Modern problems of science and education. Fundamental research Educational technologies according to the Federal State Standards at the university
Introduction of educational technologies in universities
Note 1
Currently, one of the pressing problems in the education system is ensuring accessibility to higher education for all segments of the population. The solution to this problem was achieved through the introduction of educational technologies in the country's universities.
The introduction of educational technologies provides the opportunity to create a qualitatively new educational environment. One of the priority areas in this area is the introduction of modern electronic technologies, namely distance learning, into the educational process.
From a pedagogical point of view, distance learning technology is interesting as a system that allows you to make the most of all modern technologies and at the same time meet the necessary learning requirements. Distance learning is characterized by flexibility of organizational forms, the ability to individualize the content of education, and, if necessary, intensify the learning process and exchange of information.
E-learning technologies are used in the following forms:
- Full-time and part-time forms. These forms of training contribute to the organization of independent work of students and constant monitoring of the educational process.
- Extramural. When organizing the educational process, the use of information technology is one of the main forms of presenting educational material and contributes to the development of practical work skills.
The introduction of modern technologies into the educational process of a university makes it possible to combine classroom and electronic forms of learning. The combination of two forms of learning is called blended learning, which ensures that the best features and qualities of electronic and classroom forms are used in the educational process.
The advantages of the classroom form of training are:
- ensuring social interaction that students need not only to satisfy the need for communication, but also for the purpose of comprehensive personal development;
- teaching methods are familiar and understandable to students;
- an educational space is being created in which every student has the opportunity not only to gain their knowledge, but also to experience communication, establishing connections, making acquaintances, etc.
Main advantages of e-learning:
- allows you to independently choose and determine the pace, time and place of training;
- provides flexible schedules and training programs, the opportunity to create an individual training plan;
- makes it possible to timely update the content of educational content.
The introduction of modern computer educational technologies in universities contributes to the formation and development of the level of independence of students. The use of computers allows us to resolve the existing crisis in education, which is associated with a shortage of teaching staff. Educational material can be presented in the form of audio and video lectures, which students can view and listen to at a convenient time and, if necessary, several times. This is not possible with traditional training.
Another innovation introduced by the use of computers in education is interactivity, which allows the development of an active learning process. The active process has a positive effect on students’ independent work in searching for and assimilating new information.
Note 2
Thus, the main type of educational technologies introduced into the educational process of universities are information and computer learning technologies.
Requirements for the introduction of educational technologies into universities
The introduction of computer technologies into the educational process of a university requires compliance with a number of requirements:
- availability of good hardware and software basis;
- availability of necessary training for teachers;
- Availability of developed electronic educational and methodological materials.
Much attention when introducing technology into the educational process of a university concerns educational and methodological materials. It is necessary not only to replace book publications with electronic ones, but to expand the existing library collection “in depth”. That is, to supplement printed publications with electronic resources, primarily where the book does not have the opportunity to work. However, it is important to preserve the main purpose of textbooks, books and manuals - the transfer of information. This is necessary, since book publications are still unrivaled in terms of convenience and breadth of application.
The availability of electronic resources and publications helps to provide the educational process with the necessary materials. In addition, electronic resources greatly facilitate the systematization and search for necessary information. Their use is quite wide - obtaining educational information, using them during practical tasks, conducting certifications, etc.
Innovative technologies for monitoring academic performance at a university
Modern educational technologies, in addition to optimizing and increasing the efficiency of the educational process at a university, also contribute to the organization of continuous monitoring of students’ acquisition of knowledge and skills.
Monitoring the level of knowledge and skills, implemented through modern technologies, allows you to control the level of quality at all stages of training, and not just at the time of certification, as was the case when using traditional education schemes.
Currently, modern technologies offer the following monitoring elements:
- academic activity
- boundary control;
- results of practical assignments (coursework, laboratory work, individual assignments);
- final control.
Modern universities are successfully implementing a program for the development and implementation of electronic educational technologies in the educational process. The library of electronic educational and methodological complexes integrated into the distance learning system of universities is integrally linked with the educational quality control system embedded in them by ensuring an objective assessment of results, since all types of activities are recorded, and the teacher evaluates only alienable results, the analysis of which can be available to the teacher , dean, curator, customer of training.
The word "technology" comes from the Greek words: "techne" - art, skill, skill and "logos" - science, law. Literally, “technology” is the science of craftsmanship.
Among the main reasons for the emergence of new psychological and pedagogical technologies are the following:
- the need for a deeper consideration and use of the psychophysiological and personal characteristics of students;
- awareness of the urgent need to replace ineffective verbal(verbal) way of transferring knowledge using a systematic - activity-based approach;
- the ability to design the educational process, organizational forms of interaction between teacher and student, ensuring guaranteed learning results.
In the context of implementing the requirements of the Federal State Educational Standard, the following technologies become the most relevant:
- Information and communication technology
- Project technology
- Developmental education technology
- Problem-based learning technology
- Gaming technologies
- Quest technology
- Modular technology
- Workshop technology
- Case – technology
- Integrated learning technology
- Pedagogy of cooperation.
- Level differentiation technologies
| Educational technologies | Achieved results |
| Problem-based learning | Creation of problematic situations in educational activities and organization of active independent activities of students to resolve them, as a result of which creative mastery of knowledge, abilities, skills occurs, and mental abilities develop. |
| Multi-level training | The teacher has the opportunity to helpthe weak, pay attention to the strong,the desire of strong students is realizedadvance faster and deeper in education.Strong students are confirmed in theirabilities, the weak get the opportunityexperience academic success, increaseslevel of learning motivation. |
| Project-based teaching methods | Working with this method makes it possibledevelop individual creativestudents' abilities, more consciouslyapproach professional and social self-determination |
Research methods in training | Allows students to independently expand your knowledge, delve deeply intothe problem under study and suggest ways to solve itdecisions, what is important when formingworldview. This is important for determiningindividual development trajectory of each schoolboy. |
Lecture-seminar- credit system | This system is mainly used inhigh school, because it helps studentsprepare for studying at universities. Givesthe ability to concentrate material intoblocks and present it as a single whole, andcontrol is carried out in advancepreparing students. |
Technology of use in teaching game methods: role-playing, business, and others types of educational games | Expansion of horizons, developmentcognitive activity, formationcertain skills and abilities,necessary in practical activities,development of general educational skills. |
Collaborative learning (team, group Job) | Collaboration is treated as an ideajoint development activitiesadults and children, The essence of the individualapproach is not to go from the educationalsubject, and from child to subject, go from thoseopportunities availablechild, apply psychologicalpedagogical personality diagnostics. |
Information communication technologies | |
Health-saving technologies | The use of these technologies allowsdistribute evenly during the lesson different types of tasks, alternatemental activity with physical exercises,determine the time of submission of complex educationalmaterial, allocate time to conductindependent work, normativeapply TSO, which gives positivelearning results. |
Innovation system portfolio assessments | Formation of personalized accountingachievements of the student as an instrumentpedagogical support for socialself-determination, trajectory determination individual personality development. |
Health-saving technologies – these are the conditions for a child’s education at school (lack of stress, adequacy of requirements, adequacy of teaching and upbringing methods); rational organization of the educational process (in accordance with age, gender, individual characteristics and hygiene requirements); compliance of educational and physical activity with the age capabilities of the child; necessary, sufficient and rationally organized motor mode.
Tasks health-saving educational technologies in the light of the implementation of the Federal State Educational Standard - preserving and strengthening the health of students, developing their values and culture of health, choosing educational technologies that eliminate overload and preserve the health of schoolchildren.
- Dynamic games and pauses
- Kinesiological exercises
- Eye exercises
- Facial exercises.
- Relaxation
- Breathing-voice games and exercises
Gaming technologies
Based on the nature of the pedagogical process, the following groups of games are distinguished:
a) teaching, training, controlling and generalizing;
b) cognitive, educational, developmental;
c) reproductive, productive, creative;
d) communicative, diagnostic, career guidance, psychotechnical, etc.
Thus, the classification of games according to G.K. Selevko includes the following groups of games:
By area of activity:
- physical,
- intellectual,
- labor,
- social
- and psychological.
According to the gaming method: subject, plot, role-playing, business, simulation and dramatization games.
A quest is a form of interaction between a teacher and children, which promotes the formation of skills to solve certain problems based on a choice of options, through the implementation of a specific plot. The quest game involves the integration of various types of children's activities, which is one of the requirements of the Federal State Educational Standard for Additional Education to the structure of the educational program of additional education and its volume (chapter 2, clause 2.6)
Quest is games in which players need to look for various objects, find a use for them, talk with various characters in the game, solve puzzles, etc. This game can be played both indoors and outdoors. Quest - This is a team game, the idea of the game is simple - the team, moving around the points, completes various tasks. But the highlight of this organization of play activity is that, having completed one task, children receive a hint to complete the next one, which is an effective means of increasing motor activity and motivational readiness for cognition and exploration.
Case technology
Case technology is the general name for teaching technologies, which are methods for analyzing situations.
Case technology is an interactive technology for short-term training, based on real or fictitious situations, aimed not so much at mastering knowledge, but at developing new qualities and skills in students.
Module - This is a target functional unit that combines educational content and technology for mastering it. The module includes:
target action plan;
information bank;
methodological guidance for achieving didactic goals.
Modular learning technology
A module can be considered as a training program, individual in content, teaching methods, level of independence, and pace of student activity.
The essence of modular learning is that the student independently achieves specific goals of educational and cognitive activity in the process of working with the module. The teacher’s tasks are to motivate the learning process, manage the educational and cognitive activities of students through the module and directly advise them.
Modular learning technology opens up wide opportunities for individualization of learning. In didactics, the principle of an individual approach involves taking into account such characteristics of the student that affect his educational activities and on which the results of the study depend. Such features primarily include learning ability, educational skills, training and cognitive interest.
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Technology for developing critical thinking
“Tell me and I will forget.
Show me and I will remember
Involve me and I will learn.”
(Confucius)
Currently, when person-centered learning has been chosen as the priority direction of training, our goal is to make it, on the one hand, meaningful and practical, and, on the other hand, accessible and interesting.
According to Russian teachers, the characteristic features of critical thinking are evaluativeness, openness to new ideas, one’s own opinion and reflection of one’s own judgments. Sergei Zar-Bek says that critical thinking is open thinking that does not accept dogma, developing by applying new information to life’s personal experience. Critical thinking is sometimes called directed thinking because it aims to produce a desired outcome.
The purpose of the technology for the development of critical thinking is to develop the thinking skills that children need in later life (the ability to make informed decisions, work with information, highlight the main and secondary, analyze various aspects of phenomena).
The relevance of this technology is that it allows lessons to be conducted in an optimal manner, children’s level of performance increases, and the acquisition of knowledge in the lesson occurs in a process of constant search.
This technology is aimed at the development of the student, the main indicators of which are evaluativeness, openness to new ideas, own opinion and reflection of one’s own judgments.
In the traditional education system, the goal was to develop the basics of literacy in children, when the teacher shows and explains, and the student remembers and repeats; and communication in the lesson, as a rule, was frontal. TRKM changes the activity of a student who is accustomed to receiving ready-made knowledge, submission, obedience, monotonous work in class, and therefore changes his semantic attitudes. When using TRCM, students are subjects in determining the goals of educational work and the criteria for assessing its results; Children have the opportunity to correct and edit their work. Such lessons give students the opportunity to express themselves, show their vision of the proposed topics and problems, and provide greater freedom of creative exploration.
The basic model of technology fits into the lesson and consists of three stages (stages): the challenge stage, the comprehension stage and the reflection stage.
Stages | Methodical techniques | Teacher activities | Student activities |
Stage I Call (awakening existing knowledge and interest in obtaining new information) |
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Stage II Understanding the content (receiving new information) |
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Stage III Reflection (comprehension, birth of new knowledge) |
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Stage I challenge
While working at this stage, all versions are accepted. Children are included in an active search; they reproduce information. The child asks himself the question “what do I know? on this problem, an idea is formed of what he does not know and wants to know. During the discussion, ideas are not criticized, but disagreements are recorded.
Brain attack.
As a methodological technique, brainstorming is used in the technology of critical thinking in order to activate existing knowledge at the “challenge” stage. In the first stage, students are asked to think and write down everything they know or think about a given topic; on the second, students exchange information. Pedagogical experience shows that paired brainstorming is very helpful for students who find it difficult to express their opinions in front of a large audience. Having exchanged opinions with a friend, such a student more easily comes into contact with the entire group. In addition, working in pairs allows many more students to speak.
"Plus - minus - question."
This technique is aimed at updating emotional relationships in connection with the text. When reading the text, it is proposed to record in the relevant chapters of the table information reflecting:
Column “P” contains information that, from the student’s point of view, is positive, column “M” is negative, the most interesting and controversial facts are entered in column “I”. It is possible to modify this table when the column “And” is replaced by the column “?” ("Have questions").
When using this technique, information is not only more actively perceived (listened to, recorded), systematized, but also evaluated. This form of organizing the material allows for discussion and debate on controversial issues.
“True and false statements” or “do you believe”
Students choose the “true statements” from those proposed by the teacher, justify their answer, describe a given topic (situation, setting, system of rules). After familiarizing themselves with the basic information (text of a paragraph, lecture on this topic), you need to return to these statements and ask students to evaluate them reliability using the information received in the lesson.
"Basket" of ideas.
This is a technique for organizing individual and group work of students at the initial stage of the lesson, when their existing experience and knowledge is being updated. It allows you to find out everything that students know or think about the topic being discussed in the lesson. You can draw a basket icon on the board, which will conventionally contain everything that all students know together about the topic being studied.
Cluster.
This is a way of graphically organizing material that makes it possible to visualize the mental processes that occur when immersed in a particular topic. The sequence of actions is simple and logical:
1. In the middle of a blank sheet of paper (chalkboard) write a keyword or sentence that is the “heart” of the idea or topic.
2. Place words or sentences around that express ideas, facts, images that are suitable for this topic. (Model “planet and its satellites”)
3. As you write, the words that appear are connected by straight lines to the key concept. Each of the “satellites”, in turn, also has “satellites”, and new logical connections are established.
The result is a structure that graphically displays our thoughts and determines the information field on this topic.
When working on clusters, the following rules must be observed:
1. Don't be afraid to write down everything that comes to mind. Give free rein to your imagination and intuition.
2. Continue working until time runs out or ideas run out.
3. Try to build as many connections as possible. Don't follow a predetermined plan.
The cluster system allows you to cover an excessive amount of information. In further work, analyzing the resulting cluster as a “field of ideas”, the directions for the development of the topic should be specified.
Key terms.
Students, using key words written on the board, after listening to the material, must distribute them in a certain sequence, and then, at the comprehension stage, find confirmation of their proposals by reading a paragraph in the textbook.
Stage II of comprehension.
At the stage of comprehension is given the opportunity to track the process of new ideas, that is, the student gains experience working with the text as an active and thinking reader using the following techniques of critical thinking technology: “insert”, “keeping double diaries”, “keeping logbooks”.
Insert – this is marking the text with icons as it is read:
٧ – already knew
New
Thought differently
? – I don’t understand, I have questions
Mark the margin if what you read matches what you know. | Put it in the margins sign if what you are reading is new to you. | Put it in the margins sign if what you read contradicts what you knew or thought you knew. | Put it in the margins sign if what you are reading is not clear or you would like more detailed information on a given issue. |
Logbooks– a general name for various teaching writing techniques, according to which students write down their thoughts while studying a topic. In the simplest version, students write down answers to the following questions in a logbook:
1. What do I know about this topic?
2. What did I learn new from the text on this topic?
The left column of the logbook is filled in at the call stage. When reading, during pauses and stops, students fill in the right one.
Table of “thin” and “thick” questions.
At the stage of understanding the content, the technique serves to actively fix questions as you read and listen; during reflection - to demonstrate understanding of what has been covered.
The table of “thin” and “thick” questions looks like this: on the left side are simple “thin” questions, on the right side are questions that require a more complex, detailed answer.
It is advisable to use a table in the lesson.
Work on the issues is carried out in several stages.
Stage 1 – students learn to ask questions using a table, writing down the continuation of each question in the table. First, the guys come up with “thin” questions themselves, then “thick” ones.
Stage 2 – students learn to write down questions based on the text: first, “thin” questions, and then “thick” questions.
Stage 3 - when working with the text, children write down one question for each part in each column of the table, which they ask their friends after reading. In order for children to have time to write down questions, the teacher must stop while reading.
One of the ways of graphic organization and logical and semantic structuring of material. The form is convenient because it provides an integrated approach to the content of the topic.
Step 1: Before reading the text, students independently or in a group fill out the first and second columns “I know”, “I want to know”.
Step 2: As they get acquainted with the text or in the process of discussing what they read, students fill out the “Learned” column.
Step 3: Summing up, comparing the contents of the graph.
Additionally, you can offer children 2 more columns - “sources of information”, “what remains unrevealed”.
"Reading with stops"
The technique works both during independent reading and when perceiving the text by ear. The work is organized as follows.
At the first stage, students’ existing knowledge related to the text, its author, and the context in which this work is studied is updated; interest in obtaining new information is evoked and stimulated; a new text is constructed based on its title and supporting words, its content and issues are predicted.
At the stage of understanding the content, the text, previously divided into parts, is read. After reading each part, a discussion takes place, ending with an obligatory question - a forecast: “What do you think will happen next and why?”
At the reflection stage, the text is considered as a whole. Students return to their initial assumptions and forecasts and relate them to the final conclusions. After interpreting what has been read, creative processing of the information received is organized.
The material on which the technology is implemented is literary text.
"Tree of Predictions"
This technique helps to make assumptions about the development of the plot line in a story or story. The rules for working with this technique are as follows: the trunk of the tree is the topic, the branches are assumptions that are made in two main directions - “possible” and “probably” (the number of “branches” is not limited), and, finally, the “leaves” - the rationale for these assumptions , arguments in favor of one opinion or another.
When using this technique, remember the following:
- You should not use the technique more than once in a lesson.
- all versions must be substantiated
- After reading, children should definitely go back to their guesses and see which guesses were correct and which were not and why.
"Six Thinking Hats"" - these are six ways of thinking.
White hat : In this situation, detailed and necessary information is accepted and discussed. Just the facts. They are clarified, specified if necessary, and new data is selected.
Yellow hat: Research possible benefits and positive aspects. Not just a positive assessment of a given event, phenomenon, fact, but a search for evidence and arguments.
Black hat: A critical attitude towards an event or phenomenon. It is necessary to express doubt about the feasibility, to find arguments against it.
Red hat: Feelings, guesses and intuitions. That is, the emotional perception of what was seen and heard, without substantiating the reasons for doubt.
Green hat: Focus on creativity, alternatives, new possibilities and ideas.
Blue hat: Management of thought processes. Organization of thinking. Thinking about thinking. What have we achieved? What needs to be done next?
Reception "Cube"
This technique is used at the comprehension stage. This technique:
– allows students to implement various focuses of consideration of a problem, topic, task;
– creates a holistic (multifaceted) understanding of the material being studied in the lesson;
– creates conditions for constructive interpretation of the information received.
A cube is glued together from thick paper. One of the following tasks is written on each side:
1. Describe it... (Describe color, shape, size or other characteristics)
2. Compare this... (What is it like? How is it different?)
3. Associate this... (What does this remind you of?)
4. Analyze it... (How is it made? What does it consist of?)
5. Apply it... (What can you do with it? How is it used?)
6. Give pros and cons (Support or refute it)
Students are divided into groups. The teacher rolls a dice over each table and thus determines from what perspective the group will think about a particular topic of the lesson. Students can write written essays on their topic or give a group presentation.
« Two-part diary"
This technique allows the reader to connect the content of the text with his own personal experience. Double diaries can be used when reading text in class, but working with this technique is especially productive when students are tasked with reading a large amount of text at home. On the left side of the diary, students write down those moments from the text that made the greatest impression on them, evoked some memories, associations with episodes from their own lives, puzzled them, caused protest or, conversely, delight, surprise, quotes in which they "stumbled". On the right, they should give a comment: what made them write down this particular quote. At the reflection stage, students return to working with double diaries, with their help the text is sequentially analyzed, students share the comments they made on each page. The teacher introduces students to his own comments if he wants to draw students’ attention to those episodes in the text that were not heard during the discussion.
Quote | Comments |
"Three-Part Diary"
Here, students answer their own questions after some time has passed. The contents of the "diary" columns may be changed.
3rd stage of reflection
At the reflection stage, all of the above techniques “work.” Tables and diagrams become the basis for further work: exchange of opinions, essays, research, discussions, etc.
"Sinquain" comes from the French word “cing” - five. This is a poem consisting of five lines: a short literary work characterizing an object (topic), which is written according to certain rules. Sinkwine is used to record emotional assessments, describe one’s current impressions, sensations and associations.
Rules for writing syncwine:
1 line – one word – the title of the poem, theme (usually a noun);
2nd line – two words (adjectives or participles) - description of the topic (words can be connected by conjunctions and prepositions);
3 line – three words (verbs): actions related to the topic;
4 line – four words – a phrase that shows the author’s attitude to the topic in the 1st line;
5 line – one word – an association, a synonym that repeats the essence of the topic in the first line, usually a noun.
"Essay"
The meaning of this technique can be expressed in the following words: “I write in order to understand what I think.” This is a free letter on a given topic, in which independence, manifestation of individuality, discussion, originality of problem solving, and argumentation are valued. Usually the essay is written directly in class after discussing the problem and takes no more than 5 minutes.
"RAFT" (translated as raft – “raft”)
R(ol) A(audience) F(form) T(ema).(description, narration or reasoning on behalf of the selected character)
The idea is that the writer chooses a certain role for himself, i.e. writes the text not on his own behalf. For timid, insecure students, this is a salvation, since such a move removes the fear of speaking independently. Then you need to decide for whom the text to be written is intended (for parents, students, etc.). The above parameters will largely dictate the format of the text being created (letter, essay, etc.). And finally, a topic is chosen. In fact, all of this can happen in reverse order or simultaneously. The choice can be made individually, but at first it is better to work in pairs, and then bring the proposed options to the whole class for discussion.
Discussion.
The form of group discussion contributes to the development of communication and the formation of independent thinking. Discussion can be used both at the challenge stage and at the reflection stage. The class is divided into two groups, and a task is given for discussion in groups.
As a result, each group must create a reminder and protect it.
Advantages of TRKM
Teachers working with children within the framework of critical thinking note the following advantages of this technology:
- working in pairs and in a small group doubles or triples the intellectual potential of the participants, and their vocabulary significantly expands;
- joint work contributes to a better understanding of difficult, information-rich text;
- there is an opportunity to repeat and master the material;
- dialogue about the meaning of the text is intensified (how to recode the text to present the received information to other participants in the process);
- respect for one's own thoughts and experiences is developed;
- a greater depth of understanding appears, a new, even more interesting thought arises;
- curiosity and observation become more acute;
- children become more receptive to the experiences of other children: working together forges unity, students learn to listen to each other, and are responsible for a joint way of knowing;
- written language develops reading skills in children and vice versa;
- during the discussion, several interpretations of the same content are revealed, and this once again works for understanding;
- develops active listening;
- the fear of the white sheet of paper and the audience disappears;
- provides an opportunity to shine in the eyes of classmates and teachers, dispel stereotypes of perception of a particular child, and increase self-esteem.
Difficulties that teachers experience while working
in this technology.
- It is very difficult to fully implement a lesson in this technology within the framework of a class-lesson system (like any other). It is better to double the lesson if possible.
- Not all children are able to work with a large amount of information. Not everyone's reading technique is the same; not everyone can work synchronously.
- Technology is not always effective in weak classes (like any other developmental technology).
- You need to familiarize yourself with the technology in detail, take the necessary courses, attend seminars, and lessons from colleagues. This is one of the conditions.
- Misunderstanding of strategies and methods.
- Non-acceptance of some techniques by children, unloved (creative nature and work with a large amount of information).
- There are a huge number of techniques in technology, making it difficult to choose.
- Difficulty in selecting material (from different sources).
- Small numbers of children in classes may hinder the implementation of CM technology.
- Large moral, time and material costs.
Educational results
- ability to work with an increasing and constantly updated information flow in different fields of knowledge;
- use different ways to integrate information;
- ask questions, formulate your own hypothesis;
- solve problems;
- develop your own opinion based on understanding various experiences, ideas and perceptions;
- express your thoughts (orally and in writing) clearly, confidently and correctly in relation to others;
- argue your point of view and take into account the points of view of others;
- the ability to independently engage in one’s own studies (academic mobility);
- to take responsibility;
- participate in joint decision making;
- build constructive relationships with other people;
- ability to collaborate and work in a group, etc.
Modern life sets its priorities: not simple knowledge of facts, not skills as such, but the abilityuse what you have purchased;not the amount of information, but the ability to receive it and model it; not consumerism, but creation and cooperation. The organic inclusion of work on the technology of developing critical thinking in the school education system provides the opportunity for personal growth, because such work is addressed, first of all, to the child, to his individuality.
ANNEX 1
Cluster
Topic "Noun"
Part of the sentence: subject, object, predicate
Changes according to animate and inanimate cases
varies according to numbers proper and common nouns
Noun
Part of speech varies by gender
answers the questions Who? What? denotes an object, phenomenon, sign
"True - False Statements"
Topic "Pronoun".
1. Only pronouns are written here: she, to him, alone, I, they, with me.
2. In a sentence, pronouns are only subject.
3. In a sentence, pronouns are a minor member or a subject
4. Pronouns can be 1st, 2nd or 3rd person.
5. Pronouns change according to cases and numbers.
6. In the sentence “He waited for a long time by the sea for an answer, but when he didn’t get it, he returned to the old woman,” the pronoun is a minor member.
Sinkwine
"Notes in the margins"
A noun is a part of speech that denotes an object and answers the questions who? or what? V
Nouns can be masculine, feminine or neuter. V Nouns change according to numbers and cases. ?
There are six cases in Russian: nominative, genitive, dative, accusative, instrumental, prepositional. +
Changing the endings of nouns according to questions is called changing by cases, or declension. There are nouns that are not declined: coat, metro, radio, cinema, highway. Nouns come in 1st, 2nd and 3rd declension. In the plural, nouns do not differ in declensions +
Nouns in the nominative case are the subject of a sentence. V
Nouns in the accusative case are a minor member in a sentence. +
"Thick and thin questions"
Theme by N. Nosov “Cucumbers”
Table “Z-H-U” (“I know – I want to know – I found out”)
The world. Topic: "Taiga".
"RAFT"
Let's define 4 parameters of the future text:
1.R - role (drop)
2. A – audience (students of the class)
3. F – form (fairy tale)
4. T – theme “Journey of a Droplet”
Completed by a primary school teacher
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QUEST - TECHNOLOGIES IN DOW
Relevance
At the present stage of development of the educational system in Russia, new technologies and forms of interaction with students and their parents are emerging, which are based on the activation of the former and the inclusion of the latter in direct participation in the educational process of preschool educational institutions.
They combine especially well in quest technology, or as it is also called an educational quest, which is most often popular among teenagers and adults due to the extraordinary organization of educational activities and an exciting plot. But in kindergarten we also use this technology and it is familiar to us under the name “station game”.
So what is a “quest”? Where did he come to us from? And what do we mean when we talk about an educational quest, about quest technology?
If we turn to the dictionary, then the very concept of “quest” will actually mean a game, a search that requires players to solve certain mental problems in order to overcome obstacles and move along a plot that can be defined or have many outcomes, where the choice will depend on the actions of the player himself.
From the history of quests
The ancestors of “real” quests are computer games in which players had to solve puzzles and overcome obstacles in order for their computer hero to reach the end of the game. Only all these tasks were performed in the virtual world. Unlike computer quests, quests in “reality” are still developing, and their history does not even last a decade..
The first attempt to transfer a virtual computer quest into reality was made in Asian countries in 2007, after which it began to be implemented in Europe, and then in Russia (2013). As you can see, this is a fairly new, young innovation, but despite this it is confidently gaining momentum and becoming a popular and sought-after trend.
Educational quest - this is a completely new form of educational and entertainment programs, with the help of which children are completely immersed in what is happening, receive a charge of positive emotions and are actively involved in activities, because what could be more exciting than a good game? A live quest not only allows each participant to demonstrate their knowledge and abilities, but also promotes the development of communication interactions between players, which stimulates communication and serves as a good way to unite the players.
There is an element of competition in quests, as well as the effect of surprise (unexpected meeting, mystery, atmosphere, scenery). They contribute to the development of analytical abilities, develop imagination and creativity, because participants can add to live quests as they progress. The use of quests allows you to move away from traditional forms of teaching children and significantly expand the scope of the educational space.
In order for the quest to be truly exciting and at the same time educational, to involve all participants and give everyone the opportunity to express themselves, the teacher is required to be highly professional both in terms of preparing such a game and during its implementation.
There can be many ideas for quests, but the most important thing is to implement everything correctly. The script should beclear, detailed, thought out to the smallest detail.
When preparing and organizing educational quests, it is necessary to determine the goals and objectives that the organizer sets for himself, taking into account the category of participants (children, parents), the space where the game will take place and write a script. The most important thing, and probably the most difficult, is to interest the participants.
Now let's move on to what is commonly called motivation in achieving the set goal. It's simple.There should be a prize at the finish line!
Like any technology, the educational quest has its own structure, which is presented on the slide., it all comes down to this:
Stage | |
I would like to draw your attention to the following steps: |
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Execution order. | Bonuses Fines |
Grade. Prize. Reflection (summarizing and evaluating the event) | The teacher focuses on 4 types of reflection to evaluate the event:
A mechanism for stimulating reflection can be conversation questions: “What new did you learn?”, “What was interesting?”, “What surprised you?”, “What was difficult?”, “Did everything work out the way you wanted?”). |
Stages of organization
So: Organizational moment.Introductory remarks by the presenter in order to switch children’s attention to the upcoming activity, increase interest, and create an appropriate emotional mood:
Dividing children into groups;
Discussion of quest rules;
Distribution of maps and guides showing the order of passage of zones.
Stages of the game. During the game, players move sequentially through stages, solving various tasks (active, logical, search, creative, etc.).
Passing each stage allows a team of playersmove to the next stage. The team receives the missing information, hint, equipment, etc.But the highlight of this organization of play activity is that, having completed one task, children receive a hint to complete the next one, which is an effective means of increasing motor activity and motivational readiness for cognition and exploration. Also, while completing tasks, children receive bonuses (chips) and fines.
Types of quests
When planning and preparing a quest, the plot itself and the educational space where the game will take place play an important role. Will it be a closed space or a wider field of activity, how many participants and organizers will there be, where will the participants start, will they move in a certain sequence or choose their own route. Depending on this, quests can be divided into three groups.
To create a route you can usedifferent variants:
⎯ Route sheet (it can simply have stations written in sequence and where they are located; or there can be riddles, rebuses, an encrypted word, the answer to which will be the place where you need to go);
⎯ "Magic Ball"(on a ball of thread there are notes sequentially attached with the name of the place where you need to go. Gradually unwinding the ball, the children move from station to station);
⎯ Map (schematic representation of the route);
⎯ "Magic Screen"(tablet or laptop, where photographs of the places where participants should go are sequentially located)
⎯ Participants can learn where to go next after completing a task at a station (from the organizer; the answer to the task is the name of the next station; you need to find a hidden clue in a certain area), etc.
Most often we use linear quests in our work, where participants go from one point along a certain route and meet at another point, at the final station.
Principles of organizing quests
In order to effectively organize children's quests, you should adhere to certain principles and conditions:
All games and tasks must be safe (children should not be asked to jump over a fire or climb a tree); the tasks assigned to children must correspond to the age of the participants and their individual characteristics; under no circumstances should the dignity of a child be violated in any way; It is necessary to introduce different types of activities into the content of the scenario, since children of the specified age, according to their psychological and age characteristics, cannot perform monotonous tasks; tasks must be thought out in such a way that they are consistent and logically interconnected; the game should be emotionally charged with the help of scenery, music, costumes, and equipment; preschoolers must clearly understand the goal of the game they are striving for (for example, find a treasure or save a good character from an evil one); you should consider time intervals during which children will be able to complete the task, but will not lose interest in it; The role of the teacher in the game is to guide the children, “push” them to the right decision, but the children must make the final conclusions on their own.
In kindergarten, quests can be carried out in different age groups, starting with the youngest. But most often in older groups, where children already have skills and a certain amount of knowledge and abilities. Not only children, but also parents take part in many quests.
The quest, with its almost limitless possibilities, provides invaluable assistance to the teacher, providing the opportunity to diversify the educational process, make it unusual, memorable, exciting, fun, and playful.
Advantage This technology is that it does not require any special training for educators, the purchase of additional equipment or investment of funds. The main thing is the great desire of the teaching staff to lay the foundations of a full-fledged socially successful personality during preschool childhood.
Quest is a technology that has a clearly defined didactic task, a game concept, necessarily has a leader (mentor), clear rules, and is implemented with the goal of increasing children’s level of knowledge and skills.
The role of the teacher -mentor in a quest gameorganizational, i.e. The teacher determines the educational goals of the quest, draws up the storyline of the game, evaluates the process of children’s activities and the final result, and organizes search and research educational activities.
Main quality criteriaThe quest features its safety for the participants, originality, logic, integrity, subordination to a certain plot, and not just a theme, and the creation of an atmosphere of the gaming space.
CONCLUSION : the most important thing is that quests help us activate both children, parents, and teachers. This is a game that simultaneously uses the participants' intellect, their physical abilities, imagination and creativity. Here it is necessary to show ingenuity, observation, resourcefulness, and ingenuity, this is training of memory and attention, this is the development of analytical abilities and communication skills. Participants learn to negotiate with each other, distribute responsibilities, act together, worry about each other, and help. All this contributes to the unity of not only the children’s team, but also the parent community, and also improves parent-child relationships. It is also important that parents become active participants in the educational process in preschool educational institutions, and trusting kindergarten-family relationships are strengthened and formed.
Target : Introducing teachers to the use of the case method in the educational process
Tasks :
1. Introduce case technology and its application in the educational process.
2. Develop skills in practical work on a case.
Participants: educators
Didactic material: presentation on the topic “Case technologies in preschool education.”
Equipment and materials: multimedia projector, screen, presentation, cards for work.
Expected results: Participants will gain knowledge:
- what is case technology;
- varieties of case technologies that correspond to different learning goals;
- rules for developing cases for training;
Develop skills:
- apply the method of analyzing a specific learning situation;
Event plan:
1. Introduction – 2 min.
2. Theoretical part – 10-15 min
3. Practical part – 10 min
1. Introduction | The rapid dynamics of modern life require the search and development of new effective technologies. It is important that truly innovative pedagogical technologies are aimed at the learning outcomes for the future of the student. One of the most relevant today is the use of case technologies in preschool education. |
Theoretical part | 1. History of the case methodbegins in the 17th century, when theologians took real cases from life and analyzed them. The homeland of the case method is the USA. Now the method is most widely used not only in pedagogy, but also in management, mathematics, economics, medicine and law. In Russia, this technology began to be implemented only in the last few years. |
2. Name case technologycomes from the Latin “casus” - a confusing, unusual case; and also from the English “case” - briefcase, suitcase. |
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3.Case technologyis the general name for teaching technologies, which are methods for analyzing situations. Case technology is an interactive technology for short-term training, based on real or fictitious situations, aimed not so much at mastering knowledge, but at developing new qualities and skills. Preschoolers must study the situation, understand the problem, and then offer the teacher possible solutions and, together with an adult, choose the most optimal way to solve the problem. |
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4.What is the case for? The case makes it possible to get closer topractice, take the position of a person, reallydecision maker, learn from the mistakes of others. |
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5. What can the case contain? Text material – interviews, articles and literary texts (or fragments thereof) Illustrative material – photographs, diagrams, tables, films, audio recordings |
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5. First of all, we must create the cases themselves. To do this you need: 1. Determining the topic and research question - should be interesting to children. 2. Selection of the object of study - “a specific situation”; 3. Definition of context; 4. Planning a case study, collecting and analyzing material; 5. Search for solutions, discussion of possible scenarios for further development of the situation; 6. Description and editing of the case; 7. Formulation of a question for further discussion of the situation. |
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Question | Where exactly do you think case technology can be used in working with preschoolers? |
6. The stages of working with different types of cases are as follows: - First stage: preparatory. - Familiarize children with the situation. Capturing their attention. A positive attitude towards the situation is created. Children, together with the teacher, identify the problem and determine the target setting. Students independently understand the purpose of the search. - At the second stage, the teacher activates children with the help of key questions, supports the emotional experience of children, and carries out coordination work during the search activities of pupils. - Third stage: (decision-making analysis), the teacher involves children in the process of drawing up an action plan, the children demonstrate the ability to reason logically. - On the fourth, the evaluative-reflective stage, students put forward arguments, reflect, and apply the acquired knowledge. |
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7. Let's look at some case technology methods in more detail using examples. Case illustrationis an illustration that is used to examine a problematic situation. The purpose of working with it is to analyze the essence of the problem, analyze possible solutions and select the best one. A case illustration differs from a visual one in that it always has a problem. Looking at the illustrations, children discuss the information received, reason, make decisions, and can make assumptions and make a forecast based on this. The problem is not presented to children in an open form. The situation we choose should illustrate the problems that a child may encounter in life or has already encountered. Naturally, this situation should hook the child. First, the teacher presents an illustration of a problematic situation to the children and organizes a discussion of the situation. - Children get acquainted with the illustration and identify the problem. - Divide into subgroups and discuss their ideas and solutions with peers. - Present their ideas and solutions in a presentation of the case solution. Presenting a second illustration helps maintain interest. |
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8. “Photo-case” technologyis relevant because it makes it possible to formulate a decision-making strategy with the help of which a child in the future will be able to overcome independently encountered life situations of varying complexity. The essence of the technology provided is the analysis of the problem situation. IN"photo - case"included: 1. Photo, the subject of which reflects a problem. 2. Text for the case, which describes a set of events. 3. The task is a correctly posed question. It must be motivated to solve the problem. Example photo case “Children having lunch”: Goal: create motivation for the need to eat soup. The case consists of: 1. Photo “Children having lunch” 2. Text:It's lunch time in kindergarten. The cooks did their best and prepared a tasty and healthy soup. A delicious smell wafted throughout the garden. The attendants set the table. The children sat down at the table and began to eat. And only Yegor sat over the plate. 3. Questions:Why doesn't the boy eat soup? What are the benefits of soup? What would you do if you were in Yegor's place? The stages of working with a photo case are the same. The photo itself arouses more interest in children than an illustration. Children examine, comment on the situation, and pay attention to details. |
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Practical part. | And now, I suggest you work with cases. I need 2 groups of 3 teachers. Some work with case illustrations, others with photo cases. You receive a card and tables that need to be filled out. When everyone is finished, we will discuss what happened. |
Conclusion | Almost any educator who wants to introduce case technologies will be able to do this quite professionally, having studied special literature and having teaching situations on hand. A teacher can use any case for different purposes and at different stages of educational activity, both for motivation before class and as an independent lesson. It can also be used in ethical conversations, teaching preschoolers traffic rules, teaching cultural and hygienic skills, etc. |
In conclusion…Mental pursuits have such a beneficial effect on a person as the sun has on nature; they dispel the gloomy mood, gradually lighten, warm, and uplift the spirit.V. Humboldt |
First stage: Preparatory |
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Activities of a teacher | Children's activities |
Shows photo, reads text | Get to know the situation |
Second stage: Motivational |
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Activities of a teacher | Children's activities |
- forms the essence of the problem; - creates a task; - motivates to find a solution. | - realize the problem; - concentrate on finding solutions in a given situation. |
Third stage: “Brainstorming” |
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Activities of a teacher | Children's activities |
- activates children with key questions; - helps to analyze the decision made. | - present their solutions; - find a joint solution; - formulate conclusions. |
Fourth stage: evaluative-reflective |
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Activities of a teacher | Children's activities |
- encourages children to search for situations in which they can apply the acquired knowledge | - reflect, put forward arguments; - apply the acquired knowledge |
Dunaeva T. Yu. Possibilities of modern educational technologies in the educational process of a university / T. Yu. Dunaeva, T. F. Kamaliev. // International Journal of Humanities and Natural Sciences. – 2018. – 3. – pp. 68-70.
POSSIBILITIES OF MODERN EDUCATIONAL TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF A UNIVERSITY
T.Yu. Dunaeva, Ph.D. biol. Sciences, Associate Professor
T.F. Kamaliev, student
Kazan State Energy University
(Russia, Kazan)
Annotation . The article discusses the role of information and social technologies in education, which ensure universal computerization of students and teachers A holders and allow by using carry out optimization using IT technologies effe k effective provision of educational servicesin the higher education system.It is shown that the integration of information skills into curricula requires the cooperation of university administrations and teachers tocomputerization of education at the university.
Keywords: higher education, forms of computerization of education, IT technology O gies, optimization of the provision of educational services.
In modern technological society T there is a growing understanding that trad And The national scheme for obtaining education (primarily school) is outdated and needs to be replaced by a continuous education O learning and lifelong learning. Lifelong learning refers to three types of education and training:
– formal education (universities, other educational institutions that issue certificates of education);
– spontaneous learning (during all e daily human activity, St. I involved with his work, family or home y g om);
– informal learning(outside the educational institution.
For new forms of education, prerequisite A avoids intensive use of new e o b educational technologies.
Different approaches to determining o b educational technology can be sums And to act as a set of ways to implement And tion of curricula and training programs O gram, which is a system of forms, methods and means of teaching, both from baking to education achievement ny goals.
Information educational technologies arise when used And We use information and computer technology. Educator b new environment in which operations are carried out b educational information technology about giya, defining there are computers working with it about nents:
– technical (computer and internet);
– software and hardware ( computers software);
– organize ational-methodological (ins T manual for the implementation of the technical part of educational activities,organization tion of the educational process).
Educational technologies in higher education are understood as a system of science h nal and engineering knowledge, as well as met O materials and means that are used to create, collect, transfer, store and b processing information in pr edmetnoy region with ty of higher school. Thus, does not exist direct relationship between effe To efficiency in the implementation of training programs and the degree of integration into them accordingly T current informationbut communication technologies.
AND information, communication and audiovisual technologies in the scoop p subordination solving the problem of creating a new educational environment where they are included into the educational process to implement new educational fashions e l her.
Today one of the characteristic features of b educational environment is possible and number of students and teachers and say goodbye to educational and methodological mothers A lamas teaching multimedia m plexes throughout the university at any time I and at any point in space.
Application of computer programs multimedia and the Internet for educational dissertation ciplins allowsuniversity teachernot only diversify traditional forms of education,but it’s up to you to decide h ny tasks, for example, increase motive tion and visibility in teaching, differentiation guide students’ work when performing their training tests Use development of information technologies on in classes helps to do teaching more sustainably and efficiently. How to show practice, computer technology canuse in various situ a tions at different stages:
– in classroom lessons the computer acts as a powerful demonstrator And means, providinghigh level of visibility;
- O online testing – one from f format for conducting knowledge control, skills and abilities. This form has a number of advantages in societies ( saving time when checking;
– objectivity in assessing knowledge, st a statistics of learning material by individualstudent and the entire group/stream).
Modern higher education institutions e tions have internet connection in frame of various government programs for the development of education. With the help of I n internet technology teacher and st u dents can use Internet services that facilitate learning and speed up educational process .
In the educational process of a higher educational institution, the study of IT involves solving problems at several levels:
– introduction of new information tools And on-line technologies in educational sphere o cess;
– increasing the level of computer (information) training of participants in the educational process;
– system integration into information technology education, supporting And those involved in scientific research, learning processes and organizational management;
– construction and development of a unified education system A vocative information space n stva.
In technological terms, information And The online educational environment is represented by the Moodle program –course management system (e-learning), also known as learning management system e nium or virtual learning environment . It is a web application that allows you to and ability to create websites for online learning. The program is distributed And rocko, also because it is free T Noah. Each teacher creates an element To the throne resource of its discipline and ra h placed in the program. Students can o T take the course and study it at any time convenient for you.
Other educational available e resource – s social networks – an interactive multi-user website.
You can use the resource didactically How:
– Bulletin board. Can use about becoming a teacher for official messages and announcements of upcoming events y tiy;
– organizing thematic groups For constant consultation and information R emotional support for all involvedics of the educational process.
In addition to electronic educational resources (EER), there are EER, for example And measures, website of the Ministry of Education of the Russian Federation, portals “Certificate a.ru”, etc.
Thus, ICT is the new h opportunities in educational activities O style, where the main role is played by the teacher A body, who with his personal qualities e must maintain interest st at dents during the course and prompt n O new forms of work.
Bibliography
1. Training duringthroughout life – is there such a concept in Russia?[Electronic resource]:https://lifelonglearningrussia.wordpress.com (access date: 01.02.2018).
3. Sayfutdinova G.B.,Mironenko A.S. Possibility of using information and communication technologies and social networks in independent work of university students // Problems of modern pedagogical imageovaniya. Yalta, 2017. Issue. 54. Part 7. pp. 183-188.
THE POSSIBILITIES OF MODERN EDUCATIONAL TECHNOLOGIES IN THE TRAINING PROCESS OF THE HIGHER EDUCATIONAL INSTITUTION
T.Yu. Dunaeva, candidate of biological sciences, associate professor
T.F. Kamaliev, student
Kazan state power engineering university
(Russia, Kazan)
Abstract. The article examines the role of information and social technologies in education that provide universal computerization of students and teachers and allows, with the help of IT technologies, to optimize the effective provision of educational services in the higher education system. It is shown that the integration of information skills into the curriculum requires the coo p eration of the administration of universities and teachers to computerize the education in the university.
Keywords: higher education, forms of computerization of education, IT technologies, optim i ration of educational services provision.
UDC 378.147
INNOVATIVE TEACHING TECHNOLOGIES AT UNIVERSITY: CONCEPTUAL FOUNDATIONS, PEDAGOGICAL TOOLS, FORMS AND TYPES
M.V. Zealous
The article discusses the theoretical and methodological foundations of modern educational technologies and outlines the features of innovative lectures and seminars at the university.
Key words: education, educational process, teaching technology, non-traditional lectures, innovative seminars.
Technologization of modern education is an urgent problem. In the context of the Bologna process, it is necessary to shift the emphasis from the content of education to its technologies and results.
The Federal Law “On Education in the Russian Federation” emphasizes that various educational technologies are used in the implementation of educational programs; experimental activities should be aimed at the development, testing and implementation of new educational technologies.
In accordance with the Federal State Educational Standard, up to 40% of classes in the higher education system should be carried out on the basis of interactive technologies, built on subject-subject interaction between teachers and students.
Educational technologies have enormous potential for increasing the efficiency of the educational process, training professionally competent and mobile personnel capable of successfully functioning in various social and professional communities. Therefore, university teachers need to know the theoretical aspects, the qualitative variety of educational technologies, and methods of their application in the educational process.
It should be noted that educational technologies in higher education have long been based on a subject-object approach to the educational process.
In recent years, innovative educational technologies have been actively introduced in higher education, the essence of which is outlined in the relevant scientific and pedagogical literature.
Modern educational technologies are based on well-known and proven methodological approaches: systemic, axiological, humanistic, personal-activity, etc. Educational technologies in the higher education system are based on the concepts of modular, problem-based, contextual learning, etc.
The characteristic features of modern educational technologies are conceptuality, systematicity, didactic expediency, innovation, optimality, reproducibility and guaranteed results.
Modern educational technologies perform humanistic, developmental, methodological, design and other functions. These technologies are based on the principles of integrity, variability, interactivity, fundamentalization, professional orientation, information support, etc.
We believe that in modern conditions, the dominant theory in the conceptual foundations of innovative educational technologies is the theory of student-centered education, which is based on:
The concept of personal development training (V.V. Davydov, L.V. Zankova, D.B. Elkonin);
Culturological concept of education (M.M. Bakhtin, V.S. Bibler, E.V. Bondarevskaya);
Personally differentiated concept of education (V.V. Serikov);
Subjective-personal concept of education (I.S. Yakimanskaya).
Analysis of these concepts allows us to conclude that the essence of personality-oriented education lies in the consistent attitude of the teacher towards the student as an individual, an independent and responsible subject of his own development and education.
The axiological aspect of personality-oriented education is to consider a person as an independent, main value.
The didactic aspect of personality-oriented education involves:
Creating conditions for everyone to learn differently;
Replacing subject-object relations in the educational process with subject-subject ones;
Giving the content of education personal meaning and personal significance;
Providing students with the right to choose ways to master educational material, forming an individual style of educational activity and their own educational trajectory;
The use of developing, interactive educational technologies, the creation of a developing educational environment;
Level differentiation of the educational process depending on the abilities and capabilities of students;
Development of students’ abilities for self-analysis and reflection;
The teacher plays the role of a facilitator, an organizer of students’ educational activities, who knows how to create a situation of success for students and demonstrate their extraordinary teaching abilities.
The personally oriented paradigm of education is the antipode to the personally alienated paradigm.
The basis of personally oriented educational technology is the interactive pedagogical interaction of all participants in the educational process: teachers with students and students with each other.
This interaction presupposes the following logic of educational activity: motivation ^ formation of new experience ^ its comprehension through application ^ reflection. Interactive learning involves
compulsory work of students in small groups based on cooperation and cooperation. Interactive methods also involve the use of game forms of learning. At the same time, the main role of the teacher is the ability to organize productive group and interpersonal communication among students.
Interactive learning is based not only on the processes of perception, memory, attention, but above all on creative productive thinking and communication.
Pedagogical means of interactive learning are:
Subject-subject and group interaction (subjective position, collaboration, cooperation, constructive and friendly atmosphere);
Dialogue-polylogue (the ability to listen, ask and answer questions, express and defend one’s own point of view, conduct debate);
Thought activity and meaning-making (the ability to carry out mental operations, clearly express the meaning of one’s position, understanding and explaining the meaning of laws, phenomena, theories, facts);
Freedom to choose the means and methods of mastering educational material (display of creativity, independence, choice of ways to solve educational problems, manifestation of an individual style of educational activity);
A situation of success (the use of a set of pedagogical means that promote success in educational activities of all subjects of the educational process);
Reflection (self-analysis and objective assessment and self-assessment of the results of personal development and educational activities).
The conceptual component of vocational education is also the theory of contextual-situational learning, which is substantiated by A.A. Verbitsky. According to this theory, training in vocational educational institutions should be carried out in the context of future professional activity and act as a form of personal activity and a condition for the formation of professionally important personality traits of a future specialist. Context is a meaning-forming category that ensures the active inclusion of students in the process of learning and mastering their future profession.
The main unit of educational work of teachers and students here becomes not the next piece of information, but the situation in its substantive and social certainty; the students’ activities acquire features in which the features of future professional activity are manifested.
Presentation and solution of situational problems and exercises develops students’ thinking abilities, forms their value attitude towards education and profession.
This approach is most successfully implemented using case technology. Case assignments, competency-based tasks, videotapes, game or documentary videos with a succinct presentation of educational and industrial situations are presented and solved during training sessions, current and state exams. Contextual learning is also implemented in the process of educational and practical training, performing and defending final and qualifying works.
The relevance of contextual training is currently due to the need to develop general cultural and professional competencies in future specialists.
Thus, the theory of student-centered education, which is based on the idea of interactive pedagogical interaction, and the theory of contextual-situational learning form the conceptual basis of innovative educational technologies at universities. In this article we will characterize only the main types of modern lectures and seminars at universities.
Modern university lecture
The word lecture has the Latin root “lection” - reading. The lecture is the leading form of organizing the educational process at a university. It performs teaching, formative, developmental, educational and organizing functions.
Traditionally, the structure of a university lecture includes three components: introduction, main part, conclusion.
The main disadvantage of a traditional lecture at a university is the passivity of students with high one-sided activity of the teacher. Therefore, today non-traditional, innovative lectures are becoming widespread, helping to increase student activity in the classroom.
The main types of such lectures are presented in the following figure (Fig. 1).
Rice. 1. Non-traditional types of lectures
Let us briefly reveal the essence and features of these types of lectures.
A problem-based lecture differs from a traditional one in that it is based on the logic of sequentially modeled problem situations and tasks that need to be solved.
The psychological basis of problem-based learning is the contradiction between the existing and necessary knowledge and skills of students to solve problem situations and tasks. When preparing such lectures, the following tasks must be solved: selection of the necessary educational material, formulation of problem situations and questions, determination of ways to resolve them, preparation of didactic materials.
During a lecture of a problematic nature, students are in a constant process of “co-creation” with the teacher, i.e. co-authors of solving problematic problems. Knowledge acquired in this way becomes
the property of students and develop into their beliefs. Self-acquired knowledge is more durable and easily updated; it has the properties of transferring it to other situations. Solving problem situations and tasks develops intellectual abilities and increases students’ interest in the content of professional training.
A lecture-conversation involves the use of elements of dialogue, polylogue and discussion. The means of activating students' educational activities here are questions from the teacher and the audience, aimed at identifying the students' knowledge and skills on a particular problem. The teacher must ensure that questions are not left unanswered, otherwise they will be rhetorical in nature and will not provide sufficient activation of students' thinking.
When presenting lecture material, the teacher can organize a free exchange of opinions among students. Clarifying and supplementing the students' answers, he provides a theoretical basis for them in the form of jointly developed propositions. In this way, students become co-creators of the lectures.
Lecture-consultation is used when studying topics with a clearly defined practical orientation. There are several options for conducting such lectures:
During the lecture, students prepare questions to which the teacher gives answers independently or with the involvement of the students themselves;
The teacher collects students’ questions in writing in advance, during the lecture he answers these questions and organizes a free exchange of students’ opinions;
Students receive lecture materials in advance and prepare their questions, the lecturer answers these questions independently or with the involvement of the students themselves;
The teacher himself prepares questions on the topic of the lecture in advance and organizes a collective discussion of these questions.
There may be other options for conducting a lecture-consultation. The advantages of such lectures are that they make it possible to bring the content of knowledge closer to the practical interests of students and thereby individualize the learning process.
A provocative lecture is a lecture with pre-planned mistakes. In the introductory part of the lesson, the teacher informs that in the upcoming lecture he will deliberately make a certain number of errors and informs students that at the end of the lecture these errors will be shown on electronic media. During the lecture, students must identify mistakes made and note them in their notes. 10-15 minutes before the end of lecture time, students show and comment on these errors. The errors identified by the students are compared with an electronic list, and the teacher marks the students who discovered all the errors they made.
Thus, a lecture with pre-planned errors allows students to intensify their learning activities, develop their attention, logical thinking and memory.
A “lecture for two” can be conducted by two or more psychologically and intellectually compatible teachers, who can be representatives of the same or different sciences. They agree in advance on the order of the lecture.
Conducting a “lecture together” can be based on two approaches: giving a lecture on “contrast” (different points of view) or on complementarity. A “contrast” lecture involves teachers acting out a discussion in front of the audience. In this case, they provide students with an example of scientific controversy. A lecture on complementarity is given by representatives of different disciplines and updates interdisciplinary connections.
A visualization lecture involves a visual demonstration of the main content. Therefore, the leading method here is the demonstration of film, television and video fragments, slides, blocks of information in the form of diagrams, tables, drawings, which are commented by the lecturer.
The teacher may ask students to comment on the content of individual visual aids.
The visualization process is the collapsing of different types of verbal information into a visual image, which, once perceived, can be deployed and serve as a support for adequate mental and practical actions aimed at mastering educational material.
We have outlined the main types of non-traditional lectures that are used in higher education. It should be noted that teachers can conduct combined lectures that include elements of different types of lectures.
Innovative seminars at the university
A seminar (from Latin - 5vshtapysh - a seedbed of knowledge) is: one of the main methods of teaching at a university; group lesson under the guidance of a teacher; a teaching method based on group thinking and active learning activities of students aimed at independently finding solutions to current scientific and practical problems.
Seminars are held on the most complex issues (topics, sections) of the curriculum with the aim of developing general cultural and professional competencies in students.
The structure of the seminar includes three parts: introduction, main part and conclusion.
Traditional seminar classes are conducted in the form of reports and messages based on prepared abstracts. Innovative seminars are built on such interactive mechanisms as polylogue, dialogue, mental activity, meaning-making, subject-subject and group interaction, a situation of success, reflection, etc.
The varieties and forms of innovative seminar classes at the university are presented in Figure 2.
Rice. 2. Varieties and forms of innovative seminar classes at the university
Let us briefly describe the specific features of these classes.
Problem-based seminars can be conducted on problematic issues prepared in advance by the teacher and the students themselves. The protagonists at a problem-based seminar can be speakers, co-speakers, assistants, opponents, experts, “provocateurs”, etc. In conclusion, the teacher sums up, gives an assessment of the quality of the problems formulated, methods and results of their solution.
A seminar lesson in the form of a didactic game is carried out in the following stages: preparing the game, introducing the game, playing the game, analyzing and summarizing the results of the game. The results of the game can later be used in the educational process.
A seminar in the form of a debate is a discussion of any educational problem in the form of debate and exchange of opinions. The didactic significance of classes in the form of debates lies in the fact that they contribute to the development of critical thinking, a culture of dialogue, the cultivation of tolerance, and respect for different points of view.
A seminar using the “brainstorming” method is aimed at generating new ideas in an extremely short time using critical thinking techniques: analysis, synthesis, analogy, association, extrapolation, etc. This method involves students working in such subgroups as “ generators”, “analysts”, “resonators”, “shadow workers”, “experts”, etc.
A seminar using the method of analyzing specific situations (case method) involves preparing for students a set of specific professional situations (cases). The solution to these situations is carried out in small groups and brought up for discussion by all participants in the seminar. It is advisable for relevant specialists to participate in these seminars.
A seminar using the “round table” method based on the principle of collective discussion of a problem at a “round table”.
The seminar in the form of a scientific-practical conference is held based on the results of studying individual sections and the discipline as a whole with the aim of systematizing and deepening the knowledge of students, developing their scientific thinking and research skills.
A seminar using educational collaboration technology is based on the method of group work as the most common form of cooperation. The purpose of this technology is to develop the ability of subjects of the educational process to work effectively in small groups for mutual learning and obtaining high-quality educational results.
The seminar in the form of defense of creative projects involves the implementation and defense of creative projects by students. Project-based learning develops educational activity and independence of students, transfers them from objects to subjects of the educational process.
The listed types of lectures and seminars do not exhaust the entire arsenal of innovative forms of education at the university. Creatively working teachers are actively searching for new personally developing educational technologies.
In article teoretiko-methodological basics of modern educational technologies are covered, features of innovative lecture and seminar occupations in higher education institution are stated.
Key words: education, educational process, technology of training, nonconventional lectures, innovative seminar occupations.
Bibliography
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2. Bondarevskaya E.V. Personally oriented education: experience, developments, paradigms. Rostov n/d, 1997. 321 p.
3. Verbitsky A.A. Active learning in higher education: A contextual approach. M.: Higher School, 1991. 207 p.
4. Vilensky V.Ya., Obraztsov P.I., Uman A.I. Technologies of professionally oriented training in higher education: Textbook. M.: Pedagogical Society of Russia, 2005. 192 p.
5. Davydov V.V. Theory of developmental training M.: INTOR, 1996. 554 p.
6. Moreva N.A. Technologies of vocational education. M.: Academy, 2005. 432 p.
7. Serikov V.V. Education and personality. Theory and practice of designing pedagogical systems. M.: Logos Publishing Corporation, 1999. 272 p.
8. Modern educational technologies: Textbook / Ed. N.V. Bordovskaya. M.: KNORUS, 2011. 432 p.
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Retivykh M.V. - Doctor of Pedagogical Sciences, Professor of Bryansk State University named after Academician I.G. Petrovsky.
Educational technology is a system of interconnected activities of the teacher and students, based on a specific concept in accordance with certain principles and the relationship of goals, content, methods, and teaching aids. Educational technologies are developed by pedagogical science and introduced into the pedagogical practice of higher education with the aim of increasing the efficiency of the educational process, developing a professionally and socially competent personality of a specialist.
The essential characteristics of educational technologies are the following:
Conceptuality - reliance on a certain scientific concept, the idea underlying the design of this technology;
integrity - the logical relationship of structural elements that gives educational technology the specified qualities;
controllability - the possibility of diagnostic goal setting, monitoring of the educational process and its correction;
reproducibility - the possibility of using and reproducing this educational technology by many teachers;
efficiency - achieving set goals in accordance with educational standards while minimizing time and economic costs.
Educational technologies have quite a lot of similarities in their goals, content, methods and means used and can be classified according to these general characteristics.
By level of application There are general pedagogical, specific methodological (subject) and local (modular) technologies.
According to the conceptual basis distinguish between theocentric, naturecentric, sociocentric, anthropocentric (see Chapter 2) and etc.
By dominant method and means of teaching There are reproductive, training, dialogical, developmental, creative, gaming, computer, program learning, problem-based learning, communicative learning, distance learning.
By organizational form classify lecture-practical, individual, group, collective, differentiated training.
By the nature of pedagogical interaction distinguish between authoritarian, personality-oriented, personal-activity, and cooperation.
Let's look at some modern educational technologies in higher education.
Personality-oriented (personal development) training(N.A. Alekseev, E.F. Zeer, V.V. Serikov, I.P. Smirnov, A.V. Khutorskoy, I.S. Yakimanskaya, etc.) assumes recognition
the main driving force behind the professional formation and development of the student’s personality itself, its need for self-actualization of its personal and professional potential. The decisive factor in development is the student’s interaction with the professional environment, teachers, scientists, specialists involved in real and virtual professional activities.
This educational technology is focused primarily on self-development and self-realization of the individual in specific professional activities. The leading motives of these processes are the prospects for a professional career and the semantic professional future of the individual, which significantly increases the student’s activity and subjectivity in the educational process.
Personality-centered learning offers three basic methods for constructing personality-affirming situations in which participants in the educational process reconstruct educational material with the extraction of relevant life meanings from it: a) presentation of elements of learning content in the form of multi-level personality-oriented tasks; b) dialogue as a special didactic and communicative environment that provides subjective and semantic communication; c) professional role-playing games and the inclusion of students in solving real professional problems (for example, in a legal clinic or on industrial practice).
The following requirements are identified for the development of didactic support for student-centered learning:
the educational material and the nature of its presentation must ensure the identification of the content of the student’s subjective experience, including the experience of his previous training;
the presentation of material by the teacher and in the textbook should be aimed not only at expanding the volume of knowledge, structuring and integrating subject content, but also at transforming the existing experience of each student with the aim of rooting it in the culture;
during training it is necessary to constantly coordinate the student’s experience with the scientific content of the knowledge being communicated;
active stimulation of the student to self-valued educational activities provides him with the opportunity for self-education and self-expression in the process of acquiring knowledge, skills and abilities;
Study material should be organized in this way , so that the student has the opportunity to choose when completing assignments and solving problems;
It is necessary to encourage students to independently select and use the most significant methods and techniques for mastering educational material;
when informing students about methods of performing educational activities, it is advisable to highlight general logical and subject-specific methods of educational activities, taking into account their functions in personal and professional development;
it is important to constantly monitor and evaluate not only the results, but mainly the learning process;
educational material must ensure the construction, implementation, reflection and evaluation of learning as a subjective activity.
The technology of student-centered learning is a combination of professional pedagogical activities of a teacher focused on the development of the student’s personality and personally significant educational activities of a particular student, aimed at meeting the individual needs of a person. Its content, methods, techniques are aimed mainly at revealing and using the subjective experience of each student, promoting the formation of personally significant ways of knowing. The subjectivity of the student’s personality (individuality) is manifested in selectivity to knowledge, the stability of this selectivity, methods of mastering educational material, and an emotional and personal attitude towards the objects of knowledge.
The pedagogical position of the teacher is to initiate a subjective learning experience, develop the individuality of each student, recognize the originality and self-worth of each person. The student's position is a free choice of elements of the educational process, self-knowledge, self-determination, self-realization.
Personality-oriented learning eliminates the methods of barracks pedagogy, which level the student’s personality, helps to overcome the subjectivism and bias of teachers, and most fully and adequately reflects the modern goals and content of higher legal education.
Below we will consider the features of the content and methodology of student-centered learning.
Widespread use of active learning methods in the educational process. A student gains access to culture by no means when he is forced to read and memorize a huge amount of educational material, or when he is forced into lectures and seminars. The only effective way to get a student to learn is to create a situation where he wants to learn. He needs to live in culture, express himself personally in it, think, evaluate situations, make choices. All this is achieved in personally affirming situations with an alternative approach to retrospective and prospective analysis of current legal and socio-economic problems, which involves the search for one’s own solutions. The need to get acquainted with the sources remains, but this is mainly individual independent work or the work of a game team with the help of a teacher-consultant. The motivation for studying educational and scientific texts is changing dramatically: you need to process a pile of books not because you are forced to, but in order to be on top in a business game, discussion, or seminar, in order to win by finding a strong position with the help of adequate argumentation. Knowledge acquired in the process of personal reflection and experience provides an initiative and creative level of assimilation.
Authenticity of training content. The student should be accustomed to judge a normative or scientific text by the text itself, and not by its translation in the textbook. Therefore, when preparing homework, reports, essays, coursework, diploma and scientific papers, students and graduate students are advised to turn to primary sources, study important legal documents in the original to form a personal position.
Diachronic and cross-cultural approaches. The society of the present and future is a society of rapid social change and clashes of cultures. Individuals and associations of individuals, and not just elite ruling groups, are beginning to play a significant role in these changes and clashes. In order for the clash of cultures to give a more fruitful result, the individual must carry within himself the possibility and pattern of the existence of different cultures. This implies a sign of diachronicity - the fixation of social changes in historical time. The principle of cross-culturalism consists in recording and analyzing the differences between ways of life and muscle-
leniya in different cultures, including between legal systems of the world. The development of intercultural competence of students includes learning to understand and accept foreign cultural values, active tolerance towards dissidents.
Separation of facts and their interpretations in the educational process. In order to have the possibility of value self-determination, the student must gain access to the truth, which is contained in the facts, i.e. textual, documentary, physical evidence. They have a much higher level of reliability than interpretations. Teachers should always and everywhere make and emphasize the distinction between a fact and its interpretation, so that the interpretation is never presented as truth.
Full variety of interpretations. Teachers should strive to present at lectures and seminars all interpretations of the facts, norms, concepts, and phenomena being studied. This is precisely the “antidote” to ideology that claims to be the ultimate truth. A particular teacher, naturally, prefers some interpretations and dislikes others, but the principle of complete diversity significantly compensates for this inevitable bias and ensures the student’s freedom of choice.
Teaching methods of assessment and selection. Along with the distinction between facts and interpretations, it is important to distinguish between what is and what should be, between reality and its assessment. A self-determining individual, free from ideology, must be capable of independent choice. It is easiest to force ready-made information to be memorized. It is much more difficult to form an idea of the existence of different ideological and scientific assessment platforms, of the historical development of the assessments themselves, criteria, and arguments. Therefore, discussions, disputes, and dialogues become commonplace in practical classes and seminars, through which students learn to form and argue their own point of view.
No less important than evaluation is playing out the choice situation. By playing out a legally significant situation, the student becomes more sensitive to existing external and internal restrictions. He is more capable of understanding the choices and actions of another and he himself can free himself from the boundaries that constrain him or, on the contrary, consciously limit
make your choice based on your own value orientations and attitudes. This can be an assessment of the actions and deeds of real or fictional characters, the choice of a method of argumentation in a professional dispute, playing out scenarios for the construction and transformation of society, attempts to resolve social conflicts and interethnic disagreements, establishing the reasons for the activity or passivity of voters, discussing new bills, etc.
Thus, person-centered learning places emphasis on the development of the value-semantic sphere of students and moves away from the concept personality formation and approves the concept promoting its development, considers the student to be a subject not of teaching, but of life, strengthens the dialogical nature of communication between the teacher and students, provides the opportunity to choose and determine the path to achieve a personally significant goal of cognitive activity, considers the individualization of learning as the main way to realize personal needs and create conditions for self-actualization of the individual.
Personally-centered learning has much in common with the technology of credit-transfer learning, which is widespread in European universities.
Modular training as an educational technology, it is also based on the idea of a person-centered approach, according to which the center of the pedagogical system is the student, and students’ independent work and self-control acquire priority. Modular learning technology has emerged as a counterbalance to the traditional classroom-lecture system, which ignores individual differences among students and requires all students to master the same amount of educational material over the same period of time.
The developers (J. Dewey, J. Carroll, B. Bloom, etc.) of this technology consider it as a “system for the complete assimilation of knowledge.” Its starting point is that different students, depending on their intellectual abilities, require different amounts of time to master the same educational material. Therefore, the optimal form of organizing the educational process will be one in which each student receives sufficient time to study the required amount of material.
The development of a system for the complete assimilation of knowledge occurs in several stages: the formation of diagnosable educational goals; development of training content in the form of standards for the complete assimilation of knowledge and tests for organizing control; entrance testing of students and organization of differentiated independent work of students based on the results obtained; development of educational materials based on the modular principle and tasks for self-control for all modules; correction of knowledge based on the results of self-control; final control of knowledge and skills.
Training module contains a didactic goal, educational material (paragraph, topic, section, subject, integrated course), methodological instructions for its study, time for completing each educational task, methods of control and self-control. Modular training technology is usually implemented on the basis of an educational and methodological complex. When designing a training module, it is necessary to develop a system of training tasks in accordance with the levels of knowledge acquisition and the formation of skills and abilities provided for by the goals of studying this module. An important place in the system of educational tasks is given to tests for monitoring and self-control of the learned material.
The main characteristics of modular training are the following:
setting diagnosable goals when studying each educational module;
flexibility, reflecting the variability of content and teaching methods, methods of control and evaluation;
awareness of the goals and objectives of studying this module by the teacher and student as a motivating factor in cognitive activity;
the predominance of students’ independent work among other types of educational activities, which arises thanks to a system of clearly thought-out tasks and ensuring self-control of knowledge;
the predominance of advisory work in the teaching activity of the teacher;
reflection of students' cognitive activity thanks to constant monitoring of the educational process.
Modular training is usually associated with a rating control system. Control is carried out three to four times per
semester in the form of a test, test, test, exam. Within each module, the student acquires both subject knowledge (theoretical part) and activities related to the application of this knowledge (practical part). Accordingly, control can be content-based, activity-based, or content-activity-based (checking the mastery of theoretical tasks, problem solving). The results of the final control characterize equally the success of the student’s educational activities and the effectiveness of the teacher’s teaching activities.
The modular interpretation of the training course is based on the didactic principle of consistency, which presupposes: selection of the necessary and sufficient volume of systematized knowledge of the academic discipline (its conceptual base with a set of basic semantic units); combination of theoretical and practical parts of the module; systematic control that logically completes each module and leads to the development of students’ abilities to analyze, systematize and predict adequate solutions to professional problems.
Educational technologies developed to meet the individual needs of students are becoming increasingly widespread, as the number of people who, for one reason or another, cannot or do not want to study in general streams is constantly growing. The requirements of a market economy, the increasing gap between the individual training of school graduates, and a noticeable decline in the level of secondary education force higher school teachers to introduce such educational technologies in full: after all, every student requires appropriate conditions for self-realization. In such a situation, it becomes increasingly difficult for a teacher to focus on the “average” student in the educational process. It is obvious that high-quality productive training is possible only with a reasonable combination of group training with individual and differentiated training.
Training modules are used in the preparation of individual educational programs, or individual training routes. Individual route- this is a plan drawn up by the student himself, together with the teacher, to achieve a specific educational goal, taking into account the individual characteristics of the student’s personality and activities. It represents the student’s action program over a certain segment
his training. The route can be planned for a specific part or the entire course. The purpose of training according to an individual program is to improve the quality of knowledge, skills, maximum satisfaction of the student’s individual needs, and save time. Reducing the training period frees up time for professional training and in-depth study of individual subjects.
An individual route contains a precise description of: the material being studied, a given volume and the required level of its assimilation, teaching methods, the required amount of independent work and practice, calculation of time for all types of independent learning activities, self-control and testing of achievements. The transfer of a student to an individual educational program occurs on the basis of the student’s personal desire with full awareness of his responsibility for the decision made and the teachers’ assessment of his preparedness for such a transition.
An individual educational program is implemented in various ways. It may involve studying one or more modules using a conventional classroom-lecture system. Along with attending training sessions on the chosen module in his group, a student can study with another group or at another faculty. Individual learning involves different levels of independence. The student resolves his personal difficulties in studying and questions through regular consultations with teachers. The teacher’s responsibilities include: assessing the student’s preparedness for the transition to an individual educational program; jointly choosing an individual educational route; regular meetings with students to issue study assignments, consultations, discuss the stages of completing the educational route; adjustment of the educational route; registration of test results and student certification.
The modular-rating training system, which has recently become widespread throughout the world, is understood abroad as “a didactic package consisting of complete elements, each of which can be implemented as an autonomous system.” It is characterized by: a clear description of the module and its purpose; compliance of the content with the corresponding level of the science being studied; such a distribution of educational material that allows the student himself to
Design your own training program according to your needs.
One of the ways to modernize Russian higher education on the basis of European standards of the credit-transfer system may be associated with the widespread introduction of modular-rating learning technology into the educational process, where modules (parts of educational material) are combined with the results of educational activities. A student who scores a higher amount of points in all modules using all types of control has a higher rating. Many universities use a modular rating system to enhance educational motivation and activate students’ independent work with the help of an individual curriculum.
Problem-based learning involves the consistent presentation of problems to students, in the process of solving which they acquire not only the knowledge component of professional activity, but also the skills of its implementation.
The main didactic unit of designing the educational process in this technology is the educational problem, and the concepts of “task” and “problem” are separated. The sequence of student actions with a given approach is as follows: analysis of the conditions of the finished problem - "remembering the solution method -" solution - "formal comparison with the standard answer. In the case of using a problem-based approach, the student’s algorithm of actions is as follows: analysis of the problem situation -" statement of the problem -" search for missing information and putting forward hypotheses -" testing of hypotheses and obtaining new knowledge -" translation of the problem into a task -" search for a solution -" solution -" verification solutions - “proof of the correctness of the solution to the problem.
The technology of problem-based learning allows not only to acquire new knowledge, skills, and abilities, but also to accumulate experience in creatively solving a variety of professional problems. The essence of the problematic interpretation of educational material is that the teacher does not convey the entire volume of knowledge in a ready-made form, but sets problematic tasks for students, encouraging them to look for ways and means of solving them.
An educational problem is defined as the psychological state of a person in a specific situation, characterized by the awareness of the impossibility of resolving it with the help of his existing knowledge, means and methods of action. Arose-
The development of the problem is determined by the inconsistency, excess or deficiency of the objective and social components of this situation, the need to make a decision with two or more choice alternatives with a probabilistic outcome, multiplicity or uncertainty of decision-making criteria, and the presence of different points of view on the situation.
Features of the content and methodology of problem-based learning are determined by the fact that this educational technology requires adequate design of the didactic content of the course, presented as a chain of problem situations. Problem situations can be different in the content of the unknown, in the level of problematic nature, and in the type of information mismatch. Teaching methods based on the creation of problem situations activate the cognitive activity of students, which consists of searching and solving issues that require the activation of knowledge, analysis, and the ability to see a phenomenon or law behind individual facts.
Methodological techniques for creating problem situations:
the teacher brings students to a contradiction and invites them to find a way to resolve it themselves (the so-called Socratic method, widely used in foreign universities);
confronts contradictions in practical activities;
invites students to consider the situation from different positions (for example, tax inspector, businessman, lawyer);
encourages students to make comparisons, generalizations, conclusions from the situation, and compare facts;
poses specific questions in order to substantiate, generalize, and adhere to the logic of reasoning;
identifies problematic theoretical and practical tasks;
offers problematic professionally significant tasks.
The effectiveness of problem-based learning is ensured by: selection and preparation of relevant professionally significant tasks; determining the characteristics of problem-based learning in various forms of the educational process; creation of teaching aids and guides on problem-based learning; personality-oriented approach and pedagogical skills in teaching
a teacher capable of organizing and stimulating the active cognitive activity of students.
It is recommended to conduct problem-based lectures, lecture-discussions, lectures-conferences with appropriate preparation of students, which includes familiarization with specialized literature, legislative acts and court decisions. Such a lecture is constructed primarily in the form of a dialogue between the teacher and the audience. Despite its labor-intensive nature, this technology is quite effective: students acquire professional skills in independent legal practice; learn the rules of law, learn judicial precedents and possible solutions to the problem; develop public speaking skills in front of an audience, which is necessary for any lawyer.
In practical classes, problem tasks composed in a certain way are solved. The plot of the case is given as fully as possible. After it, there is not always a list of questions that students must answer. They are given the opportunity to determine for themselves what problems arise from the task. After the main text of the problem, several options for modified conditions are given, on the basis of which different turns of the legal situation are worked out. The problem method involves the development of a case and several variations based on a given plot. When selecting case plots for practical training, it is recommended to use specific cases from judicial practice.
In the process of problem-based learning, it is advisable to discuss controversial provisions of legal science, shortcomings of current legislation, legislative initiatives and current bills. Through the search and selection of adequate solutions to various problems of a theoretical and practical nature, the development of professional thinking and creative abilities of students occurs. The core of creative abilities consists of the following skills: to see a problem in a standard situation when students have non-standard questions; see in a new way the structure of an ordinary phenomenon (its new elements, their connections and functions, etc.); combine a new solution method from elements of previously known methods; transfer previously acquired knowledge and skills to a new situation; find original solutions without using previously known similar methods.
One of the promising ways to develop professional thinking is for students to master the logic of search through the history of the science being studied. Hypotheses, innovations, new data in science, the crisis of traditional ideas, the search for new approaches to the problem - this is not a complete list of topics for problem-based learning. The level of problematic learning is determined by the degree of complexity of the problem derived by the student from the relationship between the known and the unknown within the framework of a given problem, as well as the share of creative participation of students in solving the problem. Obviously, the level of problems should increase from course to course so that the motivation of students’ cognitive activity does not decrease.
The most effective form of problem-based learning is research work, during which the student goes through all stages of the formation of professional thinking, while at a separate lecture, seminar or practical lesson one or a limited group of problem-based learning goals is pursued. The success of restructuring education from traditional to problem-based depends on the teacher’s knowledge of the theory of problem-based learning, mastery of its technology, specific techniques of the problem-based method and the ability to modify the organizational forms of the educational process.
Advantages of problem-based learning: independent acquisition of knowledge through one’s own creative activity; high level of motivation to study; development of productive thinking; lasting and impactful learning outcomes. Disadvantages: poor controllability of students’ cognitive activity; Spending a lot of time to achieve your goals.
Game-based learning technology is based on the postulate that play, along with work and study, is one of the main types of human activity. The main goal of game-based learning technologies is to stimulate the cognitive activity of students in the field of their professional interests. Gaming technologies are based on the fundamental needs of the individual for self-expression and self-realization. A person’s ability to engage in a game is not related to his age, but at each age the game has its own characteristics.
Game technology as a means of activating and intensifying the educational process in higher education is used to master the basic concepts of the specialty, the
we or a section of the course, as an element of a broader technology, as a practical lesson or part of it, as an element of extracurricular work (for example, the “Student Leader” competition). Didactic games, performing cognitive, research, educational and control functions, develop and consolidate students’ skills in independent work, the ability to think professionally, solve problems and manage a team, make responsible decisions and organize their implementation.
Gaming technologies represent a gaming form of pedagogical interaction between participants in the educational process through the implementation of a certain plot; Moreover, didactic tasks are included in the content of the game. In higher education, they mainly use business, role-playing, theatrical, and computer games.
Business game is a form of recreating the substantive and social content of a specialist’s future professional activity, including modeling the relationships characteristic of this activity. The business game is based on a method of simulating professional situations, with the help of which students become involved in comprehensive analysis and problem solving. For example, it is proposed to reproduce a meeting of a legislative body, comparing your actions and conclusions with the actions of deputies. This helps students discover and understand the motives for the adoption of certain bills and contributes to the development of lawmaking skills.
A business game is characterized by the following features: the presence of a model of an object and roles; difference in role goals when making decisions during the interaction of participants; the presence of a common goal of the game for all participants; multiple solutions; emotional stress management; an extensive system of individual and group assessments of the activities of game participants. The subject of the game is set taking into account the content of the specialist’s training and his qualification characteristics. During the game, participants must demonstrate the required professionally significant knowledge, skills, and personal qualities.
In a business game, a holistic form of collective learning activity is implemented on an integral object - a model of a fragment of professional activity. Students perform activities that combine academic and professional
elements. They acquire knowledge and skills not in the abstract, but in the context of their profession. Simultaneously with subject and professional knowledge, the student acquires socio-psychological competence, i.e., the skills of interaction and management of people, collegiality, the ability to lead and obey.
The concept of a business game consists of the following interdependent principles, which must be observed both at the stage of its development and at the stage of implementation:
the principle of simulation of a professional situation;
the principle of problematic content (development of a system of game tasks);
the principle of joint activity (imitation of the professional role functions of specialists through their interaction);
the principle of dialogic communication (the system of reasoning of the participants, their dialogue, discussion and coordination of positions lead to a joint solution to the problem);
the principle of duality (focus on achieving two goals: gaming and didactic).
The didactic properties of business games reflect the dynamism of the situation, the repetition of steps, the complexity of combining possible action alternatives, and the compression of the time scale when making a decision. The structure of a business game includes: a) a simulation model that sets the subject context of a specialist’s activity in the educational process; b) a game model, which sets the social context and represents the work of game participants with a simulation model.
The object of simulation is usually chosen to be the most typical fragment of professional activity that requires the systematic application of a variety of knowledge, skills and abilities (for example, discussion of a bill, consideration of a criminal (civil) case in court, discussion of the state of juvenile delinquency at a meeting of the board of the regional prosecutor's office, a meeting of the administrative commission to review cases of administrative offenses). The simulation model includes didactic goals, the subject of the game, a graphic diagram of the interaction of game participants, and an evaluation system. The game model consists of a game goal, a set of roles and functions of players, a scenario and rules of the game.
The scenario of a business game reflects the sequence and nature of the actions of the players and presenters; it also contains a description of the conflict or contradiction inherent in the game. The graphic model of role interaction of participants reflects the quantitative and qualitative composition of the participants, their interaction connections, spatial arrangement and provides great assistance to the leader and participants of the game. The complex of roles and functions of players must adequately reflect the professional and social-personal relationships characteristic of the fragment of professional activity modeled in the game.
The rules of the game reflect the characteristics of real processes and phenomena that exist in the prototypes of the simulated activity. Methodological support contains the necessary educational materials, real and game documentation. Computers and other technical means are used for technical support. The evaluation system provides control over decisions made and allows one to evaluate the activities and personal qualities of game participants. Analysis of the game by the teacher and reflection of the participants at the final discussion carry the main teaching and educational load.
Preparation for a business game should begin with an analysis of specific professional situations and role-playing. In all classes, students should develop a culture of speech, including a culture of discussion. A detailed analysis of a specific business game is usually organized a week before it takes place. After familiarizing students with the scenario, the teacher explains the goals of the upcoming business game, the essence of the plot or problem to be resolved, the rights and obligations of the participants, procedural issues, and answers students’ questions.
When assigning roles, students’ self-nomination for a particular role should be encouraged. However, to avoid unnecessary disputes, the teacher must convince students of the importance and social significance of all the roles provided for in the scenario. Students need to consciously enter into their role, i.e. understand what knowledge, abilities, skills, and powers it requires. To do this, they study the laws and other regulations recommended by the teacher.
be ready to answer questions from other participants in the game. The game proceeds in strict accordance with its script. At the same time, the manifestation of activity, initiative, and resourcefulness of all participants is welcomed.
In the final part of the game, the teacher gives the floor to experts to analyze and evaluate the performances of all participants. Students can also express their opinions. The teacher sums up the results of the lesson, draws attention to the completeness of achievement of the goals, to the shortcomings and positive aspects, and announces grades to all participants in the business game.
Computer teaching technology implies a didactic system for preparing and transmitting educational information to students, the main means of implementation of which is a computer.
A computer can perform the functions of a teacher, a textbook, a reference and information resource when connected to the Internet, and a multimedia system that combines text, sound, and video. Computers connected to a network make it possible to jointly acquire knowledge by simulating a virtual pedagogical situation. Since the advent of affordable personal computers, many countries around the world have begun to develop computer-based learning technologies.
Computers equipped with special control and training programs are effectively used to solve many didactic tasks: presenting educational information, managing the progress of training, monitoring and correcting results, performing training exercises, accumulating data on the development of the educational process, etc. Main directions of development and application computer educational technologies: 1) increasing student achievement, ensuring a process focused on the planned result; 2) development of general cognitive skills (solve professional problems, think independently, find, analyze and synthesize the necessary information); 3) increasing the effectiveness of pedagogical control (automated testing, assessment and management of the pedagogical process).
The quality of computer training is determined by two main factors: the quality of control and training programs and the quality of the office equipment used. Creating effective training programs involves significant
expenditure of time and effort of specialists. Therefore, there are few such programs, and their cost is very high. There are also problems in providing educational institutions with high-quality computers and other technical teaching aids.
Computer learning technologies widely use the ideas of programmed learning. Programmed training arose in the 50s. XX century, when the American psychologist B. Skinner proposed to increase the efficiency of managing the assimilation of educational material, building it as a consistent program for supplying portions of information and their control. Subsequently, branched programs were developed that, depending on the control results, offered the student various material for independent work.
Programmed learning refers to the controlled assimilation of programmed educational material using a teaching device (computer, programmed textbook). Programmed educational material is a series of relatively small pieces of educational information presented in a certain logical sequence. There are linear, branched and adaptive training programs.
Linear programs are sequentially changing small blocks of educational information with a control task. If the answer is correct, the student receives a new piece of educational information, and if the answer is incorrect, then he is asked to study the original information again.
A branched program differs from a linear one in that in case of an incorrect answer, the student can be provided with additional educational information that will allow him to complete the test task, give the correct answer and receive a new portion of educational material.
An adaptive learning program provides the student with the opportunity to choose the level of complexity of new educational material, change it as he masters it, access electronic information and reference systems, dictionaries, textbooks, etc.
Programmed and subsequently computer-based learning is based on the selection of learning algorithms. Algorithm
as a system of sequential actions leading to the correct result, it prescribes to the student the content and sequence of educational activities necessary for the full assimilation of knowledge and skills. To create an effective training program, you must first of all develop an algorithm for performing mental actions and educational operations, according to which the computer will control the educational process. The effectiveness of training programs depends on the quality of algorithms for controlling the mental activity of students.
Among the computer programs developed to improve the educational process, two classes can be roughly distinguished: those that are a manual for teachers and students and those intended for the development of computer training programs (all kinds of instrumental systems, environments, application programs). According to their purpose, computer teaching aids can be classified as follows: computer textbooks, subject-oriented environments, laboratory workshops, simulators, monitoring programs, databases, educational reference books. A modern educational software and methodological complex combines the properties of a textbook, reference book, anthology, and workshop and also serves as a means of monitoring knowledge.
Advantages of computer training: ensuring the optimal sequence and volume of various forms of educational activities for each individual student; development of motives for cognitive activity; ensuring self-control of acquired knowledge and skills; development of skills and abilities of independent research work; saving time when studying a specific subject.
Among modern computer technologies, distance learning occupies a prominent place, in which the teacher and student are separated by time and space. Distance learning also called Internet learning, since it is associated with the development of new means and opportunities for disseminating information.
Distance learning is intended primarily for individual training of people who want to receive education in the form of an external study. There is no unified concept of distance learning. The following characteristics are distinguished: presentation of educational material in an accessible way;
divided levels of training for students; compliance with the principles of programmed learning; widespread use of the latest means of information dissemination; constant feedback via e-mail and the Internet; taking full advantage of personalized learning.
Advantages of distance learning: the opportunity to study “at home”; independent management of the learning process, studying any additional courses in any volume at your own discretion; increasing opportunities for perception, understanding and practical application of knowledge thanks to hypertext and multimedia inserts on electronic media; constant monitoring of the learning process. Disadvantages: learning without spiritual communication with a teacher significantly reduces its educational and developmental potential; the inability to organize a discussion of current issues in groups has a negative impact on the effectiveness of training; studying with the help of a computer, without a teacher, is much more difficult than with the traditional organization of the educational process; The economic efficiency of distance learning is very problematic: some believe that it is cheaper, others believe that it is much more expensive than other forms of education.
Various educational technologies, as we see, have their advantages and disadvantages. Obviously, the effectiveness of training depends on the optimal choice of one or another technology or their optimal combination. The structure of a lawyer’s professional activity is quite complex and multifaceted, and training should be equally multifaceted, which is both a modeling of this activity and preparation for it.
Questions for self-control
Give a definition of higher school didactics and its subject.
Formulate the basic principles of learning.
What are the features of teaching and learning processes?
Expand the concepts of “learning content” and “teaching method”.
Name the main criteria for the effectiveness of the learning process.
Give examples of the implementation of didactic principles in legal education.
Name the main functions and types of lectures.
What is the methodology for preparing and delivering lectures?
Describe other main forms of the educational process at a law school.
What are the functions and methods of pedagogical control?
What is a pedagogical test, what are its characteristics?
Name the classifications of teaching methods known to you .
What is educational technology?
Describe learner-centered, modular, problem-based, game-based, and computer-based learning.
Literature
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Gorb V. G. Pedagogical monitoring at a university: methodology, theory, technology. Ekaterinburg, 2003.
Zagvyazinsky V.I. Learning theory: A modern interpretation. M., 2004.
Pevtsova E. A. Theory and methodology of teaching law. M., 2003.
Pedagogy and psychology of higher education / Responsible. ed. M. V. Bulanova-Toporkova. Rostov n/d, 2006.
Podlasy I. P. Productive pedagogy. M., 2003.
Popkov V. A., Korzhuev A. V. Didactics of higher education. M., 2004.
Professional skills of a lawyer: Practical training experience. M., 2001.
Collection of educational and methodological materials on civil law / Responsible. ed. E. A. Sukhanov. M., 2001.
Khutorskoy A.V. Methodology of person-centered training. M., 2005.
Chernilevsky D. V. Didactic technologies in higher education. M., 2002.
Legal clinic and modern legal education in Russia: Educational and practical manual / Responsible. ed. WITH. L. Degtyarev. M., 2004.
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