Педагогические науки/5 Современные методы преподавания

Associate Professor G. Ergaliyeva, Master of psychology and pedagogy

M. Madenova, Master of psychology and pedagogy B. Tuyakova

M. Utemisov West Kazakhstan State University, Uralsk, Kazakhstan

Theoretical approaches to problem innovative

pedagogical technologies

Theoretical approaches to problem innovative pedagogical technologies -meaning areas, technology use in the educational process. The scientific innovations advancing progress cover all areas of human knowledge. Distinguish social and economic, organizational and administrative, technical and technological innovations. One of versions of social innovations is pedagogical innovations.

Pedagogical innovation — this innovation in the field of pedagogics, the purposeful progressive change bringing on educational sphere stable elements (innovations), improving characteristics, both its separate components, and the educational system as a whole.

Pedagogical innovations can be carried out as at the expense of own resources of educational system (an intensive way of development), and at the expense of attraction of additional capacities (investments) — new means, the equipment, technologies, capital investments, etc. (an extensive way of development).

Connection of intensive and extensive ways of development of pedagogical systems allows carrying out the so-called "the integrated innovations" which are under construction on a joint of versatile, pedagogical subsystems and their components. The integrated innovations, as a rule, don't look far-fetched, purely "external" actions, but are the conscious transformations coming from deep requirements and knowledge of system. Having supported "narrow" places with the new technologies, it is possible to increase overall effectiveness of pedagogical system.

The main directions and objects of innovative transformations in pedagogics are:

• Development of concepts and strategy of a development of education and educational institutions;

• Updating of the content of education; change and development of new technologies of teaching and education;

• Improvement of management by educational institutions and education system as a whole;

• Improvement of preparation of pedagogical stuff and increase of their qualification;

• Design of new models of educational process;

• Ensuring psychological, ecological safety of students, development health of preserving technologies of teaching;

• Ensuring success of teaching and education, monitoring of educational process and development of students;

• Development of textbooks and manuals for new generation, etc.

Innovations can be carried out at various levels. The innovations mentioning all pedagogical system belong to the highest level of knowledge.

Technologies and conditions of implementation of innovative processes.

Pedagogical innovations are carried out on a certain algorithm. P. Pidkasisty allocates ten development stages and realization of pedagogical innovations:

1. Development of the criteria device and measuring instruments of a condition of the pedagogical system which is subject to reforming. At this stage it is necessary to reveal need for innovations.

2. Comprehensive check and assessment of quality of pedagogical system for determination of need of its reforming by means of special tools.

All components of pedagogical system have to be exposed to examination. As a result it has to be precisely established that it is necessary to reform as outdated, inefficient, and irrational.

3. Searches of samples of pedagogical decisions which have advancing character and can be used for modeling of innovations. On the basis of the analysis of bank of the advanced pedagogical technologies it is necessary to find a material from which it is possible to create new pedagogical constructions.

4. The comprehensive analysis of the scientific development containing the creative solution of actual pedagogical problems (information from the Internet can be useful).

5. The project of innovative model of pedagogical system as a whole or its separate parts. The innovation project with the concrete set properties different from traditional options is created.

6 . Performing integration of reform. At this stage it is necessary to personalize tasks, to define responsible, cures of tasks, to establish control forms.

7. Study of practical implementation of the known law of change of work. Before introduction in practice of an innovation it is necessary to calculate precisely its practical importance and efficiency.

8. Creation of algorithm of introduction in practice of innovations. In pedagogics the similar generalized algorithms are developed. There are such actions in them, as the practice analysis for search of the sites which are subject to updating or replacement, innovation modeling on the basis of the analysis of experience and science data, development of the program of experiment, monitoring of its results, introduction of necessary amendments, total control.

9. Introduction in professional lexics of new concepts or reconsideration of the former professional dictionary. At terminology working off for its introduction in practice are guided by the principles of dialectic logic, the reflection theory, etc.

10. Defense of a pedagogical innovation against pseudo-innovators. Thus it is necessary to adhere to the principle of expediency and correctness of innovations. The history testifies that huge efforts, appliances, social and intellectual forces on unnecessary and even harmful transformations are sometimes spent. The damage from it happens irreplaceable therefore it is impossible to allow false pedagogical innovation. As pseudo-innovations which only imitate innovative activity, it is possible to give the following examples: formal change of signs of educational institutions; giving to renewed old as essentially new; transformation into the absolute and copying of a creative method of any teacher innovator without his creative processing etc.

However for innovative processes there are real barriers. V. Andreev allocates the followings:

• Conservatism of a certain part of teachers (conservatism of administration of educational institutions and educational bodies is especially dangerous);

• Blind following of tradition on type: “So everything is good at us”;

• lack of necessary pedagogical stuff and financial means for maintenance and stimulation of pedagogical innovations, especially for teachers experimenters;

• Adverse social and psychological conditions of concrete educational institution, etc.

At the organization of innovative activity it is necessary to remember that:

• In pedagogics, according to K.D.Ushinsky, experience (technology), and the thought output from experience is not transferred.

• The teacher has to "pass "others" experience through him" (through the mentality, the developed views, ways of activity etc.) and to develop the method which is most corresponding to level of the personal and professional development;

• Innovative ideas have to be accurate, convincing and adequate to real educational needs of the person and society, they have to be transformed to specific goals, tasks and technologies;

• The innovation has to seize minds and means of all (or the majority) members of pedagogical collective;

• Innovative activity has to morally and be stimulated financially, legal support of innovative activity is necessary;

• In pedagogical activity are important not only results, but also ways, means, methods of their achievement.

Despite obvious need of innovations for pedagogics, nevertheless there is a variety of reasons interfering their introduction in educational process that undoubtedly in a certain degree slows down pedagogics development. In the psychological theory of teaching the teaching which is based on psychology of human relationship is called interactive. Technologies of interactive teaching are considered as ways of assimilation of knowledge, formations of skills in the course of relationship and interactions of the teacher and the trainee as subjects of educational activity. Their essence consists that they rely not only on processes of perception, memory, attention, but, first of all, on creative, productive thinking, behavior, communication. Thus process of teaching will be organized in such a way that trainees learn to communicate, interact with each other and other people, learn to think, solve critically complex problems on the basis of the analysis of production situations, situational professional tasks and the relevant information.

The technology of work of educational group at educational cooperation are as follows:

• Problem statement;

• Formation of small groups (microgroups on 5-7 people), cast in them, explanations of the teacher about expected participation in discussion;

• Problem discussion in micro groups;

• Representation of results of discussion before all educational group;

• Continuation of discussion and summing up.

"Brain storm" sets as the purpose collecting bigger quantity of ideas, release of students from inertia of thinking, activization of creative thinking, overcoming of a habitual train of thought at the solution of the put problem. "Brain storm" allows to increase significantly efficiency of generating of new ideas in educational group.

The basic principles and rules of this method — an absolute ban of criticism of the ideas offered by participants, and also encouragement of various remarks and even jokes.

Didactic game acts as important pedagogical means of activization of process of teaching at vocational school. In the course of didactic game the trainee has to execute the actions similar to what can take place in his professional activity. As a result there is an accumulation, updating and transformation of knowledge in skills, accumulation of experience of the personality and her development. The technology of didactic game consists of three stages.

Involvement in didactic game, game development of professional activity on its model promotes system, complete development of a profession.

Teaching with performance of an official role — an active method of teaching at which as "model" the sphere of professional activity, reality acts, and imitation mentions generally an impersonation (positions). The main condition of teaching — performance under control of the educational master (teacher) of certain actions in real working conditions.

Imitating teaching assumes working off of certain professional skills and abilities on work with various technical means and devices. The situation, situation of professional activity is imitated, and the technical tool acts as "model" (exercise machines, devices etc.).

Game design is practical occupation during which engineering, design, technological, social and other types of projects in the game conditions which are most recreating reality are developed. This method differs high degree of a combination individual and collaboration of trainees. Creation of the general for group of the project demands, on the one hand, from each knowledge of technology of process of design, and with other — abilities to enter communication and to maintain the interpersonal relations with the purpose of the solution of professional questions. The innovative technologies of teaching reflecting an essence of future profession, form professional qualities of the expert, are a peculiar range on which students can fulfill professional skills in the conditions approached to the real.

Progressive innovations arise on a scientific basis that promotes practice to advance forward. In pedagogical science there was essentially new and important direction — the theory of innovations and innovative processes. Reforms in education represent system of the innovations directed on radical restructuring and improvement of functioning, development and self-development of educational institutions and a control system of them.

References

1. Andreev V. I. Pedagogics( year?). Teaching course for creative self-development / Century. I.Andreev. – Kazan, 2000 – Page 440-441.

2. Pedagogics No. 4, 2004: Periodical / Century. With Lazarev, Martirosyan's B.P. – Pedagogical innovatics: object, subject and the main concepts – Page 12-14.

3. Pidkasisty I.I. Pedagogics: Manual / I.I. Pidkasisty. – Moscow: The Russian pedagogical agency, 1995 – Page 49-54.

4. Podlasy I.P. Pedagogics: New course / Nominative of Podlasy. – Moscow, 2000. – book 1. – Page 210-212.

5. Professional education No. 4 2004: Periodical/N. I.Kostyuk – the New principles of the organization of primary professional education – Page 30.

6. Professional education No. 1 2006: Periodical / Century G.Kazakov – New time – new technologies of vocational training – Page 12.

7. 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.

8. Professional education No. 7 2006: Periodical / EL of Larin – Model of innovative activity of establishment of professional education – Page 5.