Selevko modern educational technologies
In the final chapter, the implementation mechanism is revealed, the conditions for the optimal implementation of a particular educational technology are formulated. Table of contents
Introduction
II. Pedagogical technologies
2.1. The concept of pedagogical technology
2.2. The main qualities of modern pedagogical technologies
2.3. Scientific foundations of pedagogical technologies
2.4. Classification of pedagogical technologies
2.5. Description and analysis of pedagogical technology
III. Modern Traditional Learning (TO)
IV. Pedagogical technologies based on the personal orientation of the pedagogical process
4.1. Cooperation Pedagogy
4.2. Humane-personal technology
4.3. Ilyina: teaching literature as a subject that forms a person
V. Pedagogical technologies based on the activation and intensification of students' activities
5.1. Gaming technologies
5.2. Problem learning
5.3. Technology of communicative teaching of foreign culture ()
5.4. Learning Intensification Technology Based on Schematic and Sign Models educational material ()
VI. Pedagogical technologies based on the effectiveness of management and organization of the educational process
6.1. S. Nlysenkova's technology: prospective-anticipatory learning using reference schemes with commented control
6.3. Level differentiation of training based on mandatory results ()
6.5. Teaching Personalization Technology (Inge Unt,)
6.7. Collective way of teaching CSR (,)
6.9. Computer (new information) learning technologies
VII. Pedagogical technologies based on didactic improvement and reconstruction of the material
7.1. "Ecology and Dialectics" ()
7.2. "Dialogue of cultures" (,)
7.3. Enlargement of didactic units - UDE ()
7.4. Implementation of the theory of the gradual formation of mental actions ()
VIII. Private subject pedagogical technologies
8.1. Early and intensive literacy technology ()
8.2. Technology for improving general educational skills in elementary school ()
8.3. Technology for teaching mathematics based on problem solving ()
8.4. Pedagogical technology based on a system of effective lessons ()
8.5. Phased physics education system ()
IX. Alternative technologies
9.1. Waldorf pedagogy (R. Steiner)
9.2. Technology of free labor (S. Frenet)
9.3. Technology of probabilistic education ()
9.4. Workshop technology
X. Environmentally friendly technologies
10.1 Nature-friendly literacy education ()
10.2. Technology of self-development (M. Montessori)
XI. Developmental learning technologies
11.1 General Basics developmental learning technologies
11.2 System of developmental education
11.3 Developmental learning technology -
11.4 Systems of developmental education with a focus on the development of the creative qualities of the individual (, GS. Altshuller,)
11.5 Personally oriented developmental education ()
11.6. Self-Developing Learning Technology ()
12.2. Model "Russian School"
12.4. School Park ()
12.5. Agricultural school
12.6. School of Tomorrow (D. Howard)
XIII. Conclusion: technology design and technology development
Introduction
Currently in Russia is coming becoming new system education focused on entering the global educational space. This process is accompanied by significant changes in pedagogical theory and practice of the educational process.
There is a change in the educational paradigm: different content, different approaches, different law, different attitudes, different behavior, different pedagogical mentality are offered.
Traditional methods of information - oral and written speech, telephone and radio communications are giving way to computer teaching aids, the use of global telecommunication networks.
The most important component of the pedagogical process is the student-oriented interaction of the teacher with the students.
A special role is assigned to the spiritual upbringing of the personality, the formation of the moral image of a Man.
Further integration of educational factors is planned: schools, families, micro and macro society.
The role of science in the creation of pedagogical technologies that are adequate to the level of social knowledge is increasing.
In psychological and pedagogical terms, the main trends in improving educational technologies are characterized by the transition:
From learning as a function of memorization to learning as a process of mental development that allows you to use what you have learned;
From a purely associative, static model of knowledge to dynamically structured systems of mental actions;
From focusing on the average student to differentiated and individualized learning programs;
From external motivation of teaching to internal moral-volitional regulation.
IN Russian education the principle of variability has been proclaimed today, which makes it possible for teaching staff of educational institutions to choose and design pedagogical process on any model, including author's. The progress of education is also going in this direction: the development various options its content, using the possibilities of modern didactics in improving the efficiency educational structures; scientific development and practical justification of new ideas and technologies.
At the same time, it is important to organize a kind of dialogue between various pedagogical systems and teaching technologies, to test in practice new forms - additional and alternative to the state education system, and to use integral pedagogical systems of the past in modern Russian conditions.
Under these conditions, the teacher, leader (technologist of the educational process) it is necessary to navigate a wide range of modern innovative technologies, ideas, schools, trends, not to waste time discovering what is already known. Today, it is impossible to be a pedagogically competent specialist without studying the entire vast arsenal of educational technologies, which is what this book is intended for.
The first two chapters provide a scientific substantiation of the concept of pedagogical technology, reveal its complexity and versatility, propose a classification of educational technologies and methodological basis their analysis.
In the following chapters, the vast and richest material of advanced pedagogical experience, innovative movement and scientific developments (about 50 technologies) is given in a classified and generalized form in five main areas: traditional education, modernized technologies, alternative technologies, developmental education technologies and copyright schools. Each of them clearly traces the conceptual basis, features of the content and methodology, provides the necessary material for understanding the essence of the process.
In the final chapter, the implementation mechanism is revealed, the conditions for the optimal implementation of a particular educational technology are formulated.
Descriptions of technologies are largely borrowed from well-known publications, observations of the work of advanced teachers, as well as the author's own work experience. The analysis and interpretation of these technologies are also copyrighted. All analyzes-descriptions are built according to a single plan and include a brief classification characteristic of the technology, an analysis of its features, and a list of references.
Unfortunately, due to the limited volume of the book, it did not include some domestic and foreign educational technologies of past years, technologies incorporated in modern variable textbooks, and educational technologies. These aspects will form the program of another book.
The author expresses his deep gratitude to the teams and leaders of innovative schools that implemented and tested many of the described technologies: Yaroslavl - No. 26 (), No. 59 (), No. 70 (), Rybinsk - No. 2 (), No. 8 ( ), No. 18 (), No. 19 (), Tugaev - No. 3 ().
I. The personality of the child as an object and subject in educational technology
Pedagogy as a field of human activity, includes in its structure the subjects and objects of the process. In traditional subject-object pedagogy (, I. Herbart), the child is assigned the role of an object to which the older generation (teachers) passes on experience. To prepare the child for life is the ultimate goal of the system. It is fundamentally important - what and how to form in him to achieve it.
Modern pedagogy is increasingly turning to the child as a subject of educational activity, as a person striving for self-determination and self-realization. From this point of view, it is necessary to answer the questions: what is a child as a whole person? What structures determine its subject positions? What qualities should be developed in him?
Pedagogy of subject-subject relations conquers all more parties none, and all progressive educational technologies are more or less aimed at implementing this idea.
1.1. Personality as a meaningful generalization of the highest level
Academician of the Russian Academy of Education introduced the term into science "meaningful summary" meaning the theoretical image obtained in human mind through mental operations, establishing the unity of the system of concepts and their relationships and thus representing generalization of generalizations. A generalization of this level is the concept of personality.
An individual person represents (conditionally) a combination of physical and mental content. The human psyche (in the materialistic concept, a product of highly organized matter), in turn, is divided (not sharply) into two parts: emotions and consciousness. Consciousness distinguishes man from animal, it reflects the world in the human brain. Consciousness is the basis of what is called personality.
Existing in a certain social and material environment, interacting with surrounding people and nature, participating in social production, a person manifests himself as a complex self-governing system with a huge range of various qualities and properties. This system is personality.
The objective manifestation of personality is expressed in all and all interactions with the outside world. Subjectively, it manifests itself as a person's awareness of the existence of his "I" in. world and society of their own kind (self-awareness).
Personality is the mental, spiritual essence of a person, acting in a variety of generalized systems of qualities:
- a set of social significant properties person;
- a system of relations to the world and with the world, to oneself and oneself;
- a system of activities carried out by social roles, a set of behavioral acts;
- awareness of the surrounding world and oneself in it;
- system of needs;
- a set of abilities, creative possibilities; -a set of reactions to external conditions, etc.
All this forms a meaningful generalization. "personality".
1.2. The structure of personality traits
IN Personal qualities combine hereditary (biological) and acquired during life (social) components. According to their ratio in the personality structure, four hierarchical levels-substructures are distinguished, bearing the following conditional names (by).
1) temperament level includes qualities most determined by heredity; they are related to personality nervous system a person (features of needs and instincts, gender, age, national and some other personality traits).
2) The level of features of mental processes form qualities that characterize the individual character of sensations, perceptions, imagination, attention, memory, thinking, feelings, will. Mental logical operations (associations, comparisons, abstraction, induction, deduction, etc.), called methods of mental actions (COURTS), play a huge role in the learning process.
3) The level of experience of the individual. This includes qualities such as knowledge, skills, habits. They distinguish between those that are formed in the process of studying school disciplines - ZUNs, and those that are acquired in labor, practical activity - SDP (effectively practical sphere).
4) Personal orientation level combines social qualities in terms of content that determine a person’s attitude to the world around him, serving as a guide and regulating psychological basis his behavior: interests, views, beliefs, social attitudes, value orientations, moral and ethical principles and worldview. Orientation (together with needs and self-concept) forms the basis of a self-governing mechanism of personality (conditionally - SUM).
Moral and ethical and aesthetic views and personality traits, together with the complex of the corresponding ZUN, represent the sphere of aesthetic and moral qualities (conditionally - SEN).
These levels can be represented as concentric layers, in the center of which is the core of biologically determined qualities, and the shell forms a "direction" - social entity person.
However, in the structure of personality there are a number of qualities that can manifest themselves at all levels, as if "penetrating" them along the radii. These qualities, more precisely, groups of qualities: needs, character, abilities And I-concept personalities form, together with levels, a certain "framework" of personality. All groups of personality traits are closely interconnected, determine and often compensate each other, representing the most complex integral system.
1.3. Knowledge, skills, skills (KN)
Knowledge and their classification. Knowledge is the practice-tested results of cognition of the surrounding world, its true reflection in the human brain. Most common the following classifications knowledge.
By reflection localization allocate:
individual knowledge (consciousness) - a set of sensory and mental images and their connections that arise during the interaction of an individual with reality, his personal experience communication, work, knowledge of the world;
public knowledge is a product of generalization, objectification, socialization of the results of individual cognitive processes, expressed in language, science, technology, material and spiritual values created by generations of people, civilization.
Training is a "translation" of public ZUN into individual ones.
By form of reflection ZUN distinguish:
- symbolic, verbal knowledge encoded in a sign, language form, theoretical knowledge;
- figurative, presented in images perceived by the senses;
- real, existing in the objects of labor, art - materialized results of activity;
- procedural - those that are contained in the current activities of people, their skills and abilities, in technology, the procedure of the labor and creative process.
Extensive classification of knowledge by areas And the subject of knowledge; its largest sections: humanities and exact mathematical sciences, philosophy, animate and inanimate nature, society, technology, art.
By psychological level distinguish: knowledge - recognition, - reproduction, - understanding, - application, - automatic actions, - attitude and knowledge - need.
By degree of generalization: facts - phenomena, concepts - terms, connections - patterns, hypotheses - theories, methodological knowledge, evaluative knowledge.
Associative model of individual knowledge. The sense organs transmit signals to the brain, which imprints them in the form of memory traces - facts of perception, elementary bricks of knowledge. At the same time, connections of facts are fixed in the brain - associations (by contiguity in time and space, by similarity or contrast, and other signs).
Consciousness is able to single out the main and secondary elements in these facts and connections, create generalizations (concepts), learn connections and patterns hidden from direct perception, and solve problems set by external circumstances.
The simplest semantic system is the concept. The concept is knowledge of the essential properties (sides) of objects and phenomena of the surrounding world, knowledge of the essential connections and relationships between them. A concept is not something that is observed, but an abstraction that expresses the internal semantic content of objects of knowledge.
Skills and abilities. A special part of universal human experience is the process itself, the mode of activity. It can only partially be described by language. It can be reproduced only in the activity itself, so its possession is characterized by special qualities personality - skills and abilities. Skill is defined as the ability of a person to effectively perform a divided activity based on existing knowledge in changed or new conditions. The ability is characterized primarily by the ability to comprehend the available information with the help of knowledge, draw up a plan to achieve the goal, regulate and control the process of activity. The skill includes and utilizes all related personality skills.
Simple skills with sufficient exercise can be automated, move inskills. Skills- is the ability to perform any action automatically, without element-by-element control. That is why it is sometimes said that A skill is an automated skill.
Skills and abilities are characterized by varying degrees of generalization and are classified according to various logical grounds. So, according to the nature of the prevailing mental processes, motor (motor), sensual (touch) and mental (intellectual).
ZUNs define the so-called "voluminous" personality, i.e. the amount of information, information available in memory, and elementary skills and abilities for their reproduction. Intellectual skills in the application and creative transformation of information already belong to another group of personality traits - methods of mental actions.
1.4. Ways of mental action (COURT)
All living organisms strive to solve the problems of existence, satisfaction of primary needs for food, procreation, and security. Man has succeeded in solving these problems, having created a unique civilization - a synthesis of science, technology, culture, and art.
The psychological individual process that brought humanity to the modern level of civilization is thinking.
Thinking is the process of human cognition of objects and phenomena of the surrounding world and their connections, solving vital problems, searching for the unknown, predicting the future. Thinking is the process of the work of consciousness, processing by the brain of the knowledge stored in it and incoming information and obtaining results: managerial decisions, creative products, new knowledge. ZUNs - emotional and symbolic images stored in memory and their connections - are the base, the means for thinking.
The ways in which thinking is carried out are called methods of mental action (CUD). They can be classified as follows:
1) by character prevailing means of thinking: subject-effective, visual-figurative, abstract, intuitive;
2) according to the logical scheme process: comparison, analysis, abstraction, generalization, synthesis, classification, induction, deduction, inversion, reflection, anticipation, hypothesis, experiment, etc.
3) on form result: creation of a new image, definition of a concept, judgment, conclusion, theorem, regularity, law, theory;
4) by type of logic thinking: rational-empirical (classical-logical) and rational-theoretical (dialectical-logical, according to). In addition to the term “methods of mental actions” (CUD), pedagogical technologies also use the term “methods of educational work” (), which is close to it, which denotes the area of procedural skills that play an extremely important role for successful learning.
The most important general educational methods of work (general educational skills and abilities) are:
I. Planning Skills and Skills learning activities: awareness of the learning task; goal setting; choosing a rational and optimal way to achieve them; determination of the sequence and duration of the stages of activity; building a model (algorithm) of activity; planning independent work in the classroom and at home; planning for the day, week, month.
II. Organization skills and abilities their educational activities: the organization of the workplace in the classroom - the presence and condition teaching aids, their rational placement, creation of favorable hygienic conditions; organization of working hours; organization of home independent work; determination of the order and methods of mental actions.
III. Skills and abilities of perception of information, work with the various sources information (communicative): reading, working with a book, taking notes; bibliographic search, work with directories, dictionaries; listening to speech, recording what was heard; careful perception of information, attention management; observation; memorization. A special group is formed by the skills and abilities of working with a computer.
IV. Skills and skills of mental activity: comprehending the educational material, highlighting the main thing; analysis and synthesis; abstraction and concretization; induction - deduction; classification, generalization, systematization of evidence; construction of a story, answer, speech, argumentation; formulation of conclusions, conclusions; essay writing; problem solving.
V. Skills and abilities of assessment and comprehension the results of their actions: self-control and mutual control of the results of educational activities; assessment of the reliability of the presentation, the fidelity of the solution; assessment of various aspects of phenomena: economic, environmental, aesthetic, ethical; the ability to test the correctness and strength of theoretical knowledge, practical skills; reflective analysis.
Thus, the SUD is one of the most important integral part in the ways of educational work as a broader concept, including the external actions of the student (hereinafter, the concept of SUD will be used in an expanded sense, including both external actions and general educational skills).
On the school stage personal development, the level of SUD is determined by the so-called "learnability" the child, i.e., his ability to assimilate knowledge, educational material, the ability to apply an individual system of knowledge, the ability to solve theoretical and practical problems.
1.5. Self-governing mechanisms of personality (SMS)
The management and regulation of any processes, including pedagogical ones, are based on the feedback principle: the subject of control (in this case, the teacher) sends commands to the performer (the object of control, the student) and must receive information about the result of the activity. Without such feedback, it is impossible to develop further corrective and planning decisions, to achieve the goal of the activity.
A person in relation to his activity is both an object and a subject of management; encountering a hole on the way, he makes a decision, gives himself a command, bypasses or jumps over it, while controlling his actions. Such a combination of the functions of the object and the subject of control is called self-government.
Man is a very perfect self-governing and self-regulating system. The level of self-management is one of the main characteristics of personal development.
The psychological mechanism of self-government is rather complicated, but it is quite obvious that a person selectively relates to external educational or training influence, accepts or rejects it, thereby being an active regulator of his own mental activity. Any change, any step in the development of a personality occurs as its own emotional choice or conscious decision, that is, it is regulated by the personality “from within”. The basis of the internal self-regulatory mechanism is represented by three integral qualities (psychogenic factors of development): needs, direction, I-concept(Fig. 1).
Needs. Needs are the fundamental properties of an individual, expressing his need for something and being a source of mental strength. and human activity. Needs can be divided into material (in food, clothing, housing), spiritual (in knowledge, aesthetic pleasure), physiological and social (in communication, work, social activities). spiritual and social needs shaped by human social life.
Orientation. Orientation is a set of stable and relatively situation-independent motives that orient actions and deeds of the individual. IN it includes interests, attitudes and beliefs, social attitudes, value orientations, and finally, worldview.
Interests - a conscious form of orientation that serves as the motivating cause of the individual's action. cognitive interest- the desire to study, knowledge of the object. Social interest is the basis of social actions of individuals or social groups associated with the objective conditions of their existence.
Beliefs, attitudes subjective attitudes of the individual to the surrounding reality and their actions, associated with a deep and justified confidence in the truth of knowledge, principles and ideals that a person is guided by.
Rice. 1. Self-governing mechanisms of personality
Social installations - readiness, predisposition to certain socially accepted ways of behavior.
Value orientations - the orientation of consciousness and behavior towards social, material and spiritual values, the preferred attitude towards one or another of them.
Worldview - an ordered system of views and beliefs of the individual (political, philosophical, aesthetic, natural sciences, and others).
I am a concept. The self-concept of a person is a stable, more or less realized and experienced system of ideas of a person about herself, on the basis of which she builds her behavior.
As an integral concept, the self-concept includes a whole system of qualities that characterize the "self" in a person: self-awareness, self-esteem, conceit, self-esteem, pride, self-confidence, independence. It is associated with the processes of reflection, self-organization, self-regulation, self-determination, self-realization, self-affirmation, etc.
The self-concept basically determines the most important characteristic of the process of self-regulation of the personality - its claim level, that is, the idea of what "place" among people she deserves.
1.6. The sphere of aesthetic and moral qualities of a person (SES)
In recent decades, the theory and practice of education have paid little attention to the spiritual, humanitarian development of the individual, to the formation of its aesthetic and moral qualities. These qualities are largely determined by the emotional basis.
Our emotions reflect the world around us in the form of a direct biased experience of the vital meaning of phenomena and situations. They are inextricably linked with essential qualities personality - its moral content, character motivational sphere, aesthetic and moral value orientations, attitude. Aesthetic and moral standards, concepts have a social origin - they were formed in the historical practice of man and are reflected in the spiritual culture of mankind, in works of art and literature. Global tasks of moral and aesthetic education at school (in all its forms) - spiritual development personality in the process of mastering various types of art, familiarizing with the culture of their people and the peoples of the world.
Aesthetic education is the education of a sense of beauty, the ability to see and understand beauty in the surrounding life. Its most important forms are familiarization with various types of art: literature, music, fine arts, dance, theater, cinema.
G. K. Selevko. Modern educational technologies.
"People's Education". 1988, p. fourteen.
The concept of pedagogicaltechnology.
Technology- er is a set of techniques used in any business, skill, art (explanatory dictionary).
Pedagogical technology- a set of psychological and pedagogical attitudes,
determining the social set and layout of forms, methods, methods, teaching techniques,
educational means, it is an organizational and methodological toolkit of pedagogical
process. (B. T. Dikhachev).
Pedagogical theory- it is a description of the process of achieving the planned learning outcomes.
(I.P. Volkov).
Pedagogical technology- this is a meaningful technique for the implementation of the educational process. (V.P.
Bespalko).
Technology- e1go art, skill, skill, a set of processing methods, changes
states. (V.M. Shepel).
Learning Technology is an integral procedural part of the didactic system. (M. Choshanov).
Pedagogical technology- this is a model of joint pedagogical activity for the design, organization and conduct of the educational process, thought out in all details, with the unconditional provision of comfortable conditions for students and teachers. (V. M. Monakhov).
Pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching, mastering knowledge, taking into account technology and human resources and their interaction, which aims to optimize the forms of education. (UNESCO).
Pedagogical technology means a systemic totality and the order of functioning of all personal and methodological means used to achieve pedagogical goals. (M. V. Kdorin).
concept pedagogical technology can be represented by three aspects:
1.Scientific. Pedagogical technologies- a guest of pedagogical science, studying and developing goals, content, teaching methods and designing pedagogical processes.
2 Professionally descriptive: a description (algorithm) of the process, a set of goals, content, methods and means to achieve the planned learning outcomes.
3.Procedurally efficient: implementation of the technological (pedagogical) process, the functioning of all personal, instrumental and methodological pedagogical means.
Thus, pedagogical technology functions as a science that explores the most rational ways of learning and as a system of methods, principles and results used in learning and the real learning process.
concept "Pedagogical technology" in educational practice it is used on three hierarchically subordinate conditions:
1. General pedagogical: general pedagogical (general didactic, general educational)
technology is synonymous with the pedagogical system: goals, content, means and
teaching methods, algorithm of activity of subjects and objects of the process.
2 Private methodical:private subjectpedagogical
technology- aggregate
methods and means for the implementation of the defined content of education and upbringing within the framework of
one subject, class, teacher (method of teaching subjects, methodology
compensatory education, methods of work of a teacher, educator).
3.Local (modular): local technology is the technology of individual guests of the educational process (the technology of certain activities, the formation of concepts, the technology of the lesson, the assimilation of new knowledge, etc.)
Technology system- a conditional image of the process technology, its division into separate functional elements and the designation of logical connections between them.
Technologicalmap- description of the process in the form of a step-by-step, step-by-step sequence of actions (often in graphical form) indicating the means used.
Bespalko V. P. Termspedagogical technologies.
Pedagogical system- the basis for the development of pedagogical technologies.
Any activity can be either technology,
or art. Art is based on intuition
technology is on science. It all starts with art
technology - ends to then all
started from the beginning.
1.1 .The essence of the pedagogical system.
Under the pedagogical system, we understand a certain set of interrelated means, methods and processes necessary for an organized, purposeful and deliberate pedagogical influence on the formation of a personality with given qualities.
The structure of the pedagogical system is currently represented by the following interconnected set of invariant elements:
1 - students; 2 - the goals of education (general and state); 3 - the content of education; 4 -
the principle of education and training; 5 - teachers or TCO (technical teaching aids); 6 - organizational forms of educational work.
public-state order
The structure of the didactic task displays the goal - the need to form certain personality traits. Each didactic task is solved with the help of adequate teaching technology, integrity is provided by 3 components: organizational form, didactic process and teacher qualification.
In the didactic process, the actual educational process and the learning process are distinguished.
What is the meaning of pedagogical technologies?
Practical teaching should be transferred to the path of Preliminary design of training
but-educational process.
The design of the educational process determines the structure and content of the educational and cognitive activity of the student himself, which leads to a high stability of success for almost any number of students.
An essential feature of pedagogical technologies is the process of goal formation.
The problem of goals is considered in 2 aspects:
1) diagnostic goal-setting and objective quality control of students' assimilation of educational material and
2) development of the personality as a whole.
4. Thanks to the idea of the subject of pedagogical technologies as a project of a certain pedagogical system, it is possible to formulate an important principle for the development of pedagogical technology and its implementation in practice - the principle of integrity.
2. Diagnostic technique of target formation - starting point of developmentpedagogical technology.
2.1. Diagnostic goal setting of educationand education problems and methods.
The goal in the pedagogical system must be set diagnostically, i.e., so precisely and definitely that it is possible to unambiguously draw a conclusion about the degree of its implementation and build a well-defined didactic process that guarantees its achievement in a given time.
The purpose of training (education) is set diagnostically if:
a) gave such an accurate and definite description of the formed personal quality that it can be unmistakably differentiated from any other personality traits.
b) there is a method (tool) for the unambiguous identification of the diagnosable quality of the personality in the process of objective control of its formed ^
c) it is possible to measure the intensity of the diagnosed quality based on control data,
d) there is a quality assessment scale based on the measurement results.
2.2. Methods of diagnostic description of the purpose of forming the experience of students at the stage of operational goal formation.
Description and measurement of levels of assimilation of experience (see Bespalko V.P.)
3. Pedagogical technology as a means of guaranteed achievement of learning goals.
3.1. Didactic process pedagogical technology.;
The structure of the didactic process can be represented in in the form of 3 interrelated and interpenetrating components: motivational, actual cognitive activity of students and management of this activity by the teacher.
Motivationalstage.
Motivation- a process in psychological and pedagogical science, as a result of which a certain activity for an individual transforms a known personal meaning, creates its stability
interest in it and turns the externally created goals of his activity into the internal needs of the individual.
Motivation for any activity is a complex psychological process that develops over time.
Motivation for educational and cognitive activity does not arise spontaneously, its creation is the task and a sign of the teacher's skill.
Pedagogical methods of formation of motivation.
1) Entertaining classes in the classroom or the text of the textbook.
Entertaining has a subordinate, auxiliary value, mainly contributing to the maintenance of interest in learning, and not the creation of an initial motivational setting for educational work;
2) The methodology for creating motivational problematic situations is more effective. This is the setting of special educational and cognitive problematic tasks, which reflects the practical meaning of the study of this topic by subjects.
Stage of educational and cognitive activity.
The assimilation of knowledge occurs only as a result of their own educational and cognitive activities.
ness. ,
To help the teacher in organizing the didactic process in accordance with the learning objectives, certain methods of considering the educational and cognitive activity of students are recommended, taking into account the specifics of the subject being studied.
The fulfillment by students of all the educational and cognitive actions assigned to him will be full-fledged if periodic monitoring of the quality of assimilation is carried out.
3.2 Method research and evaluation efficiency didactic process.
The main goal of the organization of the didactic process is to carry out the formation of the student's personality in accordance with predetermined goals in perhaps a shorter time. The presence of goals and time are the main differences between the organizational didactic process and the spontaneous one.
To do this, it is necessary to develop the necessary and sufficient requirements (principle) for conducting any didactic research:
A clear and definite description of the essence of the scientific search for the problem, the degree of its research in pedagogical science and those new scientific tasks to be resolved later.
Selection and justification of didactic parameters according to each research task and objective methods for monitoring the degree of their change in the course of research work.
A clear and reproducible description of the didactic process under study and those processes that are control in the study.
Adequate statistical processing and meaningful interpretation of the results of the study.
Conclusion.
Scheme of stages of development of any pedagogical technology. Components of pedagogicaltechnology.
Analysis future activities students.
Determining the content of training for each level of education.
The choice of organizational forms of training and education, the most favorable for the implementation of the labeled didactic process.
Preparation of materials (text situations) for the implementation of the motivational component of the didactic process on certain topics and specific classes.
Development of a system of educational institutions and their inclusion in the content context of teaching aids.
Development of texts for objective control over the quality of assimilation educational knowledge and actions, according to the goals and criteria of learning assessment of the degree of assimilation.
Development of the structure and content of training sessions aimed at the effectiveness of solving educational and educational problems, planning lessons and homework for schoolchildren.
Approbation of the project in practice and verification of the completeness of the educational process.
BespalkoV. P. Theory of the textbook. Moscow,"Pedagogy";1988, pp.53-67.
3.2.Objective methodology for mastering quality control.
3.2.1.Goal-setting on the quality of assimilation of students' knowledge.
The degree of mastery of the student determines the perfection of his mastery of activities performed on the basis of assimilation of relevant information and "outwardly observed when he performs specially completed tests
The rules for performing an activity or its individual operations are called indicative osnew activity (OOD).
Activities.
algorithmic activity often called reproductive, because it is mainly performed by a person from memory.
♦ Examples of reproductive activities of students:
No new information is created during execution, it's just imitative
activity;
Description of the features and properties of previously studied educational elements;
Calculation according to the proposed formula or known calculation scheme, or activity according to the instructions;
Presentation with analysis using known provisions;
Retelling the information contained in the educational book, in the same sequence;
Solution of typical (adapted) tasks.
Heuristic activity refers to productivity. In the course of this activity creates new information.
Examples of productive activities.
Solving non-standard tasks;
Calculation according to a self-selected formula;
Rationalization and inventive work;
Research.
It should be emphasized that any activity is always remembered by a person on the basis of previously learned information.
The development of the student's experience in the study of the subject occurs with the help of 4 levels of assimilation.
1.2. Tests to identify the quality of learned activities.
Tests-special testing tools.
Testing- a test to identify the properties of an object, used in combination with a well-defined methodology for measuring and evaluating results (a general concept for physicians, engineers, psychologists).
The correct and complete method of performing a given activity for all operations, indicating among them the essential ones, that is, reflecting the essence and content of the tests, is called standard. T (test) = 3 (task) + E (standard)
A test without a standard is not a test, but an ordinary control task.
Tests must meet certain requirements: adequacy (validity), certainty, simplicity, unambiguity and reliability.
BUT sufficiency(validity) of the test is the exact correspondence of the content of the sample specified by the test to the meaning and content of the detected feature.
Certainty- it is important that the student, while reading the test, understands well what activity he should perform, what knowledge to demonstrate and to what extent.
Simplicity- the need to have in the test the most clear and straightforward formulation of the task for the activity.
Unambiguity- some units should be highlighted in the tests, allowing them to be conducted
confident processing and counting to get a well-defined result.
Reliability- ensuring the stability of the sequence of test results of one
and the same test subject.
1.3. Technique for constructing tests of various levels.
1. Zero level tests. Preparedness of the student for the perception and assimilation of a new mate
rial. It is built on the material of the subject to be studied.
Example: It is known that the training and education of the younger generation is carried out in pedagogical systems specially created for this purpose. Preliminary design of such systems is reflected in such educational and methodological documents as syllabus, curricula, teaching aids, textbooks. These documents are different models in terms of the completeness of the display of the pedagogical system in them.
What do you think, which of the models of the pedagogical system is the most complete and specific?
a) curriculum; b) tutorial(means); c) curriculum; d) textbook. Reference: b) and d). Significant operations - 2.
To check the quality of assimilation of information, tests should be used that require the performance of a recognition action: a task for identifying, distinguishing or classifying objects, phenomena and concepts, in which the result is the answer - "Yes" or "No".
2. First level tests. Algorithmic reproductive activity is performed with a hint,
since the answer is contained in the test itself.
In tests of this level there is no explanatory test, on the basis of which the test task is formed. Discrimination tests or selective, selective tests are used at this level.
Second level tests. These are special control tasks for checking and correcting assimilation, allowing you to reproduce and discuss information, solve typical problems. These are tests -
staging, constructive tests.
Third level tests. These are non-standard tasks that require heuristic activities to apply knowledge in real practice.
Example: Atypical task: "Develop a diagnostic method for setting a goal for such a personality quality as diligence."
Standard there is no.
5. Fourth level test. The ability of students to navigate and make decisions in
new problem situations.
Creating Tests is a complex pedagogical problem in itself.
Tests of the fourth level are problems, the solutions of which are creative activity, accompanied by obtaining objectively new information.
Selevko G.K. Modern educational technologies: Textbook. - M.: National education, 1998. - 256 p.
Textbook "Modern educational technologies" G.K. Selevko is one of best books in this region. In addition to G.K. Selevko and others dealt with this issue: Levites D. G. “Teaching Practice: Modern Educational Technologies”; Atutov P. R. "Technology and modern education", No. 2; Bordovsky G.L., Izvozchikov V.A. "New learning technologies: Terminology issues", No. 5.
In the manual G.K. Selevko "Modern educational technologies" considers the essence of pedagogical technologies, their classification, basic parameters. given a brief description of the most famous modern educational technologies, recommendations for their study and use.
This manual is intended for students of pedagogical educational institutions, teachers and a wide range education workers.
Let's analyze this manual and note its useful potential.
The purpose of this manual is to help the modern teacher navigate the spectrum of modern innovative technologies, and not only to acquaint the student-philologist with them, but also to teach them how to apply them in their professional activities.
The training manual includes thirteen significant chapters:
- I. Personality of the child as an object and subject in educational technology.
- II. Pedagogical technologies.
- III. Modern traditional education (TO).
- IV. Pedagogical technologies based on the personal orientation of the pedagogical process.
- V. Pedagogical technologies based on the activation and intensification of students' activities.
- VI. Pedagogical technologies based on the effectiveness of management and organization of the educational process.
-VII. Pedagogical technologies based on didactic improvement and reconstruction of the material.
- VIII. Particular pedagogical technologies.
- IX. Alternative technologies.
- X. Nature-friendly technologies.
- XI. Technologies of developing education.
- XIII. Conclusion: technologies for designing and mastering technologies.
Note that the material in the manual is presented in a systematic way. The author gradually leads the reader to an understanding of "pedagogical technologies": from the concepts of "personality", "personality structure", the classification of "knowledge, skills and abilities" to the classification of mental actions, self-governing mechanisms of personality, its aesthetic and moral qualities.
It is essential that the material on the study of pedagogical technologies is presented according to the principle “from simple to complex”. First, the book defines the concept of "technology", then - various interpretations concept of "pedagogical technology". The textbook addresses the issues of the main qualities of modern pedagogical technologies, namely: the structure, its criteria and sources. It is important that the book presents the philosophical foundations of technology: “the philosophical concept of existentialism”, “the concept of pragmatism”, “scientist-technocratic concepts”, as well as the scientific concepts of the assimilation of social experience: “associative-reflex concept of learning”, within which the “ theory of concept formation”, the essence of which is that the learning process is understood as a generalization of the acquired knowledge and the formation of certain concepts; "suggestopedic concept of learning".
It is interesting that the author touches upon the issue of classification of pedagogical technologies, despite the fact that each technology is unique, since each teacher brings something of his own, author's. However, in this manual, technologies are classified according to some common features: by level of application, by philosophical basis, by leading factor mental development, according to the concept of assimilation, according to the orientation to personal structures, according to the nature of the content and structure, according to organizational forms, by type of control cognitive activity, according to the approach to the child, according to the prevailing (dominant) method, according to the direction of modernization of the existing traditional system, according to the category of students.
It is very important that in this manual, in a separate chapter, attention is paid to “traditional education”. Through this chapter, students of philology can learn that the traditional system of education has not only pluses, but also minuses; In addition, TO will have much more disadvantages, since traditional education is focused on the assimilation of knowledge, skills and abilities, and not on personal development. This chapter is also important for the modern teacher, because thanks to her, he can find flaws in his teaching methods.
It is important that all the above pedagogical technologies are analyzed on the basis of their classification characteristics: by the level of application, by the philosophical basis, by the main factor of development, by the concept of assimilation, by orientation to personal structures, by the nature of the content, by the type of management, by organizational forms, by approach to the child, according to the prevailing method, according to the category of trainees.
The technologies covered in this tutorial are geared towards today's learning requirements. As a result, the author analyzes pedagogical technologies based on personal orientation, activation and intensification of students' activities, efficiency of management and organization of the educational process, didactic improvement and reconstruction of the material. In addition, the manual also considers private-subject, alternative, nature-friendly technologies, as well as technologies for developing education, technologies for copyright schools.
A feature of the textbook is that the descriptions of technologies are largely borrowed from well-known publications, observations of the work of advanced teachers, as well as the author's own work experience. The author's are the analysis and interpretation of these technologies.
In the final chapter, the implementation mechanism is revealed, the conditions for the optimal implementation of a particular educational technology are formulated.
Thus, the textbook G.K. Selevko will help philology students and teachers master modern pedagogical technologies in the context of modernizing school education.
Academician of IANP, professor, candidate of pedagogical sciences
creative path
Selevko German Konstantinovich was born on February 15, 1932 in the city of Yaroslavl in a family of teachers. I went to school from the age of seven and, being a very capable student, became an excellent student. But the difficult post-war years brought him to the chemical-mechanical college. He began his working biography at the factory, from where he was drafted into the ranks Soviet army and sent to a military flight school. Already in the technical school and the school, the pedagogical talent of G.K. Selevko: he has always been an assistant to teachers, helping those who are lagging behind learn.
In 1954, having retired to the redundancy reserve, he entered the Yaroslavl State Pedagogical Institute. K.D. Ushinsky, who graduated in 1959 with a degree in physics and basics of production. He successfully combined his studies at the institute with the work of an evening school teacher, where his pedagogical (methodical) talent flourished, and the first printed works appeared. After graduating from the institute, he, as an advanced teacher, was invited to work as an inspector of the city Department of Public Education, where he led the process of transitioning secondary schools to 11-year education.
In 1962 he entered the graduate school of the Research Institute of Evening Schools of the Academy of Pedagogical Sciences of the RSFSR, which he completed ahead of schedule and in 1964 he defended the degree of Candidate of Pedagogical Sciences.
After that, G.K. Selevko comes to teaching, working simultaneously at the school and in Yaroslavl pedagogical institute. Here he goes from teacher to dean of the faculty.
In 1967 he was awarded the academic title of Associate Professor.
The work on training new cadres of teachers G.K. Selevko combined with the work to improve the skills of teachers in the city and region.
In 1974 G.K. Selevko is awarded the badge "Excellence in Public Education".
In 1985, he was invited to create a department of pedagogy at the Yaroslavl Regional Institute for Advanced Studies. Working as the head of the department, associate professor G.K. Selevko brought a lot of new things to the activity of this institution. For 10 years, at the department headed by him, personnel were raised to open new departments. In 1989 he was awarded the academic title of professor for his successful scientific and pedagogical activity. Being a supporter of progressive pedagogical innovations, he is the initiator of the creation in 1990 of the Faculty of Social Pedagogy in the Yaroslavl IPK.
For active work in the preparation of teaching staff G.K. Selevko was awarded the medal. K.D. Ushinsky.
In his research, G.K. Selevko consistently develops a technological approach in education. As part of this approach, he developed original concepts: self-education of schoolchildren, the content of the work of a class teacher, a humane-personally-oriented approach to students, the concept of a social teacher, the concept of working with difficult children, as well as innovative educational technology - the technology of self-development and self-improvement of the personality of students, the basis which is the paradigm of self-development. Special meaning at the same time, they used and developed at the technological level the ideas of Academician A.A. Ukhtomsky about the education of the dominant self-improvement of the child's personality.
The outpost of the practical development of technology has become its experimental base, which includes more than 150 experimental sites in Russian Federation and near abroad.
In 2000 G.K. Selevko is awarded a medal for the Order of Merit for the Fatherland, 2nd class.
But the main business of G.K. Selevko is the Encyclopedia of Educational Technologies, published in two volumes in 2006 by the Narodnoye obrazovanie publishing house. The work carried out by the author on the generalization and integration of pedagogical technologies, conceptual and methodological analysis made it possible to reveal the essence of modern pedagogical ideas and patterns that are reflected in specific technologies, to understand the potential of pedagogical management of the educational process and the development of students and to implement them in teaching practice.
Selevko G.K.
ENCYCLOPEDIA
EDUCATIONAL
TECHNOLOGIES
Moscow
public education
2005
Reviewers:
V.G. Bocharova - Corresponding Member of the Russian Academy of Education, Doctor of Pedagogical Sciences, Professor, Moscow
K.Ya. Vazina - Doctor of Pedagogical Sciences, Professor, Head. Department of Professional, Pedagogical Technologies VGIPA, Nizhny Novgorod
A.G. Kasprzhak - Candidate of Pedagogical Sciences, Honored. Russian school teacher, Moscow
A.M. Kushnir - Doctor of Psychology, Moscow
O.G. Levina - candidate of pedagogical sciences, deputy. Director of MOU "Provincial
college, Yaroslavl
R.V. Ovcharova - Academician of the Academy of Social Sciences, Doctor of Psychology, Professor, Head. department
general and social psychology KSU, Kurgan
E.N. Stepanov - Doctor of Pedagogy, Professor, Head. Department of Theory and Methods of Education IPKRO, Pskov
Selevko G.K.
Encyclopedia of educational technologies. In 2 vols. T. 1. - M .: Public education,
2005.
The book presents teaching aid new generation. It consists of two volumes, the contents of the second volume being a direct continuation of the first; their separation is dictated by an exceptionally large amount of material.
About 500 technologies are described in the two-volume book. The logic of presentation is based on the classification of technologies
in the direction of modernizing the traditional education system. In addition, the manual describes not only learning technologies, but also educational and socio-educational technologies, highlighted in a separate chapter.
pedagogical technologies based on the use of modern information tools
The methodological basis of the book is the concept of educational technology by G.K. Selevko, according to
which technology is a combination of three main interrelated components: scientific, formally descriptive and procedurally effective.
In each of the technologies, a scientific and conceptual basis is clearly traced, the essence and features of the content and methods used are outlined, and the necessary material for mastering is given. Characteristics
technologies are provided with examples of their historical and genetic prototypes (heading "Forerunners, Varieties, Followers"). The manual also includes test questions to the content of the chapters and the answers to them.
The book orients the reader in the vast world of educational technologies of the present and past, as well as
represents some technologies of the future. It is intended for students of pedagogical educational institutions, teachers and a wide range of educators.
Selevko G.K.
public education
Table of contents
Preface to the first volume ............................................... ................................................. ........ 7
Introduction: Technological approach in education .............................................. ......................nine
I. Basic psychological and pedagogical concepts of educational technologies.................................12
1.1. The main categories and patterns of pedagogy .............................................. ...............12
1.2. The personality of the child as an object and subject in educational technology ..............................................16
1.3. Knowledge, skills, skills (KN) .............................................. ................................................. . twenty
1.4. Methods of mental actions (COURT) .............................................. ................................................22
1.5. Self-governing mechanisms of personality (SUM).................................................. ....................23
1.6. The sphere of aesthetic and moral qualities of a person (SES).................................................................. ..25
1.7. Effective-Practical Sphere of Personality (SPD).................................................................. ...................26
1.8. Sphere of creative qualities (STK) .............................................. .............................................27
1.9. Sphere of psychophysiological development (SPFR) .............................................................. ...................28
1.10. Age and individual characteristics of personality .............................................................. ........28
Questions and tasks for self-control ............................................... ................................................. 32
II. Theoretical Foundations of Modern Educational and Pedagogical
technologies................................................. ................................................. ....................................34
2.1. Modern interpretations of the concept of pedagogical technology .............................................35
2.2. The structure of pedagogical technology .............................................................. .................................37
2.3. Terminological relationships .............................................................. ................................39
2.4. The main qualities of modern pedagogical technologies.................................................................43
2.5. Scientific foundations of pedagogical technologies .............................................................. ....................... 46
2.6. Classification of pedagogical technologies .............................................................. ......................... 53
2.7. Description, analysis and examination of pedagogical technology .............................................. ... 59
Questions and tasks for self-control ............................................... ................................................. 65
III. Modern traditional education (TO) .............................................................. ........................... 66
3.1. Classical traditional class-lesson technology of teaching .............................................. 68
3.2. Technology of classical and modern lesson .................................................................. .................75
Lesson in a small rural school .............................................. ............................................. 81
3.3. Ways to improve traditional technology .............................................................. ............84
Questions and tasks for self-control ............................................... ................................................. 89
IV. Pedagogical technologies based on humane-personal orientation
pedagogical process .................................................................. ................................................. .......... 90
4.1. Pedagogy of cooperation .................................................. ................................................. 92
4.2. Humane-personal technology Sh.A. Amonashvili .................................................. ...... 107
4.3. E.N. system Ilyina: teaching literature as a subject that forms a person
.....................................................................................................................................................110
4.4. Technology of vitagenic education (A.S. Belkin) .............................................. .................113
Forerunners, varieties, followers .............................................. ......................................... 116
Questions and tasks for self-control ............................................... ............................................... 123
V. Pedagogical technologies based on the activation and intensification of activities
students (active teaching methods) .................................................. .................................... 124
5.1. Game technologies .................................................................. ................................................. ..........127
Game technologies in the preschool period .............................................. ................................... 130
Gaming Technology in Jr. school age................................................................... 132
Game technologies in middle and senior school age.................................................................. ........ 133
5.2. Problem-Based Learning .................................................................. ................................................. ...... 140
5.3. Technology of modern project-based learning .............................................................. .................145
5.4. Interactive technologies .................................................................. ................................................... 153
Technology "Development of critical thinking through reading and writing" (RKCHP) ..................................155
4
Discussion technique .................................................................................. ................................................. 158
Debate technology .............................................................. ................................................. ...................... 161
Training technologies .................................................................. ................................................. .............. 168
5.5. The technology of communicative teaching of a foreign culture (E.I. Passov) ............... 181
5.6. Learning intensification technology based on schematic and sign models of educational
material (V.F. Shatalov).................................................. ................................................. ............. 186
Questions and tasks for self-control ............................................... ............................................... 191
VI. Pedagogical technologies based on the effectiveness of management and organization
educational process ................................................................ ................................................. ......................193
6.1. Technology of programmed learning .............................................................. ....................... 196
6.2. Technologies of level differentiation ............................................................... ............................203
Model "Intra-class (intra-subject) differentiation" (N.P. Guzik).......................205
Model "Level differentiation of training based on mandatory results" (V.V.
Firsov) ................................................ ................................................. ................................................. 207
Model "Mixed differentiation" (subject-lesson differentiation, "model
consolidated groups", "stratum" differentiation).................................................. ................................. 208
6.3. Technology of differentiated learning according to the interests of children (I.N. Zakatova) ........ 213
Model "Profile training".................................................................. ................................................. ... 216
6.4. Technologies of individualization of education (I. Unt, A.S. Granitskaya, V.D. Shadrikov)....224
The model of individual educational programs within the technology of productive
education ................................................. ................................................. ................................. 229
The model of individual educational programs in specialized education ..........................................230
6.5. Collective way of teaching CSR (A.G. Rivin, V.K. Dyachenko)................................. 240
Vertical version (Krasnoyarsk) .............................................. ............................................... 242
Horizontal options .................................................................. ................................................. ............ 244
6.6. Technology group activity................................................................................ 250
Model: group work in the classroom .............................................. ................................................. 252
Model: teaching in groups and classes of different ages (RWG).................................................................. ........... 256
Models of collective creative problem solving .............................................................. ................... 258
6.7. Technology S.N. Lysenkova: prospective-anticipatory learning using
reference circuits under commented control .............................................................. .........................261
Questions and tasks for self-control ............................................... ............................................... 264
VII. Pedagogical technologies based on didactic improvement and
material reconstruction .................................................................. .................................................266
7.1. "Ecology and Dialectics" (L.V. Tarasov).................................................. ................................... 269
7.2. “Dialogue of cultures” (V.S. Bibler, S.Yu. Kurganov)................................. ............................. 274
7.3. Consolidation of didactic units - UDE (P.M. Erdniev)................................................. .......279
7.4. Implementation of the theory of the phased formation of mental actions (P.Ya. Galperin,
N.F. Talyzina, M.B. Volovich) ................................................ ................................................. 282
7.5. Modular learning technologies (P.I. Tretyakov, I.B. Sennovsky, M.A. Choshanov). 287
7.6. Technologies of integration in education............................................................... ................................. 293
Integral educational technology V.V. Guzeeva................................................. ............ 294
Model "Technology of education of ecological culture" ............................................. ............ 298
Model of global education .............................................................. ................................................. .302
The concept of holistic pedagogy .............................................................. ................................................. 304
The concept of civic education .............................................................. ................................................. 307
7.7. Models of content integration in academic disciplines .............................................................. ....310
Model "Integration (combination) of academic disciplines" .................................................. ...... 311
Model of "synchronization" of parallel programs, training courses and themes.......................312
Model of intersubject communications ............................................................... ................................................. ..... 312
7.8. Concentrated learning technologies .................................................................. .........................314
Model of suggestive immersion ............................................................... ................................................. 316
Time immersion model by M.P. Shchetinina .............................................. ....................... 317
The technology of concentration of learning with the help of sign-symbolic structures .............................319
5
Peculiarities of ideographic models ............................................................... ......................................... 322
7.9. Didactic multidimensional technology V.E. Steinberg..............................................326
Questions and tasks for self-control ............................................... ............................................... 333
VIII. Private-subject pedagogical technologies .............................................................. ...........335
8.1. Technology of early and intensive teaching of literacy (N.A. Zaitsev).................................................. 337
8.2. Technology for improving general educational skills in primary school(V.N. Zaitsev)
.....................................................................................................................................................339
8.3. Technology of teaching mathematics based on problem solving (R.G. Khazankin).................................342
8.4. Pedagogical technology based on a system of effective lessons (A.A. Okunev).....345
8.5. The system of step-by-step teaching of physics (N.N. Paltyshev).................................................. ........... 348
8.6. Technology of musical education of schoolchildren D.B. Kabalevsky ........................ 350
8.7. Technologies for teaching fine arts at school............................................356
8.8. Author's pedagogical technologies of the "Teachers of the Year of Russia" .................................................... 362
Author's technology of formation moral choice schoolchildren "Teachers of the Year - 90"
A.E. Sutormina .............................................. ................................................. .............. 365
The author's technology of teaching physics based on the integrative principle "Teachers
years - 91 "V.A. Gerbutova .................................................. ................................................. ............ 366
The author's technology for the formation of musical thinking "Teachers of the Year of Russia - 92"
A.V. Zarub ................................................. ................................................. ................................... 368
The author's technology of teaching the Russian language and literature "Teachers of the Year of Russia - 93"
O.G. Paramonova .................................................. ................................................. ...................... 371
The author's technology of teaching literature "Teachers of the Year of Russia - 94" M.A. Nyankovsky
........................................................................................................................................................... 373
The author's technology for the development of speech of younger schoolchildren "Teachers of the Year of Russia - 95"
Z.V. Klimentovskaya .................................................. ................................................. ...................... 374
The author's technology for the development of the personality of students in the study of the French language
"Teachers of the Year of Russia - 96" E.A. Filippova ............................................................ .............. 375
The author's technology of labor training and education "Teacher of the Year of Russia - 97"
A.E. Glozman .................................................. ................................................. ................................. 376
The author's technology of teaching mathematics "Teachers of the Year-98" V.L. Ilyina............378
The author's technology of musical education "Teacher of the Year of Russia - 99" V.V. Shilov. .380
The author's technology of teaching the Russian language and literature "Teachers of the Year of Russia-2000"
V.A. Morara................................................. ................................................. ................................. 381
The author's technology of teaching "Technology" "Teacher of the Year of Russia - 2001"
A.V. Krylova ................................................. ................................................. .......................
