What can be cooked from squid: quick and tasty

Formally, there are no contradictions between the technological and methodological approaches to the educational process. However, their assessment by different scientists is carried out in different ways. Some researchers say that the method of education is a broader concept than technology. Others support the opposite point of view. In particular, scientists consider teaching and educational technologies in a broad sense, including technology. The latter, in turn, presupposes mastery of certain techniques by the teacher. Consider further what are modern technologies education. The article will consider their signs, forms, features.

Teaching practice

Within the framework of the methodology, the means and methods of interaction between the teacher and the children are studied. At the same time, they are not lined up according to a specific algorithm, in a certain logical sequence. Educational pedagogical technologies differ from the methodology by focusing on a given diagnosed result. At the same time, they are not limited to reproducing actions according to an exact algorithm. This is due to the fact that pedagogical practice presupposes the creativity of teachers and children within a certain framework. In accordance with another approach to differentiating these phenomena, the technique is viewed primarily as a system of a specialist's activity. Educational pedagogical technologies, in addition, describe the behavior of children. The technique is distinguished by a "soft" recommendatory nature. Educational technologies more rigidly illustrate the sequence of actions of teachers and children, a deviation from which can create obstacles to the achievement of planned indicators. The methods are largely based on intuition, personal qualities of a specialist, and existing educational traditions. In this regard, it is quite problematic to reproduce them.

Educational technologies: concept

The definition can be viewed from various angles. In the classical form, educational technologies are components of teaching excellence, providing for a professional, scientific informed choice a certain operational influence of a specialist on a child in the framework of his interaction with the world. These elements of activity allow children to form an attitude towards the environment. Educational technologies should harmoniously combine the freedom of individual expression and socio-cultural norms. These teaching components form a specific system. It promotes the establishment of such interactions between the participants in the process, in which in the course of direct contact the planned goal is achieved. It consists in introducing children to cultural universal values.

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Educational show technology

Educational technologies are one of the means of education, a system of scientifically grounded techniques and methods that contribute to the establishment of such relations between the subjects of the process, in which the set goal is achieved in direct contact - the introduction of the educated to universal cultural values.

Polyakov Sergey Danilovich, Professor of the Department of Psychology of the Ulyanovsk State Pedagogical University, Doctor of Pedagogical Sciences, one of the main researchers of the problems of education in modern Russian schools.

Signs of educational technologies: relative mass use as a guarantee of reproducibility; stability, typicality, which can be identified and named when describing the stages and algorithms of work; a relatively high guarantee of a certain result of upbringing.

Features of show technology: division of participants into speakers ("stage") and spectators ("hall"); competition on stage; the script of the show program prepared by the organizers.

Stages of show technology implementation: preparation of a show program; conducting an educational show; summarizing.

Tasks of the organizer: development or search for the script of the show; distribution of responsibility for directing, use technical means(audio and video equipment, lighting), etc .; preparation of a "scene", "hall", a presenter, assessment procedures, design.

“Scene”: a decision on the main principle of selecting participants in the “scene”; gathering of participants, explaining tasks to them, choosing the form of the show, the mood for participation, if necessary - the formation of teams, "homework"; assistance in preparing the "scene" for participation in the show.

Leader: decision about the leader; development of a program for the conduct of the show and the image of the presenter; rehearsal of the show.

“Hall”: decisions on the method of forming the “hall” (all comers without restrictions, only by invitation cards, only a certain number of representatives from each class, etc.); determination of the structure of the "hall" (location of seats, allocation of seats for spectators, for participants, "support groups", teachers, guests, for the jury, etc.); creating the mood of the "hall" (through words, actions, design, introduction of rules, etc.); appeals to the “audience” that support interest in the show, involving the audience in participation (emotional appeals to the “audience”, designed for a certain reaction of spectators, fans; tasks for the “audience”, appeal to the “audience” for help, etc.) ...

Assessment: subject of assessment and assessment criteria (what and how is assessed); who evaluates and when; assessment technique (how exactly the assessment will take place: in points or ranks, the assessors will calculate the amount of points themselves, or a special counting commission will take care of this, whether forms are needed, will the judge's protocols be kept, etc.); ways of presenting assessments.

Design: determination of design items (hall, stage, entrance, place for the jury, etc.); identification of key images and symbols that convey the values ​​and emotions of the upcoming show; choice of technique of execution of design elements.

Stages of the educational show: launch; the main part ("assessment task" + stage performance); the final.

Assessment types Jury assessment Single-person assessment Hall assessment

The show is a stage action, and it is necessary to use the laws corresponding to it, related to the setting, development, stage conflict, culmination, denouement.

Show technology value: high emotional level; great efficiency of the educational action is achieved; covers a large number of children; unites the team; the distribution of responsibilities will be more organized; development of critical thinking, self-improvement.

Extra-curricular event for February 23 "Come on, boys!" Purpose: to create a festive atmosphere in a competitive game. Tasks: to foster a sense of patriotism, respect for the military profession, desire to serve in the army; to acquaint children with the types of troops; development of memory, attention, organization, independence, the ability to coordinate interests in the process of overcoming certain, appropriate age characteristics, difficulties; formation of a team, elimination of disunity between boys and girls.

Preparing for the event Determining the theme of the holiday, choosing the form of its holding (game-competition) Making souvenirs for dads, grandfathers in labor lessons, invitations to a holiday in drawing lessons. Learning poems, riddles for participants in the game on a military theme. Classroom decoration (on the stand, clouds cut out of colored paper and gliders made of white paper made by hand), preparation of places for competing teams of boys, for the jury (invited dads, grandfathers), for spectators (girls). Girls are preparing congratulations for the boys. Decorated greetings are placed on a closed board. Preparation of decals for teams, musical accompaniment.

Conducting educational show 1 competition: "Who is faster"; 2nd competition: "Best Memory"; 3rd competition: "Transfer of a" secret "message"; 4th competition: "The way to follow"; 5th competition: "Portrait of a saboteur"; 6th competition: "Add proverbs"; 7th competition: "Disguise".

Evaluation Evaluation is carried out by a jury, which determines the winner according to the total of the points scored.

Summing up Questions for the conversation: did you like the holiday? what did you like the most? what, in your opinion, could be corrected, done differently? what new have you learned about the military profession? Do you respect this profession? would you like to serve in the army, be a military man? what did you dislike about the holiday?

Literature: 1. Babansky Yu. K. "Methodological foundations of optimization of the educational process" 1982. - 480s. 2. Orekhova VA Pedagogy in questions and answers: textbook. Benefit. - M .: KNORUS, 2006 .-- 147s. 3. Polyakov S. D. Pedagogical innovation: from idea to practice / S.D. Polyakov - M .: Center "Pedagogical search", 2007. - 176p. 4. Polyakov, S. D. Education technologies: Textbook-method. manual / S.D. Polyakova. - M.: Humanist. ed. center VLADOS, 2003. 5. Selevko, G.K. Educational technologies. / G.K Selevko. - M: Research Institute of School Technologies, 2005. 6. Sovetova EV Effective educational technologies. - Rostov n / Don: Phoenix, 2007 .-- 285p. 7. Sidorov S.V. The website of the teacher-researcher [Electronic resource] http://sv-sidorov.ucoz.com/index/0-2 (date of access: 03/29/2013).

Thank you for the attention!

The essence of educational technologies.

Characteristics of educational technologies.

The concept of the technology of education... If the issues of teaching technology in domestic pedagogy have been developed in sufficient detail, then in the field of technologization of the upbringing process today there are many ambiguities. This is due to the fact that the educational process is much less susceptible to programming and algorithmization than the educational process.

One of the approaches to the technologization of the educational process is to consider educational technology as a complex integral structure, including a number of more or less technologized pedagogical phenomena. So, relying on the works of N.E.Shchurkova, the following elements can be distinguished in the technology of education:

pedagogical communication;

ethical and sexual differentiation of pupils;

ethical protection in communication;

presentation of a pedagogical requirement;

creation of a favorable subject-spatial environment;

creation of a favorable socio-psychological climate;

creating situations of success;

pedagogical technique;

pedagogical assessment;

work with a group;

conflict resolution;

speech impact, etc.

Another approach to the development of educational technologies is associated with the variability of elements and methods of their interactions in the structure of technology. According to this approach, educational technology should have significant flexibility, adaptability to changing goals and conditions for its implementation. In particular, LV Baiborodova points out that the forms of educational work lose their effectiveness when attempts are made to copy them exactly, to reproduce them without taking into account the changed conditions.

In the pedagogical publications of recent years, there is a tendency to design educational technologies from ready-made "units and parts". With this approach, the description of technology has the form of a kind of "pedagogical constructor", that is, it does not contain ready-made developments or general methodological recommendations, but elements of technology and algorithmized instructions for design and application in the form of a single whole. 1

Finally, in pedagogical science and practice, technologies are being developed for the implementation of individual segments of the educational process: educational affairs, events, etc. Strictly speaking, among the many such segments in most studies, only one technology is clearly distinguished: the technology of collective creative affairs (KTD). Scientists' views differ significantly regarding other education technologies.

According to S. D. Polyakov, pedagogical phenomena can be attributed to the established educational technologies in the presence of the following features:

relative mass use as a guarantee of reproducibility;

stability, typicality, which can be identified and named when describing the stages and algorithms of work;

a relatively high guarantee of a certain result of upbringing.

Let's consider some of the parenting technologies in more detail.

Technology of educational affairs (VD)."Upbringing business" is the most general name for a specially organized segment of joint activities of a teacher and pupils to solve educational problems. VD is usually defined as a type of organization and implementation of specific activities of pupils. We can say that the educational process consists of a VD chain.

According to the goals and purpose, several types of VD are distinguished: ethical, socially oriented, aesthetic, cognitive, sports, environmental, labor, etc.

The technology of educational affairs is based on the idea that any pedagogical activity should be carried out in the form of a chain of management cycles, in which pedagogical analysis is both the beginning of a new cycle and the end of the previous one.

In any VD, the following stages are distinguished: 1) goal-setting (analysis of the situation and formulation of goals); 2) planning; 3) organization of the case; 4) the implementation of the case; 5) summing up the results of the case (analysis of the results achieved). Based on the analysis of the results achieved, the goals of the next VD can be formulated, and then the whole cycle is repeated again.

The technology of collective creative affairs(I.P. Ivanov) includes six stages (main technological stages):

I. Preparing a teacher for conducting CTD... At this stage, the forthcoming collective creative activity is only being modeled by the teacher.

II. Collective goal setting and planning- the stage from which the actual collective creative work begins.

III. Preparation of the case.

IV. Carrying out the case.

V. Collective debriefing(the final stage of the actual KTD).

Vi. Aftereffect, which is to use the collective experience gained during the CTD in further work: to consolidate the positive experience and get rid of the negative.

KTD arose and became widespread in Soviet pedagogy as a communard, socially-oriented educational technology. However, in the last decade, the technology of KTD has been filled not only with a socially oriented, but also with a personal meaning, and the term “personality-oriented KTD” has appeared in pedagogy. Differences between personality-oriented CTE from classical (traditional) ones are manifested at different technological stages while maintaining the general structure of the stages of traditional CTE (see Table 2).

Comparison of traditional and personality-oriented KTD

Educational show technology... In the center of such segments of the educational process is the show - an interesting, spectacular action. Show technology used in educational work has three main features:

dividing the participants into speakers ("stage") and spectators ("hall");

competition on stage;

the script of the show program prepared by the organizers.

Technology implementation scheme: preparation of a show program → holding an educational show → summing up.

1. Preparation of the show program. At the preparation stage, the decision is made by the organizer or a group of organizers (a teacher, a group of teachers, a group of student activists, etc.) based on some initial ideas (initial ideas can be, for example, the form of a popular TV game, ideas for celebrating a significant date, following a good school traditions, etc.). Planning is done by an educator or small group. Future participants are not involved in the presentation of ideas and planning of the show, but they can participate in the creative preparation of the show on the instructions of the organizers.

The tasks of the organizers at this stage are:

development or search for a show script;

distribution of responsibility for directing, the use of technical means (audio and video equipment, lighting), etc .;

preparation of a "scene", "hall", a presenter, assessment procedures, design.

The solution of the last problem includes five relatively independent technological blocks: "stage", presenter, "hall", assessment, design. These blocks are connected only by a general idea, the participants in the preparatory work in each block may not know what other participants in the preparation of the show are doing.

decision on the main principle of selection of participants in the "scene";

gathering participants, explaining tasks to them, choosing the form of the show, the mood for participation, if necessary - the formation of teams, "homework";

assistance in preparing the "scene" for participation in the show.

decision about the leader;

development of a program for the conduct of the show and the image of the presenter;

rehearsal of the show.

decisions on the method of forming the "hall" (everyone who wants it without restrictions, only by invitation cards, only a certain number of representatives from each class, etc.);

determination of the structure of the "hall" (location of seats, allocation of seats for spectators, for participants, "support groups", teachers, guests, for the jury, etc.);

creating the mood of the "hall" (through words, actions, design, introduction of rules, etc.);

appeals to the “audience” that support interest in the show, involving the audience in participation (emotional appeals to the “audience”, designed for a certain reaction of spectators, fans; tasks for the “audience”, appeal to the “audience” for help, etc.) ...

Assessment:

subject of assessment and assessment criteria (what and how is assessed);

who evaluates and when;

assessment technique (how exactly the assessment will take place: in points or ranks, the assessors will calculate the amount of points themselves, or a special counting commission will take care of this, whether forms are needed, will the judge's protocols be kept, etc.);

ways of presenting assessments.

Registration:

determination of decoration items (hall, stage, entrance, place for the jury, etc.);

identification of key images and symbols that convey the values ​​and emotions of the upcoming show;

choice of technique of execution of design elements.

2. Conducting an educational show includes three parts: launch, main part ("assessment task" + stage performance), final. SD Polyakov singles out “emotional contamination” (transmission of emotions from person to person), competition and improvisation as the main mechanisms for the implementation of the show program.

The launch is the organizational beginning of the show. The tasks of the launch: a) create a certain emotional mood of the participants; b) highlight the values ​​inherent in the show program. The decision of these tasks is assigned to the leader.

The main part of the show program consists of alternating competitions and assessments, and in parallel with them a stage action unfolds, which maintains the interest of the audience and includes them in what is happening on the stage. The assignments can be evaluated by the jury, by an individual competent person, or by all spectators (by voting with tokens (then, to count votes at the beginning of the show program, it will be necessary to form a counting committee), applause (the louder the applause, the higher the score) and in other ways).

In the final, in addition to the final assessment, it is necessary to “soften the competitiveness” (S. D. Polyakov) between the participants of the competition and between the “stage” and the “hall”. This can be achieved by word and action that unites ...

… Competition participants ("stage"): a joint appearance on the stage holding the hands of all the contestants, handshakes, exchange of memorable gifts, consolation prizes, words of gratitude to each other, the presenter emphasizing the advantages of the loser, etc .;

... "stage" and "hall": a common song, a common mini-game, simultaneous movements, a common ritual (for example, getting up when bringing in and taking out school symbols), etc.

3. Summing up how the analysis of the educational show is carried out at the level of the organizers. Analysis of the show by ordinary participants in this technology is optional.

Group problem work technology (GPR) SD Polyakov calls group problem work "work with the verbal (verbal) behavior of schoolchildren in a problem situation." The communication of pupils with GPR is aimed at an external subject, and the essence of the problem may lie in the knowledge of the subject of communication, in its organization, or in developing a value attitude towards it. Consequently, the tasks of the PMD can be divided into cognitive, organizational (organization-oriented) and axiological (value-oriented). Cognitive tasks are set in the educational process. This means that the tasks of the SPD as an educational technology can be either organization-oriented or value-oriented.

Organizationally-oriented tasks orient pupils to the development and adoption of organizational decisions (such tasks include, for example, the tasks of assigning assignments, developing "class laws"). Value-oriented tasks are associated with clarification, discussion, comprehension of the value content of the problem situation. Both types of problems differ significantly in the methods of solution, therefore, the algorithmic scheme placed below provides options for each of them.

1st stage GPR technologies - introduction of a problem situation and its translation into a task. This step is the same for both options. A problem situation can be introduced from the outside (for example, a teacher can tell a parable, read an excerpt from a newspaper article, etc.) or from the inside (fixing the attention of students on a problem situation that has actually arisen in a given student collective). The translation of a situation into a task is achieved by formulating a question, the answer to which will be the solution to the problem, and the search for an answer will be the content of the discussion.

It is not enough to simply formulate the task, it is necessary that the pupils understand it and get involved in the work to solve it. If this has not happened, additional stimulation of their activity is necessary (proposal of alternatives, clarifying questions, “light” formulations of the problem, messages like “What do you think…”, “Maybe it's better first…”).

The stage ends with concretization (a clear formulation of the final version of the problem) and objectification (that is, by depicting the problem in the form of a material object, for example, by writing down the problem on a board, a poster, in students' notebooks). Objectification helps to better present the problem and not forget about it during the discussion.

2nd stage- organization of the solution to the problem. The task of this stage is to organize the "movement" of opinions and ideas. At this stage, the path of implementation of the GPR technology is bifurcated depending on what type of tasks the assigned task belongs to in its final form.

The same topic of discussion and even one problematic situation can give rise to tasks different types... S. D. Polyakov gives an example when the same topic (“I and society”), the same way of introducing the problem (the parable of people who find themselves after a catastrophe on a desert island) can lead to the formulation of different tasks:

"What do we need to do to have a classroom plan?" (organization-oriented task);

"What questions in the topic" I, we and society "would be interesting to discuss?" (value-oriented task).

Differences in the ways of solving organization-oriented and value-oriented tasks led to two options for the implementation of this stage of the GPR.

1st option. The solution to an organization-oriented task is built as the creation of ideas in the form of a chain of actions reflecting the movement of the personal towards the general. General scheme this stage: promotion (generation) of ideas → formation of a list of ideas → ranking of ideas → selection of ideas of the highest rank → making an unambiguous collective decision.

2nd option. When solving a value-oriented problem, the basis for organizing the solution is discussion. The sequence of steps on this path is as follows: further concretization of the problem in the form of questions for discussion → initiation and intensification of the discussion → management of the discussion → adoption of a collective decision. At the final step of solving a value-oriented task - making a collective decision - not only are "special" opinions and openness of some issues allowed (as opposed to the result of solving organization-oriented tasks), but in some cases this is even welcomed as a condition for further informal communication on the topic discussions.

3rd stage- summing up the results of the GPR, reflection. The tasks of this stage: to organize the pupils 'understanding of the work done, their role and internal position in it, to identify and fix the pupils' moods at the end of the GP, to emphasize the importance of the solved problem.

Information mirror technology.The purpose of the technology: to form the students' experience of an active attitude to public graphic information.

Forms of technology implementation: wall newspaper, information stand, "publicity board", etc.

Technological chain: announcement → setting on information → presentation of information → setting up forms for responding to information → actions with information. In the implementation of this chain of actions, four stages are distinguished: the creation of an attitude towards future information, the appearance of information, the opening of feedback, and action with information.

1. Creation of installation for future information. The way to implement this stage was called "developing announcement".

2. The emergence of information. Information is placed in a prominent place.

3. Opening feedback- this is creating an opportunity for the reader to react to the information that appears. The task of the stage is to initiate a mediated dialogue through forms that imply an emotional attitude to information, reflecting its acceptance or rejection. Terms of implementation: problematic presentation of information; compliance of information with the interests and needs of the pupils for whom it is intended.

4. Actions with information. At this stage, the effectiveness of information is strengthened. The main task of this stage: encouraging the reader to comment and transform information, suggest alternatives.

The main signs of the result: an increase in the activity of pupils in working with the "information mirror", an increase in the number of authors of ideas and texts among pupils, an expansion of the range of problems discussed, and an improvement in the appearance of the "information mirror".

1 See, for example: Afanasyev S. P. First bell. - Kostroma, 2000.

2 S. D. Polyakov. Technologies of education. - M., 2003. S. 19. (The table was revised by the author in accordance with the stages of KTD, highlighted in this brochure.)

School number 48

Report

"The use of modern pedagogical technologies

during

educational work "

Teacher Landik I.Yu.

2016-2017 g

"The use of modern educational technologies in the process of educational work"

Educational technology - a set of forms, methods, methods, techniques of teaching and educational means, allowing you to achieve the set educational goals. This is one of the ways to influence the processes of development, education and upbringing of a child.

Pedagogical technologies may vary in different reasons:

By source of occurrence (based on pedagogical experience or scientific concept);

According to the goals and objectives (formation of knowledge, education of personal qualities, development of individuality);

According to the possibilities of pedagogical means (which means of influence give the best results);

By the functions of the educator, which he carries out with the help of technology (diagnostic functions, functions of managing conflict situations);

By approach to the child.

In his work as a class teacher, the teacher can use the following educational technologies:

Dialogue technologies (disputes, discussions, debates)

Collage technology

Collective creative work

Show technology

Group problem work (project development)

Communication training

- "Information mirror" (various forms of wall advertisements, stands)

Health-saving technologies

Situational technologies

1. Dialogue technologies (disputes, discussions, debates)

Debate is an intellectual competition that develops the ability to actively defend one's views and judgments.

Discussion - discussion of any controversial issue, problems in order to resolve them.

Dispute (scientific controversy) is a form of cooperation used to study two points of view on a problem in order to establish the truth.

Used primarily in high school.

"Brainstorming" ("Brainstorming")

Collecting a large number of ideas, solutions to the problem as a result of discussion

Mandatory conditions:

Fixing an expert (writing)

The appointment of the "cuckoo" (picks up)

Time limit (10-15 minutes)

« Round table» This is a form of debate

"Communicative writing "(Written works of students, their view of the situation, question. Often" cry from the heart ", reaction to what has just happened)

Unfinished sentence

“A girl who had lost her money was crying at the cashier's desk. I had no money to help. I AM…"

Counter-arguments

"I don't want to be a repetition of anyone, I am an individual."

Ranging

(what is good and what is bad)

2. Collage technology

Involves exploring a topic or problem by creating posters from found illustrations, quotes, and other available means.

Implemented in groups.

Provides presentation

3. TechnologycollectiveWowcreativeWowAffairs

The technology of collective creative education (other names: pedagogy of common concern, communard methodology, methodology of collective creative affairs) was developed and introduced by I.P. Ivanov and his associates.

The organization of creative education is the organization of a certain way of life of the team, covering all practical matters, relationships,

communication, amateur ways of organizing all undertakings.

In any educational event, four are performed psychologically necessary stages activities: goal setting, planning, goal implementation, analysis of results.

Collective creative work - KTD - collective search, planning and creative implementation of the set goal.

Collective - because it is a comradely, interpersonal communication between educators and pupils.

Creative - because it should be done not according to a template, but in a new way, better than it was. "Everything is creative, otherwise why?"

Business is because its result is general benefit and joy. "Business, not events!"

It is an effective method of educating and developing a student, based on positive activity, activity, collective authorship and positive emotions. What is the reliable result of the competent implementation of creative activities, regardless of their orientation? This is a positive activity of schoolchildren, and not spectator, but activity, accompanied to one degree or another by a sense of collective authorship.

KTD postulates:

- collective creativity;

- a single cause and voluntary participation in it;

- freedom of choice of forms of activity;

- community of adults and children;

- development of the team under the influence of creatively gifted leaders.

Types of collective affairs:

Labor KTD (example: "Labor landing")

Intelligent KTD (example: "Brain-ring")

Artistic KTD (example: artistic and aesthetic creativity)

Sports KTD (example: "Spartakiad")

Environmental KTD (example: caring for the living world of nature)

4. Show technology

Game activities with the division of participants into three groups: "Stage", "Hall", "Leader"

Three features:

division of participants into speakers and spectators; compete on stage; the script prepared by the organizers.

5. Group problem work- this is work with the verbal (verbal) behavior of schoolchildren in a problem situation. Its purpose is development, organizational decision-making, clarification, discussion. They are developed and applied in connection with certain circumstances: for example, in the classroom there are regular quarrels between children, and the instigator of these quarrels subtly manipulates comrades and even adults.

The teacher specially builds the technology "the situation of analysis of the next quarrel":

1. asks the participants in the quarrel with questions that allow each of them to describe the essence of what is happening;

2. makes the “injured party” understand that he (the educator) understands his situation;

3. brings the quarreled into thinking about why the quarrel occurred;

4. discusses with the children how to resolve the incident.

6.Communication training- a form of pedagogical work, which has the goal of creating in children by means of group practical psychology various aspects of positive pedagogical experience, communication experience (experience of mutual understanding, communication experience, experience of behavior in problematic school situations).

Can you see any other pedagogical aspects in communication trainings? Of course yes. For different children, for various reasons, in addition to a positive communication experience, there may be other consequences: a change in relations with each other, a change in relations with a teacher, the consolidation or development of any personal formations. But these are not effects planned as a goal. At best, these are probabilistic predictions of the educator.

7. "Information mirror"

Experience of active attitude to public graphic information.

Psychological foundations

Inclusion of attention.

Maintaining attention.

Understanding information.

Attitude.

Action on information.

Technological chain

Setting up a setting for future information.

The emergence of information.

Opening feedback.

Action with information.

8. Health-saving technologies

it is a systematic approach to teaching and upbringing, based on the teacher's desire to instill healthy lifestyle skills;

creation of a favorable psychological climate in the classroom and in the extracurricular activities of children;

health protection and promotion of a healthy lifestyle;

Perhaps one of the critical aspects is precisely the psychological comfort of schoolchildren. On the one hand, in this way, the task of preventing students' fatigue is solved, on the other hand, an additional stimulus appears for revealing the creative potential of each child.

A friendly atmosphere, calm conversation, attention to every statement, a positive reaction of the teacher, educator to the student's desire to express his point of view, tactful correction of mistakes made, encouragement to independent thought activity, appropriate humor or a small historical digression - this is far from the whole arsenal that can dispose of a teacher who strives to reveal the abilities of each child.

Students enter the class not with the fear of getting a bad grade or remark, but with a desire to continue the conversation, demonstrate their knowledge, and receive new information. In the process of such a lesson, emotional discomfort does not arise even in the case when the student did not cope with something, he could not complete something. Moreover, the absence of fear and tension helps everyone to free themselves internally from unwanted psychological barriers, to speak out more boldly, to express their point of view.

In addition, each student already responds more calmly to the received grade, if he himself understands its validity. Assessing his mistakes, the student immediately sees the ways to correct them. Failure, perceived as a temporary occurrence, becomes an additional incentive for more productive work at home and in the classroom. The teacher encourages the student's desire for introspection, strengthens his confidence in his own capabilities.

It should be noted that in an atmosphere of psychological comfort and emotional uplift, the class's working capacity increases markedly, which ultimately leads to a better assimilation of knowledge, and, as a consequence, to higher results.

At the end of school, students leave the classroom with good mood, since during this time there were practically no negative factors.

Child health protection involves not only the creation of the necessary hygienic and psychological conditions for the organization of educational activities, but also the prevention of various diseases, as well as the promotion of a healthy lifestyle.

Today, it is very important to introduce health issues into the framework of academic subjects. This will allow not only to deepen the acquired knowledge and to carry out interdisciplinary connections, but also to show the student how the studied material relates to everyday life, teach him to constantly take care of his health.

9. Situational technologies (applied according to the situation)

It is difficult to determine by eye which forms, in the mind of this or that teacher, are “new” and which are “old”. It is more expedient to consider them from the point of view of effectiveness in each specific case.

Whatever technologies teachers and educators use in their activities, if they do not listen to what their students say, what they feel, then there will be no successful tandem.

The modern French scientist Leguve defined the science of education as follows: "Parenting is the science that teaches our children to do without us." On my own behalf, I will allow this thought to continue - because someday we will not be, but the world will remain, and how it will be - good or evil - will largely depend on what we put into the souls of our children.

_______________________________

This article talks about personal experience application of show technologies in educational work. Modern school show technologies are a set of activities for the organization of children's cultural and leisure, mass sports and other similar events, which are an integral part of the activities of any school institution.

Organization of holidays, competitions, entertainment, children's creative affairs contributes to an increase in the effectiveness of the educational process, allows you to use an individual approach to students, creates comfortable conditions for the disclosure of certain qualities of the personality of each child, and promotes physical and mental development.

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Application of show technologies in educational and upbringing processes

Children should live in a world of beauty, games,

fairy tales, music, drawing, fantasy and creativity.

Vasily Alexandrovich

Sukhomlinsky

Modern school show technologies are a set of activities for the organization of children's cultural and leisure, mass sports and other similar events, which are an integral part of the activities of any school institution.

The organization of holidays, competitions, entertainment, children's creative affairs contributes to an increase in the effectiveness of the educational process, allows you to use an individual approach to students, creates comfortable conditions for the disclosure of certain qualities of the personality of each child, and promotes physical and mental development.

The child's creative activity does not necessarily lead to a creative result, but participation in it does not pass without leaving a trace, since his qualities as a creative person are improved. Every child has abilities. Children are naturally inquisitive and eager to do something interesting, but they do not always have enough skills and abilities, so the teaching staff of the school should create the necessary environment for this.

1. Basic principles and directions of students' leisure activities

Entertainment as one of the types of cultural and leisure activities has a compensatory character, reimbursing the costs of everyday life and monotony of the environment. School activities should always be a colorful moment in the life of children, enriching the experience and developing creative activity.

Creation - the most important type of cultural and leisure activities of the child. The more cultured a person is, the more varied his leisure time. In order for the child to fully develop his creative abilities during the period of school attendance, to have a favorite work for life, to have a need for cultural pastime, it is important to provide comfortable conditions for the development of the student. These conditions are:

• personality-oriented interaction between children and adults
• emotionally positive peer relationships
• an individual approach to each child and, on its basis, building a method of communication and education, disclosing and developing creative abilities
• voluntary participation of all members of the educational community (children, parents, teachers).

In addition, the teacher needs to be able to:

• do not interfere with the child to create
• be by his side in the process
• accept and understand his position
• trust the child in moments of creative search, because he (the child) himself feels and knows what he needs
• be a creator yourself
• take good care of the results of children's creative work.

If in collective creative activity a particular problem arises in front of children that requires a solution, the teacher directs children to find a solution to the problem, helps gain new experience, activates independence, supports positive emotional attitude. Leisure activities focus all types of human culture: aesthetic, moral, cognitive, play, ethical, etc. free time brings up a child, promotes the development of memory, forms spiritual world, morality. Children learn the right attitude towards each other and the older generation. They develop an aesthetic sense for beauty, the ability to appreciate material and spiritual values, as well as the ability to use them.

2. Technologies for organizing school events

Almost all school events are bright and joyful events in the life of children school age... By combining different kinds art, they have a great impact on the feelings and consciousness of children.

All public events held at the school can be roughly divided into four groups:

• Thematic (calendar):theatrical, educational: KVN, quizzes, etc .; musical and literary: evenings, concerts.
• Sports : competitions in various sports, attractions, outdoor games, relay races;

The effective holding of the event is facilitated by:

• unification of all its constituent parts around the main goal
• selection of artistic material
• choice of emotionally expressive means
• selection of performers
• collective summing up and evaluation of the work done.

The preparation and conduct of school-wide activities serve the moral education of children:

They are united by common experiences, the foundations of collectivism are brought up in them;

Folklore works, songs and poems about the Motherland, about native nature, work form patriotic feelings;

Participation in holidays and entertainment forms discipline and a culture of behavior in schoolchildren.

Learning songs, poems, dances, children learn a lot about their country, nature, people, and rules of behavior. This broadens their horizons, develops memory, speech, imagination, and promotes mental development.
A festive atmosphere, beauty of room decoration, costumes, well-chosen repertoire, colorful performances of children - all these are important factors of a good event or holiday.

Participation of children in singing, games, round dances, dancesstrengthens and develops children's organism, improves coordination of movements. Preparation for holidays and entertainment is carried out systematically and systematically, without disturbing the general rhythm of school life.

Sports competition- This is a competition (rivalry) of people in a playful way in order to find out the advantages in the degree of physical fitness, in the development of some aspects of consciousness. Sports competitions are always a bright, emotional show. School competitions make it possible to solve pedagogical, sports-methodological and socio-political problems. During sports competitions, the same pedagogical tasks are solved as in physical culture and sports in general, i.e. improving the physical, technical, tactical, mental and theoretical preparedness of students, which is provided for in the school curriculum. The importance of school sports competitions for the formation of strong-willed character traits is especially great.Games and sporting events provide rich opportunities for the formation of norms of collective behavior.Mastering various command functions, the students learn not only to organize their behavior, but also to actively influence the actions of their comrades, to perceive the tasks of the team as their own, to mobilize the activities of others in the interests of the team.Under the guidance of a FC teacher, such important moral qualities as responsibility to the team, a sense of duty, pride in the success of the team, school, etc. are strengthened.School competitions are also an effective factor for the spectator (non-participating students), who are attracted by high level development of motor qualities, bold and decisive actions of the participants, their high achievements.

3. The essence and structure of school activities

Each activity is based on a specific message that needs to be communicated to each child. This idea should run through the entire content of the holiday. The idea of ​​the holiday will be conveyed to each child if it is revealed on the art material available to children, taking into account their age and individual characteristics. This is achieved primarily by careful selection of the repertoire (poems, songs, dances, etc.) for children of each age group. This takes into account the repertoire that children already have, the level of development of their vocal and motor skills, interests. Finally, speaking about the availability of the holiday, you should also remember about the time of its holding. In children primary grades fatigue occurs much earlier than older students. Kids are able to perceive a much smaller number of poems, songs, etc. Therefore, the duration of the holiday for them should not exceed 1 hour. Otherwise, there will be a loss of interest and attention. It is desirable that the holiday program harmoniously combines different types arts, collective and individual performance. Complementing each other in solving one topic, they increase the strength of the emotional impact on children, at the same time, each of them has its own special influence on the child. Given the relatively rapid fatigability and excitability of children, it is necessary to correctly alternate between the various types of their artistic activity.
Any school activity brings joy to all children. Therefore, it is important that every child can take an active part in it.

Work on the script.The scenario of a children's holiday (celebrations, events) is a detailed literary, textual and organizational development of the content and course of the theatrical action. It consistently, interconnected sets out everything that will happen.The theme is revealed in the script, the author's transitions from one part of the action to another are shown, used works of art or excerpts from them are introduced. Techniques for activating the participants of the holiday, describing the decoration and special equipment are also included in the script.Thus, the scenario of the event is a consistently developed pedagogical program for organizing festive activities.

Work on the script includes several stages:

1st stage - definition of the ideological and thematic concept of the holiday- a clear formulation of topics and ideas that are closely related, but different from each other. Theme - a circle of life events, phenomena that will be reflected in the script. Idea - this is the main idea, the assessment of the events depicted or what the author wants to tell the children about something. The idea of ​​the holidays is to awaken interest in creativity through songs, dances, games. The theme of the holiday is set in the script, as a rule, from the very beginning. The idea, as the general main conclusion, is brought up in the process of theatrical action. In the scenario of a children's holiday, there must be a plot, that is, the development of events, the identification of characters in action, the main conflict. The search for bright, interesting material for organizing the plot is an integral part of working on the script. To build it, a special scenario is needed - a kind of arrangement of the material that permeates the entire content and is, as it were, a cementing principle.

2nd stage - building a composition- the implementation of the plot and conflict in the developing concrete stage action. Composition - the organization of the action, the appropriate arrangement of the material - includes:

• exposure ( short story about the events preceding the occurrence of the conflict, which caused this conflict; introductory word presenter, information about a specific event);
• a tie (the exposition grows into it; the tie should be extremely clear and laconic, concentrate the attention of children, prepare them for the perception of the action, tune in a certain way);
• the development of the action, or the main action, that is, the image of events in which the conflict is resolved;
• culmination (the highest point of development of the action; at the moment of culmination, the idea of ​​a holiday is most concentratedly expressed);
• the denouement or finale is the most convenient moment for the maximum manifestation of activity by all participants in the children's party (it is advisable to include massive musical numbers, general round dances and dances in the final scenes).

Script requirements

• strict consistency in the construction and development of the theme;
• completeness of each episode;
• organic connection of episodes;
• the growth of action in its movement towards the culmination.

When organizing an event of a mass sports natureprimarily compiledprovision on holding... It states:

1. Name of the competition.

2. Timing.

3. Venue.

4. Objectives of this competition.

5. Program and order of the day.

6. Composition of participants.

7. Scoring system (determination of the winners)