Ïåäàãîãè÷åñêèå íàóêè/5 Ñîâðåìåííûå ìåòîäû ïðåïîäàâàíèÿ
Candidate of Pedagogical
Sciences G.A. Ergalieva,
Master of Pedagogical Sciences
L.N. Oilybayeva
M. Utemisov West Kazakhstan State University,
Uralsk, Kazakhstan
Modern innovative technologies in pedagogy
Innovation
is typical for any professional activity and therefore naturally become a
subject of study, analysis and implementation. Innovation alone will not occur;
they are the result of scientific research of the advanced experience of
individual teachers and entire communities. This process cannot be spontaneous,
it needs to be managed.
In the
context of the innovation strategy of integrated pedagogical process, the role
of the school principal, teachers and caregivers as direct bearers of innovative
processes. With all the variety of technology training: teaching, computer,
problem, modular and others - the implementation of leading pedagogical
functions rests with the teacher. With the introduction of the educational
process of modern technology teacher and tutor learn more as a consultant,
advisor, and counselor. This requires them to special psychological,
educational training, as professional teachers are not only the special,
subject knowledge, but also the latest knowledge in the field of education and
psychology, technology training and education. This formed the basis of
willingness to accept, evaluation and implementation of pedagogical
innovations.
The
concept of "innovation" means innovation as a means of change and the
process involves the introduction of something new. Innovation means the
introduction of a new purpose, contents, methods and forms of education and
training, the organization of joint work of the teacher and the student.
In the
conditions of educational reforms special value in vocational training was got
by the innovative activity directed on introduction of various pedagogical
innovations. They have captured all parties of didactic process: forms of its
organization, the maintenance and technologies of training, educational
and cognitive activity.
To
innovative technologies of training are carried: interactive technologies of
training, technology of design training and computer technologies.
In the
psychological theory of training the training which is based on psychology of
human mutual relations is called as interactive. Technologies of interactive
training are considered as ways of mastering of knowledge, formations of skills
in the course of mutual relations and interactions of the teacher and the
trainee as subjects of educational activity. Their essence consists that they
lean not only against processes of perception, memory, attention, but, first of
all, on creative, productive thinking, behaviour, dialogue. Thus training
process will be organized in such a manner that trainees study to communicate,
co-operate with each other and other people, study critically to think, solve
challenges on the basis of the analysis of industrial situations, situational
professional problems and the corresponding information.
All technologies
of interactive training share on not imitating and imitating. The sign of a
reconstruction (imitation) of a context of professional work, its modelling
representation is put in a classification basis in training.
Not
imitating technologies do not assume construction of models of the studied
phenomenon or activity. At the heart of imitating technologies imitating or
imitate-game modelling lays, i.e. Reproduction in the conditions of training
with this or that measure of adequacy of the processes is occurring in real
system.
Let's
consider some forms and methods of technologies of interactive training.
Problem
lecture assumes statement of a problem, a problem situation and their
subsequent permission. In problem lecture contradictions of a real life through
their expression in theoretical concepts are modeled. An overall objective of
such lecture — acquisition of knowledge by pupils at directs their effective
participation. Among the simulated problems can be scientific, social,
professional, connected with the concrete maintenance of a teaching material.
Problem statement induces pupils to active cogitative activity, to attempt
independently to answer the brought attention to the question, causes interest
to a stated material, and makes active attention of trainees.
The
seminar-debate assumes collective discussion of any problem for the purpose of
an establishment of ways of its authentic decision. The seminar-debate is spent
in the form of dialogical dialogue of its participants. It assumes high intellectual
activity, imparts ability to conduct polemic, to discuss a problem, to protect
the sights and belief, laconically and clearly to state thoughts. Functions of
characters at a seminar-debate can be various.
Educational
discussion — one of methods of problem training. It is used at the analysis of
problem situations when it is necessary to give the simple and unequivocal
answer to a question, alternative answers are thus assumed. For the purpose of
involving in discussion of all present expediently to use a technique of
co-operative training (educational cooperation). The given technique is based
on mutual training at teamwork of pupils in small groups. The basic idea of
educational cooperation is simple: pupils unite the intellectual efforts and
energy to carry out the general task or to reach an overall aim (for example to
find variants of the decision of a problem).
"Brain
storm" sets as the purpose gathering as it is possible áîëüøåãî quantities of ideas, clearing of pupils of inertia of
thinking, activization of creative thinking, overcoming of a habitual train of
thought at the decision of the put problem. "Brain storm" allows
increasing essentially efficiency of generating of new ideas in educational
group.
Main
principles and rules of this method — an absolute interdiction of criticism of
the ideas offered by participants, and also encouragement of every possible
remarks and even jokes.
Didactic
game acts as the important pedagogical means of activization of process of
training in a vocational school. In the course of didactic game the trainee
should execute the actions similar to what can take place in its professional
work. As a result there is an accumulation, actualization and transformation of
knowledge in skills, accumulation of experience of the person and its
development. The technology of didactic game consists of three stages.
Involving
in didactic game, game development of professional work on its model promotes
system, complete development of a trade.
Training
with performance of an official role — an active method of training at which as
"model" the professional work sphere, the validity acts, and
imitation mentions basically execution of a role (post). The main condition of
training — performance under the control of the educational master (teacher) of
certain actions in real industrial conditions.
Imitating
training assumes working off of certain professional skills and abilities on
work with various means and devices. The situation, professional work
conditions is simulated, and as "model" the mean (training apparatus,
devices etc. acts.).
Game
designing is practical employment in which course engineering, design,
technological, social and other kinds of projects in the game conditions as
much as possible recreating a reality are developed. This method differs high
degree of a combination individual and teamwork of trainees. Creation of the
general for group of the project demands, on the one hand, from each knowledge
of technology of process of designing, and — abilities to enter dialogue and to
maintain with another interpersonal relations for the purpose of the decision
of professional questions.
Game
designing can pass in real designing if the decision of a concrete practical
problem is its result, and process will be transferred to conditions of the
operating enterprise or in industrial practice workshops. For example, work by
request of the enterprises, work in design student's bureaus, manufacturing of
the goods and the services concerning sphere of professional work of trainees. The
technology of design training is considered as flexible model of the
organization of educational process in a vocational school, focused on creative
self-realization of the person of the trainee by development of its
intellectual and physical possibilities, strong-willed qualities and creative
abilities in the course of creation of the new goods and services. A result of
design activity is the educational creative projects which performance is
carried out in three stages.
The
educational creative project consists of an explanatory note and the product
(service).
In an
explanatory note should be reflected:
• a
choice and a substantiation of a theme of the project, the historical inquiry
on a project problem, generating and development of ideas, construction of
basic schemes of reflexion;
• The
description of stages of designing of object;
• A
choice of a material for object, the design analysis;
• Technological
sequence of manufacturing of a product, graphic materials;
• Selection
of tools, the equipment and the workplace organization;
• A
labour safety and the safety precautions at performance of works;
• An
economic both ecological substantiation of the project and its advertising;
• Literature
use;
• The
appendix (sketches, schemes, the technological documentation).
Such
demands are made to a projected product, as adaptability to manufacture,
profitability, ecological compatibility, safety, ergonomics, an aesthetics,
etc.
The
technology of design training promotes creation of pedagogical conditions for
development of creative abilities and qualities of the person of the pupil
which are necessary to it for creative activity, irrespective of the future
concrete trade.
Computer
technologies of training are processes of gathering, processing, storage and an
information transfer trained by means of the computer. By present time the
greatest distribution was received by such technological directions in which
the computer is:
• Means
for granting of a teaching material by the pupil for the purpose of transfer of
knowledge;
• Means
of information support of educational processes as an additional source of the
information;
• Means
for definition of level of knowledge and the control over teaching material
mastering;
• A
universal training apparatus for acquisition of skills of practical application
of knowledge;
• Means
for carrying out of educational experiments and business games in a studying
subject;
• One
of the major elements in the future professional work of the trainee.
At the
present stage in many professional educational institutions are developed and
used both separate software products of educational appointment and the
automated training systems (ÀTS) on various
subject matters. ÀTS includes a
complex of educational and methodical materials (demonstration, theoretical,
practical, supervising), computer programs which operate training process.
With
the advent of operational system Windows in vocational training sphere new
possibilities have opened. First of all, it is availability of dialogue in
so-called interactive programs. Besides, there was realizable wide use of a
drawing (drawings, schemes, diagrammes, drawings, cards, photos). Application
of graphic illustrations in educational computer systems allows to transfer at
new level the information to the trainee and to improve its understanding.
The
increased productivity of personal computers has made possible wide enough
application of technologies of multimedia. It is already difficult to present
modern vocational training without these technologies which allow expanding
scopes of computers in educational process.
New
possibilities in vocational training system are opened by hypertext technology.
The hypertext (from English hypertext — "supertext"), or hypertext
system, is a set of the various information which can settle down not only in
different files, but also on different computers. The basic line of the
hypertext is possibility of transitions on so-called hyperlinks which are
presented or in the form of specially generated text, or a certain graphic representation.
Simultaneously on the computer screen there can be some hyperlinks, and each of
them defines the route of "travel".
The
modern hypertext training system is distinguished by the convenient environment
of training in which it is easy to find the necessary information, to come back
to already passed material, etc.
The
automated training systems constructed on the basis of hypertext technology,
provide the best educability not only thanks to
presentation of the represented information. Use dynamic, i.e. changing, the
hypertext allows to carry out diagnostics of the trainee, and then
automatically to choose one of possible levels of studying of the same theme.
Hypertext training systems represent the information so, as the trainee,
following graphic or to text references, can use various schemes of work with a
material.
Application
of computer technologies in vocational training system promotes realization of
following pedagogical purposes:
• Development
of the person of the trainee, preparation for independent productive
professional work;
• Realization
of the social order caused by requirements of a modern society;
• An
intensification of educational process in a vocational school.
The
innovative technologies of training reflecting an essence of the future trade,
form professional qualities of the expert, are original range on which pupils
can fulfill professional skills in the conditions approached to the real.
References
1. Pidkasisty I.I.
Pedagogics: Manual / I.I. Pidkasisty. – Moscow: The Russian pedagogical agency,
1995 – Page 49-54.
2. Podlasy I.P.
Pedagogics: New course / Nominative of Podlasy. – Moscow, 2000. – book 1. –
Page 210-212.
3. Professional
education No. 4 2004: Periodical/N. I.Kostyuk – the New principles of the
organization of primary professional education – Page 30.
4. Professional
education No. 4 2006: Periodical/G. A.Balykhin – the Federal target program of
a development of education: innovative decisions on prospect – Page 14-15.