Pedagogical conditions for the use of innovative technologies in primary schools. Modern interactive pedagogical technologies in working with preschool children Interactive pedagogical technologies examples

15 minutes

Part 1: Using an interactive learning model

Speech by the presenter (the head of the educational organization or his deputy). After the theses are expressed, the participants discuss important points and debate.

Thesis 1. New forms and methods of working with students are needed

Leading:

Federal Law of December 29, 2012 No. 273-FZ “On Education in Russian Federation"contains a definition of the concept of "education" - this is "an activity aimed at developing the individual, creating conditions for self-determination and socialization of the student on the basis of sociocultural, spiritual and moral values ​​and the rules and norms of behavior accepted in society in the interests of the individual, family, society and the state" .

In the Federal State Educational Standard for Basic General Education, approved. by order of the Ministry of Education and Science of Russia dated December 17, 2010 No. 1897(as amended on December 31, 2015, hereinafter referred to as the Federal State Educational Standard for basic general education), the following features of educational work are approved:

• ideal orientation;
• value judgments;
• following a moral example;
• dialogical communication with significant others;
• identification;
• polysubjectivity of education and socialization;
• joint solution of personally and socially significant problems;
• system-activity organization of education.

It is necessary to choose new methods and forms of working with students. There is a need for interactive technologies aimed at:

• to develop the student’s communicative culture;
• providing conditions for his effective socialization;
• development of individuality;
• education of personality in situations of communication and interaction of people with each other.

Thesis 2. Technology is a tool for the professional activity of a teacher

Leading:

The success of the implementation of the goals and objectives defined by the Federal State Educational Standard for basic general education depends on the close interaction of teachers and parents of students. New technologies need to be used not only in educational activities, but also in working with their parents.

What is educational technology?

Participant:

Strictly scientific design and accurate reproduction of pedagogical actions guaranteeing success.

Leading:

The teacher is required to be able to organize his influence in such a way that its end result is personal interaction at a pedagogically optimal level. The technology used in this case should be optimal from the point of view of the teacher’s influence on students, forming in them a value-based attitude towards the world.

The central component of the technology is a clearly defined end goal, built on a diagnostic basis. Accurate definition of final and intermediate goals allows you to develop optimal algorithm their achievements, select tools to track planned results and, if necessary, make step-by-step adjustments. Technology is a tool professional activity teacher

Pedagogical technology is distinguished by:

• specificity and clarity of goals and objectives;
• presence of stages: primary diagnosis; selection of content, forms, methods and techniques for its implementation;
• the use of a set of means in a certain logic with the organization of intermediate diagnostics of achieving the goal, criteria-based assessment.

Thesis 3. The interactive model of teaching and upbringing focuses on the child’s personality

Leading:

In modern pedagogy, the most significant types of technologies include technologies for personality-oriented education and training of schoolchildren. Their leading principle is taking into account the personal characteristics of the student and the individual logic of his development. In the process of training and upbringing, it is necessary to focus on children's interests and preferences in content and types of activities. Pedagogical activities with a focus on the student’s personality naturally contribute to his prosperous existence, and therefore health.

What teaching models are used in pedagogy?

Participant:

There are several models of education:

• passive – the student acts as an “object” of learning (listens and watches);
• active – the student acts as a “subject” of learning (independent work, creative tasks);
• interactive – inter (mutual), act (act) – the learning process is carried out in conditions of constant, active interaction of all participants in educational relations; The teacher and the student are equal subjects of the educational process.

Leading:

The interactive model of training and education is an imitation of life situations, the use of role-playing games, project activities, and joint resolution of problem situations.

Interactive technology is a holistic system that covers a specific part of the educational process. It consistently includes games and exercises that shape the personal qualities of students, which ensure the effectiveness of entering society and their self-realization in accordance with interests and capabilities.

Advantages of interactive technologies, including gaming technologies:

• activation and intensification of educational relations;
• creating interpersonal interaction;
• making collective decisions in various situations simulating real conditions;
• flexible combination of various techniques and methods of work;
• the ability to simulate almost any type of activity.

Name the principles of interactive learning and education.

Participant:

Dialogical interaction; work in small groups based on cooperation and collaboration; active role-playing and training forms of work.

List interactive forms and working methods.

Participant:

Discussion: dialogue, group discussion, analysis of practical situations, analysis of situations of moral choice, etc.

Gaming: didactic and creative games, including business/management games, role-playing games, organizational and activity games.

Training: forms of conducting classes (communicative training, sensitivity training), which may include discussion and game teaching methods.

Leading:

In students’ extracurricular activities, interactive technologies can perform the following functions:

• value-orientation (translation of social norms for solving current problems of social interaction);
• individual-oriented (self-determination in status and function in social interaction);
• instrumental-orientational (gaining experience of orientation in various social situations);
• function of self-realization (getting pleasure from the process of interaction, realizing one’s own capabilities and needs);
• stimulating (motivation to participate in extracurricular activities, achieve success, analyze and reflect on one’s own behavior);
• constructive, diagnostic and corrective.

At today's pedagogical council, held in the form of an organizational and activity game, we will have to develop a set of conditions that will ensure the effectiveness of the use of interactive technologies in the activities of our school.

25 min

Part 2. Organizational activity game

It is useful to play the game with parents of students at parent-teacher meetings and with high school students at classroom hours, and discuss the results at the pedagogical council.

Leading:

Divide into 4 equal teams: administration, teachers, parents, students. Assignments have been prepared for you, which contain questions from the positions of four social groups.

The game will start for all teams at the same time. You are given 15 minutes to think about it.

After completing the first task, the teams change places (“move” to the next social group), etc. You must play the roles of representatives of each social group.

The results of the discussion of issues in each group are recorded, then collectively discussed, analyzed, and adjusted.

Leading:

Now let’s begin developing a system for the organization’s activities for the implementation of interactive pedagogical technologies.

Participants summarize the results of the game. The expert group selects the most acceptable options for solving the assigned problems and prepares a decision for the pedagogical council.

Leading:

The Pedagogical Council decides:

1. In order for teachers to master modern interactive pedagogical technologies, the methodologist must develop and conduct theoretical and practical classes with the team.
2. To summarize the experience of teachers who effectively use interactive pedagogical technologies in working with students and their parents.
3. The psychologist organizes individual and group consultations, the purpose of which is to correct the activities of teachers in introducing interactive technologies into the educational process.
4. The administration should develop and provide organizational and pedagogical conditions that provide opportunities for the use of interactive pedagogical technologies in educational space schools.
5. Create a new one in an educational organization organizational structure management, ensuring the inclusion of teachers and parents of students in self-government activities within the framework of the use of interactive technologies.
6. At parent meetings, class teachers should inform parents of students about the results of the pedagogical council.
7. Deputy heads of educational organizations for educational and educational work should create a bank of interactive pedagogical technologies for working with parents and students, taking into account age characteristics and various areas of educational activities.

Interactive technologies.

Encyclopedia of Educational Technologies:

In 2 volumes. T. 1. M.: Research Institute of School Technologies, 2006, 816 p.

The term “active methods and forms of teaching” has long been used in pedagogical practice. It unites a group of educational technologies that achieve high level object activity of schoolchildren's educational activities.

Recently, another term has become widespread - “interactive learning”. The term interactive learning (English) means education based on active interaction with the teacher. Essentially, it represents one of the options for communication technologies: their classification parameters are the same. In other words, interactive learning is learning with well-organized feedback from subjects and objects of learning, with a two-way exchange of information between them.

Interactive technologies are a type of information exchange between students and the surrounding information environment. Three exchanges of information exchange can be distinguished.

Extraactive mode: information flows are directed from the subject of the teaching system to the learning object (student), but circulate mainly around him, without penetrating inside the object. The student acts as a passive learner. This mode is typical for lectures and traditional technology. This mode is most often passive and does not cause the child’s subjective activity, since learning is represented mainly by the activity of the learning environment.

Intraactive mode: information flows go to the student or group, cause them, cause their active activity, closed within them. Students appear here as subjects of teaching themselves, teaching themselves. This mode is typical for technologies of independent activity, self-learning, self-education, and self-development.

Interactive mode: in this case, information flows penetrate the consciousness, cause its active activity and generate a reverse information flow, from student to teacher. Information flows, thus, either alternate in direction or have a two-way (counter) nature: one flow comes from the teacher, the other from the student. This mode is typical for interactive technologies.

The simplest examples of interactive technologies are conversation or consultation. The most interactive mode is represented in technological methods included in any specific monotechnology.

Target orientations:

§ activation of individual mental processes of students;

§ stimulation of the student’s internal dialogue;

§ ensuring understanding of the information being the subject of exchange;

§ individualization of pedagogical interaction;

§ bringing the student to the position of a subject of learning;

§ achieving two-way communication between teacher and student.

The most common task of a teacher-leader in interactive technology is facilitation (support, relief) - direction and assistance in the process of information exchange:

§ identifying the diversity of points of view;

§ appeal to the personal experience of the participants;

§ support for participant activity;

§ combination of theory and practice;

§ mutual enrichment of participants’ experience;

§ facilitating perception, assimilation, mutual understanding of participants;

§ encouraging creativity of participants.

Features of the organization.

Information should be absorbed not in a passive mode, but in an active one, using problem situations and interactive cycles. Interactive communication promotes mental development. In the presence of feedback, the sender and receiver of information change communicative roles. Feedback significantly improves the effectiveness of the exchange of learning information by allowing both parties to eliminate interference.

Interactive technologies are based on direct interaction between students and the learning environment. The learning environment acts as a reality in which the student finds himself as an area of ​​mastered experience, and this is not just about connecting his empirical observations, the student’s life experiences as auxiliary material or an illustrative addition. The learner's experience is the central activator of learning cognition. In traditional teaching, the teacher plays the role of a “filter” that passes educational information through himself; in interactive teaching, he plays the role of an assistant in work, one of the factors that activates mutually directed flows of information.

Compared to traditional ones, in interactive learning models the interaction with the leader also changes: his activity gives way to the activity of students, the task of the leader is to create conditions for their initiative. In interactive technology, students act as full participants; their experience is no less important than the input of the presenter, who not so much provides ready-made knowledge as encourages independent search.

The teacher plays several main roles in interactive technologies. In each of them, he organizes the interaction of participants with one or another area of ​​the information environment. In the role informant - expert the teacher presents textual material, demonstrates video sequences, answers questions from participants, monitors the results of the process, etc. In the role organizer - facilitator he establishes the interaction of students with the social and physical environment (divides them into subgroups, encourages them to independently collect data, coordinates the completion of tasks, preparation of mini-presentations, etc.). In the role consultant The teacher turns to the professional experience of the participants, helps them look for solutions to existing problems, independently set new ones, etc.

In some interactive technologies, the presenter does not need to be an expert on the subject. The disadvantages of the facilitator role include the teacher's high costs of preparation, the difficulty of accurately planning results, and the facilitator's high energy consumption.

Sources of interference during interactive mode can be:

§ language (in verbal or non-verbal form);

§ differences in perception, due to which the meaning in the processes of encoding and decoding information may change;

§ differences in organizational status between the leader and the student.

Examples of interactive technologies:

1. Technology “Development of critical thinking through reading and writing”

2. Discussion technology

3. “Debate” technology

4. Training technologies

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The creation of so-called Virtual Simulators is a new way to solve the problem of organizing educational laboratories for the study of complex measuring equipment and instruments. This problem is especially relevant when studying medical technology due to high cost equipment. The main advantage of using Virtual Simulators is that you can create systems that do not exist in reality. That is, systems consisting of elements that are currently inaccessible for connection, located in different parts country or only abroad. Virtual simulators can be used both in the educational process (during laboratory work or for theoretical admission to them), and for self-study students. Types of virtual simulators. According to the functions performed, Virtual simulators can be divided into groups: 1. Knowledge training simulators - Electronic textbooks (TE). Due to the widespread use of multimedia (graphics, animation, sound), the effectiveness of learning is significantly increased. 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An effective virtual simulator requires a user-friendly environment that the user can easily navigate, focusing on the training material, test questions, and operating procedures rather than on managing the simulator program. Based on existing experience, several basic rules can be identified when developing ES: 1. Mandatory use of frames. Dividing the screen area into several independent windows allows you to solve navigation problems, simplify the user's search for the necessary information, and more effectively organize the dialogue (contextual hints, comments, help). It is advisable that the structure of the frames does not change significantly during the work, since the flickering of frames on the screen will tire the user and confuse him. 2. It is necessary, if possible, to reduce scrolling. It is better to divide the material into chapters; the user does not have to spend a lot of time to view each chapter. Illustrations, photographs, and animation clips must be of such a size that they fit entirely on the screen. 3. Reading a large amount of text from the screen tires the eyes, so the text can be duplicated with sound. This is especially convenient in relation to email. diagrams: instead of flicking their eyes from the picture to the description, the user can study the diagram while listening to the explanations to it. Tver State Technical University has developed a Virtual Laboratory, which includes an electronic textbook, a testing program and a multimedia virtual simulator. The program can be used for laboratory work and testing student knowledge, but is more focused on independent work students. The virtual simulator has two modes of operation: familiarization with the stand and execution of work. When developing the simulator, photographs of a real stand were used. Using the 3D STUDIO MAX three-dimensional scene editor, photographs were given volume and a large number of animated clips of the movements of stand elements were created. It should be noted that the stand has a limited number of moving elements. These are various arrows, scale marks, handles, buttons, toggle switches, switches. The rest of the equipment is motionless and acts as a background in the simulator program. Moving elements were implemented against this background into three-dimensional scenes and animation scripts were created for them. When performing work on a virtual simulator, the user is given the same freedom of action as when working with a real stand. The user is not limited to a rigid sequence of actions. The simulator does not implement a functional relationship between the movements of elements; digital codes are used to record states. They are hidden from the user and change as his actions progress. Code changes force the moving elements of the stand to take previously known positions. There is a set of states of the moving elements of the stand; digital codes for these states are strictly defined and constantly monitored; intermediate states of the stand are not checked. Thus, the user can achieve the desired results in different ways. For example, the order in which two independent devices are turned on and off does not matter and the user is allowed to perform these operations in any order. Moreover, if the user significantly violates the order of work, so that the work could not be performed on a real stand, then the virtual stand also does not work. Some user actions can cause a so-called “emergency situation” (an accident or equipment breakdown is simulated); they entail punishment for the user. The ability to simulate such emergency situations is one of the advantages of virtual simulators, since such student actions are not allowed on real expensive equipment.

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Yandex. Video

POSSIBILITIES OF INTERACTIVE LEARNING TOOLS

Municipal educational institution "Secondary school No. 30", Osinniki, village. Robin

The modern era is an information era. Today, a decisive role in a person’s social success is played by his possession of information and knowledge. Perhaps the most important problem with the ever-increasing amount of knowledge acquired by humanity is how to preserve, select and transmit this knowledge from generation to generation.

The learning process at school is directly related to students’ ability to use information technology, work on a computer, on the Internet and select the necessary information. Computer training programs, training systems based on multimedia technologies, intelligent and training expert systems, and communication tools have proven themselves positively in the educational process.

In traditional teaching, the main active (from the point of view of providing feedback) participants in educational information interaction are two components - the teacher and the learner (learner). When using a learning tool operating on the basis of ICT, an interactive partner appears for both the learner (student) and the teacher, as a result of which Feedback carried out between three components of educational information interaction. The role of the teacher as the only source educational information, with the ability to provide feedback, changes (shifts towards supervision or mentoring). The time previously spent by the teacher on retelling educational materials is freed up for solving creative and management tasks. The role of the learner is also changing. The student moves on to a more complex path of searching, selecting information, processing and transmitting it.

Interactive learning tools are a means in which a dialogue occurs, that is, an active exchange of messages between the user and the information system in real time.

The emergence of interactive learning tools provides such new forms of educational activity as registration, collection, accumulation, storage, processing of information about the objects, phenomena, processes being studied, the transfer of sufficiently large amounts of information presented in various forms, control of the display on the screen of models of various objects, phenomena , processes. Now interactive dialogue is carried out not only with the teacher, but also with a teaching tool operating on the basis of ICT.

The leading purpose of using multimedia equipment in the classroom is to achieve deeper memorization educational material through figurative perception, enhancing its emotional impact, ensuring “immersion” in a specific sociocultural environment. This occurs through the use of a multimedia projector, an interactive whiteboard and a computer with Internet access.

Currently, computer hardware and software have reached such a level that it has become possible to implement on its basis an electronic textbook that has whole line advantages over printed products. These advantages are due to the use of new generation multimedia, hypertext, and interactivity in the electronic textbook.

Multimedia. Multimedia is a complex of computer hardware and software that allows you to combine information presented in various forms (text, graphics, sound, video, animation) and work with it interactively.

In a regular textbook, all information is presented only in the form of text and graphics. An electronic textbook can effectively use the entire variety of multimedia technologies.

Firstly, the text of the electronic textbook can be made bright, colorful, with font selection by style, color, size, type of presentation (regular, bold, italic, underlined). There are rich opportunities to create text and mathematical formulas in a single style, using many different alphabets (Cyrillic, Latin, Greek, etc.), special symbols, pictograms.

Secondly, it is easy to create different graphic images(drawings, photographs, tables, graphs of any shape, histograms, three-dimensional images). All this can be animated, that is, set in motion, change shape.

Thirdly, you can use background audio or a sound signal when accessing a specific block of information, a picture, a control button, etc. You can insert sound clips in offline or interactive mode, and voice dynamic processes.

Fourthly, video clips can be used in just as many ways, including video material prepared for educational needs in past years and stored on magnetic media and photographic films.

Fifthly, multimedia technologies make it possible to use animation, to “revive” pictures, texts and other textbook objects. This technology makes it possible to demonstrate experimental work on subjects in a virtual form, “demonstrate” invisible ones, or conduct experiments that are dangerous for a live demonstration.

Multimedia facilitates the process of memorization, makes the lesson more interesting and dynamic, creates the illusion of co-presence, empathy, and contributes to the formation of voluminous and vivid ideas about the past.

Hypertext. Unlike ordinary text, which is always linear (the meaning of the text is revealed sequentially), hypertext is a set of individual blocks of text (nodes) interconnected through hyperlinks. The diagram shows the structure of regular text and hypertext.

Hypertext implements a nonlinear way of organizing and displaying text. In this case, the reader has the opportunity to independently choose the path to obtain the information he needs. It is assumed that this method of obtaining information is more effective than the linear one (used in the classic textbook).

The open structure of hypertext construction has the following characteristics:

ü information nodes (blocks) have different sizes;

ü the network principle is supported by the link structure;

ü the ability to explicitly represent the structure of information through the structure of hypertext;

ü dynamic control of information by the user, when the user decides where to go in the hypertext;

ü multi-user access to information - all elements of hypertext are available to many users at the same time.

Interactivity. considers three forms of interactivity:

1. Reactive interactivity: students respond to what the program presents to them. The sequence of tasks is very strictly defined, and individual influence on the program is very small (linear learning model). The student can freely move forward or backward through the application, selecting topics of interest, but cannot change the content. Applications of this type can be useful as a demonstration or initial introduction to the material being studied;

2. Effective interactivity: students control the program. They decide for themselves whether to complete tasks in the order proposed by the program or act independently within the application (non-linear learning model). Applications of this type use hypertext markup and have the structure of electronic reference books, encyclopedias, databases, etc. The nonlinear learning model helps users carry out self-study along individual educational trajectories and vary various educational strategies. The teacher does not give students necessary knowledge, it only provides support for educational strategies and assistance in students' search for information and awareness of their own actions. The nonlinear model is effective for distance learning;

3. Mutual interactivity: the student and the program are able to adapt to each other, as in the virtual world (Guided Discovery model). The model allows the student to conduct research, overcoming various obstacles, solve individual problems, and structure the sequence of tasks. Often the content is provided with motivational game, competitive, and research elements. Examples of applications of this type are adventure games in history, biology, geography, etc., simulators, workshops, training programs, etc.

Within these three models, the level of control on the part of the student and on the part of the program varies. At the reactive level, the learner's behavior is determined by the program. At the effective and especially the reciprocal levels, control and manipulation are in the hands of the user. Interactivity contains a wide range of opportunities to influence the course and content of information:

ü linear navigation on the screen using vertical scrolling;

ü hierarchical navigation using hyperlinks;

ü interactive help function. Most effective if adapted to instantaneous information presentation;

ü feedback. The program's response, which evaluates the quality of the user's actions. This reaction is displayed if the further development of the program depends on this assessment;

ü constructive interaction. The program provides the ability to construct objects (goals) on the screen;

ü reflexive interactions. The program stores individual student actions for further research.

Interactive board.

Smart Board interactive whiteboards provide teachers and students with a unique combination of computer and traditional methods of organizing educational activities: with their help, you can work with almost any software and at the same time implement various techniques for individual and collective, public (“answer at the board”) students’ work.

The main form of presentation of materials for demonstration to the class is a presentation consisting of a set of slides. The main tool for creating such presentations is usually Microsoft PowerPoint. However, the SMART Notebook environment provides even more features that are specifically designed for working with your interactive whiteboard.

You can not only create drawings yourself, insert them from external files from the disk, but also take them from the built-in rather rich collections.

SMART Notebook software can be installed and used on any computer—even without connecting the whiteboard itself. This allows the teacher to prepare everything necessary materials for the next lesson at home.

You can call the student to the board and, giving him an electronic marker instead of traditional chalk, instruct him to solve the problem by completing the necessary drawings and entering the required letters, numbers and other symbols using a virtual keyboard or handwriting recognition tool. At the same time, it is much easier for the student to draw correct geometric figures, it is more convenient to provide them with the required signatures, all calculations can be immediately checked, if desired, using the standard Calculator application included in Windows, and the chalk dirt and wet rag that have become familiar will forever be a thing of the past.

Common goal various methods learning and types of lessons is the acquisition of knowledge by students. At the same time, the introduction of innovations is encouraged so that they fit harmoniously into the already established structure of the lesson. Learning models are divided into passive, active, interactive.

Classification of learning models

Passive The model (extractive mode) assumes the activity of the learning environment. This means that students learn the material from the text of the textbook or from the words of the teacher; there are no creative tasks and communication between them. A striking example of such a model is a lecture or traditional lesson. Used this model quite often, despite the fact that modern requirements for lesson structure require the use active methods, which would cause the child’s activity.

Active The model (intraactive method) is characterized by stimulating student independence and stimulating cognitive activity. In this model, creative tasks (usually at home) and mandatory communication between the teacher and students are encouraged. But it also has disadvantages, for example, the student acts as a subject of learning for himself, teaching only himself, who does not interact at all with the participants in the educational process, excluding the teacher. That is, the focus of this method is one-sided, aimed at independent activity, self-education, self-training, self-development; but it does not imply interaction in groups and the ability to exchange experiences.

Currently it is widespread interactive learning, one that is based on active interaction with the teacher. In essence, this is one of the options for communication technologies, since their classification parameters coincide. With interactive learning, a well-organized relationship and two-way exchange of information arises between the subject and the object of learning. Interactive learning technology is the organization of the learning process in such a way that the student participates in an interaction-based, complementary, collective process of learning cognition.

Using the Interactive Model

The goal of the interactive model is to organize comfortable learning conditions when all students actively interact with each other. When organizing interactive learning, they simulate life situations, use role-playing games, and solve questions based on an analysis of the situation and circumstances. Therefore the structure interactive lesson differs significantly from the usual structure, and therefore requires the experience and professionalism of the teacher. The structure of the lesson is based on elements of an interactive teaching model - interactive technologies that make the lesson interesting and rich.

It is acceptable to use interactive work in lessons where the new material presented is being mastered, in lessons where knowledge is applied, in special lessons, as a generalization or survey. At the initial stages of learning, working in pairs is quite effective. Its huge advantage is the opportunity for each child to speak out, exchange their own ideas with a partner, and then voice them to the whole class, and most importantly, every student will be involved in the work.

Main requirements that ensure the success of learning using interactive technology are:

1. A positive relationship in which there is an understanding among all group members that the shared learning activity will benefit each student.
2. Direct interaction in which all group members are in close contact with each other.
3. Individual responsibility, in which each student must study the material provided and be responsible for helping others (more able students do not do other people's work).
4. Development of teamwork skills, that is, students master the interpersonal skills that are necessary for successful work (planning, distribution, questioning).
5. Performance appraisal, in which specific time is allocated during which the group evaluates the success of its work.

Implementation of an interactive model in the classroom

Interactive technologies allow students to play out various personal and job roles in the educational playing field and master them when creating a future model of human interaction in a production situation. When using interactive technologies in teaching, the student is as close as possible to the conditions of the educational material, is included in the situation being studied, is encouraged to take active action, experiences a state of success and motivates his behavior.

As part of the lesson, the interactive model can be implemented using the following interactive technologies:

1. Work in small groups – 2,3,4 people.
2. Exercise "Carousel". The students are divided into two equal groups, one of which is the inner circle and the other the outer circle. In this case, students sit facing the members of another circle, forming pairs with them. The teacher sets the topic for discussion and roles, for example, the outer circle of students are listeners who can ask clarifying questions, and the inner circle are storytellers who answer questions. Every 2 minutes the teacher gives a command, and the outer circle moves one person to the side, thereby changing pairs, while members of the circles also change roles among themselves. In this way, you can discuss no more than 3 topics at a time, and it is imperative that they have a positive focus, such as student achievement.
3. Lectures with problematic presentation, in which a problematic situation for students is modeled, and it is assumed that they will find a new way to solve it, since the student cannot solve the situation using what is known to him.
4. Lesson-seminar (debate, discussion).
5. A heuristic conversation in which the teacher does not provide students with ready-made knowledge, but with correctly posed questions allows them to approach new concepts on the basis of existing skills and knowledge.
6. Lesson-conference.
7. Lesson using multimedia.
8. Modeling technology.
9. Technology of full cooperation.

Interactive game

One of the most productive pedagogical technologies is an interactive game, which creates optimal conditions for self-realization and development of students. Its goal is to change and improve the models of activity and behavior of the subjects of pedagogical interaction, and their conscious assimilation of these models. Interactive games help stimulate activity and social development, creating a magical world where everyone accepts its laws and norms. Children do not hide their emotions, communicate freely with the participants in the game verbally and non-verbally, make decisions, and try different roles.

Happens during the game interaction, which supports the development of personality and socialization, allows us to determine the development and integration of the knowledge and skills that schoolchildren already have. Active participants in the game learn more intensively and motivate themselves more, but those who focus on the leader do the opposite. Interactive games help children quickly establish contact with each other; the game helps to increase the rate of reaction and provides an opportunity to express their emotions, both negative and positive. List of topics for interactive games endless: studying your body, seasons, colors, illustration of mood, mutual feelings, friends or family, home or school, gifts. Games can also take place as genre productions and improvisations.

Main directions, according to which game situations are implemented during the lesson, are the following:

• The didactic goal is set in the form of a game task;
• Educational activities follow the rules of the game;
• Educational material is used as a means of play;
• The element of competition is included in educational activities, and the didactic task becomes a game one;
• A successfully completed didactic task is associated with the results of the game.

In order to correctly combine game elements and learning, to determine the place and role assigned to gaming technologies in the educational process, the teacher must understand the classification and functions of pedagogical games. There are four main features such games:

1. direct and indirect rules;
2. competition and emotional elation of activity;
3. active, improvisational, creative nature of the activity;
4. free developmental activity, which is undertaken only at the request of the child.

A didactic game is one of the most effective ways to awaken a keen interest in the subject being studied. The inherent desire to play in children must be used and directed towards solving various educational and educational problems. In order for the game to be interesting and accessible to children, the teacher must think it through and prepare it well; the rules of the game must be clear and concise. How effective the game will be depends on the teacher’s interest and emotional attitude to the game, the course of its development and the result. How effective a didactic game will be depends on how systematically it is used and the purposefulness of the game program.

A business game is an activity in which various practical situations are simulated. Game technology involves game modeling, when a model is created that replaces the real object of some situation, when the models are manipulated to replace real experiments with artificially constructed patterns of behavior. The rules of the game can be taken from a real situation or made up.

During business games, participants develop different positive attitudes:

• Interest in activities and problems that are modeled and played out during the game;
• Assimilation of a large amount of information, which contributes to the creative search for solutions to problems;
• Ability to adequately analyze the real situation;
• Formation of objective self-esteem of students;
• Development of analytical, innovative, economic and psychological thinking.

In order for a business game to give the desired result, it must be based on theoretical knowledge and ideas about the field of activity that is being simulated.

Since one of the fundamental principles of the educational process is humanistic, you should pay attention to the fact that the goal of education should not be the child’s assimilation of a certain amount or set of knowledge, but the holistic development of his personality. A means of personal development that can reveal its potential abilities is independent thinking and cognitive activity. Hence the conclusion - the teacher must set himself the task of ensuring such independent and mental activity in the lesson, and this is facilitated by interactive technologies, in which the student independently opens the path to knowledge, and the assimilation of knowledge is the result of his activity.

First, the teacher dwells in detail on what is needed for assimilation to be considered complete. As general overview he can show and explain the goal chart he has created for the course. For a more detailed explanation, the teacher can show the pre-test, i.e. demonstrate to students a version of the final test, but using different test questions.

The teacher then introduces how the learning process will be structured to achieve complete mastery. In the practice of working with this system, the main emphasis is usually placed on the following basic ideas:

Training will be carried out using a new method, which will allow all students to achieve good results not only for a small part of it;

Everyone receives a grade only on the basis of a final knowledge test for the entire course;

Each person's mark is determined not by comparison with the results of others, but by a predetermined standard;

Each student who achieves the standard receives an “excellent” mark;

The number of excellent marks is not limited. Accordingly, mutual assistance does not reduce everyone’s opportunity to get an excellent grade. If everyone helps each other and everyone studies well, then everyone can earn excellent grades;

Each student will receive any necessary assistance. Therefore, if he cannot learn the material in one way, then alternative opportunities will be provided to him;

Throughout the course of study, each student receives a series of “diagnostic” assessments (tests) designed to guide his or her progress; the results of these assessments are not

are assessed by marks. Information from the results of these checks serves only to enable the student to more easily identify his gaps or errors and correct them;

In the event of difficulties in completing routine assessments, the opportunity to select alternative training procedures will be immediately given to help overcome difficulties, misunderstandings or errors.

The only evaluation criterion is the standard of complete assimilation of knowledge and skills. After completing the test, students are divided into two groups: those who have achieved and those who have not achieved full mastery of knowledge and skills. Those who have achieved complete assimilation at the required level can study additional material, help those who are lagging behind, or simply be free before starting to study the next academic unit. The teacher pays the main attention to those who were unable to demonstrate complete mastery of the material. Supportive (corrective) educational work is carried out with them. To do this, first, existing gaps in knowledge and skills are identified. On that part of the educational material that is not properly mastered by the majority, classes are held with the entire group; the presentation of the material is repeated anew, and the method of presentation changes (for example, with the active use of visual aids that were not used during its first presentation; with the involvement of additional types of educational activities for children, etc.). When eliminating particular gaps and difficulties, individual work is often used.

The transition to studying a new educational unit occurs only when all or almost all students have mastered the content of the previous educational unit at the required level.

INNOVATIONAL APPROACHES TO TRAINING IN MODERN EDUCATIONAL PROCESS

I.S. Peshnya (Irkutsk Institute of Medical Advanced Studies)

The most important feature of the modern education is its direction to the preparing of the students not only to adapt themselves to the situation of the social changes but to perform actively and the innovative studying helps to manage with it. Innovative approaches to the studying are divided in two groups: Technological and searching. The technology of complete adopting of knowledge knowledge became popular.

LITERATURE

1. Guzeev V.V. Educational technology: from reception to philosophy. - M.: September, 1996 - 112 p.

2. Selevko G.K. Pedagogical technologies based on the intensification and effective management of educational programs. - M.:

Research Institute of School Technologies, 2005. - 288 p.

Clarin M.V. Innovative teaching models in foreign pedagogical searches. - M.: ARENA, 1994 - 222 p.

The concept of modernization of Russian education for the period until 2010. - M.: APKiPRO, 2002. - 24 p.

© VINOKUROVA M.I. - 2006

CONDITIONS FOR THE DEVELOPMENT OF THE POSITIVE COMPONENT OF THE PEDAGOGICAL POTENTIAL OF INTERACTIVE TECHNOLOGIES

M.I. Vinokurova

(Irkutsk State Linguistic University, rector - Doctor of Philology, Prof. G. D. Voskoboynik)

Summary. Interactive learning technologies have great pedagogical potential in the field of training, education and development. Realizing this pedagogical potential and thus achieving a high degree of satisfaction with the learning process is possible only if a number of conditions for interactive learning are met. These include: organizational-pedagogical, social-pedagogical and psychological-pedagogical conditions. Keywords. Interactive learning technologies, pedagogical potential, organizational and pedagogical conditions, social and pedagogical conditions, psychological and pedagogical conditions.__________________

The pedagogical potential of interactive learning technologies provides and justifies the advantages of their use in solving all problems of teaching and education.

So, in the field of didactics it is broadening one’s horizons, intensifying cognitive activity; the opportunity to apply knowledge and skills in practical activities; formation of certain skills and abilities necessary in professional activities; development or development of techniques for regrouping, reorganizing and systematizing something; ability to formulate questions and answer them.

In the field of education - the development of independence, activity and will; the formation of certain approaches, positions, moral and ideological attitudes, the formation of the ability to work in a team and communication skills.

In addition, we come to the conclusion that the use of interactive learning technologies contributes to the development of attention, memory, speech, thinking, skills to compare, juxtapose, and connect together; creativity, reflection, the ability to find the optimal or simplest solutions, predict the expected result, find a way to vary or rearrange something.

In addition, interactive learning technologies make it easier to become familiar with the norms and values ​​of society; adapt to environmental conditions; exercise control and self-regulation; teach communication, psychotherapy, improving the ability to express one’s thoughts orally and in writing, the ability to establish and maintain psychological contact; the ability to listen to the interlocutor, understand his motives, determine his current psychological state, the skill of mastering a wide range of behavior; ability to prove, convince, express agreement/disagreement.

The use of interactive technologies involves a high intellectual load on students, intense work schedules and, at times, frustrating situations associated with psychological discomfort (in case of incompatibility of team members, making wrong decisions, ineffective actions of the teacher or teaching colleagues, etc.), which requires qualified, psychologically competent management of the process of such training and the presence of a teacher’s communicative and interactive potential, which allows him to proactively monitor potential difficulties and, if they arise, overcome them, or provide psychological and pedagogical support to students.

As a result of the study, we found that a teacher working in an innovative educational paradigm achieves greater effectiveness if he organizes the educational process as a communication one, working on each element of this process at the program-target level: goal - content - means - channels - result - feedback, taking into account the principles of working with student audiences, demonstrating their didactic and communicative competence. During the study, it was possible to establish that to achieve educational effectiveness, that is, to develop communicative competence students, increase their motivational

readiness to demonstrate cognitive activity and at the same time achieve a high degree of satisfaction with the learning process is possible only if a number of conditions for interactive learning are met.

As is known, conditions express the relationship of an object to the phenomena surrounding it, without which it cannot exist, and the object itself acts as something conditioned. Consequently, the condition, as the diversity of the objective world relatively external to the object, in contrast to the cause that gives rise to this or that phenomenon or process, constitutes the environment, the situation in which they arise, exist and develop.

Analysis of the experience of using interactive learning technologies allowed us to highlight, first of all, organizational and pedagogical conditions. This is a reasonable combination of traditional and innovative teaching technologies; program-targeted elaboration of each technological “step” or procedure of a methodological complex of interactive technologies (setting educational, developmental and gaming goals, modular selection of tools and determination of vectors of action for the development of skills, forecasting “alarming” situations and the final result); availability of a common assessment system results achieved at the end of the cycle of classes, the establishment of subject-subject relationships based on positive interpersonal interaction between the teacher and the student and the students among themselves.

The joint expedient activities of two subjects of educational activity within the framework of classes using interactive learning technologies, “effective social and pedagogical interaction”, are aimed, first of all, at establishing and self-affirming the status of students in the world of social relations, phenomena, development of knowledge, skills, attitudes and personal qualities The teacher, taking the position of a partner-assistant, contributes to the creation of real prerequisites for the self-development of the students’ personality.

With this approach, the role of the teacher becomes mainly partner and auditor, his main function is to manage the communication process, that is, to instruct, stimulate competitive activity, educational and cognitive activity, create a creative atmosphere, encourage individual and collective success, adjust the process of achieving set goals and actions of participants in the interactive learning process, organize discussions and reflective analysis.

At the same time, during classes, students enter into communication with each other. Willingness for constructive communication, an unbiased attitude towards opposing opinions, recognition of the rational element in a different position are not only principles, but also necessary conditions activities in the “student - student” system.

Essential characteristic dialogical communication in this case is the equality of positions and the active role of the interacting parties. The individualized attitude of the subjects of learning to each other, to the content of classes is manifested in actions, moods and is transformed into a group attitude of the subjects. The latter is not a simple sum of

wearing people, and it should be considered as a complex integrative formation, the result of interaction, mutual influence and complementarity of the participants in the lesson.

These circumstances require the development of didactic, communicative culture and gaming technological competence among teachers using interactive teaching technologies.

Social and pedagogical conditions, as shown by the analysis of the use of interactive learning technologies, should include the creation of a creative atmosphere in the classroom and the implementation of the principles of game simulation modeling, which include: active position, expressed in the manifestation of physical and intellectual strength of students, starting with preparation for the lesson, and also then during the lesson itself and during the discussion of the results obtained; the principle of entertainment in playing and performing roles, based on game modeling of activities and having a strong emotional impact on students; the principle of individuality and collectivity: in our classes there is a manifestation of pure individual qualities as a condition for self-expression and self-affirmation, collectivity expresses the joint nature of interrelated and interdependent activities; the principle of problem-ness, which is implemented when solving problems that arise in the process of training.

In addition, the correct organization of the spatial environment (“communicative playing field”) and training regulations are important, that is, it is necessary, in accordance with the laws and principles of organizing educational and gaming activities, to develop rules for each specific stage of the complex of interactive technologies that should create favorable

conditions for maximum manifestation of students' potential abilities.

Among the psychological and pedagogical conditions identified as a result of experimental work, we include high motivational readiness for educational and developmental activities. As is known, psychologists attribute play to introgenic behavior, that is, behavior determined by internal factors of the individual (needs, interests), in contrast to extra-genic behavior determined by external necessity, it follows that interactive technologies only really teach and educate when awakens the inner strength of students, stimulates their initiative. Based on this, the teacher needs to use the entire complex of interactive technologies as a set of educational and social-communicative activities, which simultaneously ensures the transfer of subject knowledge, skills, abilities, develops mental strength and awakens students’ internal incentives for self-knowledge, self-development and self-learning. Consequently, when organizing classes, it is necessary to ensure that students form and develop their own moral consciousness, forms of behavior, ability to analyze, adequate choice and decision about actions in conditions of communication and interaction.

Thus, if classes using interactive learning technologies are designed on the basis of diagnostics of the development of personality traits, then they are one of the means that contribute to the development and education of students. And if a teacher uses interactive technologies purposefully, taking into account all pedagogical features, then he will definitely be a winner.

CONDITIONS OF THE DEVELOPMENT OF POSITIVE CONSTITUENT OF PEDAGOGICAL POTENTIAL OF INTERACTIVE TECHNOLOGIES

M.I. Vinokurova (Irkutsk State Linguistic University)

Interactive technology of training has a great pedagogical potential in the sphere of studying, upbringing and development. To realize this pedagogical potential and to reach a high degree of satisfaction of the training process you should observe some conditions of interactive training. They are: organizational - pedagogic, social - pedagogic and psychological - pedagogic conditions.

LITERATURE

1. Arstanov M.Zh. and others. Problem-based learning: questions of theory and technology / Arstanov M.Zh., Pid-kasisty P.I., Khaidarov Zh.S., Khaidarov Zh.S. - Alma-Ata, 1980. - 352 p.

2. Clarin M.V. Innovative teaching models in foreign pedagogical searches. - M.: ARENA, 1994.

3. Educational communication as a subject of socio-psychological research and correction // Modern technologies of teaching in a humanitarian university: Materials of an interuniversity. scientific method. conf. - St. Petersburg: RGPU, 1994.

4. Philosophical Dictionary / Ed. I.T. Frolova - M.: Political literature, 1987. - 588 p.

5. Elkonin D.B. Psychology of the game. - M: Pedagogy, 1978.