Educational technologies, their application in the work of the class teacher

Between the technological and methodological approaches toeducational process is formally absent contradictions. However, their evaluation by different scientists is carried out in different ways. Some researchers say that the method of education is a concept broader than technology. Others support the reverse point of view. In particular, scientists consider teaching and educational technologies in a broad sense, including in them and technology. The latter, in turn, assumes the mastery of the teacher by certain methods. Let's consider what modern technologies of education represent. In the article their signs, forms, features will be considered.

Teaching practice

Within the framework of the methodology, means and methods are studiedinteraction between teacher and children. At the same time, they do not line up on a specific algorithm, in a certain logical sequence. Educational pedagogical technologies differ from the methodology by targeting the given diagnosed result. Together with this they are not reduced to the reproduction of actions by an exact algorithm. This is due to the fact that pedagogical practice presupposes creativity of teachers and children within certain limits. In accordance with another approach to the differentiation of these phenomena, the technique is considered primarily as a system of specialist activities. Educational pedagogical technologies, in addition, describe the behavior of children. The technique is distinguished by a "soft" recommendation character. Educational technologies more rigorously illustrate the sequence of actions of teachers and children, deviation from which can create obstacles for achieving the planned indicators. Techniques are more based on intuition, personal qualities of a specialist, existing educational traditions. In this regard, it is problematic to reproduce them.

Educational technologies: concept

The definition can be viewed from variousparties. In the classical form of technology, educational systems are components of teaching skills that provide a professional, scientifically based choice of a certain operational influence of a specialist on a child within the framework of his interaction with the world. These elements of activity make it possible to form a relation to the environment among children. Technology education should harmoniously combine the freedom of individual expression and socio-cultural norms. These teaching components form a specific system. It facilitates the establishment of such interactions between the participants in the process, in which the planned goal is achieved in direct contact. It consists in involving children in cultural universal human values.

Fundamental principles

Modern school makes other, different fromformer requirements for specialists and the entire education system. In this regard, at the scientific level, the development of components of professional activity, most responsive to real conditions. Work in school today is built on certain principles. The key ideas underlying the development of schemes and models include:

1. The transition from the formation of personality within the command-administrative system to the creation of conditions for individual self-actualization.
2. Democratization and humanization of the institution of education.
3. Possibility to choose methods, positions, ideas, organizational forms, means in the implementation of professional activities.
4. Introduction of experimental and experimental-pedagogical work of specialists and institutions, the formation of author's concepts.
5. Possibility of realization of creative potential.

Characteristic

Innovative educational technologies are different:

1. Systematic.
2. Conceptuality.
3. Efficiency.
4. Manageability.
5. Humanity.
6. Democracy.
7. Reproducibility.
8. Subjectivity of pupils.
9. The presence of clear techniques, stages, rules.

The key elements of technology include:

1. Accounting for the needs of children.
2. Psychological and pedagogical support.
3. Positive perception of children.
4. Game activity.
5. Use in the work of techniques and tools that exclude mental and physical pressure, coercion.
6. Appeal of the person to himself.
7. Educating situations.

Work in the school involves two levels of mastering the professional components:

1. Elementary. At this level, only the basic operations of key technology elements are mastered.
2. Professional. This level assumes the free possession of several different educational technologies.

Specificity

Manifestations of educational culture of teachersapproaching technology in the presence of certain conditions. First of all, this should be well-known, relatively mass ways and forms of interaction with children. Secondly, in professional activity it is necessary to identify typicality, stability, which could be identified and described. Thirdly, the way of interaction should include the potential for achieving a concrete result. The specified criteria, according to Polyakov, correspond to such modern educational technologies as:

1. Creative collective work.
2. Dialogue "teacher-foster child".
3. Training of communication.
4. Show technology. These include the organization of competitions, competitions, etc.
5. Problem work in groups. In the framework of such activities, discussions are held on situations, debates, discussions, drafting projects, etc.

Classification

As such, there is no separation of technologies. However, scientists classify them according to these or other criteria. For example, Seleuco defines technologies:

1. Personally oriented.
2. Focused on cooperation.
3. Assuming free education.
4. Authoritarian.

The modern school conducts the following division of components:

1. Partially methodological.
2. General teaching.
3. Local.

The latter include systems:

• Presenting an educational requirement.
• Creating educational conditions.
• Information impact.
• Organization of activities in groups.
• Formation of success situations.
• Ethical protection.
• Reactions to the act, etc.

Among privately-methodological technologies are distinguished:

• KTD IP Ivanova.
• Individual support of O. Gazman.
• The moral education of AI Sheshurin.
• Detection and development of individual creative abilities IP Volkov et al.

The systems of Sh. A. Amonashvili, LI Novikova, VA Karakovskii and NL Selivanov belong to the general educational system.

Individual schemes

The educational process in personal interaction with the child suggests:

1. Investigation of the integrative characteristics of individual properties.
2. Creating an image of "I".
3. Study of the inclinations and interests of the child.
4. Development of individual methods of influence.

This group includes the following schemes:

1. Creation of success situations.
2. Conflict resolution.
3. Ethical protection.
4. Pedagogical evaluation.
5. Reactions to Complicated Behavioral Acts
6. Dialogue "teacher-foster child".

Group interaction

The educational process in the team is basedmainly on dialogue forms of communication. Debates, discussions and other techniques are very effective and can be used when interacting with parents. Separate system components can be used for primary school students. The most popular systems include:

1. Demanding.
2. Creation of moral and psychological conditions in the classroom.
3. Problematic activities in the group.
4. Show technology.
5. Game interaction.

Forms of activity

They represent the external expression of the process. Forms reflect its content, means, goals and methods. They have certain time limits. Under the form of educational activity is understood the order, according to which the organization of specific acts, procedures, situations, within which there is interaction of participants in the process, is carried out. All its elements are aimed at realizing specific tasks. Modern educational technologies can be conditionally combined into several categories, which differ from each other on specific grounds. In each of them, in turn, there are several kinds of forms. They can have a huge number of methodical modifications. Researchers name 3 main types of forms of educational activity:

1. Ira.
2. Events.
3. Cases.

These categories differ in terms of participants' positions, target orientation, objective opportunities.

Events

These include classes, events, situations in whichcollective, which are organized for children for direct educational influence on them. As one of the characteristic features of events is the contemplative-performing position of younger participants and the organizational role of the elders. New educational technologies include types of forms of activity that can be attributed to objective measures according to objective criteria:

1. Disputes.
2. Discussions.
3. Conversations.
4. Cultural trips.
5. Excursions.
6. Training sessions.
7. Walking.

Activities can be organized when:

1. It is necessary to solve educational tasks. For example, children need to communicate valuable, but difficult to understand information from the field of ethics, ecology, etc., to introduce the political or cultural life of society, works of art.
2. There is a need to refer to the contentan educational process that requires high competence. For example, it can be the solution of problems related to issues of public life, economy, culture, people's politics. In these cases it is advisable to conduct the activities with the involvement of experts.
3. Organizational functions are very difficult for children.
4. The task is solved, connected with the direct training of pupils to something - cognitive skills or practical skills. In this case, it is advisable to conduct trainings, workshops, etc.
5. It is necessary to take measures aimed at strengthening children's health, physical development, maintaining discipline, etc.

Cases

The use of educational technologies,including the above measures, is inappropriate when children themselves, with the support of older teachers, are in a position to organize the development and exchange of activities and information. In such cases, preference should be given to another kind of business. They represent a common work, an important event, which are organized and implemented by the team members for the benefit of someone and themselves. Characteristic features of this type of activity include:

1. Active-constructive position of children.
2. Participation of pupils in the process of organization.
3. Socially significant character of the content.
4. Children's independence and mediation of adults.

In practice, cases can be implemented in different ways, depending on the organizer and the degree of creative development of participants. By the nature of the incarnation, you can divide them into 3 groups:

1. Cases in which the organizing functionis assigned to an organ or person. They can be expressed in the form of simple, productive, common work. For example, it can be a concert for parents, planting trees, making souvenirs, etc.
2. Creative things. In them, the organizing function is assigned to some part of the collective. It conceives, plans, prepares and conducts something.
3. Collective creative deeds. In the organization and the search for the best solutions in such cases, everyone takes part.

Programs

Teachers-educators are trying, with oneparties, use different technologies, types and forms of activity, on the other hand, distinguish one type among the existing variety and consider it as a backbone. With its help, experts build a scheme of interaction with a specific team, form the individuality of the class. In order for activities and their impact on the personal development of each child to become more focused, teachers combine individual activities and cases into larger blocks. As a result, an extensive topic on educational work can be formed, a social and educational project, a key case, etc. Among the most common options for implementing this approach, one can name:

1. Development and implementation of targeted programs "Communication", "Leisure", "Health", "Lifestyle", etc.
2. The consolidation of cases into large blocks for acquaintance with universal human values ​​on the themes: "Man", "Earth", "Labor", "Knowledge", "Culture", "Fatherland", "Family".
3. Systematization of events and cases in areas related to the development of such potentials as value, cognitive, artistic, aesthetic, communicative, etc.
4. Formation of the annual spectrum of traditional classroom affairs, through which the optimal distribution of efforts of participants in the process and educational impact in time.

General algorithm of organization and holding of the event

Any educational technology in schoolare implemented according to certain schemes. They differ depending on the forms of activity included in them. So, when organizing and carrying out events, it is important to pay attention to the name of the type of work, since certain methodological ideas can be laid in it. For example, the teacher decides to organize a tournament of scholars. The specialist should have an idea of ​​how this form of the event differs from the competition. The tournament is a competition in a circular system, when all participants have one or more meetings with each other. Competition, in turn, is a competition aimed at identifying the best participants. When organizing an event, it is necessary to take into account the level of development of the class and the upbringing of children, their interests, environmental conditions and objective opportunities. The teacher should clearly formulate the tasks. They must be specific and result-oriented. The wording reflects the key idea, the focus on the development of feelings, behavior and consciousness of pupils. At the preparatory stage, it is necessary to create an initiative group. Its activities are carried out on the principle of cooperation. The position of the teacher will depend on the organization and the degree of formation of the team. At this stage, it is necessary to create the right psychological attitude - to form the willingness and desire of children to participate in the event. The beginning of the direct conduct should activate and tune the pupils. Among the key methodological requirements, special attention needs to be given to the clarity of the implementation of the event. In the final part, the children's positive emotions, motivation, feelings of belonging, satisfaction, and development of self-esteem should be strengthened.

Conclusion

Educational technologies are of great importancein educational activities today. Current schemes of influence on children's consciousness and behavior contribute to their faster adaptation in the world around them. At the same time, all educational technologies are somehow connected with general education programs. Forms of interaction and influence can be very different. When choosing a particular technology, the teacher should focus on the individual characteristics of children, the specifics of their perception of the surrounding reality, the level of education. Talking with parents will also be important.