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Modern technologies in the context of the competence-based approach as a tool for managing the quality of education. Seminar "Modern technologies as a tool for improving the quality of education" Modern technologies for managing the quality of education

Seminar for primary school teachers MOU Zakharovskaya secondary school

Report on the topic: " Modern technologies as a tool for managing the quality of education.

Glazkova A.P. primary school teacher Zakharovskaya secondary school

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2 slide

“Education is the greatest of earthly blessings,

if it is of the highest quality.

Otherwise, it's completely useless."

Kipling

Ways to improve the effectiveness of training are sought in all countries of the world. In Russia, the problems of learning effectiveness are being actively developed on the basis of the latest achievements in psychology, informatics, and the theory of cognitive activity management.

3 slide The quality of education is understood as a set of essential properties and characteristics of the results of education that can meet the needs of schoolchildren, society and customers of education.

What is it made up of?

4 slide From the high level of professionalism of teachers

From creating comfort in teaching schoolchildren

The strength of students' knowledge

Compliance with sanitary and hygienic standards

From the logistics of the school.

5 slide The main goal of education in elementary school is to teach each child to master, transform and use huge amounts of information in practical activities in a short period of time.

Recognizing the lesson as the main form of learning, we are constantly looking for ways to further improve it.

Components of the quality of education:

the quality of schoolchildren's education in educational areas;

the quality of the formation of general educational skills of schoolchildren (the ability to work with a textbook, text, draw up a plan, the ability to analyze, draw a conclusion, etc.);

the quality of upbringing of schoolchildren (monitored by special methods);

the quality of development of the personality of schoolchildren (emotionality, will, cognitive interest, motivation, etc.);

the quality of social adaptation (the ability to find one's "niche" in society).

6 slide Confucius said: “Three paths lead to knowledge: the path of reflection is the noblest; the path of defeat is the easiest path; and the path of experience is the most difficult path.” We must follow all three paths at once. This is a strict requirement of our profession.

The specificity of our pedagogical activity lies in the fact that it is an integral part of the learning process, which consists of teaching and learning.

Understanding the components of educational activity, in order to improve the quality of education, the teacher must manage:

goal-setting of students;

motivation for their activities;

formation of students' skills;

creating feedback "teacher - student";

creating problem situations;

comfortable well-being of all participants in the educational process.

For a professionally working teacher, it is obvious that all this should be in his field of vision, under his managerial influence.

Methodical work in elementary school:

following traditions and introducing innovations;

increasing the competence of the teacher;

development and implementation of the latest information technologies;

determination of the causes of typical difficulties of schoolchildren and their correction;

identification of the level of formation of the quality system of students' knowledge;

accumulation and fixation of individual achievements of schoolchildren through the design of a portfolio;

organization of project activities that allow developing the creative abilities of students.

Target areas:

improving the organization of the educational process and improving learning outcomes;

creating conditions for increasing motivation for learning, self-development, independence in decision-making;

ensuring the educational process at the modern level;

creating conditions to meet the educational needs of the child;

improving the system of educational work as a means of improving the quality of education;

ensuring the physical development of students, the use of health-saving technologies;

improvement of the material and technical base of the school.

Tasks:

generalization and introduction into practice of the achievements of advanced pedagogical experience;

formation of attitudes towards the development of modern pedagogical technologies, approaches that ensure the preparation of a qualitatively new junior schoolchild;

creation unified system lesson and extracurricular activities teachers and students, aimed at the diversified development of the educational process;

organization of interaction between primary school teachers, psychologist, speech therapist and parents in order to study and develop individual abilities students.

The task of the teacher is to create favorable conditions in the classroom for teamwork and skillfully manage this process.

7 slide Technologies and methods used in elementary school:

technology of personality-oriented education;

level differentiation technology;

game learning technology;

technology of the system-activity approach (problem-based learning);

project activity;

health-saving technologies;

information and communication technologies.

1) An important means of increasing the effectiveness of the lesson is the variety of activities in the lesson. K. D. Ushinsky noted that the child demands activity incessantly and is tired not by activity, but by its monotony, one-sidedness. Younger students learn knowledge better if the lesson alternates between various and short types of work. However, it should be borne in mind that the variety of activities of students in itself does not ensure their activity, if it is not due to the purpose of the lesson, is not its expression.

8 slide 2 ) In training sessions with younger students, elements of the game are necessary. The game, being the main activity of a preschooler, continues to occupy an important place in the life of younger students, it is considered as an important component of the main activity of younger students - teaching. Game elements activate the educational activity of students, contribute to the development of independence and initiative, camaraderie and mutual assistance in work. The game is an important means of increasing students' interest in learning.

In elementary education, didactic or educational games are widespread. They have cognitive content and are aimed at the mental development of students.

Also, the game is one of the most important means of mental and moral education of children; this is a means of removing unpleasant or forbidden experiences for the student's personality.

Games are divided into creative games and games with rules. Creative games, in turn, include: theatrical, role-playing and building games. Games with rules are didactic, mobile, musical and fun games.

What is the significance of the game? During the game, children develop the habit of concentrating, thinking independently, developing attention, the desire for knowledge. Carried away, children do not notice that they are learning: they learn, remember new things, navigate in unusual situations, replenish the stock of ideas, concepts, develop imagination. Even the most passive of the children are included in the game with great desire, making every effort not to let down their playmates.

Of all the existing variety of different types of games, it is didactic games that are most closely related to the educational process.

9 slide 3) Already in elementary school, most students take a passive role in the educational process and begin to lose interest in learning. Therefore, it is important to develop the abilities and support the student's aspirations, not to teach him, but to help him learn and develop. The ability to self-development should be the result of cognitive activity. The most constructive solution to the problem is the creation of such conditions in training in which the student can take an active personal position and fully express themselves, their individuality. The collective form of cognitive activity deserves attention.

What does she represent? This is a form in which the team trains each of its members, and at the same time, each member of the team takes an active part in the training of all its other members. - work in pairs, groups.

The use of modern educational technologies is a necessary condition for achieving a new quality of education. State educational standards for almost all academic subjects require students to master a number of research, project, information and communication skills, which means the presence of relevant types of educational activities in the classroom. It is possible to organize such activities, control and evaluate its results only with the help of adequate educational technologies that a modern teacher should own.

The basis of the Standard is a system-activity approach,
which provides:

formation of readiness for self-development and continuous education;

design and construction social environment development of students in the education system;

active educational and cognitive activity of students;

construction of the educational process, taking into account the individual age, psychological and physiological characteristics of students.

The new standard focuses the attention of teachers on the need to use modern educational technologies that can ensure the development of students. It is no coincidence that it is the use of advanced technologies that becomes the most important criterion for the success of a teacher. Thanks to modern technologies, the activities of students are deployed in the classroom.

The documents of the Federal State Educational Standard formulate requirements for the teacher, including:

be able to choose and use modern

educational technologies

use evaluation technologies

modern technologies for designing the educational environment

10 slide Technology -

it 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.

The criteria that make up the essence of pedagogical technology:

unambiguous and strict definition of learning objectives (why and for what);

content selection and structure (what);

optimal organization of the educational process (how);

methods, techniques and teaching aids (with the help of what);

taking into account the necessary real level of teacher qualification (who);

objective methods for assessing learning outcomes (is it so).

Educational technology:

easily fits into the educational process;

allows you to achieve the goals set by the program and the standard of education for a particular academic subject;

ensures the implementation of the main directions of the pedagogical strategy: humanization, humanitarization of education and a student-centered approach;

ensures the intellectual development of children, their independence;

provides 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.

Technology

Developmental education;

Problem learning;

Multi-level training;

Collective Learning System (CSE);

Technology for solving inventive problems (TRIZ);

Research teaching methods;

Project-based teaching methods;

Technology "debate";

Technology of modular and block-modular education;

Lecture-seminar-test system of education;

Technology development " critical thinking»;

The technology of using gaming methods in teaching: role-playing, business and other types of educational games;

Training in cooperation (team, group work);

Information and communication technologies;

Health-saving technologies;

The system of innovative assessment "portfolio";

distance learning technology

workshop technology

group training

The following educational technologies have become widespread:

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communication technologies

gaming technology

research technologies

(method of projects, experiment, modeling)

What is technology and how does it differ from a program and methodology?

The program is, first of all, a document that defines the tasks of upbringing and the content of the education of a preschool child.

And technology is a toolkit with the help of which these tasks are solved.

That is, the program answers the questions “what to do?” and “why do?”.

And technology - to the question "how to do it?".

The authors of some programs are now trying to prescribe not only the goals, objectives and content of education, but also to answer the question "how to achieve this?" - develop technology for implementing their program. But the teacher himself is able to look for the answer to the question “how to implement program tasks?”, i.e. may well become a developer of its own technology.

Dear colleagues! In the concept of the Federal State Educational Standard of general education, a cultural-historical system-activity approach to the education of students is highlighted. Therefore, the most effective will be those technologies that are aimed at the cognitive, communicative, social and personal development of the student. At the same time, it should also be borne in mind that the choice of teaching and upbringing technology depends on many factors (the age of students, their resource capabilities, the preparedness and readiness of the teacher and the availability of various conditions etc.). We recommend giving priority to productive, creative, research, design technologies (without denying the use of others).

Regardless of the implemented teaching materials, in order to achieve a new quality of education, new standards are recommended to be used in the educational process.

technology of the activity method - to build the learning process on the basis of learning situations;

portfolio technology;

educational dialogue as a specific type of technology;

problem-based (heuristic) learning technology;

level differentiation technologies;

communication technologies

gaming technology

research technologies (method of projects, experiment, modeling)

technologies of additional education in the following areas: sports and recreation, artistic and aesthetic, scientific and educational, military and patriotic, project activities;

technologies for identifying and supporting gifted children, etc.

Research and project?

Quite often, teachers ask the question “How is research activity different from project activity?”. This is a rather serious question.

The main difference between project and research activities is the goal:

the purpose of the project activity is the implementation of the project intent,

and the purpose of research activity is to understand the essence of the phenomenon, the truth, the discovery of new patterns, etc.

Both types of activity, depending on the goal, can be subsystems of each other. That is, in the case of a project, one of the means will be a study, and, in the case of a study, one of the means may be design.

Secondly, the study involves putting forward hypotheses and theories, their experimental and theoretical verification. Projects can be without research (creative, social, informational). And from this it follows that the hypothesis in the project may not always be, there is no research in the project, there is no hypothesis.

Thirdly, design and research activities differ in their stages.

The main stages of the project activity are:

Determination of the thematic field and theme of the project, search and analysis of the problem, setting the goal of the project, choosing the name of the project;

Discussion options research, comparison of proposed strategies, choice of methods, collection and study of information, determination of the form of the product and product requirements, drawing up a work plan, distribution of responsibilities;

Implementation of planned technological operations, making the necessary changes;

Preparing and defending a presentation;

Analysis of the results of the project, evaluation of the quality of the project.

Stages of scientific research:

Formulation of the problem, substantiation of the relevance of the chosen topic.

Statement of the purpose and specific objectives of the study.

Definition of the object and subject of research.

Choice of a method (technique) of carrying out research.

Description of the research process.

Discussion of the research results.

Formulation of conclusions and evaluation of the results.

Fourthly, the project is an idea, a plan, creativity according to a plan. Research is the process of developing new knowledge, true creativity.

Educational technologies of activity type

(UMK "Planet of Knowledge")

problem-dialogical technology;

mini-study technology;

technology of organization of project activities;

technology for evaluating educational achievements (educational success);

Technology classification

I. Modern traditional education.

II. Pedagogical technologies based on the personal orientation of the pedagogical process:

Pedagogy of cooperation;

Humane-personal technology Sh.A. Amonashvili (Amonashvili Shalva Alexandrovich - Academician of the Russian Academy of Education, well-known Soviet and Georgian teacher);

E.N. system Ilyina: teaching literature as a subject that forms a person (Ilyin Evgeny Nikolaevich - teacher of literature, St. Petersburg),

III. Pedagogical technologies based on the activation and intensification of students' activities:

Gaming technologies;

Problem learning;

Technology of communicative teaching of foreign culture (Efim Izrailovich Passov - Professor of the Lipetsk Pedagogical Institute);

G.A. School of Intensive Learning Kitaygorodskaya (Kitaygorodskaya Talina Alexandrovna - Professor of Moscow State University named after M.V. Lomonosov);

Learning technology based on reference signals V.F. Shatalova (Shatalov Viktor Fedorovich - Professor of the Donetsk Open University).

IV. Pedagogical technologies based on the effectiveness of management and organization of the educational process:

Technology of advanced learning with commented control S.N. Lysenkova (Lysenkova Sofia Nikolaevna - primary school teacher, Moscow);

differentiated learning;

Level differentiation of training based on mandatory results V.V. Firsova (Victor Vasilyevich Firsov - head of the Education for All Center, Moscow);

Culture-educating technology of differentiated learning according to the interests of children I.N. Zakatova (Zakatova Irina Nikolaevna - director of the culturological complex, Yaroslavl);

The technology of individualization of education (Inge Unt - Professor of the Research Institute of Pedagogy of Estonia, Granitskaya Antonina Sergeevna - Professor of the Institute foreign languages them. Morisa Torez, Shadrikov Vladimir Dmitrievich - Doctor of Psychology, leader of the experiment on the application of individually-oriented educational progress).

Programmed learning technology (B.Skinner - American psychologist, V.P. Bespalko);

Group and collective learning (Dyachenko Vitaly Kuzmich - professor, Krasnoyarsk);

Computer (new information) learning technologies.

V. Pedagogical technologies based on didactic improvement and reconstruction of the material:

Implementation of the theory of gradual formation of mental actions (M.B. Volovich);

"Ecology and dialectics" (Tarasov Lev Vasilievich - professor);

"Dialogue of Cultures" (Bibler Vladimir Solomonovich - Russian humanitarian University, Moscow, Kurganov Sergey Yurievich - teacher, Kurgan);

Enlarged didactic units (Erdniev, Purvya Muchkaevich - Academician of the Russian Academy of Education).

VI. Developmental learning technologies:

The system of developing education L.V. Zankov (Zankov Leonid Vladimirovich (1901-1977) - teacher and psychologist, academician of the Academy of Sciences of the USSR);

Developmental education D.B. Elkonina-V.V. Davydov (Elkonin Daniil Borisovich (1918-1959) - the most prominent Soviet psychologist, Davydov Vasily Vasilyevich - academician);

Technology of self-developing education (Selevko German Konstantinovich - scientific director of the author's school, Rybinsk).

VII. Private subject pedagogical technologies:

Technology of early and intensive teaching of literacy (Zaitsev Nikolai Alexandrovich - teacher-innovator, academician of the Academy of Creative Pedagogy);

Mathematics teaching technology based on problem solving (Roman Grigorievich Khazankin - teacher, Beloretsk);

Pedagogical technology based on a system of effective lessons (Okunev Anatoly Arsenievich - teacher of mathematics, St. Petersburg);

The system of phased teaching of physics (Paltyshev Nikolai Nikolaevich - teacher of physics, Odessa);

The method of leveling and developing teaching of computer science (Andreeva Elena Vladimirovna - teacher of computer science, Moscow, Falina Irina Nikolaevna - teacher of computer science, Moscow

We examined at the theoretical level modern pedagogical technologies, the use of which ensures the high efficiency of the educational process. I would like to end with the words of V.P. Bespalko “Any activity can be either technology or art. Art is based on intuition, technology is based on science. Everything begins with art, ends with technology, so that everything starts all over again.”

4) Educational project "The use of modern equipment and technologies in building an educational environment based on the activity method."

5) The project "Development of memory" in the lessons of the Russian language.

6) Subject decades in elementary school.

7) The use of ICT allows you to immerse yourself in another world, see it with your own eyes. According to research, 1/4 of the material heard, 1/3 of what is seen, 1/2 of what is seen and heard, 3/4 of the material remains in the memory of a person if the student is involved in active actions in the learning process. The computer allows you to create conditions for improving the learning process: improving the content, methods and organizational forms. With the active use of ICT already in primary school, the general goals of education are more successfully achieved, competences in the field of communication are easier to form: the ability to collect facts, compare them, organize, express one’s thoughts on paper and orally, reason logically, listen and understand oral and written speech, open something new, make choices and make decisions.Information and communication technologies

With the equipping of schools with interactive equipment, I began to study and actively implement information and communication technologies in my work. Thanks to visibility and interactivity, the class is involved in the work, perception is sharpened, concentration of attention is increased, understanding and memorization of the material is improved.

I use information technology at any stage of the lesson, whether it is updating, introducing new knowledge or control, as well as in extracurricular activities. I actively use ready-made training computer programs and create my own presentations. One of the main areas of application of ICT in my practice is the use of materials from electronic manuals in the subjects "Russian language", "Mathematics", "Environment", "Technology", audio application " Literary reading» I use it at the stage of primary perception of a literary work and at the stage of teaching expressive reading (after analyzing the work)

At the stage of primary consolidation of knowledge, I use

interactive game

New, bicycle, rolls, steering wheel, wheel, passed, you, round, they, fast, she, trip, overtake, me.

Classify words into parts of speech (noun, adjective, verb, pronoun)

The game "Help the Elk brothers to descend to the ground!"

Exercise. Sort the words into groups based on the pronouns that can replace them.

He she it they.

Lake, students, dress, guys, trees, coats, skates, fox, lamp, boy, book, scarf, student, cloud.

The use of ICT in various lessons makes it possible to move from an explanatory-illustrated way of teaching to an activity-based one, in which the child becomes an active subject of learning activity. This contributes to the conscious assimilation of knowledge by students.

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Problem learning

Application t technologies problem learning , teaches children to pose questions (problems) and look for answers to them - the most important factor growth in the quality of education, a means of preparing for creativity, work.

I use the topics and objectives of the lesson at the stages of communication and independent work students. I create a problem situation in the lesson - surprise, embarrassment.

Russian language. Grade 2. Topic: "Pronoun" Formulation of the problem.

The kids get the job.

Exercise. Read the words and sort them into groups.

Blue, scooter, spinning, anchor, dog, studying, you, red, they, strong, drummer, walking, me.

Did you write out all the words? (No)

Why couldn’t they write out all the words? (Since some words she, you, they, me cannot be attributed to any of the parts of speech known to us)

What question do we have to answer? ? (What part of speech are these words?)

What are the assumptions? (a situation of difficulty, make assumptions)

How to determine what part of speech these words are? (Can be read in the textbook) Open your textbook to p.101 and read the rule first to yourself and then aloud.

The use of computer technology in teaching makes it possible to differentiate learning activities in the classroom, activates the cognitive interest of students, develops their creative abilities, stimulates mental activity, and encourages research activities. I guide my students to use a computer in preparation for lessons and reports.

Health saving technologies I use them both in class activities and in extracurricular activities. In my opinion, the formation of a responsible attitude towards one's health is necessary condition success of modern man.

At the lessons I spend physical education sessions, motor-speech exercises, recreational games at breaks, relaxation exercises, breathing exercises, I created mini-projects "Daily routine and health", "Dental care", "Preservation of vision", "On the dangers of smoking" .

The teaching material of all primary school subjects for any program provides an opportunity for the teacher to form healthy lifestyle skills in the classroom, give children knowledge about the human body, teach them to protect and strengthen their own health.

I choose physical education minute depending on the predominant activity in the lesson. If the predominant activity is writing, then I useexercises to relieve general or local fatigue, exercises for the hands; if reading - gymnastics for the eyes; listening, speaking - gymnastics for hearing, breathing exercises.

Literary reading lessons also give me ample opportunities to instill in schoolchildren a sense of responsibility for their health and teach them to lead a healthy lifestyle.

Reading works on the topics “I love Russian nature” (“Autumn”, “Winter”, “Spring”, “Summer”), I taught children to perceive nature as a hospital, as a source of vigor, joy and happiness.

So in math class I instill in my students healthy lifestyle skills through word problem solving. Their content allows us to talk about healing properties vegetables and fruits, nuts and berries. I tell the children that by eating these foods, we provide our body with the necessary vitamins and thereby increase its ability to fight certain diseases on its own. Text tasks also provide an opportunity to communicate positive impacts to children. exercise on the health of every person.

In Russian language lessons I use proverbs and sayings about health to record.

For example: Take care of the dress again, and health from a young age.

Sick - heal, and healthy - beware.

Health is more valuable than money: I will be healthy and I will get money.

Russian language. Grade 2 "Pronoun"

Gymnastics for the eyes . I used the ophthalmic simulator “Take care of your eyesight” in the lesson, and held a mobile musical physical minute.

Psychological climate in the classroom.

Each lesson begins with the psychological mood of the class. After a friendly greeting, approving remarks, I offer the children a “Mood Sheet”. From the emoticons depicted on it, they must choose one that matches their mood at the moment.

  

At the end of the lesson, I suggest choosing a smiley again. As a rule, everyone is in a good mood at the end of the lesson. It's like a kind of ritual that allows schoolchildren after a break to better adapt to interacting with me, my requirements, and tune in to the lesson.

In my work I use level differentiation technology

I use different ways of differentiating tasks: by the level of creativity, by the level of difficulty; by volume educational material; according to the degree of independence. I often give homework differentiated homework.

Individual differentiated work on cards.

Card #1

Underline the pronouns.

Son, when did you manage to clean everything? A sparrow was sitting on a branch, he was cleaning his feathers.

We live in the same house. They help me learn. You worked very hard in class. I am in the second grade.

Card #2

Insert pronouns.

I'm drawing a Christmas tree, and ____ what are you going to draw? Tomorrow ____ we will go to the river. Who are you waiting for? Why do ____ fly away? Tomorrow _____ I will go to the forest.

Card #3

1. Insert pronouns .

I draw a Christmas tree, and ______ what will you draw? Tomorrow we will go to the river. Who are you waiting for?

Why do ______ fly away? Tomorrow _____ I will go to the forest. _____ worked very hard in class. ____ I am in the second grade.

Pick any one sentence and circulate it to minor members.

I sing. They are singing. We sing.

______________________________________________________________________

Homework.

Exercise 1.

Write down 10 words from the dictionary and replace them with pronouns. Task 2.

Write the text, replacing repeated nouns with pronouns.

The eagle has the largest nest. The nest is made of thick branches. The most beautiful house near the chiffchaff. The warbler made a nest on a birch twig. Task 3.

Make up and write down a few sentences about today's lesson using pronouns.

Implementation performance indicator:

The level of motivation for learning increases.

Each child learns at the level of his abilities and abilities.

The desire of strong students to advance faster and deeper in education is realized.

The strong are affirmed in their abilities, the weak are given the opportunity to experience success.

Technology of using games and game forms of organizing educational activities

The use of game forms allows you to increase interest in the subject. During the game, students develop the habit of concentrating, thinking independently, developing attention, the desire for knowledge.

Games contribute to psychological emancipation in the classroom. Carried away, students do not notice that they are learning: they learn, remember new things, navigate in unusual situations, develop skills, imagination. Even the most passive of the students are included in the game with great desire.

Inclusion in the lesson didactic games and game moments makes the learning process interesting and entertaining, creates a cheerful working mood among students, prevents overcoming difficulties in mastering the educational material.

I use the following types of games:

I use short games to learn a specific rule, develop a skill, etc. (I use it at the stage of introduction, explanation, consolidation, control)

“Complete the word”, “Relay race”, “Find a pair” (pick up synonyms for words), “Auction” (pick up as many words as possible according to the scheme), etc.

Game shells (representing the lesson as a complete game:lesson-game, lesson-KVN, lesson-travel, lesson-tale )

For example: "Journey to the country of Glagolia"

Role-playing games (role-playing, imitation professional activity etc.)

The role-playing game develops a very important and necessary process for learning - imagination.

For example: Russian language. Grade 2 Topic: "Pronoun"

Children play the roles of fairy-tale characters (frogs and mice) from the fairy tale "Teremok"

Stands in the field Teremok.

He not low, not high.

A frog jumped up to the tower and asked:

- Terem- teremok! Who lives in the terem?

- I , mouse-norushka! BUTyou who?

-BUTI frog - frog.

Come live with me!

Becomethey live together.

State the purpose for which the author uses the underlined words. Do they name a specific person or thing?

What does the word indicatehe ? (terem)

Who calls himselfI ? (mouse, frog)

What nouns are used instead of the wordthey ? (mouse, frog)

Write only the dialogue, putting in the missing words. Underline the highlighted words.

What part of speech are the words: I, you, we, you, he, she, it, they?

- What is a pronoun?

Game "Find out the pronoun"

(clap your hands if you hear pronouns)

If aI pick a flower,

If ayou pluck a flower

If all: andI , andyou -

If awe pick flowers,

They will be empty

Trees and bushes...

And there will be no beauty.

If onlyI andyou -

If awe pick flowers.

T. Sobakin

Project-based learning technology I use it in my work as an addition to other types of direct or indirect training. In practice I use subject, interdisciplinary projects.

The world around: "Hometown", "Cities of Russia", " Red Book», "Professions", "My family tree". Russian language: “Both in jest and seriously”, “Rhyme”, “We are writing a letter to Santa Claus”. Literary reading: "My favorite children's magazine", the newspaper "Victory Day - May 9"

Mathematics: "Mathematics around us", "Patterns and ornaments on dishes", "Origami" Technology: "Decoration of the hut", "Aquarium"

As part of the implementation of the program "School - blooming garden» completed projects

“Green Yard”, “Flowers for a flower bed. Cultivation of decorative palm (castor bean)”,

"Feeder", etc.

The project is valuable because in the course of its implementation, schoolchildren learn to independently acquire knowledge, gain experience in cognitive and educational activities.

Technology Portfolio is an important motivating factor in learning. He aims the child at a demonstration of creative growth, at success. The portfolio includes the best results of the student's work. It includes educational achievements in subjects, a collection of works that demonstrate the child's hobbies (drawings, sketches of experiments and observations, essays about their travels, excursions, visits to exhibitions, performances, photos, etc.).
The portfolio of my students consists of sections:“Me and my family”, “My name”, “Family tree”, “My studies”, “My life” “Achievement piggy bank”, “My self-esteem”.

Chapter"Me and family" is designed to provide information about the student - the author of the portfolio and his family.

« My name" - the child places information aboutwhat does the name mean.

" Family tree" - fill information about family members.

In chapter" My studies" guys post their best essays, dictations, test papers, successfully completed tests, projects, creative works (poems, drawings, photographs of volumetric crafts)
" My life" in it, students place information, photographs, drawings telling about participation in extracurricular activities.
“Piggy bank of achievements” place certificates of participation in competitions, certificates and diplomas.

"Self-esteem" evaluates his achievements and opportunities.

Thus, we can say that the use of modern educational technologies in the classroom enables the child to work creatively, contribute to the development of curiosity, increase activity, bring joy, form the desire to learn in the child, and therefore, the quality of knowledge in the subject increases.

The effectiveness of the use of modern technologies:

- increasing motivation for learning;

- 100% training in all subjects;

- positive dynamics of the quality of knowledge (according to the results of diagnostic work);

- increasing the effectiveness of participation in school, district, city and all-Russian olympiads and competitions.

Thus, to improve the quality of education, it is necessary:

use modern innovative methods, new forms of organizing and conducting training sessions in the classroom and outside of school hours;

continue the methodological improvement of teachers to improve their professionalism;

more actively and more widely use modern pedagogical technologies, the possibilities of information and communication technologies, the Internet in the classroom

Game technology

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

Tasks:

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

Equipment:

– computer, media projector, media screen, music center;
– presentation “Modern technologies as a tool for managing the quality of education” ( Attachment 1 );
- cards for the game "Consequences" ( Appendix 2 );
– leaflets “Conditions for the formation of key competencies” ( Annex 3 );
- business cards, ball, pens, blank sheets of paper, felt-tip pens.

Seminar plan

1. Greeting. Goals and objectives of the seminar. Presentation of the plan of work of the seminar.

2. Exercise “Presentation”

Introductory part
Theoretical part
Practical part

1. Business game
2. The game "Problem on the palm"
3. Game “Consequences”

Reflection
Summary of the seminar

1. Greeting. Goals and objectives of the seminar. Presentation of the plan of work of the seminar.

2. Exercise “Presentation”

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

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

Your task is to prepare to introduce your partner to the whole group. It is necessary to emphasize the individuality of your partner, to talk about him so that all other participants immediately remember him. Introduce your neighbor, starting with the words: "For ... the most important thing ...". For example: For Valentina Arkadyevna, the most important thing is that her children finish the quarter with good progress.

II. Introductory part

1. Epigraph of the seminar.

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

Francis Bacon

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

Teacher and student grow together:
learning is half teaching.

Li Ji

III. Theoretical part

NOT. Shchurkova is one of the most respected scientists in the country in the field of education, the author of well-known teaching aids: “The program of education of schoolchildren”, “Applied pedagogy of education”, “Pedagogical technology”, “Education in the classroom”, “Classroom management. Game methods, etc.

In the works of Shchurkova N.E., Selovko G.K. and others, changes in the requirements for students are considered. The “knowledgeable graduate” has ceased to meet the demands of society. There was a demand for a “skillful, creative graduate” with value orientations. A competent approach to learning is intended to help solve this problem.

Consider the concepts of "competence" and "competence", which are almost synonymous.

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

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

A student is considered competent according to the results of activity if he is able to apply what he has learned in practice, that is, to transfer competence to certain situations in real life.

I suggest you consider the educational technology of the game. Shchurkova N.E. offers a technological algorithm of the game in the process of education. It is represented by three main components.

1. Creating a game state for the participants.

2. Organization of gaming communication.

This technological problem is solved with the help of a number of pedagogical operations:

Establishing personal contact between game participants;

Voluntary acceptance by children of a playing role;

Establishing game rules that are binding on all participants;

Organization of communication "from the child" (the teacher must emotionally identify himself with the playing children).

It is very important to include the educator himself in the playful communication of children, his adoption of a playful position. Play in the process of education cannot exist as a spontaneous interaction of children; only with the pedagogical participation of the educator the game becomes the most important means education. Therefore, a professional educator must be able to play, meaningfully build his playing position in a child's game. Typical manifestations game position of the educator.

A quick and organic transition from a real plan of behavior to play behavior (for example, completely serious obedience to the order of a child who performs a responsible role, participation in general play activities);

The manifestation of a benevolent attitude towards children, optimism, a sense of humor, a certain internal state of referring to one's childhood experience, a kind of "infantilization" of one's behavior;

Thinly hidden pedagogical guidance of children's play, imperceptible hints, help, without exiting the playing role.

3. Organization of game action.

Thus, the main idea of the technology of the game is aimed at ensuring that the educational impact acquires indirect, hidden forms for children. Education in the game is the more effective, the more exciting it is and the more the teacher is perceived by the children as a welcome participant in their game.

Consider an example of organizing a game with older students.

I consider N.E. Shchurkova's use of gaming technologies to be the most successful.

Game "Problem on the palm"

Game progress:

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

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

Participants alternately hold an object symbolizing the problem on their palms and express their personal attitude towards it.

Comment at the end of the game: The success of the game is possible under two conditions.

First, the presence of an object that symbolizes the problem. It can be a candle, a flower, a nut, a cone ... - almost any object, but most importantly, one that meets the requirements of aesthetic taste. The professionalism of a teacher lies not in the selection of a subject, but in the ability to present it to children. Presenting an object is not material, objective, but in its socio-cultural meaning. Candle - fire, light, human thought, mind. A flower is not a plant that produces oxygen, but the Beauty of the world.

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

- A person, unlike animals, tends to anticipate events, to foresee the future through logical operations, analysis of events, deeds, words, actions. The ability to anticipate the consequences is influenced by our experience.

Game progress:

The participant reports the action

(actions are written on the cards: “I brought and handed flowers good man”, “I rudely mocked a colleague”, “I like to lie, embellish, chatter, brag”, “I started smoking”, “I found someone’s wallet and appropriated money”, “I read a lot”, “Started in the morning do exercises”, “I told the ugly that she is ugly”, “I forget why I come to work”, “I always bring any business to the end”).

The participant appears in turn the Consequences of what happened, saying: “I

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

Consequence-1 tells what will follow "now" after the participant committed; Consequence-2 warns that it expects the subject "in a week";

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

Consequence-4 foresees the inevitable "in adulthood";

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

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

Question to the participants of the seminar at the end of the game: what was thought during the game?

V. Reflection

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

In essence, these words contain one of the most important rules for successful teaching: set realistic goals for yourself and for those you teach. It should be emphasized that any pedagogical innovations must be used competently, and the teacher must always be guided by the principle: “The main thing is not to harm!”

2. Question to the seminar participants:

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

So, key competencies are formed if (Appendix 3):

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

VI. Summary of the seminar

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

2. The game "Applause in a circle"

Purpose: relieve stress and fatigue, thank all participants for their work.

All participants sit in a circle. The host begins to clap his hands and looks at one of the participants. They both start clapping. The participant looked at by the facilitator looks at the other participant, including him in the game. Thus, all participants begin to clap.

Bibliography:

1. Pedagogical technologies: a textbook for students of pedagogical specialties / edited by V.S. Kukunina. - M .: ICC "Mart": - Rostov n / D, 2006.
2. Shchurkova N.E. Classroom leadership: gaming techniques. - M .: Pedagogical Society of Russia, 2002, - 224 p.
3. Khutorskoy A.V. Article “Technology for designing key competencies and subject competencies”. // Internet magazine "Eidos".
4. Ivanov D.A., Mitrofanov K.G., Sokolova O.V. Competence approach in education. Problems, concepts, tools. Teaching aid. - M.: APK and PRO, 2003. - 101 p.

Appendix 2

Consequence-1	Consequence-4
Consequence-2	Consequence-5
Consequence-3
Consequence-4 anticipates the inevitable "in adulthood"	Consequence-1 tells what will follow "now" after the participant committed
Consequence-5 reports the outcome, to which the participant will come at the end of life	Consequence-2 warns that it expects the subject "in a week"
	Consequence-3 paints a picture of "in a month"

Annex 3

REMINDER

Conditions for the formation of key competencies

Key competencies are formed if

learning is active;
there is an orientation of the educational process towards the development of independence and responsibility of the student for the results of his activity (for this it is necessary to increase the share of independence of works of a creative, search, research and experimental nature);
conditions are created for gaining experience and achieving the goal;
such teaching technologies are used, which are based on the independence and responsibility of the teacher for the results of their students (project methodology, abstract approach, reflection, research, problem methods, differentiated learning, developmental learning);
there is an increase in the practical orientation of education (through business, simulation games, creative meetings, discussions, round tables);
The teacher skillfully manages the learning and activities of students. Diesterweg also said that “A bad teacher presents the truth, a good teacher teaches to find it”, and for this he himself must have pedagogical competence.

Terminological dictionary

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

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

Knowledge Based Activities

Knowledge, skills, skills

In the most general sense "competence" means compliance with the requirements, established criteria and standards in the relevant areas of activity and in solving a particular type of problem, possessing the necessary active knowledge, the ability to confidently achieve results and control the situation.

As well as for teaching technology, a characteristic feature of educational technology is the ability to reproduce the educational chain and its step-by-step analysis.

Consider an example of the most common educational technology in terms of application - the technology of organizing and conducting group educational work (according to N.E. Shchurkova). The general educational goal of any group business is the formation of a relatively stable relationship of a person to himself, others, nature, things.

The technological chain of any educational business can be represented as follows:

Preparatory stage (preliminary formation of attitude to the case, interest in it, preparation of necessary materials)
Psychological attitude (greeting, opening remarks)
Informative (subject) activity
Completion
Projection for the future

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

The second question for discussion Will the teacher be interested in teaching, and the student interested in learning, if modern educational technologies and methods are used in the educational process? Please select at least 3 reasons that you think prove the effectiveness of technology that can increase interest in the learning process.

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

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

Boldareva Svetlana Alexandrovna,

Head, MDOU "Miner's Nursery-Kindergarten No. 12"

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

Tasks:

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

Equipment: computer, projector, screen, music center; presentation “Modern technologies as a tool for managing the quality of education”; cards for the game "Consequences"; leaflets “Conditions for the formation of key competencies”; business cards, ball, pens, blank sheets of paper, felt-tip pens.

Plan for the workshop

1. Greeting. Goals and objectives of the seminar. Presentation of the plan of work of the seminar.

Introductory part
Theoretical part
Practical part

1. Business game
2. The game "Problem on the palm"
3. Game “Consequences”

Reflection
Summary of the seminar

І . Greetings. Goals and objectives of the seminar. Presentation of the plan of work of the seminar.

2. Exercise “Presentation”

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

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

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

II. Introductory part

1. Epigraph of the seminar.

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

Francis Bacon

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

Teacher and student grow together:
learning is half learning. Li Ji

III. Theoretical part

The program of modernization of the content of education affects all aspects of the educational process. Its task is to achieve a new quality - a quality that meets the requirements for a person in today's rapidly changing socio-economic conditions.

Traditionally, the entire domestic education system was oriented towards knowledge as the goal of learning (KL). The transformations of Russian society in general and education in particular have led to a change in the requirements for students. The “knowledgeable graduate” has ceased to meet the demands of society. There was a demand for a “skillful, creative graduate” with value orientations. A competency-based approach to learning is intended to help solve this problem.

Consider the concepts of "competence" and "competence", which are almost synonymous.

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

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

A student is considered competent according to the results of activity if he is able to apply what he has learned in practice, that is, to transfer competence to certain situations in real life.

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

IV. Practical part

1. business game

Participants are divided into three groups “learners”, “teachers”, “experts”

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

Within 5 minutes, participants brainstorm a list of reasons and provide a group of “experts” who prepare a briefing note for the audience.

From the answers, experts identify 2-3 most relevant problems for this audience and voice them.

Let's assume that the following problems are highlighted:

1. Insufficient level of teacher's knowledge of modern educational technologies hinder the formation of key subject competencies.
2. The development of students' ability to independently solve problems in various fields of activity is impossible without a practice-oriented orientation of learning.
3. The contradiction between the frontal forms of organization of learning and "passive" teaching methods, on the one hand, and the need to ensure the activity-based nature of learning, on the other hand.

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

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

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

Let's assume that the following technologies are selected:

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

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

- Information Technology allow to individualize and differentiate the learning process, to stimulate cognitive activity and independence of students;

- gaming technologies allow you to manage emotional stress in the learning process, contribute to mastering the skills necessary for cognitive, labor, artistic, sports activities, for communication. In the process of playing, children quietly master what was difficult before;

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

- design technologies, the essence of which is that the student in the process of working on the educational project comprehends real processes, objects, lives in specific situations. The basis of project technologies is the project method, which is aimed at developing the cognitive skills of students, critical thinking, the formation of the ability to independently construct their knowledge, the ability to navigate in the information space.

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

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

2. Workshop

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

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

Game "Problem on the palm"

Game progress:

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

Participants alternately hold an object symbolizing the problem on their palms and express their personal attitude towards it.

Commentary at the end of the game: the success of the game is possible under two conditions.

First, the presence of an object symbolizing the problem. It can be a candle, a flower, a nut, a cone ... - almost any object, but most importantly, one that meets the requirements of aesthetic taste. The professionalism of a teacher lies not in the selection of a subject, but in the ability to present it to children. Presenting an object is not material, objective, but in its socio-cultural meaning. Candle - fire, light, human thought, mind. A flower is not a plant that produces oxygen, but the Beauty of the world.

Game “Consequences ” (Appendix 2 )

Man, unlike animals, tends to anticipate events, to foresee the future through logical operations, analysis of events, deeds, words, actions. The ability to anticipate the consequences is influenced by our experience.

Game progress:

The participant reports the action

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

The participant appears in turn the Consequences of what happened, saying: “I

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

Consequence-1 tells what will follow "now" after the participant committed; Consequence-2 warns that it expects the subject "in a week";

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

Consequence-4 foresees the inevitable "in adulthood";

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

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

Since the content of what the participant does is written on the card that he chooses from the basket, when he refuses to act for the future, the player tears the card, and when he approves his act, he leaves the card with him as a sign of the “assigned” act.

Question for seminar participants at the end of the game: What did you think during the game?

V. Reflection

2. Question to the seminar participants:

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

So, key competencies are formed, if (Annex 3 ):

learning is active;
there is an orientation of the educational process towards the development of independence and responsibility of the student for the results of his activity (for this it is necessary to increase the share of independence of works of a creative, search, research and experimental nature);
conditions are created for gaining experience and achieving the goal;
such teaching technologies are used, which are based on the independence and responsibility of the teacher for the results of their students (project methodology, abstract approach, reflection, research, problem methods, differentiated learning, developmental learning);
there is an increase in the practical orientation of education (through business, simulation games, creative meetings, discussions, round tables);
The teacher skillfully manages the learning and activities of students. Even Diesterweg said that “A bad teacher presents the truth, a good one teaches to find it”, and for this he himself must have pedagogical competence).

VI. Outcome of the workshop

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

2. The game "Applause in a circle"

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

Bibliography:

1. Pedagogical technologies: a textbook for students of pedagogical specialties / edited by V.S. Kukunina. - M.: ICC "Mart": - Rostov n / D, 2006.

2. Shchurkova N.E. Classroom leadership: gaming techniques. - M.: Pedagogical Society of Russia, 2002, - 224 p.

3. Khutorskoy A.V. Article “Technology for designing key competencies and subject competencies”. // Internet magazine "Eidos".

4. Ivanov D.A., Mitrofanov K.G., Sokolova O.V. Competence approach in education. Problems, concepts, tools. Teaching aid. - M.: APK and PRO, 2003. - 101 p.

Kariev A.D., Sarsekova G.K.

teachers of the department of pedagogy,

Shakarim State University of Semey,

Semey, Republic of Kazakhstan

Development of the seminar "Modern technologies as a tool for managing the quality of education"

Target:formation of knowledge about the role of modern technologies as a tool for managing the quality of education.

Logistics: laptop, projector, multimedia presentation.

Teaching methods: work in creative groups, interactive methods (“Give me a flower”, "Questionnaire-newspaper")

Plan of the seminar:

1. Method "Give a flower"

2. Overture (opening seminar)

3. Summary of the seminar moderator on the role of modern technologies as a tool for managing the quality of education

4. Presentation "Modern technologies as a tool for managing the quality of education"

5. Method "Questionnaire-newspaper"

6. Closing of the seminar

move workshop work

1. Method"Give me a flower." Now I will give this flower to one of the participants and explain why I am doing this, in turn, this participant needs to give a flower to one of the seminar participants, explaining the motivation for giving a flower, etc.

2. Overture (the moderator opens the workshop and makes a short theoretical introduction):

Seminar topic: "Modern technologies as a tool for managing the quality of education."

The purpose of the workshop: knowledge formation about the role of modern technologies as a tool for managing the quality of education.

The seminar will be held in an interactive mode, i.e. using a complex of interactive methods.

3.Summary of the moderator of the seminar on the role of modern technologies as a tool for managing the quality of education.

The key concept of the topic and content of the seminar is "Modern technologies"

4. Presentation "Modern technologies as a tool for managing the quality of education"

In this workshop, we will seek answers to the following problem questions:

1. Are modern technologies a tool for managing the quality of education? If yes, why?

2. What modern technologies does a modern teacher need to master in order to develop key competencies in students?

3. What professional and pedagogical competencies does the teacher himself need to possess in order to ensure his own professional development?

Currently, there is a process of transition from knowledge educational paradigm to competence educational paradigm.

To begin with, it is necessary to consider the main concepts of our seminar: competence, quality of education, technology, pedagogical technology.

Competence- this is the possession, possession by a person of the relevant competence, including his personal attitude towards it and the subject of activity.

The quality of education - the set of properties and characteristics of educational and educational services that make them capable of meeting stated and implied needs.

Word - "technology" comes from Greektechno - it means art, skill, skill and logos - science, law. Literally, “technology” is the science of craftsmanship.

Pedagogical technology - it is a system of functioning of all components of the pedagogical process, built on a scientific basis, programmed in time and space and leading to the intended results (Selevko G.K.) [ 3 ].

5. Method "Questionnaire-newspaper"

You need to express your attitude or evaluate the interaction in the form of drawings, friendly cartoons, caricatures, lines of poetry, short prose texts, wishes, comments, suggestions, questions, etc. on a drawing paper.

6. Closing of the seminar

I would like to end the seminar with the following words of Francis Bacon: Those who do not want to use new means must wait for new troubles.
Literature:

1. Khutorskoy, A.V. Workshop on didactics and modern teaching methods - St. Petersburg: Peter, 2004. - 541 p.

2. Panshina, T.V. Monitoring the quality of education: Textbook. - Almaty: Triumph "T", 2007. - 104 p.

3. Selevko G.K. Encyclopedia of Educational Technologies: In 2 volumes. T.1.M.: Research Institute of School Technologies, 2006.- 816s.