29.09.2019

Pedagogical advice on the topic: "Modern technologies as a tool for managing the quality of education." Modern technologies in the context of a competency-based approach as a tool for managing the quality of education

“Competence” is a set of interrelated personality qualities (knowledge, abilities, skills, methods of activity), which allows you to set and achieve goals. “Competence” is an integral quality of a person, manifested in the general ability and readiness for activities based on knowledge and experience.

The second question for discussion: Will the teacher become interested in teaching, and the student interested in learning, if modern educational technologies and methods are used in the educational process? Select at least 3 arguments that, in your opinion, prove the effectiveness of technology that can increase interest in the learning process.

Requirements for a competency-based approach to teachers: search for new forms, methods, and technologies of teaching; navigate a wide range of modern technologies, ideas, trends; do not waste time discovering what is already known. Mastery of a system of technological knowledge is the most important component and indicator of the pedagogical skill of a modern teacher.

“The problem is on the palm” Two conditions for the success of the game: First, the presence of an object symbolizing the problem. The professionalism of a teacher lies not in the selection of a subject, but in the ability to present it to children. A candle is fire, light, human thought, reason. A flower is not a plant that produces oxygen, but the Beauty of the world. Secondly, there can be no “right” or “wrong” answers here. The main thing is the movement of thought.

Modern educational technologies and pedagogical innovations as a tool for managing the quality of education

Improving the quality of education is one of the main tasks of modernizing Russian education. The most important criterion of pedagogical excellence in modern pedagogy is considered to be the effectiveness of the teacher’s work, which is manifested in one hundred percent academic performance of schoolchildren and the same interest in the subject. That is, a teacher is a master who knows how to teach all children without exception. The professionalism of a teacher is most clearly manifested in the good results of those students who are generally considered unwilling, unable, or unable to learn.

The basis for managing the quality of education is the transition from teaching methods to the introduction of educational technologies into the educational process.

How to distinguish between the concepts of “methodology” and “educational technology”?

Methodology is a pedagogical science that studies the patterns of teaching a specific academic subject. Teaching methods are ways of working for teachers and students, with the help of which mastery of knowledge, skills and abilities is achieved, the worldview of students is formed, and abilities are developed. The concept of “methodology” expresses the mechanism for using a complex of methods, techniques, means and conditions of training and education.

If the methods prescribe the teacher’s activities in the lesson (what to present and in what sequence, what tools to use, what problems to solve, how to organize the synthesis of the material, etc.), then in educational technologies, as a rule, the activities of the students themselves are described.

If the methods are of a soft, recommendatory nature (the teacher has the right to, to a greater or lesser extent, follow the advice of teaching aids for teachers), then the technologies prescribe a certain sequence of activities for the students and the teacher’s control actions, deviation from which destroys the integrity of the educational process, which can hinder the achievement of the planned result.

There are many definitions of educational technology, in which, as noted by G.K. Selevko, to one degree or another, the following criteria for manufacturability are emphasized. Such criteria include conceptuality, consistency, controllability, efficiency and reproducibility.

Conceptuality criterion is that each of the technologies is based on one or more theories (philosophical, pedagogical or psychological). For example, programmed learning is based on behaviorist theory; developmental education - on theories of educational activity and meaningful generalization; integral technology - on the idea of enlarging didactic units, etc.

Systematicity characterized by the logic of construction, the interrelation of elements, the completeness and structure of the material and activities.

Controllability― this is the ability to effectively manage the educational and cognitive activities of students through diagnostic goal setting; designing the learning process; “built-in” control, which allows you to adjust the results and the process of selecting teaching tools and methods.

Efficiency involves achieving the planned result with optimal expenditure of funds and time on training.

Reproducibility assumes the possibility of replication, transfer and borrowing of technology by other teachers.

The practical implementation of the methodology is the teacher’s lesson plan, which prescribes, in particular, a certain sequence of stages, actions of the teacher, and sometimes of the students.

The technology will contain:

Diagnostic goal setting: planning learning outcomes through the actions of students, which they master during a certain segment of the educational process. These actions are written with verbs: learn, define, name, give examples, compare, apply, etc.; goals can also be determined using a system of multi-level tasks;

The presence of a certain technological chain of pedagogical and educational actions that lead to the planned result;

The presence of one or more pedagogical or psychological theories at the basis of each technology;

The ability to reproduce the technology by any teacher, since the technology is built on objective scientific foundations that do not depend on the personality of the teacher;

Availability of diagnostic procedures that contain indicators and tools for measuring results; These procedures represent the input, current, final control, which is necessary for correcting the knowledge, skills of students and the educational process itself.

Characteristics of modern educational technologies,

ensuring the quality of education

Currently, many technologies are described in the literature. To better understand the essence of technologies, it is important to organize them and find reasons for their systematization. As such grounds, various authors propose: target settings, content of training, nature of interaction between teacher and students, method of managing the cognitive activity of students, scale of application.

The main modern technologies aimed at providing quality education are characterized by the transition:

From learning as a function of memorization to learning as a process of mental development that allows you to use what you have learned;

From a purely associative, static model of knowledge to dynamically structured systems of mental actions;

From focusing on the average student to differentiated and individualized learning programs;

From external motivation for learning to internal moral-volitional regulation.

In Russian education today, the principle of variability has been proclaimed, which makes it possible to choose and design the pedagogical process according to any model, including author’s ones. At the same time, it is important to organize a kind of dialogue between different pedagogical systems and teaching technologies, testing new forms in practice.

The effectiveness of a particular technology largely depends on who specifically implements certain approaches in teaching practice. A modern teacher, as a technologist of the educational process, needs to freely navigate a wide range of innovative technologies, and not waste time discovering what is already known. Today it is impossible to be a pedagogically competent specialist without studying the entire extensive arsenal of educational technologies.

The most popular and widely used are: technology of personality-oriented training and education, technologies of pre-profile training and specialized training, project activities, adaptive learning system, developmental education, integration, discussion forms of education, gaming technologies, technology of grade-free learning, information and computer technologies, group activity technology, gaming technology, problem-based learning, educational research technology, technology various types independent work of students.

The development of cognitive activity, increasing the educational motivation of schoolchildren and ensuring the quality of education are also facilitated by non-standard forms of organizing educational lessons (lesson-game, lesson-competition, lesson-excursion, lesson-travel, multimedia lesson, lesson-conference, business game, lesson-quiz, lesson-lecture, knightly tournament, teleconference, lesson-performance, lesson-debate, lesson-KVN, debate).

One of the modern technologies aimed at improving the quality of education is interactive learning.

The advantages of interactive forms of learning are obvious because:

Students master new material not as passive listeners, but as active participants in the learning process;

The share of class workload is reduced and the amount of independent work increases;

Students acquire the skill of mastering modern technical means and technologies for searching, retrieving and processing information;

The ability to independently find information and determine the level of its reliability is developed.

Interactive technologies provide the opportunity for constant, rather than occasional (scheduled) contacts between teachers and students. They make education more personal. It is important to understand that the use of network resources should not exclude direct communication between teachers and students and students among themselves.

The use of interactive forms is effective where it is really needed. Any technology must have certain specifics depending on the age of the students and the content of the material being studied.

In elementary school, technology requirements may include the following:

The use of a variety of technologies for grade-free education - a grade-free assessment system throughout primary school, teaching children self- and peer-assessment, freedom of choice for schools to choose an assessment system;

Expansion of activity-based forms of learning, which involve the priority development of creative and search activity in all spheres of school life, including in teaching;

Construction of the educational process using technologies for organizing educational cooperation - a significant expansion of the types of joint work of students, their communicative experience in joint activities, a gradual transition from oral to written types of communication, including using the capabilities of information technology;

The use of gaming technologies to help solve basic educational problems in the classroom.

In basic school, the requirements must change. The basis of the interests and needs of adolescents is a focus on testing their capabilities in different areas: intellectual, social, interpersonal, personal. In this regard, the technological aspect of the basic school should be to increase the variety of types and forms of organizing student activities. Hence, the main requirements for the conditions for organizing the educational process at this stage of school education may be:

Increasing project, individual and group activities for schoolchildren;

Using different forms of modular or concentrated training;

Strengthening the role of students’ independent work with various sources of information and databases;

Introduction of social practice and social design;

Differentiation of the learning environment: workshop, laboratory, library, lecture hall;

Transition to a cumulative assessment system, for example, the use of “portfolio” technology.

In high school, the main idea should be associated with a significant expansion of the ability of each student to choose educational programs from those offered to him, or with the creation of his own individual educational program. When choosing educational technologies for high school, it is advisable to be guided by two circumstances:

Priority should be given to those technologies that will differentiate and individualize the educational process within one class without the use of selective means;

Extremely important role At this stage of education, technologies for the development of independent cognitive activity are acquired.

When formulating requirements for the selection of educational technologies for each of the three levels, it is necessary to take into account that all technologies used in school education must have a certain continuity and there are no technologies that work effectively only at one level of education. The system of educational technologies must be built taking into account the main goals of each level of education.

Ppedagogical innovations affecting the quality of education

Innovation in education is the process of improving pedagogical technologies, a set of methods, techniques and teaching aids, one of the essential components of the educational activities of any educational institution.

Pedagogical innovations are innovations in the field of pedagogy, a targeted progressive change that introduces stable elements (innovations) into the educational environment that improve the characteristics of both its individual components and the educational system itself as a whole.

Pedagogical innovations can be carried out both at the expense of the educational system’s own resources (intensive development path) and by attracting additional capacities (investments) - new tools, equipment, technologies, capital investments, etc. (extensive development path).

Considering the system of basic concepts of pedagogical innovation, R.N. Yusufbekova identifies three blocks in the structure of innovation processes in a modern school.

The first block is the block of creating something new in pedagogy. Here we consider such categories as what is new in pedagogy, the classification of pedagogical innovations, the conditions for creating something new, the criteria of novelty, the measure of the readiness of the new for its development and use, traditions and innovation, the stages of creating something new in pedagogy, and the creators of the new.

The second block is the block of perception, mastery and evaluation of new things: the teaching community, assessment and types of processes of learning new things, conservatives and innovators in pedagogy, innovative environment, the readiness of the teaching community to perceive and evaluate new things.

The third block is the block of using and applying new things. This block studies the patterns and types of introduction, use and application of new things.

Innovations aimed at ensuring the quality of education must be associated with changes:

– in the style of pedagogical activity and the organization of the educational and cognitive process;

– into the system of monitoring and assessing the level of education;

– into the financing system;

– in educational and methodological support;

– into the system of educational work;

– in the curriculum and training programs;

– in the activities of the teacher and student.

In this regard, all innovations in the field of education can be classified as follows:

1. Intra-subject innovations: innovations implemented within the subject, which is due to the specifics of its teaching.

2. General methodological innovations: introduction into pedagogical practice of non-traditional pedagogical technologies, universal in nature, since their use is possible in any subject area.

3. Administrative innovations: decisions made by managers at various levels that contribute to the effective functioning of all subjects of educational activity.

4. Ideological innovations: the fundamental basis of all other innovations are caused by the renewal of consciousness, the trends of the times.

Pedagogical innovations can be pedagogical ideas, processes, means, methods, forms, technologies, content programs, etc.

Pedagogical innovations can be classified as follows:

1) by type of activity:

– pedagogical, providing the pedagogical process;

– managerial, ensuring innovative management of educational institutions;

2) by validity period:

– short-term;

– long-term;

3) by the nature of the changes:

– radical, based on fundamentally new ideas and approaches;

– combined, based on a new combination of known elements;

– modified, based on the improvement and addition of existing samples and forms;

4) by scale of change:

– local, that is, changes in individual sections or components independent of each other;

– modular – interconnected groups of several local innovations;

– systemic – complete reconstruction of the system as a whole.

Pedagogical innovations are carried out according to a certain algorithm. The following stages of development and implementation of pedagogical innovations can be distinguished:

Identifying the need for innovation - developing criteria and indicators of the state of the pedagogical system that is subject to reform.

Determining the need for reform - a comprehensive check and assessment of the quality of the pedagogical system, preparation of special tools.

Search for examples of advanced pedagogical solutions that can be used to model innovations.

Analysis of scientific developments containing creative solutions to current pedagogical problems.

Designing an innovative model of the pedagogical system as a whole or its individual parts.

Setting tasks, assigning responsibility, searching for solutions, establishing forms of control.

Calculation of practical significance and effectiveness.

Building an algorithm for introducing innovations into practice - searching for areas to update or replace, modeling innovations, developing an experimental program, monitoring its results, implementing the necessary adjustments, final control.

Rethinking and updating the professional vocabulary, that is, introducing new concepts into the professional vocabulary.

Protection of pedagogical innovation from copying the creative method of an innovating teacher without its creative processing.

The creation of highly effective innovative teaching technologies allows, on the one hand, students to increase the efficiency of mastering educational material and, on the other hand, teachers to pay more attention to the issues of individual and personal growth of students, manage the quality of education, and ensure their creative development.

Innovative educational technology increases teacher productivity. Monitoring the learning performance of each student and the feedback system make it possible to train students in accordance with their individual capabilities and character. For example, if one student masters the material the first time, then another, sitting at the computer, can work through the material two or three times or more. Shifting the main function of teaching to teaching aids frees up the teacher’s time, as a result of which he can pay more attention to the issues of individual and personal development of students. For innovative technology, the goal is determined very precisely, therefore, the use of objective control methods makes it possible to reduce the role of the subjective factor when conducting control; the creation of innovative teaching technologies makes it possible to reduce the dependence of the learning outcome on the teacher’s qualification level. Technologization creates the prerequisites for solving the problem of continuity of educational programs of school and vocational education.

Bibliography

Gorb V.G. Pedagogical monitoring of the educational process as a factor in increasing its level and results. Standards and Monitoring, 2000, No. 5

Kaynova E.B. Criteria for the quality of education: main characteristics and methods of measurement. - M., 2005

Leonov K.P. Modern educational technologies as a factor in improving the quality of education.M 2007.

Korochentsev V.V. and others. Monitoring the quality of education as the most important tool for education management. Innovations in Education, 2005, No. 5

Mayorov A.N. Monitoring in education. - St. Petersburg, 1998

Selevko G.K. Modern educational technologies: Textbook. – M.: Public Education, 1998. – 256 p.

Subetto A.I. Quality of education in Russia: state, trends, prospects. - M., 2001

Workshop for teachers "Modern technologies as a tool for managing the quality of education"

Target: understanding the need and possibility of using modern technologies as an indicator of the pedagogical competence of a modern teacher.

Tasks:

– systematize theoretical knowledge about socio-pedagogical concepts in education “competency-based approach”, “competence”: meanings and content of concepts;
– analyze and determine the impact of the use of modern technologies in the context of a competency-based approach on the quality of children’s education;
– exchange existing experience in designing ways to transition to a competency-based approach in the educational practice of additional education institutions

Equipment:

– computer, media projector, media screen, music center;
– presentation “Modern technologies as a tool for managing the quality of education” ( );
– cards for the game “Consequences” ( );
– memo “Conditions for the formation of key competencies” ( );
– business cards, ball, pens, blank sheets of paper, markers.

Seminar plan

1.Greeting. Goals and objectives of the seminar. Report on the work plan of the seminar.

Introductory part

Theoretical part

Practical part

1. Business game
2. Game “Problem on the Palm”
3. Game “Consequences”

Reflection

Result of the seminar

1. Greeting. Goals and objectives of the seminar. Report on the work plan of the seminar.

2. Exercise “Presentation”

Each participant draws up a business card in any form, where he indicates his name. The name must be written legibly and in a large enough size. The business card is attached so that it can be read.

3-4 minutes are given for all participants to make their business cards and prepare for mutual introductions, for which they pair up, and each tells about himself to his partner.

The task is to prepare to introduce your partner to the whole group. The main task of the presentation is to emphasize the individuality of your partner, to tell about him in such a way that all other participants will immediately remember him. Then the participants sit in a large circle and take turns introducing their partner, starting the presentation with the words: “For... the most important thing...”.

II. Introductory part

1. Epigraph of the seminar.

Who does not want to use new means,
must wait for new troubles

Francis Bacon

Francis Bacon is one of the greatest scholars of the 17th century, a contemporary of Galileo and predecessor of Newton, author of the treatise “Moral and Political Experience and Instructions”

Teacher and student grow together:
learning is half learning.

Li Ji

III. Theoretical part

The program for modernizing the content of education affects all aspects of the educational process. Its task is to achieve a new quality - a quality that meets the requirements for an individual in modern rapidly changing socio-economic conditions.

Traditionally, the entire domestic education system was focused on knowledge as the goal of learning (ZUNs). Transformations of Russian society in general and education in particular have led to changes in requirements for students. The “knowledgeable graduate” no longer meets the demands of society. There is a demand for a “skillful, creative graduate” with value orientations. A competency-based approach to learning is designed to help solve this problem.

Let's consider the concepts of “competence” and “competence”, which are almost synonymous.

“Competence" – a set of interrelated personality qualities (knowledge, abilities, skills, methods of activity), which allows you to set and achieve goals.

“Competence" – an integral quality of personality, manifested in the general ability and readiness for activities based on knowledge and experience.

A student is considered competent based on performance results if he is able to apply what he has learned in practice, that is, transfer competence to certain situations in real life.

What methods and technologies does a modern teacher need to master in order to develop key competencies in students? What professional pedagogical competencies does a teacher need to possess in order to ensure their own professional advancement and development? Under what conditions will competencies move to the level of professional competence? Let's try to understand this issue.

IV. Practical part

1. Business game

Participants are divided into three groups: “students”, “teachers”, “experts”

The first question to discuss is: when is a learner not interested in learning? When is a teacher not interested in teaching?

Within 5 minutes, participants brainstorm a list of reasons and present it to a group of “experts” who prepare an information sheet for the audience.

From the answers, experts identify 2-3 problems that are most relevant for a given audience and voice them.

Let's assume that the following problems have been identified:

1. Insufficient level of teacher proficiency in modern educational technologies hinders the formation of key subject competencies.
2. Development of students’ ability to independently solve problems in various fields of activity is impossible without a practice-oriented orientation of training.
3. The contradiction between frontal forms of training organization and “passive” teaching methods on the one hand and the need to ensure the active nature of training on the other hand.

The second question for discussion: will the teacher become interested in teaching, and will the student be interested in learning, if modern educational technologies and methods are used in the educational process?

Within 5 minutes, participants select at least 3 arguments that, in the opinion of group members, prove the effectiveness of technology that can increase interest in the learning process.

From the answers, experts identify 2-3 technologies that are most effective, in the opinion of this audience, and voice them.

Let's assume that the following technologies are selected:

– person-oriented technologies provide for the priority of subject-subject learning, diagnostics of personal growth, situational design, game modeling, inclusion of educational tasks in the context of life problems that involve personal development in the real, sociocultural and educational space;

– health-saving technologies , the distinctive feature of which is the priority of health, i.e. competent health care is a prerequisite for the educational process;

– information Technology allow you to individualize and differentiate the learning process, stimulate cognitive activity and independence of students;

– gaming technology allow you to manage emotional stress during the learning process, contribute to the mastery of skills necessary for cognitive, labor, artistic, sports activities, and communication. During the game, children quietly master what was previously difficult;

– problem-based learning technologies contribute to the development of students’ creative abilities; formation of critical thinking and positive emotions.

– design technologies , the essence of which is that the student, in the process of working on an educational project, comprehends real processes, objects, and experiences specific situations. Project technologies are based on the project method, which is aimed at developing students’ cognitive skills, critical thinking, developing the ability to independently construct their knowledge, and the ability to navigate the information space.

The competency-based approach makes its own demands on teachers: the search for new forms, methods, and technologies of teaching. A teacher needs to navigate a wide range of modern technologies, ideas, trends, and not waste time discovering what is already known. The system of technological knowledge is the most important component and indicator of the pedagogical skills of a modern teacher.

Among teachers, there is a firmly established opinion that pedagogical skill is purely individual, and therefore cannot be passed on from hand to hand. However, based on the relationship between technology and skill, it is clear that pedagogical technology, which can be mastered, like any other, is not only mediated, but also determined by the personal parameters of the teacher. The same technology can be implemented by different teachers, where their professionalism and pedagogical skills will be demonstrated.

2. Workshop

The Center's teachers use modern technologies, active teaching methods, and new forms of conducting classes and events in their practice.

We consider the most successful application of gaming technologies by N.E. Shchurkova. We have certain experience and results in this direction.

Game “Problem on the Palm”

Progress of the game:

Each participant is invited to look at the problem as if from the outside, as if he were holding it in the palm of his hand.

The presenter holds a beautiful tennis ball in his palm and addresses the seminar participants: “I’m looking at this ball. It is round and small, like our Earth in the universe. The earth is the home in which my life unfolds. What would I do with my life if I had complete control over it?”(musical accompaniment: music of the universe)

Participants take turns holding an object symbolizing the problem on their palm and expressing their personal attitude towards it.

Commentary at the end of the game: the success of the game is possible if two conditions are met.

Firstly, the presence of an object symbolizing the problem. It could be a candle, a flower, a nut, a pine cone... - almost any item, but most importantly, it meets the requirements of aesthetic taste. The professionalism of a teacher lies not in the selection of a subject, but in the ability to present it to children. Present an object not materially, objectively, but in its sociocultural meaning. A candle is fire, light, human thought, reason. A flower is not a plant that produces oxygen, but the Beauty of the world.

Secondly, there can be no “right” or “wrong” answers here. The main thing is the movement of thought. Our problems cannot exist only within us, if existence is understood as life in the world of people.

Game “Consequences” ( )

– It is human nature, unlike animals, to anticipate events, to foresee the future through logical operations, analysis of events, deeds, words, and actions. Our experience influences our ability to anticipate consequences.

Progress of the game:

The participant reports the completed action

(actions are written on cards: “I brought and handed flowers to a good person”, “I rudely laughed at a colleague”, “I like to lie, embellish, blurt out, brag”, “I started smoking”, “I found someone’s wallet and stole money for myself”, “I read a lot”, “I started doing exercises in the morning”, “I told the ugly woman that she was ugly”, “I forget why I come to work”, “I always finish any task”).

The consequences of what happened appear before the participant one by one, saying: “I

your consequence is the first, I tell you...”

Consequence-1 states what will follow “now” after what the participant did; Consequence-2 warns that it expects the subject “in a week”;

Consequence-3 paints a picture of “in a month”;

Consequence-4 foresees the inevitable “in mature years”;

Consequence-5 reports the outcome that the participant will reach at the end of his life.

After listening to the predictions of the future, the participant makes a decision: either he refuses to continue to do what he has done, or he affirms the significance of what he is doing for his life.

Since the content of what the participant does is written on the card that he selects from the basket, then when he refuses an action for the future, the player tears up the card, and when he confirms his action, he leaves the card as a sign of the “appropriated” action.

Question for seminar participants at the end of the game : What were you thinking during the game?

V. Reflection

1. Let us remember what the king of one planet said in Antoine de Saint-Exupéry’s fairy tale “The Little Prince”: “If I order my general to turn into a sea gull, and if the general does not carry out the order, it will not be his fault, but mine.” What might these words mean to us?(Answers from teachers).

Essentially, these words contain one of the most important rules for successful teaching: set realistic goals for yourself and for those you teach. It should be emphasized that any pedagogical innovations must be used wisely, and the teacher must always be guided by the principle: “The main thing is to do no harm!”

2. Question to the seminar participants:

– What is the condition for the formation or development of competencies.

So,key competencies are being formed , If ( ):

learning is activity-based;

the educational process is being oriented towards the development of independence and responsibility of the student for the results of his activities (for this it is necessary to increase the share of independence in works of a creative, search, research and experimental nature);

conditions are created for gaining experience and achieving goals;

teaching technologies are used that are based on the independence and responsibility of the teacher for the results of his students (project methodology, abstract approach, reflection, research, problem-based methods, differentiated learning, developmental learning);

the practical orientation of education is being strengthened (through business and simulation games, creative meetings, discussions, round tables);

The teacher skillfully manages the learning and activities of students. Disterweg also said that “A bad teacher presents the truth, a good one teaches to find it,” and for this he himself must have pedagogical competence).

VI. Result of the seminar

1. We strive to find forms that will help the team successfully master the competency-based training strategy. And the proposed line of action can help us with this: try it yourself - offer it to students - share with colleagues - find like-minded people - join forces. After all, only together can we achieve the best success.

2. Game “Applause in a circle”

Target: relieve tension and fatigue, thank all participants for their work.

All participants sit in a circle. The presenter begins to clap his hands and looks at one of the participants. The two of them start clapping. The participant whom the presenter looked at looks at the other participant, including him in the game. Thus, all participants begin to clap.

Bibliography:

1. Pedagogical technologies: a textbook for students of pedagogical specialties / edited by V.S. Kukunina. – M.: ICC “Mart”: – Rostov n/D, 2006.
2. Shchurkova N.E.. Classroom management: game techniques. – M.: Pedagogical Society of Russia, 2002, – 224 p.

Modern technologies as a tool for managing the quality of education

Target: understanding the need and possibility of using modern technologies as an indicator of the pedagogical competence of a modern teacher.

Business game plan

1.Greeting the game. Communication of the game plan.

Group work.

Now you and I will work in groups. To get started, listen to the parable.

Parable (collaboration).

Once upon a time there lived a monk. And for most of his life he tried to figure out the difference between Hell and Heaven. He thought about this topic day and night. And one night, when he fell asleep during his painful thoughts, he dreamed that he was in Hell.

He looked around and saw people sitting in front of a pot of food. But some were exhausted and hungry. He took a closer look - everyone was holding a spoon with a long handle. They can scoop it out of the cauldron, but they won’t get into your mouth. Suddenly a local employee (apparently a devil) runs up to the monk and shouts:

- Hurry up, otherwise you'll miss the train going to Paradise.

A man arrived in Paradise. And what does he see?! The same picture as in Hell. Cauldrons of food, people with spoons with long-long handles. But that's it cheerful and well-fed. The man took a closer look - and here people were feeding each other with the same spoons.

Therefore, so that you and I don’t end up like in the old parable, I propose to adopt certain rules.

"Memo"

For a group discussion of opinions and making any decision, we recommend following the following rules:

Everyone is required to participate in the group throughout the entire lesson.
Frankness and friendliness in communication.
“We work without shoulder straps,” that is, everyone is equal in communication without taking into account merit, knowledge and teaching experience.
Express your thoughts clearly and clearly, strive to “make yourself understandable” to yourself and others.
Remember that each participant is responsible for the results of the work of the entire group, and the group is responsible for everyone.

I. Introductory part

1. Epigraph of a business game.

Who does not want to use new means,
must wait for new troubles

Francis Bacon

Teacher and student grow together:
learning is half learning.

Li Ji

II. Practical part

1. Business game

Participants are divided into 3 groups: “educators”, “teachers”, “experts”

First question for discussion: Indicate which topics or areas of work, in your opinion, require more detailed consideration and general discussion by the teaching staff?

During a 5-minute brainstorming session, participants provide answers and present them to a group of “experts” who prepare a briefing paper for the audience.

From the answers, experts identify 2-3 topics that are most relevant to a given audience and voice them.

Second question for discussion: Are there any topics or areas of activity that you would like to take part in?

Within 5 minutes, participants select at least 3 arguments.

Third question: Are there any topics that you can provide information on to other teachers throughout the year?

From the answers, experts select 2-3 that are most effective, in the opinion of this audience, and voice them.

Game "Problem on the Palm"

Progress of the game:

Each participant is invited to look at the problem as if from the outside, as if he were holding it in the palm of his hand.

The presenter holds a beautiful tennis ball in his palm and addresses the participants in the game: “I look at this ball. It is round and small, like our Earth. The Earth is the house in which my life unfolds. What would I do with my life if would you have complete power over her? (musical accompaniment: music of the universe)

Participants take turns holding an object symbolizing the problem on their palm and expressing their personal attitude towards it.

4. Read the contents

Modern educational technologies and pedagogical innovations as a tool for managing the quality of education

Improving the quality of education is one of the main tasks of modernizing Russian education. The most important criterion of pedagogical excellence in modern pedagogy is considered to be the effectiveness of the teacher’s work, which is manifested in one hundred percent academic performance of schoolchildren and the same interest in the subject. That is, the teacher ― This is a master who knows how to teach all children without exception. The professionalism of a teacher is most clearly manifested in the good results of those students who are generally considered unwilling, unable, or unable to learn.

The basis for managing the quality of education is the transition from teaching methods to the introduction of educational technologies into the educational process.

How to distinguish between the concepts of “methodology” and “educational technology”?

Systematicity characterized by the logic of construction, the interrelation of elements, the completeness and structure of the material and activities.

Efficiency involves achieving the planned result with optimal expenditure of funds and time on training.

Reproducibility assumes the possibility of replication, transfer and borrowing of technology by other teachers.

The practical implementation of the methodology is the teacher’s lesson plan, which prescribes, in particular, a certain sequence of stages, actions of the teacher, and sometimes of the students.

The technology will contain:

The presence of a certain technological chain of pedagogical and educational actions that lead to the planned result;

The presence of one or more pedagogical or psychological theories at the basis of each technology;

The ability to reproduce the technology by any teacher, since the technology is built on objective scientific foundations that do not depend on the personality of the teacher;

Characteristics of modern educational technologies,

ensuring the quality of education

The main modern technologies aimed at providing quality education are characterized by the transition:

From learning as a function of memorization to learning as a process of mental development that allows you to use what you have learned;

From a purely associative, static model of knowledge to dynamically structured systems of mental actions;

From focusing on the average student to differentiated and individualized learning programs;

From external motivation for learning to internal moral-volitional regulation.

The most popular and widely used are: technology of personality-oriented training and education, technologies of pre-profile training and specialized training, project activities, adaptive learning system, developmental education, integration, discussion forms of education, gaming technologies, technology of grade-free learning, information and computer technologies, technology of group activities, gaming technologies, problem-based learning, technology of educational research, technologies of various types of independent work of students.