various types of literature, immerses one in working with words, encourages the writing of poetry and prose , to critically comprehend what has been written, to improve the text), chemist, physicist, biologist, mathematician (immerses in work on the formation of concepts, on determining the purpose of the study, the characteristics of concepts, on testing put forward hypotheses, on establishing criteria for the correctness of their assessment, on classification and systematization ), artist (offers to explore the shape of a line, a spot of color, color, rhythm, coloring, the structure of a picture, create your own artwork, study the styles characteristic of different artists), philosopher (explores the concepts of power, symbol, myth and reality, the relationship between the worlds of personalities and social classes).

Workshop technology uses individual, paired, and group learning methods. However, they differ in many ways from the methods that have the same names and are included in other educational technologies.

The individual method in the traditional approach is based on the initial activity of the teacher, on his word, initiative and on the subsequent independent work of the student. The use of an individual method of learning in workshop technology brings to the fore the personality of the student, who himself, without the intervention of a teacher, comes into contact with the problem, concretizes it himself, and formulates questions that require priority research. The child independently extracts the first meaning from a new text, identifies incomprehensible things that are worthy of subsequent discussion in a pair or group. He is responsible not only for his knowledge, but also for the organization of the process of cognition itself.

The paired method of learning in workshop technology is equivalent to working in dialogue. In this case, pairs can be either permanent or rotating. During the dialogue, new, expanded knowledge is compared with existing ideas.

The group method of training occupies an important place in workshop technology. Its application begins after an individual entry into the problem has already taken place, a primary understanding of the problem has been formed, and some ways to solve it have been clarified, i.e., individual and paired developments have been presented. At the second stage, they are analyzed, a search for the most effective path of research is carried out, and finally, usually after socialization, presentation by other groups of their findings, plans, making adjustments, the implementation of one of the intended paths begins.

Thus, the workshop as a pedagogical technology is aimed at revealing a person’s individuality and realizing his right to develop all his abilities. With a clear emphasis on the formation of methods of mental action, priority in the pedagogical technology of workshops is given to the development of creative abilities.

So, the goal of the pedagogical technology of workshops is not the direct transfer of information, but a joint search for knowledge.

The teacher, who in workshop terminology is called a master, has to give up the usual functions of a lecturer and an authoritarian leader. The task of the teacher (master) during the workshop is, first of all, to create an atmosphere of openness and goodwill, to appeal to the feelings of the students, to provoke them to revelation, to work with them, not to grade, not to scold or praise, but at the same time to give the student can feel his own achievement, even if it is small.

The Creative Workshops technology replaces the lesson. It is addressed to the student’s “I”, his personality, interests, searches and goals.

So, the workshop is one of the intensive learning technologies, involving each of its participants in the “self-construction” of their knowledge through a critical attitude to available information, to incoming information and independent solutions to creative problems.

In a workshop, it is not the teacher or the leader who works with its participants, but rather the master. He is concerned not only with transferring knowledge and skills to his students, but also with creating algorithm of actions, the creative process during which research is carried out. Everyone feels the joy of their own discovery, their significance and respect for the uniqueness of the other.

Lessons in a comprehensive school, implemented through the technology of pedagogical workshops, help to implement the creative function and involve solving a number of relevant interrelated problems:

Development of the ability to aesthetically comprehend reality and art as the ability to enter into spiritual communication with the world of human feelings, emotions, and life realities;

Focus on activating the “associative field”, imaginative thinking as a way of artistic development of existence;

Modeling a state of inspiration, “game” with elements of creativity, “spontaneous” situation;

Creating an atmosphere of creativity, interest, and ease in the classroom that determine the process of artistic discovery;

Developing improvisation skills;

Formation of abilities for artistic generalization as a necessary prerequisite for holistic perception;

The creation of aesthetic situations is the most important condition for the emergence of an emotional and creative experience of reality;

All-round stimulation of artistic culture based on the realization of one’s own creative experience.

This technology makes it possible to teach students to independently formulate lesson goals, find the most effective ways to achieve them, develop intelligence, and contribute to the acquisition of experience in group activities and joint development of a project.

Children are offered an initial situation and a chain of creative tasks to accompany it. The algorithm for completing tasks is selected so that each student is in creative search and at work. Living in a workshop is a path from chaos to order, from uncertainty to understanding.

The basic principles of the technology can be described in the form of the following rules:

1. The master creates an atmosphere of openness, goodwill, and co-creation in communication.

2. During the lessons, the master appeals to the child’s feelings, awakens his interest in the problem (topic) being studied.

3. He works together with children, the master is equal to the student in the search for knowledge.

4. The master is in no hurry to give answers to the questions posed.

5. He provides important information in small doses if he detects a need for it among students.

6. It excludes official evaluation of the student’s work (does not put marks in the journal, does not scold, does not praise), but through socialization and publicity of work makes it possible for the student’s self-esteem to emerge, change, and self-correction.

It is customary to distinguish creative workshops (TM) by genre:

TM knowledge construction;

TM creative writing;

TM value orientations;

TM of mixed (integrated) type.

In relation to literary education, the following types of workshops are distinguished:

1. Creative workshops generalization and systematization of knowledge on the topic. The basic model of such lessons consists of the following stages:

1) reproductive tasks to repeat and consolidate what has been learned;

2) development of mental mechanisms underlying the creative abilities of students (memory, attention, thinking, imagination, speech);

3) solving partial search problems of different levels (with a differentiated approach);

4) solving creative problems.

3. Scientific research. Involves working with literary material and in-depth analysis of major works.

4. System of images. The purpose of such lessons is to compare or contrast the main characters of the work, their personal and portrait characteristics.

5. A work of fiction – a comprehensive analysis of small prose and poetic works.

6. Poetry workshop - compiling thematic poetry collections of famous authors, defending them, analyzing the author's poetic texts, composing your own, working with literary theory.

7. Workshop – excursion. Correspondence (virtual) excursion to the homeland of writers and poets, to the cities described in the works.

8. Integrated workshop. Lesson of literature, history, fine art.

9. Psychological workshop. Psychological portrait of the heroes of the works.

10. Reading circle. Drawing up a quotation portrait of the author of a work, getting to know and working with favorite works of writers.

Creative workshops are aimed at forming a scale of values ​​and developing worldviews, acquiring solid knowledge of the subject, and developing the creative abilities of students. By stimulating students' creativity, creative workshops make them active participants in the learning process.

The condition for a successful lesson is to follow the laws of creative workshops and take into account the basic principles of its implementation:

1. The entire lesson is subordinated to a single plan and is built according to a grid plan.

2. All stages are logically connected.

3. The didactic material corresponds to the work being studied, is interesting for the student, and relates to the theme of the creative workshop.

4.Methodological techniques should be the same and familiar to students

(new things can be confusing). Although this principle can be changed.

5.The choice of material should be functional (nothing random).

6. The teacher should be prepared to improvise if boredom or false answers suddenly appear.

Creative workshops allow you to:

Integration of traditions and innovations;

New relationships: “teacher – student” (co-operation);

Using active forms of learning;

Work in small and large groups;

Reflective action of the student;

Creative works of students based on literary works;

Updating of eternal themes (value orientations);

Formation of a new (socially adapted) worldview;

The principle of individualization;

Mastering traditionally complex topics;

Creating special conditions for communication and creativity;

Creation of a problem situation for further search (scientific research);

Motivation for further study of the topic;

Diagnostics of performance results;

Increasing children's ability to think and express their thoughts and

orally and in writing.

“Creative workshop” lessons help achieve the main goals of philological education:

1) development of intellectual and creative abilities of students, formation of skills of independent educational activities, self-education and personal self-realization;

2) fostering a sense of responsibility towards the native word, sensitivity to the beauty and expressiveness of native speech;

3) the formation of a person’s spiritual world, the formation of the individual’s internal need for continuous spiritual and moral improvement, allowing him to realize and realize his personal capabilities;

4) nurturing a sense of beauty, a culture of thinking and communication, emotional responsiveness, the ability to experience and empathize, artistic taste and culture of speech of students;

5) (and most importantly) the formation of the need for systematic reading of works of art.

Principles and rules of running a workshop

Value-semantic equality of all participants, including the foreman - the head of the workshop.

Everyone has the right to make mistakes, independentovercoming error is the path to truth.

Non-judgmental activity lack of criticalany comments addressed to any participant in the workshop creatingthere are conditions for emotional comfort and creativelooseness, implementing the principles of the “pedagogy of success”.Assessment is replaced by self-assessment and self-correction.

Providing freedom within the accepted framework rulesis realized, firstly, in the right to choose at a timenal stages of the workshop;secondly, the right not to participate at the stage of "presentation"product"; thirdly, the right to act according to one's ownat his discretion, without additional explanations from the manager.

Significant element of uncertainty, unclear ness,even mystery in the tasks. Uncertaintygenerates, on the one hand, interest, and on the other, psychologistsphysical discomfort, the desire to get out of it and thusZOM stimulates the creative process.

Dialogue as the main principle of interaction, cooperation, co-creation. Not an argument, not even a discussion, but a dialogue between workshop participants, individual groups, dialogue with oneself - a necessary condition for personal mastery of the elements of culture, a condition for ascent to new truths.

Organization and restructuring of real space, in which the workshop takes place, depending on the task of each stage. This could be a circle of all participants, separate places for individual work, the ability to quickly present the creative “product” of each or an entire group, space for improvisation, pantomime, etc.

A strong restriction on participation practical activities master (manager) at all stages of the workshop. Its task is, rather, to somehow record what the participants have achieved. The master does not ask questions or answer them. In some cases, he can get involved in work “on an equal footing” with the participants - for example, in a creative writing workshop.

Stages of workshop work

Like any pedagogical process, the technology of pedagogical workshops is carried out in several specific stages:

1. "Induction"(“guidance”) - creating an emotional mood, engaging the subconscious, the area of ​​feelings of each student, creating a personal relationship to the subject of discussion. An inducer is a word, image, phrase, object, sound, melody, text, drawing, etc. - anything that can awaken a feeling, cause a flow of associations, memories, sensations, questions. The first task in the workshop, motivating the further activities of the participants. There are two necessary conditions for such a task. Firstly, it must actualize everyone’s personal experience, which is connected in one way or another (sometimes paradoxically) with the meaning of further activity. Secondly, the task must provide a known choice to the participant, which creates interest, attention, some unconscious bewilderment, and sometimes irritation... This psychologically prepares for the further movement of creative thought. When preparing a workshop, the master’s task is to try to select as many inductors of various types as possible in order to collectively influence the cognitive, motivational, and emotional spheres of the student’s personality. The child must feel the need to resolve the issue, experience a feeling of impatience, a desire to do something new on his own, unlike the examples he has seen before, to express himself and his individuality.

Inclusion in the creative process always presupposes the experience of fairly strong emotions associated with the desire to make a “discovery,” to show others one’s point of view, to prove its correctness, and to express one’s “I.” Completely different phenomena can be used as an inductor - a mysterious-sounding word; poem; unknown concept, term; image of an unfamiliar object, animal, person, architectural monument, painting, historical event; unusual sound, noise, musical excerpt; smell, color, graphic sign, riddle; an unusual task... Regardless of the number of inductors, all of them must be selected taking into account the content of the workshop, correspond to the age, and the characteristics of children's perception.

Obviously, different phenomena will be interesting and significant for an elementary school student and a high school student. The teacher will be able to correctly implement this stage only if he tries to look at the problem of the lesson through the eyes of the child, understand what might interest him, cause emotional experiences, and the need to get involved in the study. In fact, this stage of technology can be considered as the basic one, determining the success of the entire workshop, since it is this stage that should motivate the workshop participants to be active. All subsequent actions of the teacher will be aimed at maintaining the interest in the problem and creating conditions for its creative resolution.

Thus, the first stage is motivation, setting up information input channels, updating experience.

2. Chain of tasks, thought out by the teacher in such a way as to constantly deepen students’ knowledge about the phenomenon being studied. Each task in this chain is completed by students in 3 stages.

1. "Self-instruction"- individual creation of a hypothesis, solution, text, drawing, project. The creation of a creative product is usually based on deconstruction and reconstruction. Deconstruction - destruction, separation, mismatch of materials chosen for work. Reconstruction allows you to create a whole new phenomenon, idea, knowledge from the resulting disparate parts or units, which must be presented to the group or all participants in the workshop. Self-construction is a workshop stage that involves a transition from feelings, emotions to real actions, the presentation of sensations in the form of a hypothesis, text, drawing, project. Since the experiences experienced at the induction stage are individual, the perceived problem is personally significant, initially the child tries to answer the question himself, focusing only on his own thoughts and point of view. To develop the creative potential of a student’s personality, it is important to develop his desire to find a solution to a problem on his own, relying on existing life experience, knowledge, and skills. The master’s task is not to interfere with the student’s self-expression, not to confuse him with a careless word, remark, or advice. After completing the task individually, everyone reports their point of view on the issue, characterizes their vision of the problem and options for solving it. The teacher must ensure that the thoughts expressed are recorded (on the board, poster, in a notebook), without highlighting correct or incorrect judgments.

2. “Socioconstruction”- construction of these elements by a group. At this stage, pair or group work is organized. Combining hypotheses and mutual assessment of individually created projects allows the student to compare his knowledge with the experience of a friend, adjust it taking into account the information obtained during the interaction, thus mutually enriching the subjective experience of the partners.

3. "Socialization"- everything that is done individually, in pairs, in a group must be made public, discussed, “presented” to everyone, all opinions are heard, all hypotheses are considered. Discussion of the problem is carried out on the basis of the principles of a tolerant attitude towards the opinion of a friend, the absence of a dominant position and the opinion of one of the children. Group work ensures the integration of ideas, options, questions, problems, the design of a common project, the development of a model, and the joint adjustment of a hypothesis. The master makes sure that there is no suppression, ignoring the opinions and positions of individual students, and maintains an atmosphere of cooperation and mutual assistance. The creative process in a group allows the child to enrich his experience through the knowledge and skills of his colleagues, compare his point of view with the opinions of others, learn to adjust his work taking into account what his friends have done, and realize the benefits of joint creativity.

3. "Advertising"- hanging “works” - the works of students and the Master (texts, drawings, diagrams, projects, solutions) in the classroom and familiarizing themselves with them - everyone walks around, reads, discusses or reads out loud (the author, the Master, another student). The results of the groups’ work are offered for consideration to all workshop participants, the work of students and the Master is advertised, “presentation” of various points of view on the problem in the form of texts, poems, drawings, diagrams, projects... The main task of the stage is to provide, in a sense, “official” recognition of the results obtained, mutual enrichment, formation of creative collective experience.

4. "Break"- internal awareness by the workshop participant of the incompleteness or inconsistency of his old knowledge with the new, an internal emotional conflict that encourages him to delve deeper into the problem, to search for answers, to compare new knowledge with a literary or scientific source. At this stage, each participant in the workshop must realize the variety of options for solving the problem, the need to obtain additional information that will allow them to better understand the essence of the issue, adequately assess the variety of answers to it, understand the kaleidoscope of opinions, ideas, points of view, organize the experience gained, and supplement it. The gap presupposes the emergence in the student of some degree of internal contradiction, a kind of emotional conflict between the knowledge he had and the new knowledge. In order to resolve the discrepancy, the child needs additional information, checking with authoritative sources, and searching for evidence of the reliability of the new knowledge acquired in the workshop.

Thus, what is obtained empirically (at the level of intuition) through experience is comprehended through the formulation of theoretical principles, the establishment of cause-and-effect relationships, and the substantiation of the conclusions drawn. The results of the “discoveries” made by students in the workshop are compared with the system of scientific knowledge, analyzed, and new cognitive, research, and creative problems are put forward that require solutions in the future.

5. "Reflection"- a reflection of the feelings and sensations that arose among students during the workshop, this is the richest material for the reflection of the Master himself, for him to improve the design of the workshop, for further work. Do not forget that one of the tasks of the workshop is to evoke in the student positive emotional experiences, a feeling of satisfaction with the work done and the results obtained, a feeling of complete discovery, therefore the presence of the seventh stage is mandatory - reflection. The master creates conditions for the verbal presentation of those experiences that accompanied the process of the child’s creative cognitive activity, giving everyone the opportunity to speak out and talk about what was most important and significant for him in the lesson. Attention to the state of the student’s emotional sphere, information obtained in the process of reflection, will help the teacher adjust his further work in this class, taking into account the manifested individual characteristics of the students. At this stage, it is recommended not to make value judgments: “This is good, and this is bad,” but to analyze the movements of the thoughts of each participant, his feelings, and attitude. In addition, this stage provides rich material for reflecting on the pedagogical activities of the teacher (master) himself and improving the workshop.

Methods and techniques used in the main stage of the workshop

Below are some of the methods and techniques most commonly used in workshops to organize students’ search and creative activities.

1. Symbolic vision method which consists in finding or
the student’s construction of connections between an object and its symbol. Master
invites students to observe an object in order to see and
depict its symbol in graphic, symbolic, verbal or other form.

2. Version comparison method. It involves comparing one's own
option for solving the problem with cultural and historical analogues,
which were formulated by great scientists, philosophers, etc. Comparison
occurs after students have already proposed their own solution.

3. Method of semantic associations. The purpose of the method: to update the content
subconscious, awaken feelings, sensations, help the student relate
material offered for familiarization with your inner self.
Sequence of actions: 1) students are asked to write down
an associative series of words for a given word (while completing the task, the student
recreates its semantic field of these words); 2)
a task is proposed related to the comprehension of this flow of associations.
For example: 1) using the written words, define the original
word-concept; 2) select a keyword for you from this stream; 3)
connect any two words from two adjacent columns and, using
the resulting phrase as a title, write the text -
miniature, etc.

4. The "If only" method. Students are asked to write a description or
paint a picture of what will happen if something changes in the world.

5 . Keyword method. This method helps students to update
meanings when working with text. Students are presented with a text from which they
must write down the key words (key words from the student’s point of view).
Each keyword chosen by the student is unique
a cluster of meanings of this text. The student actualizes what is meaningful to him
meaning and shares their understanding of the text with others.

6. A method for independently constructing definitions of concepts.
The formation of new concepts begins with the updating of existing ones.
children's ideas and their verbal presentation. After a comparison and discussion of the versions proposed by the students has taken place, it is proposed literary text where this word is used. Students reformulate definitions, now focusing on the context within which the word functions. Then, if necessary, the master can offer different definitions that are recorded in dictionaries, textbooks, and reference books. Different formulations remain in students’ notebooks as a condition for their personal self-determination in relation to the concept being studied.

7. Heuristic research method. An object of study is selected (natural, cultural, scientific, verbal or other). Students are invited to independently explore a given object according to the following plan: 1) the purpose of the research; 2) work plan; 3) facts about the object; 4) experiments; 5) new facts; 6) facts and problems that have arisen; 7) versions of answers; 8) reflective judgments.

8. Method of constructing questions. It involves independently asking questions about the object being studied. Sequence of work:

1) presentation of the object of study; 2) custom design questions from each workshop participant; 3) voicing questions in the group; 4) recording all questions on a common piece of paper; 4) exchange of leaflets between groups; 5) examination and correction of questions proposed by another group (selection of “quality” ones in terms of content and form); 6) expert presentations: mutual analysis and assessment of the quality of the questions drawn up; 7) selection of questions; 8) selection of questions for subsequent work to build new knowledge.

9. Method of semantic vision. The purpose of this method is to expand
students’ ideas about some object of study: from
narrow subject to general philosophical, change the emphasis of semantic
visions. Structure of the method: - students perform what is familiar to them
actions; - the master poses a question to the participants that is
unexpected, paradoxical character (from a narrow subject point of view)
character and transfers students into the sphere of general philosophical categories. IN
As a result, participants experience a state of rupture, which serves as an impulse
to further search.

10. Method of getting used to it. Through sensory-figurative and mental representations, the student tries to “move” into the object being studied or reincarnate into it in order to feel and understand it from the inside. The thoughts and feelings that arise from this are the student’s heuristic educational product, which can be expressed by him in verbal form, symbolic, motor, musical or artistic pictorial form. For example: “Imagine that you are a flower. What do you see, hear, feel?

11. Method of figurative vision. It involves setting tasks that orient students to attempt an emotional-imaginative vision and image of an object. For example: “draw happiness”; “Complete the picture based on the fragment that has been revealed to you,” etc.

12. "Reading with notes" technique. It involves a “live” dialogue with the author of the text, possibly a debate about the author’s vision of the problem. The essence of the technique: students read the text, making various notes in the margins as they read, for example: “+” - I agree; “-” - I don’t agree; "?" - there are questions, it is not clear; "!" this is interesting; "?!" - need to think, etc.

13. The “Thick and Thin Question” technique. It is aimed at developing the ability to ask questions about the text read. Students are asked to compose and write down questions that they have while reading, after which they discuss the compiled questions in a group and choose among them “thick” ones (i.e. those that require reflection, are important, essential for understanding the text) and “subtle” (questions that require an unambiguous answer “yes” or “no” or a simple presentation of facts). Each group presents its own set of thick questions to the whole class. In this way, a motivational basis and program for further work on the text is formed (based on questions drawn up by the students themselves, and not asked externally by the teacher)

14. "Finish the sentence" technique. Its goal is to organize dialogue
workshop participant with an authoritative opinion. The master suggests
to the attention of the participants the beginning of the sentence (from artistic,
critical, scientific text related to the idea of ​​the workshop) and asks
finish the sentence. Each student creates their own version, then
gets acquainted with the versions of other students. Only after it happened
acquaintance with all the proposed options, the master offers
author's version. At the final stage, reflection is carried out.

The result of the work of each workshop is a product of collective creativity:

range of solved problems (records of student answers, individual interesting thoughts, etc.);

creative work on the computer;

students’ own creativity (individual and collective essays, works, drawings, sketches, newspapers, etc.).

All this, so as not to lose interest in the subject, must be preserved and used in further work.

The ability to obtain, process information and use it is a very valuable asset today. Therefore, the task of the school in education is not only to give children knowledge, but also to teach students to obtain it and master it on their own.
Consequently, the development of the intellect of schoolchildren, the creative potential of children, the education of spirituality and morality, legal culture, that is, the provision of a general procedure for personal self-development, should be ensured technologically in the educational process, built on the personal inclusion of the student in the learning process.
This method of teaching ensures a comfortable psychological well-being for teachers and students.
And if you consider that creativity is inherent in children by nature and that they love to compose, invent, fantasize, and transform, then it becomes clear that children need creative self-expression for normal development.
Literature lessons are designed to shape the individual’s needs for continuous improvement, develop creative abilities, and creative independent thinking. The technology of creative workshops helps to implement this concept. Each child in the creative workshop has the opportunity to move towards the truth in his own way. The primary task of the teacher is to adapt the educational process to the individual characteristics of schoolchildren. The student’s abilities require learning conditions that are optimally selected for him.
“Creative workshop” lessons help achieve the main goals of philological education:

1) development of intellectual and creative abilities of students, formation of skills of independent educational activities, self-education and personal self-realization;
2) fostering a sense of responsibility towards the native word, sensitivity to the beauty and expressiveness of native speech;
3) the formation of a person’s spiritual world, the formation of the individual’s internal need for continuous spiritual and moral improvement, allowing him to realize and realize his personal capabilities;
4) nurturing a sense of beauty, a culture of thinking and communication, emotional responsiveness, the ability to experience and empathize, artistic taste and culture of speech of students;
5) (and most importantly) the formation of the need for systematic reading of works of art.

Training in workshops is based on an activity-based approach, a collective method of learning - only then is educational content consciously absorbed when it becomes the subject of active actions by the student, not episodic, but systemic.
Classes in the workshops are based on the principles of cooperation, co-creation, joint search, independence, proactive search, and employment of all students. Everyone contributes to the process of mastering new knowledge, practicing options for behavior in a situation of striving for success.

Groups are organized according to the following models:

Model I – only weak, only medium, only strong.
Model II – strong, medium and weak in each group.

Assignments for groups are compiled in accordance with the models of groups formed for this lesson, according to the level of difficulty. The main goal of the creative workshop is “SUCCESS”; there is no such thing as “FAILURE”.
This approach, in my opinion, contributes to the maturation of the functions of the child’s psyche: what he does today with the help of others, tomorrow he can do it himself, that is, one cycle ends, the student moves into the zone of actual development, and the spiral unwinds at a new level. And the teacher develops the motive of achievement in each student, strengthens the sense of competence and responsibility for what is happening.
Work in a creative workshop begins with a word, image, object, melody, text, drawing... - and the formulation of the problem - the theme of the workshop. Next, each student independently puts forward his own hypothesis, creates his own project, starting from the task at hand. Before announcing the solution to the problem in front of everyone, students think about it in a small group, i.e. learning is based on the group members’ own experience and involves mutual learning. The most important thing is that at the workshops, each student feels his intellectual worth, satisfies his communicative needs, and develops as a person.
The workshop process algorithm can be presented as follows:
A beginning that motivates creative activity (problem situation, question, task).

1. Working with materials (text, diagrams, paints, models, design).
2. Correlating your activities with the activities of others.
3. The gap is an internal awareness of the need for a new search. Consulting reference books, textbooks, further research.
4. Creation. Collective creativity.

The result of a lesson-workshop in literature is the presentation of your vision of the problem, your image in an essay, in the colors of a painting, in a creative work in lyrical or epic form (poem, story, book, script, etc.)
The workshop requires a lot of preparatory work, which is carried out over several lessons and allows you to expand the possibilities of lesson-based learning organization .
I conduct my first workshops in 5th grade. They are preceded by a lesson on the chapter “Precious Dust” from the book by K.G. Paustovsky “Golden Rose”. The final stage of the lesson is the answer to the question: “So what is precious dust.” The answer sounds from the text: “Every minute, every casually thrown word and glance, every deep or humorous thought, every imperceptible movement of the human heart, just like the flying fluff of a poplar or the fire of a star in a night puddle - all these are grains of gold dust.
We are writers, we have been extracting them for decades, these millions of grains of sand, collecting them unnoticed by ourselves, turning them into an alloy and then forging from this alloy our “golden rose” - a story, novel or poem.”
After which the class decides what their piggy bank will be, what it will be called and look like, which subsequently, by the 11th grade, will turn into a “golden rose”.
The result of the work of each workshop is a product of collective creativity with the following structure:

• range of solved problems (records of student answers, individual interesting thoughts, etc.);
• creative work on the computer;
• students’ own creativity (individual and collective essays, works, drawings, sketches, newspapers, etc.).

All this, so as not to lose interest in the subject, must be preserved and used in further work.
Types of creative workshops depending on the topic of the lesson and the age of the students

1. Creative workshops generalization and systematization of knowledge on the topic. The basic model of such lessons consists of the following stages:

1) reproductive tasks to repeat and consolidate what has been learned;
2) development of mental mechanisms underlying the creative abilities of students (memory, attention, thinking, imagination, speech);
3) solving partial search problems of different levels (with a differentiated approach);
4) solving creative problems. Lesson “Russian folk tale”, “Krylov’s Fables” – 5th grade.

2. The author and his work. Review topics, each group represents its author, direction, movement in literature, genre, etc. “Man at War” – 11th grade.
3. Scientific research. Involves working with literary material and in-depth analysis of major works. “M. Bulgakov. "Master and Margarita". Love and creativity in the novel” – 11th grade, “I.S. Turgenev. Poetry. Prose. Poems in prose” – 10th grade.
4. System of images. The purpose of such lessons is to compare or contrast the main characters of the work, their personal and portrait characteristics. “The system of images of F.M. Dostoevsky’s novel “The Idiot.”
5. A work of fiction – a comprehensive analysis of small prose and poetic works. "The topic of relationships between children and parents." K.G. Paustovsky “Telegram”. (Annex 1)
6. Poetry workshop - compiling thematic poetry collections of famous authors, defending them, analyzing the author's poetic texts, composing your own, working with literary theory. “The main motives of the lyrics of M.Yu. Lermontov".
7. Workshop – excursion. Correspondence (virtual) excursion to the homeland of writers and poets, to the cities described in the works. 2In the footsteps of Pechorin” – 10th grade.
8. Integrated workshop. Lesson of literature, history, fine art. “The Last Extermination on the Borodino Field” – 5th grade.
9. Psychological workshop. “Psychological portrait of the heroes of the novel “The Idiot” by F.M. Dostoevsky" – 10th grade.
10. Reading circle. Drawing up a quotation portrait of the author of a work, getting to know and working with favorite works of writers. “The author and his hero in the novel “The Master and Margarita” by Bulgakov.

New information and computer technologies help teachers achieve educational and educational goals.

The use of information technologies in creative workshops is necessary, motivated by the fact that they:

• allow you to effectively organize group and independent work;
• contribute to the improvement of practical skills of students;
• allow you to individualize the learning process;
• increase interest in literature triggers;
• activate cognitive activity;
• develop the creative potential of students;
• modernize the lesson.

Using information technology, I teach the following types of lessons:

• the computer is used in demo mode (one computer on the teacher’s desk);
• the computer is used individually (computer class);
• The computer is used in individual remote mode (computer class with Internet access).

The material and technical base of our school allows us to organize work in any mode.
In our lessons we use multimedia encyclopedias, Internet resources, materials from the school media library, as well as materials independently prepared by teachers and students, using universal tool systems for developing and editing various types of educational programs (Power Point - for creating presentations, Word text editor, spreadsheet Excel processor - tests, Publisher for creating booklets)

1. Slide film (presentation)– visual information: illustrative, visual material (a set of slides - illustrations, photographic materials, equipped with the necessary comments for work in the lesson).
This concrete visual basis of the lesson makes it bright, spectacular, informational and therefore memorable.

2. Interactive demo material(texts, assignments, supporting diagrams, tables, concepts). Creating slides with graphic images (students, while studying the material, create generalizing tables, diagrams, action algorithms, and at the stage of consolidating what they have learned or at the stage of repeating what they have learned, they use these tables and diagrams to solve educational and cognitive problems).

3. Educational control.

Computer tests, transformation and modeling of text, designed to control the level of knowledge acquisition by students, used at the stage of consolidation and repetition of what has been learned. Test control and the formation of skills using a computer suggests the ability to identify students’ knowledge and ignorance faster and more objectively than with the traditional method. This method of organizing the educational process is convenient and simple for assessment.

4. Independent search work– use of Internet resources, multimedia library of the school.

5 . Carrying out creative, research and competitive works on a personal computer with the ability to check them with a teacher and for further use of this material in the educational process, participation in district, regional and federal competitions.
6. Electronic dictionaries- literary studies, explanatory, etc., I especially want to highlight the terminological dictionary.
7. Training programs. They contribute to the formation of learning motivation, stimulate initiative and creative thinking.
8. Participation in telecommunications projects.
9. Participation in Internet festivals.

The result of using new information technologies in literature lessons

• increasing the effectiveness of teaching (development of students’ intelligence and independent work skills in searching for information; variety of forms of students’ learning activities in the classroom);
• implementation of an individual approach to learning (work independently at an optimal speed);
• expanding the volume of educational information presented;
• ensuring flexibility in managing the educational process (tracking the process and results of your work);
• improving the organization of the lesson (didactic material is always available in sufficient quantity);
• improving the quality of monitoring students’ knowledge and diversifying its form;
• inclusion of students in collective activities in pairs and groups;
• increasing the child’s interest in studying the subject and learning in general), improving the quality of education, activating the creative potential of the student and teacher, including schoolchildren and teachers in the modern space of the information society, self-realization and self-development of the student’s personality.

The educational process currently must develop and self-determine the student in the modern environment in accordance with his interests, capabilities and inclinations. In terms of teaching a foreign language, learning can be carried out through such components as: tolerance, adaptation in society, deep knowledge of the subject, creativity, critical thinking and communication. The technology of creative workshops helps students develop all these skills. The workshop is one of the main developing, training and educational forms. One of the most accurate definitions of a creative workshop was given by V.M. Monakhov “A pedagogical workshop is a model of joint pedagogical activity thought out in every detail in the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for students and teachers.”

In recent years, the method of creative workshops (or in other words, the method of French workshops) has begun to be used in many countries, since its principles and ideas correspond to the value guidelines of teachers today: interest in individuality, humanization of upbringing and education, the desire to cultivate creative, free and independent personality.

This technology first appeared in Russia in 1990. Employees of the St. Petersburg State University of Pedagogical Excellence decided to try to adapt this technology to Russian school education. This technology, unusual for the Russian system, was developed by French teachers - representatives of JFEN - the “French Group of New Education”. This movement was started by the following psychologists A. Vallon, P. Langevin, J. Piaget and others. This technology is aimed at addressing the child’s personality, his searches, interests and goals.

The essence of this technology is expressed in the following main provisions:

1. A person with a new worldview is a socially responsible, independent, constructively armed person, capable of exerting a positive influence on the world around him and himself.
2. Any child has the ability to practically any type of human activity: to master music, fine arts, natural sciences and humanities. The only difference is what methods will be used in the education process.
3. Intensive methods of training and personal development.

Features of the technology of creative workshops are the creation of an atmosphere of cooperation in communication, the student’s interest in studying the topic, the “inclusion” of the child’s emotional sphere, the joint search for truth by the teacher and students (they are equal in the search for this truth). All information is presented by the teacher in small doses; during the lesson, formal assessment of the student’s work is excluded; students must evaluate themselves and, if necessary, correct themselves. It is very important to note that the use of such technology helps to develop the student’s skills in pair, group and individual work, and develops the creative sides of the student’s personality.

The purpose of creative workshops is to provide students with a psychological tool that allows them to personally develop themselves, become aware of themselves, their place in the world, understand other people, as well as the patterns of world development.

The workshops are based on the ideas of problem-based learning, developmental learning, critical thinking, collective teaching, the ideas of famous Russian teachers and methodologists P.Ya. Galperina, L.S. Vygotsky, Sh.A. Amonashvili, L.V. Zankova, S.N. Lysenkova, D.B. Elkonina, V.V. Davydova.

Creative groups can be organized according to the following principles:

1. The class is divided into 3 groups: strong students; average students; weak students;
2. The class is divided into groups, each of which has strong, average and weak students.

The technology of pedagogical workshops is characterized by the following basic principles:

• skill to work in team;
• the teacher’s attitude towards the student as an equal;
• critical thinking;
• independent collection of knowledge by the student using critical thinking to the information being studied;
• independence in solving creative problems;
• acting as a leader;
• respect for the opinions of others.

The implementation of this technology involves the following stages:

• Induction
• Self-construction
• Socioconstruction
• Socialization
• Advertising
• Gap
• Reflection

Induction is a problem situation – a beginning that motivates everyone’s creative activity.

Self-construction is the individual creation of a hypothesis.

Socioconstruction is group work related to solving a problem posed by the teacher.

Socialization is a group performance with a report in which everyone must prove themselves.

Advertising – presentation of works.

Gap is a culmination, the student’s internal awareness of the incompleteness or inconsistency of old knowledge with new knowledge.

Reflection is a reflection of the sensations and feelings of the participants that arose during the process.

The following information technologies can be used in workshop technology:

• Training programs – contribute to the formation of learning motivation, stimulate creative thinking and initiative;
• Interactive demonstration material (support diagrams, tables, tasks);
• Research work;
• Slide film is illustrative, visual material. This is the concrete visual basis of the lesson, making it bright, informative and entertaining, memorable;
• Creative competitions;
• Educational control – computer tests, modeling and text transformation, designed to monitor students’ learning, as well as to consolidate and repeat material;
• Participation in online festivals;
• Independent search work on the Internet - the use of Internet resources, as well as the multimedia library of the educational institution;
• Participation in telecommunications projects;
• Electronic dictionary (explanatory, terminological, language).

When simulating a training session in the workshop technology mode, the level of the student’s learning capabilities is diagnosed. These technologies have their own law - do it based on your abilities, personal experience and interests, correct yourself, so there are no exact methods for conducting workshops.

Having studied and analyzed all the material, we can conclude that the technologies of creative workshops in foreign language lessons have a positive impact on the development of the child’s cognitive abilities, his psychophysiological and personal characteristics, increase creative activity and broaden his horizons.

Bibliography:

1. Vygotsky L.S. Mental development of children in the learning process. - Digest of articles. – Moscow–Leningrad: State educational and pedagogical publishing house, 1935. – 136 p.
2. Lysenkova, S. N. Using the method of advanced learning: a book for teachers: from work experience. – Moscow: Education, 1988. – 192 p.
3. Monakhov V. M. Pedagogical technology of Professor V. M. Monakhov. – Special release of the Pedagogical Bulletin. – Successful learning, 1997.
4. Pedagogical workshops: theory and practice. – St. Petersburg, 1998. – 318 p.
5. Pedagogical workshops France-Russia./Ed. E.S. Sokolova. – M.: New School, 1997 – 128 p.
6. Salnikova T.P. Pedagogical technologies: Textbook. – M.: TC Sfera, 2005. – 128 p.
7. Selevko G.K. Modern educational technologies. - M.: Public Education, 1998. – 256 p.