1. One of the most revolutionary modern educational technologies is massive open online courses(massive open online course - MOOC), which began at Stanford with Udacity and Coursera (in 2012) and with the MIT edX initiative.

Open online courses make quality education so accessible that it was previously unimaginable - for example, I grew up in Chisinau and could not even dream of listening to lectures by world-class teachers without leaving home and getting paid for these courses diplomas.

First, universities began to post their lectures, in particular, MIT made its library of lectures for many years, then other functions began to be added to them. To make it open free course with test tasks that will allow one to say that a person has successfully passed it, educational technologies came two years ago.

2. The next technology is the so-called big data.

When you set search parameters on the Internet, the entire online world is adjusted to your parameters. This is not the case in education yet. In computer and network educational methods, you can collect and analyze data, for example, about a million clicks and see what exactly a person has problems with, where he does not understand; you can compare him with other students; You can give recommendations on how to promote learning, you can build personal trajectories.

Big data itself allows us to draw a lot of interesting conclusions, and thanks to it, pedagogy turns into an exact science, which it was not before. If earlier we received information by interviewing a thousand people, or conducted an experiment in a hundred schools, or assessed the effectiveness of teaching several times a year, now we can try anything on an infinite number of students and see what works and what doesn’t, what methods and pedagogical techniques give results, but what is the non-projected and non-scalable effect of the charisma and personal properties of the teacher. Big data makes it possible to make the learning process more accurate. In addition, they make possible the existence of the next technology - adaptive learning.

3. Adaptive learning- this is when a student receives, based on big data, recommendations on the content, process, methods and pace of learning, when an educational trajectory is built for him. All commercial online services (for example, a ticket sales site) endlessly adapt to you, because this is how they make money. The same can now be done in education. The most famous startup in this area, Knewton, takes any content (video, game, lecture) and uses a huge number of different metrics on this content to understand how a person interacts with it. Just as websites have Google analytics, adaptive learning is such an analytics tool for education. At the same time, he not only collects data, but also processes it and recommends to the student the content that will be most effective for him.

4. Learn by Playing: Another Powerful New Educational Technology gamification. Everyone knows that learning through play is the best thing you can come up with, this is how children learn, all this has long been proven by research. The point of gamification is to extract game mechanics, structure, and framework from a game and apply them to a non-game context: for example, turning washing dishes into a game. In Russia they started talking about it after the rise of Foursquare, which gamified its application, and everyone began to try to gamify everything.

5. Another technique that is now gaining momentum is mixed (hybrid) learning, blended learning. Its point is to combine learning on a computer and communication with a live teacher. Thanks to the fact that you can individually assemble a course from parts of different courses, gamify, adapt, collect data and give feedback, blended learning has the opportunity to build a truly individual educational trajectory and give the child control of his learning.

It looks like this: a child comes to school, receives a playlist that says: now you will do this, then you will go there, then here. There are no lessons at school, no classes. Each student follows his own program. The playlist can be printed on paper, can be in an application on the phone, or can be shown on the screen when entering. Next, the child goes to study on the computer. If he needs help, he studies with the teacher, and the teacher, thanks to the program, already knows what exactly the student misunderstood. The schedule also becomes very flexible and electronic, it changes every day, and the teacher also receives a playlist every day, which says: today you need to help this person with this, then collect these three and do this with them. The child manages his own learning program, but cannot move to the next level until he has mastered the previous block perfectly. Thus, the classroom-lesson system is completely broken, because there are no traditional classes or lessons left.

What new educational technologies will give to traditional schools in the next five years:

On October 17-18, the Edutainme project, together with Digital October and MISiS, is holding a conference EdCrunch.ru dedicated to new technologies in education. Among the speakers are Charlie Harrington from Knewton, Daphne Koller from Coursera, Anant Agarwal (MIT-edX), Iversity - the founder of Steve Jobs' schools in Holland, ClassCraft - a project of a teacher who figured out how to gamify lessons in 25 thousand schools around the world.

• Educational technologies

List of modern pedagogical technologies (according to G. Selevko)

(according to Selevko G.)

Pedagogical technologies based on humane-personal orientation of the pedagogical process

4.1. Pedagogy of cooperation
4.2. Humane-personal technology Sh.A. Amonashvili
4.3. System E.N. Ilyina: teaching literature as a subject that shapes a person
4.4. Vitagen education technology (A.S. Belkin)

Pedagogical technologies based on the activation and intensification of student activities ( active methods training)

5.1. Gaming technologies
Gaming technologies in the preschool period
Gaming technology in junior school age
Gaming technologies in middle and high school age
5.2. Problem-based learning
5.3. Technology of modern project-based learning
5.4. Interactive technologies
Technology “Development of critical thinking through reading and writing” (RDMCHP)
Discussion technology
Technology "Debate"
Training technologies
5.5. Technology of communicative teaching of foreign language culture (E.I. Passov)
5.6. Technology of intensification of learning based on schematic and symbolic models educational material(V.F. Shatalov)

Pedagogical technologies based on the effectiveness of management and organization of the educational process

6.1. Programmed learning technology
6.2. Level differentiation technologies
Differentiation by level of development of abilities
Model “Intraclass (intrasubject) differentiation” (N.P. Guzik)
Model “Level differentiation of training based on mandatory results” (V.V. Firsov)
Model “Mixed differentiation” (subject-lesson differentiation, “mixed group model”, “stratum” differentiation)
6.3. Technology of differentiated learning based on children's interests (I.N. Zakatova)
6.4. Technology of individualization of learning (I. Unt, A.S. Granitskaya, V.D. Shadrikov)
Model of individual educational programs within the framework of productive education technology
Model of individual educational programs in specialized training
6.5. A collective way of teaching CSR (A.G. Rivin, V.K. Dyachenko)
6.6. Group activity technologies
Model: group work in class
Model: training in mixed-age groups and classes (RVG)
Models of collective creative problem solving
6.7. Technology S.N. Lysenkova: forward-looking learning using reference schemes with commented control

Pedagogical technologies based on didactic improvement and reconstruction of material

7.1. “Ecology and dialectics” (L.V. Tarasov)
7.2. “Dialogue of Cultures” (V.S. Bibler, S.Yu. Kurganov)
7.3. Consolidation of didactic units - UDE (P.M. Erdniev)
7.4. Implementation of the theory of the gradual formation of mental actions (P.Ya. Galperin, N.F. Talyzina, M.B. Volovich)
7.5. Modular learning technologies (P.I. Tretyakov, I.B. Sennovsky, M.A. Choshanov)
7.6. Integration technologies in education
Integrated educational technology V.V. Guzeeva
Technology of education of ecological culture
Global education concept
Concept of holistic pedagogy
Civic education concept
7.7. Content integration models academic disciplines
Model “Integration of Natural Sciences”
Model of "synchronization" of parallel programs, training courses and topics
Model “Integrated classes (lessons)”
Model "Integrated days"
Model of interdisciplinary connections
7.8. Concentrated learning technologies
Suggestive immersion model
Temporary immersion model M.P. Shchetinina
Technology of concentration of learning using sign-symbolic structures
Features of ideographic models

Private subjects educational technologies

8.1. Early and intensive training literacy (N.A. Zaitsev)
8.2. Technology for improving general educational skills in primary school(V.N. Zaitsev)
8.3. Technology of teaching mathematics based on problem solving (R.G. Khazankin)
8.4. Pedagogical technology based on a system of effective lessons (A.A. Okunev)
8.5. System of step-by-step teaching of physics (N.N. Paltyshev)
8.6. Technology of music education for schoolchildren D.B. Kabalevsky
8.7. Author's pedagogical technologies of "Russian Teachers of the Year"
Author's technology for the formation of musical thinking “Teacher of the Year in Russia - 92” A.V. Zaruby
Author's technology for teaching Russian language and literature “Teacher of the Year in Russia - 93” O.G. Paramonova
Author's technology for teaching literature “Teacher of the Year in Russia - 94” M.A. Nyankovsky
Author's speech development technology junior schoolchildren“Teacher of the Year in Russia - 95” Z.V. Klimentovskaya
The author's technology for developing students' personality while studying French“Teacher of the Year in Russia? 96" E.A. Filippova
Author's technology of labor training and education “Teacher of the Year in Russia? 97" A.E. Glozman
Author's technology for teaching mathematics “Teacher of the Year-98” V.L. Ilyina
Author's technology of musical education “Teacher of the Year in Russia - 99” V.V. Shilova
Author's technology for teaching Russian language and literature “Teacher of the Year in Russia 2000” V.A. Morara
Author's technology of teaching “Technology” “Teacher of the Year in Russia - 2001” A.V. Krylova
Author's technology of teaching a foreign language “Teacher of the Year in Russia - 2002” I.B. Smirnova
8.8. Technologies of textbooks and educational-methodological complexes
Technology of teaching materials “Educational program “School 2000-2100”

Alternative technologies

9.1. Technology for teaching children with signs of giftedness
9.2. Technology of productive education (Productive Learning)
9.3. Technology of probabilistic education (A.M. Lobok)
Features of language culture acquisition
Technology "Other Mathematics"
9.4. Workshop technology
9.5. Technology of heuristic education (A.V. Khutorskoy)
Forerunners, varieties, followers

Natural technologies

10.1. Nature-appropriate technologies for teaching language (A.M. Kushnir)
Nature-appropriate technology for teaching reading A.M. Kushnira
Nature-appropriate technology for teaching writing by A.M. Kushnira
Nature-appropriate teaching technology foreign language A.M. Kushnira
10.2. Summerhill Free School Technology (A. Neill)
10.3. Pedagogy of freedom L.N. Tolstoy
10.4. Waldorf pedagogy (R. Steiner)
10.5. Self-development technology (M. Montessori)
10.6. Dalton-plan technology
10.7. Technology of free labor (S. Frenet)
10.8. School Park (M. A. Balaban)
10.9. Holistic model of the free school T.P. Voitenko

Developmental education technologies

General fundamentals of developmental education technologies
11.1. Developmental education system L.V. Zankova
11.2. Technology of developmental education D.B. Elkonina - V.V. Davydova
11.3. Technology of diagnostic direct developmental training (A.A. Vostrikov)
11.4. A system of developmental education with a focus on developing the creative qualities of the individual (I.P. Volkov, G.S. Altshuller, I.P. Ivanov)
11.5. Personally oriented developmental training (I.S. Yakimanskaya)
11.6. Technology of self-development of the student’s personality A.A. Ukhtomsky - G.K. Selevko
11.7. School of Authorized Education (N.N. Khaladzhan, M.N. Khaladzhan)
11.8. Integrative technology of developmental education L.G. Peterson

Pedagogical technologies based on the use of new and cutting-edge information tools

12.1. Technologies for mastering information culture
Model “Informatization (computerization) of educational institutions”
12.2. Computer as an object and subject of study
12.3. Technology of using information and computer tools in subject teaching
12.4. Computer lesson technologies
12.5. Technology of mastering and developing computer support tools for the learning process
12.6. Technology of using the Internet in the educational process
TOGIS model (V.V. Guzeev, Moscow)
Telecommunications technologies
12.7. Education and socialization by media and communications
12.8. Media education technology
Model “Media education” as a training course
Model “Media education integrated with basic education”
Model “School Center SMK”
12.9. Use of ICT tools in school management

Social and educational technologies

13.1. Family education technology
13.2. Technologies of preschool education
13.3. Technology “School is an education center in social environment"(S.T. Shatsky)
13.4. Technologies of social and pedagogical complexes
Model “School - coordinator of educational activities social institutions»
Model “Commonwealth of School and Industry”
Model “Complex social- pedagogical support child"
Model “SPK as a specially designed environment”
13.5. Technologies of additional education
13.6. Technologies of physical education, saving and promoting health
13.7. Technologies of labor and professional upbringing and education
Technology of labor education and training in a modern mass school
Technology of contextual professionally oriented training
13.8. Technology for educating the spiritual culture of the younger generation
13.9. Technologies of religious (confessional) education
13.10. Technologies for raising and teaching children with problems
Model of differentiation and individualization of training
Compensatory learning technologies
Technology of working with problem children in public schools
Technologies for correctional and developmental education of children with mental retardation
13.11. Technologies of social and pedagogical rehabilitation and support for children with disabilities disabilities life activity (disabled)
Technology of working with mentally retarded children
Technology of working with children with special educational needs
13.12. Technologies for rehabilitation of children with impaired social connections and relationships
Model “KDN - coordinating center of social and educational work in the region”
Model “Center for Social Rehabilitation of Minors”
Model "Social Shelter"
Technology of anti-alcohol and anti-drug education of children and adolescents
Model “Correctional (Penitentiary) Institution”
13.13. Technologies for educating subjective social activity of a person
13.14. Technology for establishing public relations (PR? technologies)

Educational technologies

14.1. Technology of communist education of the Soviet period
14.2. Technology of “hard” collective education A.S. Makarenko
14.3. Collective technology creative activity I.P. Ivanova
14.4. Technology of humane collective education V.A. Sukhomlinsky
14.5. Technology of education based on systematic approach(V.A. Karakovsky, L.I. Novikova, N.L. Selivanova)
14.6. Educational technologies in modern mass schools
14.7. Technologies of individualized education
Generalized classification characteristics of individualized education technologies
Model (technology) of pedagogical support (O.S. Gazman)
Technology of tutor support for individual educational programs (T.M. Kovaleva)
Neurolinguistic programming technology
14.8. Education in the learning process
14.9. Technology of organizing self-education according to A.I. Kochetov, L.I. Ruvinsky

15.1. School of Adaptive Pedagogy (E.A. Yamburg, B.A. Broide)
15.2. Model “Russian School” (I.F. Goncharov)
15.3. Technology of the author's School of Self-Determination (A.N. Tubelsky)
15.4. Agroschool A.A. Katolikova
15.5. School of Tomorrow (D. Howard)
15.6. Center distance education“Eidos” (Khutorskoy A.V., Andrianova G.A.)
Other types of copyright schools

In-school management technologies

16.1. Basic technology for managing a comprehensive school
School management technology in development mode
Technology of school management based on results (according to P.I. Tretyakov)
16.2 Control technology methodical work(G.K. Selevko)
Pedagogical advice
16.3. Control optimization technology educational institution(Yu.K. Babansky)
16.4. Technology of pedagogical experiment
16.5. In-school monitoring technology
16.6. Technologies for design and development of technologies

Very little time will pass, and everything that was familiar to us in education (lectures, notebooks, slates) will become a primitive past. Editor online magazine about the future of education Edutainme Natalia Chebotar told “Snob” about what educational technologies will soon beyond recognition will change the learning process

1. One of the most revolutionary modern educational technologies is the massive open online course (MOOC), which began at Stanford with Udacity and Coursera (in 2012) and with the MIT edX initiative.

Open online courses make quality education so accessible that it was previously unimaginable - for example, I grew up in Chisinau and could not even dream of listening to lectures by world-class teachers without leaving home and getting paid for these courses diplomas.

First, universities began to post their lectures, in particular, MIT made its library of lectures for many years, then other functions began to be added to them. Educational technologies came to the idea of ​​creating an open, free course with test tasks that would allow one to say that a person has successfully completed it two years ago.

2. The next technology is the so-called big data.

When you set search parameters on the Internet, the entire online world is adjusted to your parameters. This is not the case in education yet. In computer and network educational methods it is possible to collect and analyze data, for example, on a million clicks and see what exactly a person has problems with, where he does not understand; you can compare him with other students; You can give recommendations on how to promote learning, you can build personal trajectories.

Big data itself allows us to draw a lot of interesting conclusions, and thanks to it, pedagogy turns into an exact science, which it was not before. If earlier we received information by interviewing a thousand people, or conducted an experiment in a hundred schools, or assessed the effectiveness of teaching several times a year, now we can try anything on an infinite number of students and see what works and what doesn’t, what methods and pedagogical techniques give results, and what is non-projectable and non-scalable the effect of charisma and personal characteristics of the teacher. Big data makes it possible to make the learning process more accurate. In addition, they make possible the existence of the next technology - adaptive learning.

3. Adaptive learning is when a student receives, based on big data, recommendations on the content, process, methods and pace of learning, when an educational trajectory is built for him.

All commercial online services (for example, a ticket sales site) endlessly adapt to you, because this is how they make money. The same can now be done in education. The most famous startup in this area, Knewton, takes any content (video, game, lecture) and uses a huge number of different metrics on this content to understand how a person interacts with it. Just like websites have Google analytics, adaptive learning is such an analytics for education. At the same time, it not only collects data, but and recycles them and recommends to the student the content that will be most effective for him.

4. Learn by playing: Another powerful new educational technology is gamification.

Everyone knows that learning through play is the best thing you can come up with, this is how children learn, all this has long been proven by research. The point of gamification is to extract game mechanics, structure and framework from a game and apply them in a non-game context: for example, turning washing dishes into a game. In Russia they started talking about it after the rise of Foursquare, which gamified its application, and everyone began to try to gamify everything.

5. Another technique that is now gaining momentum is mixed (hybrid) learning, blended learning.

Its point is to combine learning on a computer and communication with a live teacher. Thanks to the fact that you can individually assemble a course from parts of different courses, gamify, adapt, collect data and give feedback, blended learning has the opportunity to build a truly individual educational trajectory and give the child control of his learning.

It looks like this: a child comes to school, receives a playlist that says: now you will do this, then you will go there, then here. There are no lessons at school, no classes. Each student follows his own program. The playlist can be printed on paper, can be in an application on the phone, or can be shown on the screen when entering. Next, the child goes to study on the computer. If he needs help, he studies with the teacher, and the teacher, thanks to the program, already knows what exactly the student misunderstood. The schedule also becomes very flexible and electronic, it changes every day, and the teacher also receives a playlist every day, which says: today you need to help this person with this, then collect these three and do this with them. The child manages his own learning program, but cannot move to the next level until he has mastered the previous block perfectly. Thus, the class-lesson system is completely broken, because there are no traditional classes or lessons left.

What new educational technologies will give to traditional schools in the next five years:

The traditional classroom-lesson system will die out, and everyone will be able to learn at their own pace, in their own way. curriculum, as much as he needs to complete the program. This means that strong students will be able to move forward on their own, while weak students will receive more attention and support due to quick feedback within the programs and freed especially for them the time of the teacher.

The verification of work, final exams, and the Unified State Examination are automated.

Parents, even unnoticed by themselves, will begin to participate more actively in educational process, receiving notifications about the child’s life at school via a mobile phone (this is already available). Educational applications will appear that will generate reports on the child’s progress, give guidelines about how exactly a parent can help their child learn a specific topic - where to go, what to watch, read, what to talk about and how to engage.

There will be prompt feedback that was not previously available in training. It used to be like this: you hand in your work and get the result in a week, and during this time you have already completed new topic, and if you got a C in your work, then no one to the old topic does not return and the unclear question remains. On the Internet, many things are automated, and you receive instant feedback, you immediately know where you made a mistake, and you can immediately correct the mistake.

New educational methods will allow you to create content from many different pieces, collecting it for yourself. In science, interdisciplinarity is now becoming increasingly important, and today it is possible to create courses at the intersection of disciplines - take a piece from biology, chemistry and programming and assemble your course, which was impossible to do before.

TEACHER
List of technologies for certification

Scroll modern educational technologies

(according to G.K. Selevko)

No. Name technologies

1. Pedagogical technologies based on personal orientation of the pedagogical process

1.1. Pedagogy of cooperation

1.2. Humane-personal technology Ш. A. Amonashvili

1.3. System of E. N. Ilyin: teaching literature as a subject that shapes a person

2. Pedagogical technologies based on the activation and intensification of student activities

2.1 Gaming technologies

2.2. Problem-based learning

2.3. Technology communicative teaching of foreign language culture (E.I. Passov)

2.4. Technology intensification of learning based on schematic and symbolic models of educational material (V.F. Shatalov)

3. Pedagogical technologies based on the effectiveness of management and organization of the educational process

3.1. Technology; S.N. Lysenkova:promising- anticipatory training using reference diagrams with commented control

3.2. Technology level differentiation of training.

3.3. Level differentiation of training based on mandatory results (V.V. Firsov

3.4. Culture-educating technology differentiated learning according to children's interests (I. I. Zakatova).

3.5. Technology individualization of learning (Inge Unt, A. S. Granitskaya, V. D. Shadrikov

3.6. Technology program training

3.7. A collective way of learning CSR (A. G. Rivin, V. K. Dyachenko)

3.8. Group technologies.

3.9. Computer (new information) educational technologies.

4. Pedagogical technologies based on didactic improvement and reconstruction of the material

4.1."Ecology and dialectics" (L. V. Tarasov)

4.2."Dialogue of Cultures" (V. S. Bibler, S. Yu Kurganov)

4.3. Consolidation of didactic units-UDE (P. M. Erdniev)

4.4. Implementation of the theory of gradual formation of mental actions (M. B. Volovich)

5. Private subject pedagogical technologies.

5.1. Technology early and intensive literacy education (N. A. Zaitsev)

5.2. Technology improving general educational skills in primary school (V.N. Zaitsev)

5.3. Technology teaching mathematics based on problem solving (R. G. Khazankin)

5.4. Pedagogical technology based on; effective lesson systems (A. A. Okunev)

5.5. System of step-by-step teaching of physics (N. N. Paltyshev)

6. Alternative technologies

6.1. Waldor pedagogy (R. Steiner)

6.2. Free labor technology(S. Frenet)

6.3. Technology probabilistic education (A. M. Lobok)

6.4. Workshop technology

7. Nature-appropriate technologies

7.1. Nature-based literacy education (A. M. Kushnir)

7.2. Self-development technology(M. Montessori)

8. Technology developmental education

8.1. General Basics technologies developmental training.

8.2. System of developmental education L. V. Zankova

8.3. Technology developmental education D. B. Elkonina-V. V. Davydova.

8.4. Systems of developmental education with a focus on developing the creative qualities of the individual (I. P. Volkov, G. S. Altshuller,

I. P. Ivanov)

8.5. Personality-oriented developmental training (I. S. Yakimanskaya)

8.6. Technology self-development training (G.K. Selevko)

9.1. School of Adaptive Pedagogy (E. A. Yamburg, B. A. Broide)

9.2. Model "Russian school"

9.4. School Park (M. A. Balaban)

9.5. Agricultural school of A. A. Katolikov.

9.6. School of Tomorrow (D. Howard)

The teacher can also use other modern educational technologies.

And the future has already arrived
Robert Jung

“Everything is in our hands, so we can’t let them go”
(Coco Chanel)

“If a student at school has not learned to create anything himself,
then in life he will only imitate and copy.”
(L.N. Tolstoy)

Peculiarity federal government educational standards general education- their active nature, which sets the main task of developing the student’s personality. Modern education refuses the traditional presentation of learning outcomes in the form of knowledge, skills and abilities; the formulations of the Federal State Educational Standard indicate real activities.

The task at hand requires a transition to a new one system-activity educational paradigm, which, in turn, is associated with fundamental changes in the activities of the teacher implementing the new standard. Educational technologies are also changing; the introduction of information and communication technologies (ICT) opens up significant opportunities for expanding the educational framework for each subject in educational institution, including mathematics.

Under these conditions, the traditional school, which implements the classical model of education, has become unproductive. Before me, as well as before my colleagues, a problem arose - to transform traditional education, aimed at accumulating knowledge, abilities, skills, into the process of developing the child’s personality.

Moving away from the traditional lesson through the use of new technologies in the learning process eliminates the monotony of the educational environment and the monotony of the educational process, creates conditions for changing the types of activities of students, and makes it possible to implement the principles of health conservation. It is recommended to select a technology depending on the subject content, lesson objectives, students’ level of preparedness, the ability to satisfy their educational needs, and the age category of the students.

Often pedagogical technology is defined as:

. A set of techniques is an area of ​​pedagogical knowledge that reflects the characteristics of deep processes pedagogical activity, features of their interaction, the management of which ensures the necessary efficiency of the educational process;

. A set of forms, methods, techniques and means of transmitting social experience, as well as the technical equipment of this process;

. A set of ways to organize the educational and cognitive process or a sequence of certain actions, operations related to the specific activities of the teacher and aimed at achieving set goals (process chain).

In the context of the implementation of the requirements of the Federal State Educational Standards LLC, the most relevant are technologies:

v Information and communication technology

v Technology for developing critical thinking

v Project technology

v Technology of developmental training

v Health-saving technologies

v Technology problem-based learning

v Gaming technologies

v Modular technology

v Workshop technology

v Case - technology

v Integrated learning technology

v Pedagogy of cooperation.

v Level differentiation technologies

v Group technologies.

v Traditional technologies (classroom-lesson system)

1). Information and communication technology

The use of ICT contributes to the achievement of the main goal of modernization of education - improving the quality of education, ensuring the harmonious development of the individual, oriented in the information space, connected to information and communication capabilities modern technologies and having information culture, as well as present existing experience and identify its effectiveness.

I plan to achieve my goals through the implementation of the following tasks:

· use information and communication technologies in the educational process;

· to form in students a sustainable interest and desire for self-education;

· form and develop communicative competence;

· direct efforts to create conditions for the formation of positive motivation for learning;

· give students the knowledge that determines their free, meaningful choice of life path.

IN last years The question of using new information technologies V high school. It's not just new technical means, but also new forms and methods of teaching, a new approach to the learning process. Implementation of ICT in pedagogical process increases the authority of the teacher in the school community, since teaching is conducted at a modern, higher level. In addition, the self-esteem of the teacher himself grows as he develops his professional competencies.

Pedagogical excellence is based on the unity of knowledge and skills corresponding to the modern level of development of science, technology and their product - information technology.

Currently, it is necessary to be able to obtain information from different sources, use it and create it independently. The widespread use of ICT opens up new opportunities for teachers in teaching their subject, and also greatly facilitates their work, increases the efficiency of teaching, and improves the quality of teaching.

ICT application system

The ICT application system can be divided into the following stages:

Stage 1: Identification of educational material that requires specific presentation, analysis educational program, analysis thematic planning, selection of topics, choice of lesson type, identification of features of the lesson material of this type;

Stage 2: Selection and creation of information products, selection of ready-made educational media resources, creation of your own product (presentation, educational, training or monitoring);

Stage 3: Application of information products, application in different types of lessons, application in extracurricular activities, application in scientific leadership research activities students.

Stage 4: Analysis of the effectiveness of the use of ICT, study of the dynamics of results, study of the rating in the subject.

2) Technology of critical thinking

What is meant by critical thinking? Critical thinking - that type of thinking that helps to be critical of any statements, not to take anything for granted without evidence, but at the same time to be open to new ideas and methods. Critical thinking - necessary condition freedom of choice, quality of forecast, responsibility for one’s own decisions. Critical thinking, therefore, is essentially a kind of tautology, a synonym for quality thinking. This is more of a Name than a concept, but it was under this name that, with a number of international projects, the technological techniques that we will present below came into our lives.
The constructive basis of the “technology of critical thinking” is the basic model of three stages of organizing the educational process:

· At the stage call they are “recalled” from memory, existing knowledge and ideas about what is being studied are updated, personal interest is formed, and the goals for considering a particular topic are determined.

· On the stage comprehension (or realization of meaning), as a rule, the student comes into contact with new information. It is being systematized. The student gets the opportunity to think about the nature of the object being studied, learns to formulate questions as he correlates old and new information. Your own position is being formed. It is very important that already at this stage, using a number of techniques, you can independently monitor the process of understanding the material.

· Stage reflections (reflection) is characterized by the fact that students consolidate new knowledge and actively rebuild their own primary ideas in order to include new concepts.

In the course of working within the framework of this model, schoolchildren master various ways of integrating information, learn to develop their own opinions based on understanding various experiences, ideas and ideas, build conclusions and logical chains of evidence, express their thoughts clearly, confidently and correctly in relation to others.

Functions of the three phases of technology for the development of critical thinking

Call Motivational(inspiration to work with new information, awakening interest in the topic) Information(bringing to the surface existing knowledge on the topic) Communication (conflict-free exchange of opinions)

Understanding the content Information(obtaining new information on the topic) Systematization(classification of received information into categories of knowledge)

Reflection Communication(exchange of views on new information) Information(acquisition of new knowledge) Motivational(incentive to further expand the information field) Estimated(correlation of new information and existing knowledge, development of one’s own position, process evaluation)

Basic methodological techniques for developing critical thinking

1. “Cluster” technique

2. Table

3. Educational brainstorming

4. Intellectual warm-up

5. Zigzag, zigzag -2

6. “Insert” technique

8. “Basket of Ideas” technique

9. Technique “Compiling syncwines”

10. Test question method

11. Technique “I know../I want to know.../I found out...”

12. Circles on the water

13. Role-playing project

14. Yes - no

15. Technique “Reading with stops”

16. Reception “Mutual survey”

17. Technique “Confused logical chains”

18. Reception “Cross-discussion”

3). Project technology

The project method is not fundamentally new in world pedagogy. It originated at the beginning of this century in the USA. It was also called the problem method and was associated with the ideas of the humanistic direction in philosophy and education, developed by the American philosopher and teacher J. Dewey, as well as his student W. H. Kilpatrick. It was extremely important to show children their personal interest in the acquired knowledge, which can and should be useful to them in life. This requires a problem taken from real life, familiar and significant for the child, to solve which he needs to apply acquired knowledge, new knowledge that has yet to be acquired.

The teacher can suggest sources of information, or can simply direct the students’ thoughts in the right direction for independent search. But as a result, students must independently and in joint efforts solve the problem, applying the necessary knowledge, sometimes from different areas, to obtain a real and tangible result. All work on the problem thus takes on the contours of project activity.

Purpose of technology- stimulate students’ interest in certain problems that require possession of a certain amount of knowledge and through project activities, which involves solving these problems and the ability to practically apply the acquired knowledge.

The project method attracted the attention of Russian teachers at the beginning of the 20th century. The ideas of project-based learning arose in Russia almost in parallel with the developments of American teachers. Under the guidance of the Russian teacher S. T. Shatsky in 1905, a small group of employees was organized that tried to actively use project methods in teaching practice.

Later, already at Soviet power these ideas began to be quite widely introduced into school, but not sufficiently thought out and consistently, and by a resolution of the Central Committee of the All-Union Communist Party of Bolsheviks in 1931, the project method was condemned and since then, until recently, no serious attempts were made in Russia to revive this method in school practice.

In modern Russian school the project-based education system began to revive only in the 1980s - 90s, in connection with the reform school education, democratization of relations between teacher and students, search for active forms of cognitive activity of schoolchildren.

Practical application of design technology elements.

The essence of the project methodology is that the student himself must actively participate in acquiring knowledge. Project technology is practical creative tasks that require students to use them to solve problem problems and knowledge of the material at a given historical stage. Being a research method, it teaches to analyze a specific historical problem or a task created at a certain stage in the development of society. By mastering the culture of design, the student learns to think creatively and predict possible options solving the problems facing him. Thus, the design methodology:

1. characterized by high communication skills;

2. involves students expressing their own opinions, feelings, and active involvement in real activities;

3. a special form of organizing the communicative and cognitive activities of schoolchildren in a history lesson;

4. based on a cyclical organization of the educational process.

Therefore, both the elements and the project technology itself should be used at the end of studying a topic according to a certain cycle, as one of the types of repeating and generalizing lessons. One of the elements of this technique is project discussion, which is based on the method of preparing and defending a project on a specific topic.

Stages of work on the project

	Student activities	Teacher activities
Organizational preparatory	Selecting a project topic, defining its goals and objectives, developing an implementation plan for the idea, forming microgroups.	Forming the motivation of participants, advising on the choice of topic and genre of the project, assistance in selecting the necessary materials, developing criteria for assessing the activities of each participant at all stages.
Search	Collection, analysis and systematization of collected information, recording interviews, discussing the collected material in micro groups, putting forward and testing hypotheses, designing a layout and poster presentation, self-monitoring.	Regular consultation on the content of the project, assistance in systematizing and processing the material, consultation on project design, monitoring the activities of each student, assessment.
Final	Design of the project, preparation for defense.	Preparation of speakers, assistance in project design.
Reflection	Evaluation of your activities. “What did working on the project give me?”	Evaluation of each project participant.

4). Problem-based learning technology

Today under problem-based learning is understood as such an organization of educational activities that involves the creation, under the guidance of a teacher, of problem situations and the active independent activity of students to resolve them, as a result of which the creative mastery of professional knowledge, skills, abilities and the development of thinking abilities occurs.

Problem-based learning technology involves organizing independent learning under the guidance of a teacher. search activity students by decision educational problems, during which students develop new knowledge, abilities and skills, develop abilities, cognitive activity, curiosity, erudition, creative thinking and other personally significant qualities.

A problematic situation in teaching has educational value only when the problematic task offered to the student corresponds to his intellectual capabilities and helps to awaken in the students the desire to get out of this situation and remove the contradiction that has arisen.
Problem tasks can be educational tasks, questions, practical tasks, etc. However, you cannot mix a problem task and a problem situation. A problem task in itself is not a problem situation; it can cause a problem situation only under certain conditions. The same problem situation can be caused by different types of tasks. IN general view The technology of problem-based learning is that students are presented with a problem and, with the direct participation of the teacher or independently, explore ways and means of solving it, i.e.

v build a hypothesis,

v outline and discuss ways to verify its truth,

v argue, conduct experiments, observations, analyze their results, reason, prove.

According to the degree of cognitive independence of students, problem-based learning is carried out in three main forms: problem-based presentation, partial search activity and independent research activity. The least cognitive independence of students occurs with problem-based presentation: the communication of new material is carried out by the teacher himself. Having posed the problem, the teacher reveals the way to solve it, demonstrates to students the course of scientific thinking, forces them to follow the dialectical movement of thought towards the truth, makes them, as it were, accomplices of scientific search. In conditions of partial search activity, the work is mainly directed by the teacher with the help of special questions that encourage trained for independent reasoning, active search for an answer to individual parts of the problem.

Problem-based learning technology, like other technologies, has positive and negative sides.

Advantages of problem-based learning technology: contributes not only to the acquisition by students of the necessary system of knowledge, skills and abilities, but also to the achievement of a high level of their mental development, the formation of their ability to independently acquire knowledge through their own creative activity; develops interest in educational work; ensures lasting learning outcomes.

Flaws: large expenditures of time to achieve planned results, poor controllability of students’ cognitive activity.

5). Gaming technologies

Play, along with work and study, is one of the main types of human activity, an amazing phenomenon of our existence.

A-priory, a game- this is a type of activity in situations aimed at recreating and assimilating social experience in which self-government of behavior is formed and improved.

Classification of pedagogical games

1. By area of ​​application:

—physical

—intellectual

— labor

—social

—psychological

2. According to (characteristics) the nature of the pedagogical process:

— educational

—training

—controlling

- generalizing

—cognitive

—creative

— developing

3. According to gaming technology:

— subject

—plot

— role-playing

—business

—imitation

-dramatization

4. By subject area:

—mathematical, chemical, biological, physical, environmental

—musical

— labor

—sports

-economically

5. By gaming environment:

-no items

- with objects

—desktop

—room

—street

- computer

—television

—cyclic, with means of transportation

What problems does the use of this form of training solve:

—Carries out freer, psychologically liberated control of knowledge.

—The painful reaction of students to unsuccessful answers disappears.

—The approach to students in teaching becomes more sensitive and differentiated.

Game-based learning allows you to teach:

Recognize, compare, characterize, reveal concepts, justify, apply

As a result of using game-based learning methods, the following goals are achieved:

§ stimulated cognitive activity

§ mental activity is activated

§ information is spontaneously remembered

§ associative memorization is formed

§ motivation to study the subject increases

All this speaks about the effectiveness of learning during the game, which is professional activity that has features of both teaching and work.

6). Case - technology

Case technologies combine both role-playing games, and the project method, and situational analysis .

Case technologies are contrasted with such types of work as repeating after the teacher, answering the teacher’s questions, retelling the text, etc. Cases differ from ordinary educational problems (tasks, as a rule, have one solution and one correct path leading to this solution; cases have several solutions and many alternative paths leading to it).

In case technology, an analysis of a real situation (some input data) is carried out, the description of which simultaneously reflects not only any practical problem, but also actualizes a certain set of knowledge that must be learned when solving this problem

Case technology is not a repetition of the teacher, not a retelling of a paragraph or article, not an answer to a teacher’s question, it is an analysis of a specific situation, which forces you to raise the layer of acquired knowledge and apply it in practice.

These technologies help to increase students’ interest in the subject being studied, develop in schoolchildren such qualities as social activity, communication skills, the ability to listen and competently express their thoughts.

When using case technologies in elementary school, children experience

· Development of analytical and critical thinking skills

· Connection of theory and practice

· Presentation of examples of decisions made

· Demonstration of different positions and points of view

· Formation of skills to evaluate alternative options under conditions of uncertainty

The teacher is faced with the task of teaching children, both individually and as part of a group:

· analyze information,

· sort it to solve a given problem,

· identify key problems,

· generate alternative paths decisions and evaluate them,

· choose the optimal solution and formulate action programs, etc.

In addition, children:

· Gain communication skills

· Develop presentation skills

· Form interactive skills that allow you to effectively interact and make collective decisions

· Acquire expert skills and abilities

· Learn to learn by independently searching for the necessary knowledge to solve a situational problem

· Change motivation to learn

With active situational learning, participants in the analysis are presented with facts (events) associated with a certain situation according to its state at a certain point in time. The task of students is to make a rational decision, acting within the framework of collective discussion possible solutions, i.e. game interaction.

Towards case technology methods that activate educational process, relate:

· method of situational analysis (Method of analysis of specific situations, situational tasks and exercises; case stages)

· incident method;

· method of situational role-playing games;

· method of analyzing business correspondence;

· game design;

· discussion method.

So, case technology is an interactive teaching technology, based on real or fictitious situations, aimed not so much at mastering knowledge, but at developing new qualities and skills in students.

7). Technology of creative workshops

One of the alternative and effective ways studying and acquiring new knowledge is workshop technology. It is an alternative to classroom-lesson organization of the educational process. It uses relationship pedagogy, comprehensive education, education without rigid programs and textbooks, the project method and immersion methods, and non-judgmental creative activity of students. The relevance of the technology lies in the fact that it can be used not only in the case of learning new material, but also in repeating and consolidating previously learned material. Based on my experience, I concluded that this form of lesson is aimed at both the comprehensive development of students in the learning process and the development of the teacher himself.

Workshop - this is a technology that involves such an organization of the learning process in which the master teacher introduces his students into the process of cognition through the creation of an emotional atmosphere in which the student can express himself as a creator. In this technology, knowledge is not given, but is built by the student himself in a pair or group, based on his own personal experience, the master teacher only provides him with the necessary material in the form of tasks for reflection. This technology allows the individual to build his own knowledge, in this it is very similar to problem-based learning. Conditions are created for the development of creative potential for both the student and the teacher. The communicative qualities of the individual are formed, as well as the student’s subjectivity - the ability to be a subject, an active participant in activities, independently determine goals, plan, carry out activities and analyze. 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.

A workshop is similar to project-based learning because there is a problem to be solved. The teacher creates conditions and helps to understand the essence of the problem that needs to be worked on. Students formulate this problem and offer options for solving it. Various types of practical tasks can serve as problems.

The workshop necessarily combines individual, group and frontal forms of activity, and training proceeds from one to the other.

The main stages of the workshop.

Induction (behavior) is a stage that is aimed at creating an emotional mood and motivating students for creative activity. At this stage, it is assumed that feelings, the subconscious are involved and the formation of a personal attitude towards the subject of discussion. An inductor is everything that encourages a child to act. The inductor can be a word, text, object, sound, drawing, form - anything that can cause a flow of associations. This may be a task, but an unexpected, mysterious one.

Deconstruction - destruction, chaos, inability to complete a task with available means. This is working with material, text, models, sounds, substances. This is the formation of an information field. At this stage, a problem is posed and the known is separated from the unknown, work is carried out with information material, dictionaries, textbooks, a computer and other sources, that is, an information request is created.

Reconstruction - recreating your project to solve a problem from chaos. This is the creation by microgroups or individually of their own world, text, drawing, project, solution. A hypothesis is discussed and put forward, ways of solving it are created. creative works: drawings, stories, riddles, Work is underway to complete the tasks given by the teacher.

Socialization - this is the correlation by students or microgroups of their activities with the activities of other students or microgroups and the presentation of intermediate and final results of work to everyone in order to evaluate and adjust their activities. One task is given for the whole class, work is done in groups, the answers are communicated to the whole class. At this stage the student learns to speak. This allows the master teacher to teach the lesson at the same pace for all groups.

Advertising - this is a hanging, a visual representation of the results of the activities of the master and students. This could be a text, a diagram, a project and familiarize yourself with them all. At this stage, all students walk around, discuss, identify original interesting ideas, and defend their creative works.

Gap - a sharp increase in knowledge. This is the climax creative process, a new emphasis by the student on the subject and awareness of the incompleteness of his knowledge, an incentive to delve deeper into the problem. The result of this stage is insight (illumination).

Reflection - this is the student’s awareness of himself in his own activities, this is the student’s analysis of the activities he has carried out, this is a generalization of the feelings that arose in the workshop, this is a reflection of the achievements of his own thoughts, his own perception of the world.

8). Modular learning technology

Modular learning has emerged as an alternative to traditional learning. The semantic meaning of the term “modular training” is associated with the international concept of “module”, one of the meanings of which is a functional unit. In this context, it is understood as the main means of modular learning, a complete block of information.

In its original form, modular learning originated in the late 60s of the 20th century and quickly spread in English-speaking countries. Its essence was that the student, with a little help from the teacher or completely independently, can work with the individual task offered to him. curriculum, which includes a target action plan, a bank of information and methodological guidance for achieving the set didactic goals. The functions of the teacher began to vary from information-controlling to advisory-coordinating. The interaction between the teacher and the student in the educational process began to be carried out on a fundamentally different basis: with the help of modules, the conscious independent achievement of a certain level of preliminary preparedness by students was ensured. The success of modular learning was predetermined by the observance of parity interactions between the teacher and students.

primary goal modern school- create a training system that would provide educational needs each student in accordance with his inclinations, interests and capabilities.

Modular training is an alternative to traditional training; it integrates everything progressive that has been accumulated in pedagogical theory and practice.

Modular training, as one of the main goals, pursues the formation of students’ skills of independent activity and self-education. The essence of modular learning is that the student completely independently (or with a certain dose of help) achieves specific goals of educational and cognitive activity. Learning is based on the formation of the thinking mechanism, and not on the exploitation of memory! Let's consider the sequence of actions for constructing a training module.

A module is a target functional unit that combines educational content and technology for mastering it into a system of a high level of integrity.

Algorithm for constructing a training module:

1. Formation of a block-module of content of theoretical educational material of the topic.

2. Identifying educational elements of the topic.

3. Identification of connections and relationships between educational elements of the topic.

4. Formation of the logical structure of the educational elements of the topic.

5. Determining the levels of mastery of the educational elements of the topic.

6. Determination of requirements for the levels of mastery of educational elements of the topic.

7. Determination of awareness of mastering the educational elements of the topic.

8. Formation of a block of algorithmic prescription of skills and abilities.

A system of teacher actions to prepare for the transition to modular teaching. Develop a modular program consisting of CDTs (comprehensive didactic goals) and a set of modules that ensure the achievement of this goal:

1. Structure educational content into specific blocks.
A CDC is being formed, which has two levels: the level of mastery of educational content by students and orientation towards its use in practice.

2. IDCs (integrating didactic goals) are identified from the CDC and modules are formed. Each module has its own IDC.

3. IDC is divided into PDTs (private didactic goals); on their basis, UE (educational elements) are distinguished.

The principle of feedback is important for managing student learning.

1. Before each module, conduct an incoming examination of students’ knowledge of learning.

2. Current and intermediate control at the end of each UE (self-control, mutual control, comparison with the sample).

3. Output control after completion of work with the module. Goal: to identify gaps in mastering the module.

The introduction of modules into the educational process should be carried out gradually. Modules can be integrated into any training system and thereby enhance its quality and effectiveness. You can combine a traditional teaching system with a modular one. The entire system of methods, techniques and forms of organizing student learning activities, individual work, in pairs, and in groups fit well into the modular training system.

The use of modular learning has a positive effect on the development of students’ independent activities, self-development, and improving the quality of knowledge. Students skillfully plan their work and know how to use educational literature. They have a good command of general academic skills: comparison, analysis, generalization, highlighting the main thing, etc. Active cognitive activity of students contributes to the development of such qualities of knowledge as strength, awareness, depth, efficiency, flexibility.

9). Health-saving technologies

Providing the student with the opportunity to maintain health during the period of study at school, developing in him the necessary knowledge, skills and abilities in healthy image life and application of acquired knowledge in everyday life.

Organization educational activities taking into account the basic requirements for a lesson with a set of health-saving technologies:

· compliance with sanitary and hygienic requirements (fresh air, optimal thermal conditions, good lighting, cleanliness), safety regulations;

· rational lesson density (time spent by schoolchildren on academic work) must be at least 60% and no more than 75-80%;

· clear organization of educational work;

· strict dosage study load;

· change of activities;

· training taking into account the leading channels of information perception by students (audiovisual, kinesthetic, etc.);

· place and duration of application of TSO;

· inclusion in the lesson of technological techniques and methods that promote self-knowledge and self-esteem of students;

· building a lesson taking into account the performance of students;

· individual approach to students, taking into account personal capabilities;

· formation of external and internal motivation for students’ activities;

· favorable psychological climate, situations of success and emotional release;

· stress prevention:

work in pairs, in groups, both on the spot and at the board, where the led, “weaker” student feels the support of a friend; encouraging students to use different methods of solving, without fear of making a mistake and getting the wrong answer;

· conducting physical education minutes and dynamic breaks in lessons;

· purposeful reflection throughout the lesson and in its final part.

The use of such technologies helps preserve and strengthen the health of schoolchildren: preventing students from overwork in the classroom; improving the psychological climate in children's groups; involving parents in work to improve the health of schoolchildren; increased concentration; reduction in child morbidity rates and anxiety levels.

10). Integrated learning technology

Integration - this is a deep interpenetration, merging, as far as possible, in one educational material of generalized knowledge in a particular area.

Need to arise integrated lessons is explained by a number of reasons.

• The world surrounding children is learned by them in all its diversity and unity, and often school subjects aimed at studying individual phenomena split it into isolated fragments.
• Integrated lessons develop the potential of students themselves, encourage active knowledge of the surrounding reality, to comprehend and find cause-and-effect relationships, to develop logic, thinking, and communication abilities.
• The form of integrated lessons is non-standard and interesting. Usage various types work during the lesson maintains the attention of students at a high level, which allows us to talk about the sufficient effectiveness of the lessons. Integrated lessons reveal significant pedagogical possibilities.
• Integration in modern society explains the need for integration in education. Modern society Highly qualified, well-trained specialists are needed.
• Integration provides an opportunity for self-realization, self-expression, teacher creativity, and promotes the development of abilities.

Advantages of integrated lessons.

• Helps to increase learning motivation, develop students’ cognitive interest, develop a holistic scientific picture of the world and consider phenomena from several angles;
• To a greater extent than regular lessons, they contribute to the development of speech, the formation of students’ ability to compare, generalize, and draw conclusions;
• They not only deepen their understanding of the subject, but broaden their horizons. But they also contribute to the formation of a diversified, harmoniously and intellectually developed personality.
• Integration is a source of finding new connections between facts that confirm or deepen certain conclusions. Student observations.

Patterns of integrated lessons:

• the entire lesson is subject to the author's intention,
• the lesson is united by the main idea (the core of the lesson),
• the lesson is a single whole, the stages of the lesson are fragments of the whole,
• the stages and components of the lesson are in logical-structural dependence,
• selected for lesson didactic material corresponds to the plan, the chain of information is organized as “given” and “new”.

Teacher interaction can be structured in different ways. It could be:

1. parity, with equal participation of each of them,

2. one of the teachers can act as a leader, and the other as an assistant or consultant;

3. The entire lesson can be taught by one teacher in the presence of another as an active observer and guest.

Integrated lesson methodology.

The process of preparing and conducting an integrated lesson has its own specifics. It consists of several stages.

1. Preparatory	2. Executive	3.reflective.
1.planning, 2. organization of a creative group, 3. designing lesson content , 4.rehearsals.	The purpose of this stage is to arouse students’ interest in the topic of the lesson and its content.. There can be different ways to arouse students’ interest, for example, describing a problem situation or an interesting incident. In the final part of the lesson, it is necessary to summarize everything said in the lesson, summarize the students’ reasoning, and formulate clear conclusions.	At this stage, the lesson is analyzed. It is necessary to take into account all its advantages and disadvantages

eleven). Traditional technology

The term “traditional education” implies, first of all, the organization of education that developed in the 17th century on the principles of didactics formulated by Ya.S. Komensky.

Distinctive features of traditional classroom technology are:

Students of approximately the same age and level of training form a group that remains largely constant throughout the entire period of study;

The group works as one annual plan and the program according to the schedule;

The basic unit of instruction is the lesson;

The lesson is dedicated to one academic subject, topic, due to which students in the group work on the same material;

The work of students in the lesson is supervised by the teacher: he evaluates the results of studies in his subject, the level of learning of each student individually.

The academic year, the school day, the lesson schedule, school holidays, breaks between lessons are the attributes of the class-lesson system.

By their nature, the goals of traditional education represent the education of an individual with given properties. In terms of content, the goals are focused primarily on the acquisition of knowledge, skills and abilities, and not on personal development.

Traditional technology is, first of all, an authoritarian pedagogy of demands; learning is very weakly connected with the inner life of the student, with his diverse requests and needs; there are no conditions for the manifestation of individual abilities, creative manifestations of personality.

The learning process as an activity in traditional education characterized by a lack of independence and weak motivation for educational work. Under these conditions, the stage of realizing educational goals turns into work “under pressure” with all its negative consequences.

Positive sides

Negative sides

Systematic nature of training Orderly, logically correct presentation of educational material Organizational Clarity Constant emotional impact of the teacher's personality Optimal expenditure of resources during mass training

Template construction, monotony Irrational distribution of lesson time The lesson provides only initial orientation to the material, and achievement high levels transferred to homework Students are isolated from communication with each other Lack of independence Passivity or appearance of activity of students Weak speech activity (average speaking time for a student is 2 minutes per day) Weak feedback Average approach lack of individual training

Levels of mastery of pedagogical technologies

mastery		On practice
optimal	Knows the scientific foundations of various PTs, gives an objective psychological and pedagogical assessment (and self-assessment) of the effectiveness of the use of PTs in the educational process	Purposefully and systematically applies learning technologies (TE) in his activities, creatively models the compatibility of various TEs in his own practice
developing	Has an understanding of various PTs; Reasonably describes the essence of its own technological chain; actively participates in analyzing the effectiveness of the teaching technologies used	Basically follows the learning technology algorithm; Possesses techniques for designing technological chains in accordance with the set goal; Uses a variety of pedagogical techniques and methods in chains
elementary	A general, empirical idea of ​​PT has been formed; Builds individual technological chains, but cannot explain their intended purpose within the lesson; Avoids discussion issues related to PT	Applies elements of PT intuitively, sporadically, unsystematically; Adheres to any one teaching technology in its activities; allows violations in the algorithm (chain) of teaching technology

Today there are enough a large number of pedagogical teaching technologies, both traditional and innovative. It cannot be said that one of them is better and the other is worse, or that to achieve positive results you need to use only this one and no other.

In my opinion, the choice of one technology or another depends on many factors: the number of students, their age, level of preparedness, topic of the lesson, etc.

And the best option is to use a mixture of these technologies. Thus, the educational process for the most part represents a classroom-lesson system. This allows you to work according to a schedule, in a certain audience, with a certain permanent group of students.

Based on all of the above, I want to say that traditional and innovative methods training should be in constant relationship and complement each other. There is no need to abandon the old and completely switch to the new. We should remember the saying “EVERYTHING NEW IS WELL FORGOTTEN OLD.”

Internet and literature.

1).Manvelov S.G. Designing a modern lesson. - M.: Education, 2002.

2). Larina V.P., Khodyreva E.A., Okunev A.A. Lectures at the classes of the creative laboratory “Modern pedagogical technologies”. - Kirov: 1999 - 2002.

3).Petrusinsky V.V. Irgy - education, training, leisure. New school, 1994

4). Gromova O.K. “Critical thinking - how is it in Russian? Technology of creativity. //BS No. 12, 2001