1. One of the most revolutionary modern educational technologies are massive open online courses(massive open online course - MOOC), which began at Stanford with Udacity and Coursera (in 2012) and with the MIT edX initiative.
Open online courses make quality education so accessible that it was impossible to imagine before - for example, I grew up in Chisinau and could not even dream of listening to lectures by world-class teachers without leaving home and getting paid for these courses diplomas.
First, universities began to post their lectures, in particular, MIT made its library of lectures for many years, then other functions began to be added to them. In order to make an open free course with test tasks that will allow you to say that a person has successfully completed it, educational technologies came two years ago.
2. The next technology is the so-called big data.
When you set search parameters on the Internet, the entire world that is online adjusts to your parameters. This is not yet the case in education. In computer and network educational methods, it is possible to collect and analyze data, for example, about a million clicks and see what exactly a person has problems with, where he does not understand; you can compare it with other students; you can give recommendations on how to promote learning, you can build personal trajectories.
Big data itself allows us to draw a lot of interesting conclusions, and thanks to them, pedagogy turns into an exact science, which it was not before. If earlier we obtained information by interviewing a thousand people, or conducted an experiment in a hundred schools, or evaluated the effectiveness of teaching several times a year, now we can measure anything on an infinite number of students and see what works and what does not, what methods and pedagogical techniques give a result, and what is a non-projected and non-scalable effect of the teacher's charisma and personal qualities. Big data makes it possible to make the learning process more accurate. In addition, they make possible the existence of the next technology - adaptive learning.
3. Adaptive learning- this is when a student receives recommendations on the content, process, methods and pace of learning based on big data, when an educational trajectory is built for him. All commercial online services (such as a ticketing site) are infinitely adaptable to you because they make money that way. The same can now be done in education. The most famous startup in this area, Knewton, takes any content (video, game, lecture) and uses a huge number of different metrics for this content to understand how a person interacts with it. Just like websites have google analytics, adaptive learning is such an analytics for education. At the same time, he not only collects data, but also processes it and recommends to the student the content that will be most effective for him.
4. Learn by playing: Another powerful new educational technology is gamification. Everyone knows that learning through play is the best thing you can think of, this is how children learn, all this has long been proven by research. The point of gamification is to extract game mechanics, structure and framework from the game and apply them in a non-game context: for example, turn washing dishes into a game. In Russia, they began to talk about it after the rise of Foursquare, which gamified its application, and everyone began to try to gamify everything.
5. Another technique that is now gaining momentum is blended (hybrid) learning, blended learning. Its meaning is to combine learning at the computer and communication with a live teacher. With the ability to individually assemble a course from parts of different courses, gamify, adapt, collect data and provide feedback, blended learning has the ability to build a truly individual educational trajectory and give the child control of their learning.
It looks like this: a child comes to school, receives a playlist, which says: now you will do this, then you will go there, then here. The school has no lessons, no classes. Each student follows their own program. The playlist can be printed on a piece of paper, it can be in the application on the phone, it can be shown on the screen when you enter. Next, the child goes to work on the computer. If he needs help, he studies with the teacher, and the teacher, thanks to the program, already knows what exactly the student misunderstood. The schedule is also becoming very mobile and electronic, it changes every day, and the teacher also receives a playlist every day, which says: today this one needs help with this, then collect these three and do something with them. The child manages his own learning program, but cannot move to the next level until he has mastered the previous block perfectly. Thus, the class-lesson system completely breaks down, because there are no traditional classes or lessons left.
What will new educational technologies give the traditional school in the next five years:
On October 17-18, the Edutainme project, together with Digital October and MISiS, is holding the EdCrunch.ru conference dedicated to new technologies in education. Among the speakers are Charlie Harrington from Knewton, Daphne Koller from Coursera, Anant Agarwal (MIT-edX), Iversity - the founder of Steve Jobs Schools in Holland, ClassCraft - a teacher's project that figured out how to gamify lessons in 25,000 schools around the world.
The need to systematically improve the effectiveness of schooling raises the question: what educational technologies according to the Federal State Educational Standards are the most effective? What organizational systems can be applied in a modern school? Recommendations of experts on the topic, including a list of innovative educational technologies, can be found in the article.
The basis of the federal state educational standards of the second generation is the activity principle, which provides for the need to organize learning through the transfer of initiative from the teacher to the students. Modern educational technologies according to the Federal State Educational Standards are a set of pedagogical methods, forms and means that are systematically used in the educational process and allow you to consistently achieve the declared result with acceptable deviation rates. Signs of new generation educational technologies:
- the nature and sequence of actions of the teacher corresponds to a specific pedagogical plan, they are based on a reasonable author's position;
- the chain of organizational actions is built strictly in accordance with the target settings, which ensures consistent movement in favor of the intended result;
- the teacher abandons the practice of object-subject interaction with children in favor of subject-subject interaction;
- elements of the pedagogical process based on modeling situations of search, "discovery" of knowledge and analysis of their practical value, can be reproduced by any teacher and marked by the achievement of the goal;
- a significant part of the technology is diagnostic procedures that allow systematic self- and mutual control of knowledge.
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- Implementation of educational projects during the transition to the Federal State Educational Standard of basic general education (examples of projects)- Profile training in the context of the implementation of the Federal State Educational Standard of secondary general education (updating the regulatory framework)
Classification of educational technologies in accordance with the Federal State Educational Standard
The need for a qualitative change in the system of Russian education, which for many years relied on the knowledge base for the formation of knowledge, necessitates a constant methodological search. Combining the traditions of domestic pedagogical science and innovative ideas, modern educational technologies developed in accordance with the Federal State Educational Standards make it possible to meet the requirements of the regulator and public demands, and therefore the development and testing of active management at all levels. Already today, it is possible to single out a truly large number of organizational and educational models of conducting pedagogical practice, which can be used in their pure form, rethought taking into account the realities of the educational process or the specifics of work in a particular school, integrated and supplemented in a comprehensive manner.
In order to understand the possibilities and features of the implementation of educational technologies, teachers should understand their boundaries, defined within the framework of existing classifications.
| Parameters for the classification of basic educational technologies according to the Federal State Educational Standard | Pedtech groups |
| By level of application |
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| By organizational form |
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| By type of control of cognitive activity of schoolchildren |
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| Approach to the child |
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| By the level of orientation to personal structures |
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| By the nature of the content |
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In modern pedagogical science, more than a hundred organizational and pedagogical solutions are collectively distinguished, but only the most effective educational technologies of the Federal State Educational Standards are widely used in Russian schools, including developing, problem-based, multi-level education, the project method, TRIZ, development technology critical thinking, ICT, health-saving technology, innovation assessment system "portfolio of achievements". Let us consider in more detail the theoretical features and possibilities of implementing the main educational technologies.
Information and communication educational technology of training according to the Federal State Educational Standard
In view of the fact that the key goal of modernizing the Russian education system is to improve the quality of education of the younger generation, create conditions for the harmonious development of a person who is able to freely navigate in the information and communication space, independently “extract” knowledge, expand existing theoretical and practical experience, introduce IR technologies into the daily educational process is a priority direction of conducting pedagogical search.
Modern information and communication educational technologies and methods of the Federal State Educational Standards are aimed at creating a stable motivation for self-education in children, developing communicative competencies and critical thinking, which can be implemented through:
- Providing students with free access to information resources, the content of which is not contrary to state, legal and moral standards.
- Use of all available means of information support for the educational process.
- Implementation of control and diagnostic methods that meet the requirements of the time (keeping electronic diaries, testing on a PC, establishing child-parent thematic chats).
- Implementation of the process of individualization, differentiation of training, increasing the effectiveness of lessons through the use of training capabilities of special technical means.
Educational technologies according to the Federal State Educational Standards aimed at the formation of critical thinking
In the conditions of free choice, widespread availability of information, which is gradually losing its value aspect, educational technologies of critical thinking most fully meet the requirements of the Federal State Educational Standard in the issue of the formation of meta-subject competencies of future school graduates. The inculcation of a special way of perceiving data, which provides for their mandatory analysis for reliability, is carried out on the basis of designing special educational situations, when students are offered systematic work with various sources of knowledge that need to be classified, systematized, correlated with existing knowledge experience, evaluating the level of usefulness and practicality.
The pedagogical technology of critical thinking provides for the consistent modeling of educational situations that necessitate the "passage" of students through three stages: challenge, comprehension and reflection. Thanks to this, children learn to soberly evaluate information, cutting off unconfirmed conjectures and assumptions, form their own opinion with reason, build cause-and-effect relationships and logical chains, express their point of view correctly, observing the principles of tolerance and mutual respect.
As part of the educational technology of critical thinking, numerous methodological techniques are used: clustering, brainstorming, writing essays, sequences, discussions, intellectual warm-ups, creating “boxes of useful ideas” and many others.
Project educational technology according to the Federal State Educational Standard
The method of creating projects as a pedagogical technique is widely used in US schools with the aim of demonstrating to students the high practical value of acquiring knowledge, and a general increase in indicators of learning motivation. Among the modern educational technologies according to the Federal State Educational Standard, he considers project modeling to be one of the most valuable, since it:
- It opens up opportunities for a deep study of a specific problem, the formation of knowledge in the framework of the transition from a point to a general one.
- Promotes the development of a communicative culture, the practice of active group interaction.
- It involves the presentation by students of a point of view with obligatory argumentation, the readiness to defend it in the form of a constructive discussion with "opponents".
The creation of projects is widely practiced in the preparation of disciplinary or thematic exhibitions, competitions scientific works, educational festivals, conducting search directed work by gifted students with the assistance of teachers. Under the condition of competent implementation, this technology provides a comprehensive formation of search, analyzer, presentation and reflective skills in children.
Educational technologies for the implementation of the Federal State Educational Standard through problem-based learning
The practice of developing (problem) learning, based on the differentiation of areas of knowledge into previously studied, transitional and unknown, was introduced by Soviet teachers in the middle of the last century, and now it has confidently become one of the most effective types of educational technologies according to the Federal State Educational Standard. It is based on the teacher's directed modeling of situations that determine the cognitive activity of children on the way to expanding knowledge through defining the boundaries of the known, formulating assumptions and hypotheses, finding the best way to solve an educational problem, conducting collective discussion and reflection.
The technology of problem-based learning, which contributes not only to the formation of a system of knowledge and skills in children, but also to the achievement of high intellectual qualities, self-confidence, can be effective only if the task in question corresponds to the real knowledge level of students, when it is possible to distinguish the boundaries of what is already known and requires confirmation. . At the same time, not every problem task contains a problem situation, which necessitates careful preliminary preparation when applying this teaching method.
The use of modern educational technologies, including a game component, according to the Federal State Educational Standard
The game is one of the main adaptive mechanisms of childhood, contributing to the assimilation of knowledge about phenomena, objects, behavior patterns through the reproduction of experience. Game educational technologies, characterized by a high level of audience coverage, subject to proper adaptation, are widely used during pedagogical work with schoolchildren of different age groups.
Didactic games are classified:
- By areas of application - physical, intellectual, social, search.
- By type of training component - informational, training, generalizing, diagnostic, controlling.
- According to the specifics of technology - subject, business, simulation.
- By subject - linguistic, literary, mathematical, physical, etc.
- By type of environment - without or with objects, computer, desktop.
Pedagogical gaming technology contributes to the design of the educational process according to the Federal State Educational Standard, in which the accumulation and consolidation of knowledge is easy and unconstrained, children learn to calmly respond to wrong answers and look for the right ones, it becomes possible to fully realize the differentiation of the learning process and psychologically comfortable control of knowledge. While participating in didactic games that include a competitive component, schoolchildren learn to think independently, actively interact with each other, demonstrate activity and independence, which helps to increase learning motivation and improves the dynamics of the educational complex as a whole.
Modular educational technology at school according to GEF
Primary school students are predominantly characterized by a consistent decrease in their academic interest, especially in disciplines, the mastery of which causes serious difficulties. The latest educational technologies of the Federal State Educational Standards, which provide for the teacher's ability to divide educational material into separate modules, make it possible to reverse the current trend and increase the level of quality assimilation of knowledge by children, as well as provide equal learning conditions in classes where there is a significant differentiation of students' abilities. It is important to note that a module can be considered an information block, which is characterized by the presence of a clearly formulated goal, a mini-program, a list of practical tasks of different levels of complexity, as well as a control evaluation scheme.
Within the framework of modular technology, children are invited to master knowledge in short blocks, for each of which an intermediate assessment is carried out. For the performance of each type of activity, students accumulate points, the sum of which forms the final grade. In addition to the development of independence, the formation of self-assessment skills, this educational technology gives students the opportunity not to focus on intermediate results, even if they do not meet expectations, but to make efforts to correct the learning situation during the development of the next module.
Educational technology of multi-level education in the context of the implementation of the Federal State Educational Standard
Another effective organizational and pedagogical solution that makes it possible to guarantee equal opportunities for all students (regardless of psychophysical abilities) to master the program minimum is the organization of multi-level education. This educational technology makes it possible to most fully provide the conditions for the implementation of the Federal State Educational Standard, since it is based on the idea of evaluating not the result of educational activity, but the efforts made by the child to master the program material and its further application.
In order to be able to introduce a system of multi-level education, practical tasks for each of the subjects must be differentiated taking into account the depth and complexity of the educational material (but not below the basic minimum). Students are assigned the right to choose tasks of the level that corresponds to personal educational needs and aspiration, while in different subjects the levels of depth of study of the material may differ. When implementing the technology of multi-level education, the key task of teachers is to support the children's initiative, to provide support, if the student wishes, to raise the “bar” in order to achieve higher educational results.
Pedagogy of cooperation - a modern educational technology for the implementation of the Federal State Educational Standard
In view of the course towards the widespread humanization of the education system, in the center of which the interests and needs of the child are placed, a methodology of pedagogy of cooperation was developed, which is characterized by maintaining the maximum level of psychological comfort for schoolchildren and teachers. Among the modern educational technologies for the implementation of the Federal State Educational Standard, the pedagogy of cooperation is the most difficult organizational solution due to the need to:
- complete rejection of requirements, the transfer of the educational initiative from the teacher to the child while ensuring the individualization of the educational process;
- use in didactic manuals of a special verbal-symbolic system that determines the nature learning activities(read, write, remember, pay attention);
- providing children with a free type of activity depending on personal needs and the current state;
- conducting systematic self-analysis and finding ways to correct difficulties (with the support of the teacher).
New educational technology according to the Federal State Educational Standard - workshop technology
A qualitatively new organizational solution, which is an alternative to the traditional classroom system, is the technology of workshops, based on the principles of pedagogy of education, partnership, methods of complete immersion, conducting a non-evaluative educational activities.
Conceptually, within the framework of the implementation of this technology, the teacher becomes a “master”, who, after creating a special emotional atmosphere, reveals to the students the “secrets” of the world of knowledge. Thanks to this, the acquisition of new information is organized in pairs or mini-groups through the activation of existing learning experience, through sequential “layering”. At the same time, the "Master" creates more and more opportunities for development, independent search and creativity, which contributes to the development of children's initiative, sociability, readiness for active engagement in groups. In light of this, it is easy to draw parallels between workshop technology and the project method, but the former is characterized by a greater degree of creativity, and therefore presents a lot of organizational difficulties for the teacher. Of course, in the conditions of a modern school, the design of workshops cannot be carried out systematically, but this technology is very effective as a way to enhance cognitive activity.
Features of the implementation of modern educational technologies in the school according to the Federal State Educational Standard
The full list of modern educational technologies according to the Federal State Educational Standard, which can be implemented in the conditions of a modern school, is very voluminous. In addition to the above, it also covers health-saving organizational and pedagogical solutions, active methods learning, advanced learning technology, case technology and many others. Therefore, one of the significant tasks of practicing teachers is to search for those innovative practices that, in a real educational situation, would create optimal conditions for children to master the program material, form their meta-subject competencies, and harmonious development with the consistent disclosure of natural talents.
It is customary to distinguish three levels of application by teachers of educational technologies according to the Federal State Educational Standard in the classroom at school:
- Elementary. The teacher applies elements of technology sporadically, intuitively, making mistakes in the implementation of established algorithms.
- Developing. The teacher as a whole follows the algorithms of technology, uses a wide range of pedagogical techniques and methods, but makes minor mistakes and excludes the possibility of creativity.
- Optimal, characterized by the confident use of educational technologies, the guaranteed achievement of the declared results with an acceptable margin of error, the willingness of the teacher to confidently combine elements of organizational decisions, to conduct a creative search.
The concept of modernization of Russian education defines the priority goals and objectives, the solution of which requires high level the quality of education. Today, society is interested in graduates with developed cognitive needs, aimed at self-development and self-realization, able to operate with the acquired knowledge, navigate the modern information space, work productively, cooperate effectively, adequately evaluate themselves and their achievements. In a changing world, the education system should form such a quality as professional universalism - the ability to change areas and methods of activity.
At present, society has already changed its priorities, the concept of a post-industrial society (information society) has arisen. It is more interested in its citizens being able to independently, actively act, make decisions, adapt flexibly to changing living conditions.
The modern information society puts before all types of educational institutionsthe task of preparing graduates capable of:
Navigate in changing life situations, independently acquiring necessary knowledge applying them in practice to solve various emerging problems;
Independently think critically, see emerging problems and look for ways to rationally solve them, using modern technologies; clearly understand where and how the knowledge they acquire can be applied; be able to generate new ideas, think creatively;
Properly work with information (collect the facts necessary to solve a particular problem, analyze them, make the necessary generalizations and reasoned conclusions, apply the experience gained to identify and solve new problems);
Be sociable, contact in various social groups to be able to work together in various areas, in various situations, preventing or skillfully getting out of any conflict situations;
Independently work on the development of intelligence, cultural level.
From the whole variety of innovative directions in the development of modern didactics, there are pedagogical technologies (educational technologies).This is because:
In the conditions of the existing class-lesson system of classes, they most easily fit into the educational process, do not affect the content of education, which is determined by the standards of education and are not subject to any serious adjustments;
Educational technologies allow, integrating into the real educational process, to achieve the goals of the program and the standard of education in a particular academic subject;
Educational technologies ensure the introduction of the main directions of the pedagogical strategy - the humanization of education and a student-centered approach;
They ensure the intellectual development of children, their independence;
Provide goodwill towards the teacher and towards each other;
A distinctive feature of most technologies is a special attention to the individuality of a person, his personality; a clear focus on the development of creative activity.
What is meant by the term "pedagogical educational technologies"?
In the scientific and pedagogical literature, there are various interpretations of the concept of "pedagogical educational technology".
"Technology" - this is a detailed way of carrying out this or that activity within the framework of the chosen method.
"Pedagogical technology"- this is such a construction of the teacher's activity, in which the actions included in it are presented in a certain sequence and suggest the achievement of a predictable result.
Analyzing the definitions, one can single out the criteria that make upessence of pedagogical technology:
Unambiguous and strict definition of learning objectives (why and for what);
Selection and structure of content (what);
Optimal organization of the educational process (how);
Methods, techniques and teaching aids (with the help of what);
Accounting for the necessary real level of teacher qualification (who);
Objective methods for assessing learning outcomes (is it so).
The essential features inherent pedagogical technologies are:
Diagnostic goal-setting and effectiveness imply guaranteed achievement of goals and effectiveness of the learning process;
Profitability expresses the quality of pedagogical technology, which provides a reserve of teaching time, optimization of the teacher's work, and the achievement of planned learning outcomes in short periods of time;
Algorithmability, designability, integrity and manageability reflect different aspects of the idea of reproducibility of pedagogical technologies;
Adjustability implies the possibility of constant operational feedback focused on clearly defined goals;
Visualization touches upon the issues of using various audiovisual and electronic computers, as well as the design and use of various didactic materials and visual aids.
Under these conditions, the emergence of a variety of personality-oriented technologies has become natural. Therefore, among the technologies are:
p/n | Purpose of using technologies and/or methods | Implementation Description technologies and/or methods in practical professional activity | The result of using technologies and / or methods |
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Design technology | Develop imagination, fantasy, creative thinking, independence and other personal qualities; creating a favorable psychological climate in the classroom, stimulating cognitive activity, the formation of presentation and self-presentation skills, increasing motivation to learn the language. | Students draw greeting cards, publish wall newspapers, keep thematic albums, perform multimedia and interactive projects (presentations). Then the guys demonstrate their work in the class, talk about its merits and, thus, master the art of presentation and self-presentation. | Increasing the motivation to learn the language, the independent implementation of research and cognitive activities by students, the application of the knowledge gained in practical activities, the solid assimilation of educational material. As a result of project activities, the following works were created - "Holidays in Russia and Australia", the Beatles, "Walt Disney Cartoons". Increased interest in the subject. The development of independence. |
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Project method, L. Vygotsky | this method allows you to organically integrate the knowledge of students from different areas around the solution of one problem, makes it possible to apply the acquired knowledge in practice, while generating new ideas. | familiarization of students with the methodology of working on the project; acquaintance with the program vocabulary and grammar, mastering the educational skills provided for by the program; familiarization with authentic material on the topic preparation of material for creating a computer presentation on banking systems and banks directly students putting forward their ideas about mini-projects; formation of groups and distribution of tasks for project work; independent work of students on mini-projects, mutual and self-control; control by the teacher of prepared materials, introduction of additions and changes; designing reports in the form of a multimedia presentation, creating booklets, compiling dialogues; presentation and defense of projects; discussion of the results, summarizing the work | Working on the project, students improve the culture of oral and writing, independently select information, practically use the knowledge gained in the lesson. Project activity encourages students to speak in English without fear of making a mistake, giving the wrong answer. Working in a group creates a situation of success for each student. Joint implementation of project tasks leads to the creation of a friendly atmosphere. |
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Group technologies O.S. Anisimov | Any task in the context of group learning is structured in such a way that each member of the group is actively working for a certain time. | For example, using group work in an English class to develop speaking skills, we allow each student to speak for 10-15 minutes in one lesson, while in traditional teaching it would take 3-4 hours to interview each of the 10 students. Teachers who use group work can easily provide students with different potentials and abilities with different levels of tasks. At the same time, the student who was considered the “weakest” will feel able to complete the task given to him, which will ultimately increase his motivation to study this subject. | Thus, one of the advantages of this technology is the intensification of the educational process, which in most cases leads to an increase in academic performance. Another advantage of group learning is the ability to implement a multi-level approach to teaching a foreign language. |
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Group technologies. (G.K. Selevko) | The development of students' speech, communication, thinking, intelligence, mutual enrichment. independent solution of a learning problem | Using this technology, I build the lesson as follows: I. Preparation for the group task. 1. Statement of the cognitive task. 2. Briefing on the sequence of work 3. Distribution of didactic material in groups. II Group work. 4. Acquaintance with the material, planning work in a group. 5. Distribution of tasks within the group. Individual performance of the task. 7. Discussion of individual results of work in a group. Discussion of the general task by the group / comments, additions, clarifications and generalizations /. III. Final part. 9. Reporting on the results of work in groups. 10. Analysis of the cognitive task, reflection. 11. The general conclusion of the teacher about group work and the achievement of each group The group form of work is the form independent work students in direct interaction with each other. Using group technologies in educational process, the teacher guides the work through oral or written instructions that are given before work begins. There is no direct constant contact with the teacher in the process of learning, which is organized by the members of the group independently. Group form of work is a form of independent work of students with direct interaction between them. | Group learning technologies optimize the learning process, make it more effective and personally oriented. The state of students' insecurity is removed, which contributes to the formation of social motives for learning, which are based on the desire to acquire the desired status among classmates. |
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The purpose of learning technology is based on the use of motives for self-improvement of the individual, and represents a new level of developmental learning. | The main description of this technology is the moral-volitional and cognitive motivation of students. | The result of the developmental education technology is the formation of a psychological attitude (dominant) in students for self-improvement. |
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Technology of communicative teaching of foreign culture The intensive technology of teaching a foreign language was developed by the Bulgarian scientist G. Lozanov and gave rise to a number of practical options in our country, for example, the methodology of G. A. Kitaigorodskaya. The technology of communicative teaching of foreign language speaking has been developed in detail by the Lipetsk School, headed by the Honored Worker of Culture E. I. Passov. | Formation of foreign language communicative competence among schoolchildren, to carry out intercultural communication with native speakers | Foreign language communicative training provides for the development of communicative skills in the main types of speech activity: speaking, understanding what is perceived by ear (listening), reading and writing It is applied for: 1. Development of self-regulation skills and self-education among students; 2. Stimulating interest in classes; 3. Development of personal qualities of students; 4. Formation of monologue speech skills; 5. Formation of listening skills; 6. Development of creative abilities of students in grammar; 7. Creation of conditions for consolidating in practice the knowledge of students in grammar; 8. Organization of interdisciplinary connections to introduce schoolchildren to the culture of world civilization. | Expansion of educational opportunities in the organization of educational work and greater success in learning |
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Information and communication technologies for teaching a foreign language,M.N. Evstigneev, P.V. Sysoev | Development of lexical, grammatical, pronunciation skills of students; Effective teaching of reading and writing, monologue and dialogic speech; Development of the ability to understand foreign speech by ear; Development of communication skills; Expanding horizons; Development of skills in working with computer programs, MS Office applications. | Using a computer as a source of educational information, a visual aid, a simulator, a means of diagnostics and control; means of preparing texts, their storage; graphic editor, speech preparation tools. Create your own media library. The use of Internet resources, presentations and educational videos at all stages of studying a particular topic / section, as well as various stages lesson: at the stage of goal-setting, speech warm-up, familiarization with new material, consolidation of material, control of assimilation of the information received. The use of computer programs for studying vocabulary, practicing pronunciation, teaching dialogic and monologue speech, learning to write, working out grammatical phenomena. | Increasing students' interest in the process of learning English; positive dynamics of the quality of knowledge, the average score; improving the skills of working with MS Office applications (creating your own presentations, using Internet resources, etc.). Participation in the city seminar of foreign language teachers "Development of communication skills of students in foreign language lessons and in extracurricular activities", 03/26/2009 (out of class "Mother's Day" event. 2nd place in the city competition "First Steps", dedicated to Y. Gagarin. |
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Computer techologies G.R. Gromov, A.P. Ershov | The use of multimedia technology in the educational process implies and allows for a more complete, deeper control of the educational process itself. | Students prepare presentations in the Power Point program to demonstrate previously studied material, which are supported by audio and video accompaniment. | The use of computer technology makes it possible to activate the cognitive activity of students. Their use gives good results, increases the interest of students in the lesson. |
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Information and Communication Technology | Activation of the learning process, Increasing the visibility Improving the effectiveness of teaching and learning, Make the learning process more interesting, which contribute to successful assimilation studied material, Formation of skills of individual work, | To realize all the advantages of using ICT, I create my own computer presentations in the POWER POINT program, all components of which must be adequate to the learning objectives. Such presentations help to quickly and effectively use the necessary visibility in the classroom. When learning new lexical units, it is advisable to use pictures and photographs that allow you to implement an untranslatable method of providing vocabulary. When studying grammar, it is possible to highlight the most complex and important information animatedly. Animating objects allows students to additionally focus on significant components. With further study of this topic, you can repeatedly return to any slide, delving into all the subtleties of the phenomenon under study. This form of presentation of the material is suitable for everyday work. Game technologies serve to enhance the cognitive activity of schoolchildren. For example, a variant of the well-known TV show "Who Wants to Be a Millionaire?" (Who knows English best) is not an option for every lesson, but thus completing a quarter or studying a large section of the textbook seems quite acceptable precisely for increasing the cognitive activity of modern schoolchildren. | The possibilities of presenting new educational information are greatly expanded when using a computer. The use of ICT in English lessons helps to increase the motivation of students and enhance their speech and thinking activity, the effective assimilation of educational material, the formation complete system knowledge, allows you to rationally use the study time and increase the pace of work in the classroom without compromising the assimilation of knowledge by students, introduces an element of novelty, allows you to bring students to a fundamentally new level of mastering a non-native language. |
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Health saving technology Mityaev A.M. | Formation of healthy lifestyle skills | Cycle of events: Related speeches: "Health-saving technologies in foreign language lessons"; "New Sanitary and Epidemiological Norms" "Technologies for building a health-saving learning environment for schoolchildren"; Healthy Growth Formula”; Conversations on a healthy lifestyle; Extracurricular activity "NO to drugs" Special media issue on drugs. Conducting a social survey among high school students on bad habits; Participation in the "Single Day of Health" Development of the program "Health" Physical education minutes at a foreign language lesson. Breathing exercises; Sports and gaming events | Increasing the motivation of students for a healthy lifestyle Positive dynamics of the impact of sports on bad habits |
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Gaming technologies(role-playing and business games) V.P. Bespalenko | The goal of gaming technologies is to solve a number of problems: - didactic (expansion of horizons, cognitive activity; the formation of certain skills and abilities necessary in practical activities, etc.); | The place of games in the lesson and the time allotted to the game depend on a number of factors in the preparation of students, the material being studied, the goals and conditions of the lesson, etc. For example, if the game is used as a training exercise during the initial consolidation, then 20-25 minutes of the lesson can be devoted to it. In the future, the same game can be played by repeating the material already covered. The same game can be used at different stages of the lesson. | The game form allows you to activate the cognitive activity of students. Their use gives good results, increases the interest of the children in the lesson, allows them to concentrate their attention on the main thing - mastering speech skills in the process of a natural situation, communication during the game |
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G.K.Selevko S.A. Shmakov R.V. Ovcharova A.K.Markova A.B. Fridman A.B.Orlov | educate, educate, | Use in the classroom and outside of class Training is carried out through active forms: competition games; quizzes; olympiads; role-playing games etc. Gaming technologies are effective only in combination with Actualization of knowledge (method of creating a game consolidation of new material (game situation) | Increasing the interest of students in the study of the subject, increasing the effectiveness of educational activities. Activation of cognitive activity of students in English lessons. Improving the quality of knowledge verified by oral questioning, questionnaires and diagnostic work |
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Method of individual approach Passov E.I., Kitaigorodskaya G.A. | Activation of learning skills, independent work | Increasing educational activity, the quality of mastering educational material | Increasing motivation for learning |
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Dialogue of cultures (V.S. Bibler, S. Yu Kurganov) | Formation of socio-cultural competence Education of tolerance, respect for foreign culture and traditions Acquaintance with the culture of the countries of the studied language. Comparison of the traditions and cultures of your country and the country of the language being studied. Overcoming the cultural barrier and minimizing the culture shock in a globalized world. | Systematic work with texts of regional studies orientation. Studying the history, culture, traditions, sights of the country of the language being studied (Established in the teaching materials). Work on regional projects. Create presentations Conducting individually - group or optional courses on regional studies: "Country Studies of France", "Business French" Conducting extracurricular activities on this topic (holidays "Easter", "Christmas", ....). comparison with the traditions of their holding in Russia. Participation in regional competitions of presentations "Sights of the countries of the studied language", "Lights of the big city", etc., as well as in Internet competitions in regional studies and festivals. Annual holding (participation) of a decade of a foreign language with events of country-specific content: watching videos and presentations on the history, culture, traditions, sights of the country of the language being studied; holding extra-curricular activities of a country-specific nature, competitions of readers, quizzes. Studying the literature of the country of the language being studied. | Adaptation of students to the conditions and realities of the modern world in the context of globalization. Expanding students' horizons. Education of tolerance and respect of students for elements of a foreign culture. Increasing interest in the subject and motivation to learn a foreign language. |
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Cooperation Pedagogy Auth. Amonashvili Sh.A., Shatalov V.F., Lysenkova S.N. | Teach students to work on the principle: "do as I do" | Evaluation of the child's activities, the use of marks is limited, individual approach, communication skills, freedom of choice and the joy of learning, linguistic flair, comprehension of beauty, comprehension of the beauty of everything around, providing conditions for an expanded and in-depth volume of knowledge | Occurs: teaching without coercion; the idea of advance in learning; freedom of choice, etc. |
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Collaborative learning Aronson D, Slavin M.B., Johnson M. | Development of communication skills | During the lesson; at various stages | Increasing motivation |
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Problem-based learning, I.Ya. lerner | Creation under the guidance of a teacher of problem situations and active independent activity of students to resolve them, as a result of which there is a creative mastery of knowledge, skills and abilities and the development of mental abilities. | Problem-based learning is based on the creation of a special type of motivation - problem-based, therefore it requires an adequate design of the didactic content of the material, which should be presented as a chain of problem situations. The teacher creates a problem situation, directs students to solve it, organizes the search for a solution. Thus, the student becomes the subject of his own learning and, as a result, he acquires new knowledge, new ways of acting. | The activation of educational and cognitive activity, raised to the level of creative processes, most of all expresses the transformative nature of activity. Its creative nature is always associated with the introduction of something new, with a change in the stereotype of actions, conditions of activity. The main thing is satisfaction with the activity, which favorably affects both the motives and the methods of teaching, and the disposition of students to communicate with the teacher, with classmates, and the creation of favorable relations in the activity. |
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Integration (association) of academic disciplines | Formation of a scientific picture of the world, unification of sections of science on a single logical basis. | There is a study of not only individual disciplines, but their unification. Students understand that not only the knowledge of a foreign language is important, but also the ability to express in a foreign language what is important and necessary for them: to tell a foreign friend about where to go in the city, to introduce the exchange family to traditional Russian cuisine. In addition, the integration of academic disciplines allows you to understand the phenomena of one subject through another (Russian and English). | The main function of the language (communicative) is realized: the student does not just speak a foreign language, but discusses those issues that are important and interesting to him. |
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Interactive technologies | Activation of feedback between the teacher and the student, activation of the cognitive activity of the student | When questions, difficulties or the need to discuss any phenomenon arise, feedback is activated between the teacher and the student. Difficulties are eliminated, problems and questions are discussed. | Difficulties that have arisen are eliminated, the cognitive activity of the student is activated. |
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Learner-Centereddevelopmental education (I.S. Yakimanskaya) | The development of a person's personality, the disclosure of his capabilities, talents, the formation of self-consciousness, self-realization. The main result of the study should be the formation of cognitive abilities based on the acquisition of relevant knowledge and skills. | educational material (the nature of its presentation) is based on identifying the content of the student's subjective experience, including the experience of his previous learning; the presentation of knowledge should be aimed not only at expanding their volume, structuring, integrating, generalizing the subject content, but also at transforming the actual experience of each student; in the course of training, constant coordination of the student's experience with the scientific content of the knowledge being given: active stimulation of the student for educational activities, which provides him with the opportunity for self-education, self-development, self-expression in the course of mastering knowledge; educational material is organized in such a way that the student has the opportunity to choose when performing tasks, solving problems; encouraging students to independently choose and use the most significant ways for them to study educational material; control and evaluation of not only the result, but also the learning process, i.e. those transformations that the student carries out, assimilating the educational material; | 100% progress; high quality; Realization of talents, opportunities, self-awareness of students; The incentive for cognitive activity among students has increased. |
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Technology of personality-oriented learning. Student-centered learning in modern school. (Yakimanskaya I.S.) Modern educational technologies. (Selevko G.K.) | Formation of a comprehensively developed, professionally trained personality. | 1. Multi-level approach - focus on different level the complexity of the program material available to the student. 2. A differentiated approach - the allocation of children according to knowledge, abilities. 3. Individual approach - the distribution of children into homogeneous groups: academic performance, abilities. 4. Subject-personal approach - attitude to each child as uniqueness, originality. | Increasing students' interest in learning activities; Formation of positive motivation for learning. |
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Dialogue technology | Objectives: to form a dialogical personality of students, develop humanitarian thinking, contribute to the accumulation of experience dialogic perception (dialogue of ideas, dialogue of cultures, dialogue of people, reflection of the student) | The main purpose of this technology is that in the process of dialogic communication in the classroom, students are looking for different ways to express their thoughts, to master and uphold new values. At the same time, the dialogue is considered as a special socio-cultural environment that creates favorable conditions for the adoption of a new experience by a person, changing a number of established meanings. Dialogue in the classroom is a special didactic and communicative atmosphere that helps the student not only master the dialogic way of thinking, but also provides reflection, develops the intellectual and emotional properties of the personality (sustainability of attention, observation, memory, the ability to analyze the partner’s activity, imagination). At such lessons, the content of the educational material is assimilated both as a result of memorization and as a result of communication, during which there is an appeal to personally significant meanings, to the depths of one's own consciousness. Dialogic pedagogical activity It is aimed at creating by the teacher such an environment that contributes to the accumulation of dialogic experience in solving humanitarian problems by the individual. It is important not only to teach a child declensions and conjugations, not just to convey the knowledge accumulated by mankind, but to help him "fit" into the context of culture, help him find a common language with others (the world, nature, man) and realize interdependence from each other in this world. | Formation of dialogic speech skills Formation and development of skills to actively listen to the interlocutor Developing the ability to express your own thoughts competently Instilling interest in lessons foreign language Conducting debates and seminars Preparation of public speeches for schoolchildren at conferences Conducting integrated lessons |
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case method, Harvard Business School faculty | Increasing the level of knowledge of the foreign language in general; Effective assimilation and use of terms; Development of creative thinking, the ability to lead a discussion; Development of the ability to work in a team. | As part of elective course « English language in the field of intercultural communications, students solve cases previously compiled by the teacher, which include thematic questions of a problematic nature, assignments for audio and video fragments, statements for discussions (including proverbs and sayings), actual problem situations of a communicative orientation. | Obtaining knowledge, skills and abilities of business communication, development of monologue and dialogic speech of students. |
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Linguistic approach, N.A. Salanovich, E.S. Dikova | Expanding the horizons of students; Acquaintance of students with the realities and culture of the countries of the language being studied. | Holding open lessons, extra-curricular activities: "Mother's Day", "In the world of slang", "Karadag Reserve", holding the annual "Decade of the English Language". | Participation in the city seminar of foreign language teachers "Development of communication skills of students in foreign language lessons and in extracurricular activities", 03/26/2009 (extracurricular event "Mother's Day"). |
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Speech development technology | Speech development in English lessons | Reading stories, with a complicated retelling (in the third person, on behalf of a bystander, passerby). Drawing up stories and sentences using substitution tables; Writing essays and essays according to the plan; Drawing up stories based on plot pictures; Learning roles, staging; Composing poems on a given topic; Memorization of proverbs, sayings, phraseological units; Dictionary work, etymology of words | The development of competent speech, the correct construction of sentences, the expression of thoughts |
List of modern educational technologies
(according to G.K. Selevko)
Name of technologies |
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Pedagogical technologies based on the personal orientation of the pedagogical process |
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1.1. | Cooperation Pedagogy |
1.2. | Humane-personal technology of Sh.A. Amonashvili |
Pedagogical technologies based on the activation and intensification of students' activities |
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Gaming technologies |
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2.2. | Problem learning |
2.3. | Technology of communicative teaching of foreign culture (E.I. Passov) |
Pedagogical technologies based on the effectiveness of management and organization of the educational process |
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3.2. | Technology of level differentiation of training. |
3.3. | Level differentiation of training based on mandatory results (V.V. Firsov) |
3.4. | Culture-educating technology of differentiated learning according to the interests of children (I.I. Zakatova). |
3.5. | Technology of individualization of education (Inge Unt, A.S. Granitskaya, V.D. Shadrikov |
3.6. | Programmed Learning Technology |
3.7. | Collective way of teaching CSR (A.G. Rivin, V.K. Dyachenko) |
3.8. | Group technologies. |
3.9. | Computer (new information) learning technologies. |
Pedagogical technologies based on didactic improvement and reconstruction of the material |
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4.2. | "Dialogue of cultures" (V.S. Bibler, S. Yu Kurganov) |
4.4. | Implementation of the theory of gradual formation of mental actions (M.B. Volovich) |
Private subject pedagogical technologies. |
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5.4. | Pedagogical technology based on a system of effective lessons (A.A. Okunev) |
Alternative Technologies |
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6.1. | Waldor pedagogy (R. Steiner) |
6.3. | Technology of probabilistic education (A.M. Lobok) |
Nature friendly technologies |
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7.1. | Nature-friendly education of literacy (A.M. Kushnir) |
7.2. | Technology of self-development (M. Montessori) |
Developmental learning technology |
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8.5. | Personally-oriented developmental education (I.S. Yakimanskaya) |
8.6. | Technology of self-developing learning (G.K. Selevko) |
9.1. | School of adaptive pedagogy (E.A. Yamburg, B.A. Broide) |
9.2. | Model "Russian School" |
9.3. | |
9.4. | School-Park (M.A. Balaban) |
9.5. | Agroschool A.A.Katolikov. |
9.6. | School Tomorrow(D. Howard) |
Modern educational technologies and / or methods
TEACHER
List of technologies for certification
Scroll modern educational technologies
(according to G.K. Selevko)
No. Name technologies
1. Pedagogical technology based on the personal orientation of the pedagogical process
1.1. Cooperation Pedagogy
1.2. Humane-personal technology Sh. A. Amonashvili
1.3. System of E. N. Ilyin: teaching literature as a subject that shapes a person
2. Pedagogical technology based on the activation and intensification of students' activities
2.1 Gaming technology
2.2. Problem learning
2.3. Technology communicative teaching of foreign culture (E. I. Passov)
2.4. Technology intensification of learning based on schematic and sign models of educational material (V. F. Shatalov)
3. Pedagogical technology based on the effectiveness of management and organization of the educational process
3.1. Technology ; S. N. Lysenkova:promising- leading training using reference circuits with commented control
3.2. Technology level differentiation of training.
3.3. Level differentiation of training based on mandatory results (V. V. Firsov
3.4. cultural education technology differentiated learning according to the interests of children (I. I. Zakatova).
3.5. Technology individualization of education (Inge Unt, A. S. Granitskaya, V. D. Shadrikov
3.6. Technology program learning
3.7. Collective way of learning CSR (A. G. Rivin, V. K. Dyachenko)
3.8. Group technology.
3.9. Computer (new information) learning technologies.
4. Pedagogical technology based on didactic improvement and reconstruction of the material
4.1."Ecology and Dialectics" (L. V. Tarasov)
4.2."Dialogue of cultures" (V. S. Bibler, S. Yu Kurganov)
4.3. Consolidation of didactic units-UDE (P. M. Erdniev)
4.4. Implementation of the theory of gradual formation of mental actions (M. B. Volovich)
5. Private subject pedagogical technology.
5.1. Technology early and intensive literacy education (N. A. Zaitsev)
5.2. Technology improvement of general educational skills in primary school (V.N. Zaitsev)
5.3. Technology learning mathematics based on problem solving (R. G. Khazankin)
5.4. Pedagogical technology based ; systems of effective lessons (A. A. Okunev)
5.5. The system of phased teaching of physics (N. N. Paltyshev)
6. Alternative technology
6.1. Waldorian pedagogy (R. Steiner)
6.2. Technology of free labor(S. Frenet)
6.3. Technology probabilistic education (A. M. Lobok)
6.4. Workshop technology
7. Natural technology
7.1. Nature-friendly education literacy (A. M. Kushnir)
7.2. Self-development technology(M. Montessori)
8. Technology developmental learning
8.1. General Basics technologies developmental learning.
8.2. The system of developing education L. V. Zankova
8.3. Technology developmental education D. B. Elkonina-V. V. Davydov.
8.4. Systems of developmental education with a focus on the development of the creative qualities of the individual (I. P. Volkov, G. S. Altshuller,
I. P. Ivanov)
8.5. Student-centered developmental education (I. S. Yakimanskaya)
8.6. Technology self-developmental learning (G.K. Selevko)
9.1. School of Adaptive Pedagogy (E. A. Yamburg, B. A. Broide)
9.2. Model "Russian school"
9.4. school park (M. A. Balaban)
9.5. Agricultural school A. A. Katolikova.
9.6. School of Tomorrow (D. Howard)
The teacher can also use other modern educational technology.
- Pedagogical technologies
List of modern pedagogical technologies (according to Selevko G.)
(according to Selevko G.)
Pedagogical technologies based on the humane-personal orientation of the pedagogical process
4.1. Cooperation Pedagogy
4.2. Humane-personal technology Sh.A. Amonashvili
4.3. E.N. system Ilyina: teaching literature as a subject that forms a person
4.4. Vitagenic education technology (A.S. Belkin)
Pedagogical technologies based on the activation and intensification of students' activities (active teaching methods)
5.1. Gaming technologies
Game technologies in the preschool period
Game technologies at primary school age
Game technologies in middle and high school age
5.2. Problem learning
5.3. Technology of modern project-based learning
5.4. Interactive technologies
Technology "Development of critical thinking through reading and writing" (RKCHP)
Discussion Technology
Technology "Debate"
Training technologies
5.5. Technology of communicative teaching of foreign culture (E.I. Passov)
5.6. Learning intensification technology based on schematic and sign models of educational material (V.F. Shatalov)
Pedagogical technologies based on the effectiveness of management and organization of the educational process
6.1. Programmed learning technology
6.2. Technologies of level differentiation
Differentiation according to the level of development of abilities
Model "Intra-class (intra-subject) differentiation" (N.P. Guzik)
Model "Level differentiation of training based on mandatory results" (V.V. Firsov)
Model "Mixed differentiation" (subject-lesson differentiation, "model of summary groups", "stratum" differentiation)
6.3. Technology of differentiated learning according to the interests of children (I.N. Zakatova)
6.4. Technology of individualization of education (I. Unt, A.S. Granitskaya, V.D. Shadrikov)
Model customized educational programs within the technology of productive education
Model of individual educational programs in specialized education
6.5. Collective way of teaching CSR (A.G. Rivin, V.K. Dyachenko)
6.6. Group activity technologies
Model: group work in the classroom
Model: teaching in different age groups and classes (WG)
Models for collaborative creative problem solving
6.7. Technology S.N. Lysenkova: prospective-anticipatory learning using reference schemes under commented control
Pedagogical technologies based on didactic improvement and reconstruction of the material
7.1. "Ecology and Dialectics" (L.V. Tarasov)
7.2. "Dialogue of cultures" (V.S. Bibler, S.Yu. Kurganov)
7.3. Consolidation of didactic units - UDE (P.M. Erdniev)
7.4. Implementation of the theory of gradual formation of mental actions (P.Ya. Galperin, N.F. Talyzina, M.B. Volovich)
7.5. Modular learning technologies (P.I. Tretyakov, I.B. Sennovsky, M.A. Choshanov)
7.6. Technologies of integration in education
Integral educational technology V.V. Guzeeva
Technology of education of ecological culture
Global education concept
The concept of holistic pedagogy
Civic education concept
7.7. Models of integration of the content of academic disciplines
Model "Integration of natural science disciplines"
Model of "synchronization" of parallel programs, training courses and topics
Model "Integrated lessons (lessons)"
Model "Integrated days"
Model of intersubject communications
7.8. Concentrated Learning Technologies
Suggestive Immersion Model
Model of temporary immersion by M.P. Shchetinina
The technology of concentration of learning with the help of sign-symbolic structures
Features of ideographic models
Private subject pedagogical technologies
8.1. Technology of early and intensive teaching of literacy (N.A. Zaitsev)
8.2. Technology for improving general educational skills in elementary school (V.N. Zaitsev)
8.3. Technology of teaching mathematics based on problem solving (R.G. Khazankin)
8.4. Pedagogical technology based on a system of effective lessons (A.A. Okunev)
8.5. The system of phased education in physics (N.N. Paltyshev)
8.6. Technology of musical education of schoolchildren D.B. Kabalevsky
8.7. Author's pedagogical technologies "Teachers of the Year of Russia"
The author's technology for the formation of musical thinking "Teacher of the Year of Russia - 92" A.V. Zaruby
The author's technology of teaching the Russian language and literature "Teachers of the Year of Russia - 93" O.G. Paramonova
The author's technology of teaching literature "Teachers of the Year of Russia - 94" M.A. Nyankovsky
The author's technology for the development of speech of younger schoolchildren "Teachers of the Year of Russia - 95" Z.V. Klimentovskaya
The author's technology for the development of the personality of students in the study French“Teachers of the Year in Russia? 96" E.A. Filippova
The author's technology of labor training and education “Teacher of the Year in Russia? 97" A.E. Glozman
The author's technology of teaching mathematics "Teachers of the Year-98" V.L. Ilyin
The author's technology of musical education "Teacher of the Year of Russia - 99" V.V. Shilov
The author's technology of teaching the Russian language and literature "Teachers of the Year of Russia-2000" V.A. Morara
The author's technology of teaching "Technology" "Teacher of the Year of Russia - 2001" A.V. Krylova
The author's technology of teaching a foreign language "Teachers of the Year of Russia - 2002" I.B. Smirnova
8.8. Technologies of textbooks and educational-methodical complexes
Technology UMK "Educational program" School 2000-2100 "
Alternative Technologies
9.1. Technology of teaching children with signs of giftedness
9.2. Technology of productive education (Productive Learning)
9.3. Technology of probabilistic education (A.M. Lobok)
Features of the assimilation of language culture
Technology "Other Mathematics"
9.4. Workshop technology
9.5. Technology of heuristic education (A.V. Khutorskoy)
Forerunners, varieties, followers
Nature friendly technologies
10.1. Natural technologies of language teaching (A.M. Kushnir)
Nature-friendly technology of teaching reading A.M. Kushnira
Nature-friendly technology of teaching writing A.M. Kushnira
Nature-friendly technology of teaching a foreign language A.M. Kushnira
10.2. Summerhill Free School Technology (A. Neill)
10.3. Pedagogy of freedom L.N. Tolstoy
10.4. Waldorf pedagogy (R. Steiner)
10.5. Technology of self-development (M. Montessori)
10.6. Technology Dalton Plan
10.7. Technology of free labor (S. Frenet)
10.8. School Park (M. A. Balaban)
10.9. A holistic model of a free school by T.P. Voitenko
Technologies of developing education
General foundations of technologies for developing education
11.1. The system of developing education L.V. Zankov
11.2. Developmental learning technology D.B. Elkonina - V.V. Davydov
11.3. Technology of diagnostic direct developmental education (A.A. Vostrikov)
11.4. The system of developing education with a focus on the development of the creative qualities of the individual (I.P. Volkov, G.S. Altshuller, I.P. Ivanov)
11.5. Personally oriented developmental education (I.S. Yakimanskaya)
11.6. Technology of self-development of the personality of the student A.A. Ukhtomsky - G.K. Selevko
11.7. School of Authorized Education (N.N. Khaladzhan, M.N. Khaladzhan)
11.8. Integrative technology of developing education L.G. Peterson
Pedagogical technologies based on the use of new and latest information tools
12.1. Technologies for mastering information culture
Model "Informatization (computerization) of OS"
12.2. Computer as an object and subject of study
12.3. Technology of using information and computer tools in subject education
12.4. Technologies of a computer lesson
12.5. Technology of development and development of computer support for the learning process
12.6. Technology of using the Internet in the educational process
TOGIS model (V.V. Guzeev, Moscow)
Telecommunication technologies
12.7. Education and socialization by mass media and communication
12.8. Technology of media education
Model "Media education" as a training course
Model "Media education integrated with basic education"
Model "School Center QMS"
12.9. Use of ICT tools in school management
Social and educational technologies
13.1. Technology of family education
13.2. Technologies of preschool education
13.3. Technology "School - the center of education in the social environment" (S.T. Shatsky)
13.4. Technologies of socio-pedagogical complexes
Model "School - coordinator of the educational activities of social institutions"
Model "Commonwealth of School and Production"
Model "Complex of social and pedagogical support of the child"
Model "SEC as a specially designed environment"
13.5. Technologies of additional education
13.6. Technologies of physical education, saving and health promotion
13.7. Technologies of labor and professional upbringing and education
Technology of labor education and training in modern mass school
Technology of contextual professionally oriented learning
13.8. The technology of educating the spiritual culture of the younger generation
13.9. Technologies of religious (confessional) education
13.10. Technologies for raising and educating children with problems
Model of differentiation and individualization of learning
Compensatory learning technologies
Technology of working with problem children in a public school
Technologies of correctional and developmental education of children with mental retardation
13.11. Technologies of socio-pedagogical rehabilitation and support for children with disabilities (disabled people)
Technology for working with mentally retarded children
Technology of working with children with special educational needs
13.12. Technologies for the rehabilitation of children with impaired social ties and relationships
Model "KDN - the coordinating center of social and educational work in the region"
Model "Center for Social Rehabilitation of Minors"
Model "Social Shelter"
Technology of anti-alcohol and anti-drug education of children and adolescents
Model "Correctional (penitentiary) institution"
13.13. Technologies of education of subjective social activity of a person
13.14. Technology of establishing public relations (PR technologies)
educational technologies
14.1. The technology of communist education of the Soviet period
14.2. The technology of "hard" collective education A.S. Makarenko
14.3. Technology of collective creative activity of I.P. Ivanova
14.4. Technology of humane collective education V.A. Sukhomlinsky
14.5. Technology of education based on a systematic approach (V.A. Karakovsky, L.I. Novikova, N.L. Selivanova)
14.6. Technologies of education in modern mass school
14.7. Technologies of individualized education
Generalized classification characteristics of individualized education technologies
Model (technology) of pedagogical support (O.S. Gazman)
Technology of tutor support of individual educational programs (T.M. Kovaleva)
Neuro Linguistic Programming Technology
14.8. Education in the learning process
14.9. The technology of organizing self-education according to A.I. Kochetov, L.I. Ruvinsky
15.1. School of adaptive pedagogy (E.A. Yamburg, B.A. Broide)
15.2. Model "Russian School" (I.F. Goncharov)
15.3. Technology of the author's School of Self-Determination (A.N. Tubelsky)
15.4. Agroshkola A.A. Katolikova
15.5. School of Tomorrow (D. Howard)
15.6. Distance Education Center "Eidos" (Khutorskoy A.V., Andrianova G.A.)
Other types of copyright schools
Technologies of intraschool management
16.1. Basic technology for managing a comprehensive school
School management technology in development mode
School management technology based on results (according to P.I. Tretyakov)
16.2 Control technology methodical work(G.K. Selevko)
Pedagogical advice
16.3. Control Optimization Technology educational institution(Yu.K. Babansky)
16.4. Technology of pedagogical experiment
16.5. Technology of intraschool monitoring
16.6. Technologies for design and development of technologies