Basic research. The university’s use of innovative pedagogical technologies in the training of lawyers Educational technologies at the university include
use of modern teaching technologies at the university
Dzyuba E.A.
In modern psychological and pedagogical science, learning technologies are considered as one of the ways to implement a personal activity approach to learning in the classroom, thanks to which students act as active creative subjects of educational activity. Of particular interest are technologies that make it possible to bring the educational process to the level of the student’s personal meaning.
Key words: technologies in the educational process, linguistic personality, value-semantic sphere of the student.
In the age of “multicultural dialogue” (P. Shchedrovitsky), the development of a multilingual and multicultural linguistic personality is especially important. Linguistic personality in the field of foreign languages is an indicator of a person’s ability to take full part in intercultural communication, the ability to realize oneself within the framework of a dialogue of cultures. In other words, this is the formation of skills in understanding one’s own culture and the culture of other peoples. Referring to the definition of Yu.N. Karaulova, linguistic personality is a multi-layered and multi-component set of linguistic abilities, skills and readiness to carry out linguistic actions of varying degrees of complexity: actions that are classified, on the one hand, by types of speech activity (speaking, listening, writing, reading), and on the other - by language level (phonetics, grammar, vocabulary). The successful formation of an autonomous linguistic personality is directly related to the development of the student’s educational competence, i.e. ability to manage your educational activities.
Modern teaching technologies, in our opinion, are the most relevant ways to solve the problem.
The term teaching technologies (or pedagogical technologies) is used to denote a set of methods of work of a teacher (methods of his scientific organization of work), with the help of which the achievement of the learning goals set in the lesson is ensured with the greatest efficiency in the shortest possible period of time to achieve them.
The term became widely used in the literature of the 60s. XX century in connection with the development of software
mated learning and was originally used to refer to technology-assisted learning.
In the 70s the term has become more widely used: both to denote training using TSO and as rationally organized training in general. Thus, the concept of “learning technology” began to include all the main problems of didactics related to improving the educational process and increasing the efficiency and quality of its organization.
Nowadays, there has been a differentiation of two components of the content of the term: technology of teaching (Technology of Teaching) and technology in teaching (Technology in Teaching). The first term denotes the methods of scientific organization of teacher work, with the help of which the set learning goals are best achieved, and the second term denotes the use of technical teaching aids in the educational process.
The most important characteristics of learning technologies are considered to be the following: a) effectiveness (a high level of achievement of the set educational goal by each student), b) efficiency (a large amount of educational material is absorbed per unit of time with the least amount of effort spent on mastering the material), c) ergonomics (learning takes place in an environment cooperation, a positive emotional microclimate, in the absence of overload and fatigue), d) high motivation in studying the subject, which helps to increase interest in classes and allows you to improve the best personal qualities of the student and reveal his reserve capabilities.
Most researchers consider learning technologies as one of the ways to implement a personal-activity approach to learning in the classroom, thanks to which students act as active creative subjects of educational activity (I.A. Zimnyaya, E.S. Polat, I.L. Bim, etc. ).
In the methodology of teaching foreign languages, modern teaching technologies usually include:
Collaborative learning;
Design technologies;
Use of intensive teaching methods (communication technology, gaming technology, problem-based learning);
Information and communication technologies, the use of technical teaching aids, distance learning;
Multi-level (differentiated) training;
Modular training.
Collaborative learning. This teaching technology is based on the idea of student interaction in a group of classes, the idea of mutual learning, in which students take not only individual but also collective responsibility for solving educational problems, help each other and are collectively responsible for everyone’s success. In contrast to frontal and individual learning, in which the student acts as an individual subject of educational activity, is responsible only “for himself”, for his successes and failures, and the relationship with the teacher is subjective in nature, when learning in collaboration, conditions for interaction are created and cooperation in the “student - teacher - group” system and the collective subject of educational activity is updated.
The concept of teaching has received practical implementation in a number of variants of the technology of such training, proposed by American teachers E. Arnoson (1978), R. Slavin (1986), D. Johnson (1987) and is focused on creating conditions for active joint activity of students in different learning situations offered teacher. If you combine students into small groups (3-4 people) and give them one common task, stipulating the role of each student in completing the task, then a situation arises in which everyone is responsible not only for the result of their work, but, what is especially important for this learning technologies, for the results of the entire group. The task is solved through joint efforts, and strong students help weaker ones to successfully complete it. This is the general idea of learning in collaboration, and to complete a learning task, a study group is formed
in such a way that there are both strong and weak students. One mark per completed task is given per group.
Various options for collaborative learning have been developed (Polat, 1998). Here it is important to emphasize that when organizing educational activities using cooperation technology, the individual independent work of the student becomes the initial part of the collective activity.
Collaborative learning techniques are implemented as students complete game tasks in the communication situations offered to them. An important condition for mastering a language is communication in the target language. According to our observations, learning in cooperation is learning in the process of students communicating with each other, and purposeful work in cooperation can increase interest in classes and significantly increase the time of speech practice for each student in class.
Project-based learning technology. This learning technology is a further development of the concept of collaborative learning and is based on modeling social interaction in a learning group during classes. At the same time, students take on various social roles and prepare to fulfill them in the process of solving problematic problems in situations of real interaction. The popularity of project technology is explained, first of all, by the fact that the project task that the student has to complete directly connects the process of language acquisition with the acquisition of certain subject knowledge and the ability to actually use this knowledge. Thus, the focus on creating a project as a personal educational product makes the process of mastering subject knowledge personally significant for the student, personally motivated.
From the above it is clear that the project method involves students solving a problem. And to solve it, the student needs not only knowledge of the language, but also possession of a certain amount of subject knowledge necessary and sufficient to solve the problem. According to the fair statement of one of the developers of this teaching technology, E.S. Polat, “the project method is the essence of developmental, personality-oriented learning. It can be used at any level of learning."
Let us list some general didactic features of project technology, which determines the structure and content of the projects that students will prepare in language practice classes.
1. Dominant activities in the project: role-playing, informational, project-oriented.
2. The subject-content side of the project: a mono-project (within one communication situation or one area of knowledge, or an interdisciplinary project (affects situations and a range of knowledge from different subjects).
3. The nature of coordination of actions during the implementation of the project: with open, explicit coordination (direct) or with hidden coordination (implicit, simulating the possible nature of the action in a given situation).
4. The nature of the project: several members of the educational group who are united by an interest in completing the project, the entire group, students of the educational institution.
5. Duration of the project: short-term, long-term.
Of course, project technology is best suited for use in working with more prepared and developed students. To the greatest extent, this technology can be used in the profiling of training. For this reason, project technology is increasingly becoming a part of bilingual education, i.e. such training, which is organized on the basis of a specific subject area of knowledge (content-based language learning). The greatest experience in teaching on a bilingual basis has been accumulated, first of all, in regions with a natural bilingual environment (for example, Canada, Belgium) and is now relevant for neighboring countries. Education on a bilingual basis, one of the ways of implementing which can be project-based learning technology, provides for: a) students’ mastery of subject knowledge in a certain area based on the interrelated use of two languages being studied (native and non-native) and b) mastery of two languages as a means of educational activity.
The relevance of training on a bilingual basis as a component of in-depth language education is determined, first of all, by the global trend towards integration in various spheres of life, which determines the tendency towards the integration of subject knowledge, aimed at understanding the holistic picture of the world. Given these trends, bilingual education provides students with greater access to information in a variety of subject areas and creates additional opportunities to compete in the pan-European and global talent market.
The methodological literature offers various options for projects in the field of language learning (E.g. Koryakovtseva, 2002). These can be gaming - role-playing projects (acting out a situation, dramatizing a text), information projects
(preparing a message on a proposed topic), publishing projects (preparing materials for a wall newspaper, radio broadcasts), script projects (organizing a meeting with interesting people), creative work (composing, translating text).
Multi-level training. The problem of differentiation of learning is one of the central ones in the student-centered approach. To form a positive self-esteem, it is important to objectively understand in which direction a person is able to achieve the greatest success. This is a problem of self-actualization. Psychologists define self-actualization as an activity specially organized by a subject in order to identify potential opportunities. If such comprehension has come, then another need arises - for self-realization, i.e. in using your abilities to achieve success. According to psychologists, self-realization is an activity specially organized by a subject for the purpose of realizing his subjectively felt purpose, as well as the achieved result of this activity. This success is needed not only by a specific individual. It is no less necessary for society, since the more successfully individual individuals realize their potential, the more successfully the entire society as a whole develops. A person who has failed to find himself, his I, may turn out to be a burden to society not only professionally, but also psychologically. With such people, more psychological problems arise, which the family and society have to solve. Therefore, differentiation of training at a certain stage is very useful. In this case, we are not talking about teaching according to individual plans, but about differentiation as a didactic principle.
The circle is closed, because taking into account the individual differences of students can be understood as taking into account the basic properties of the student’s personality. Thus, student-centered learning, by definition, is differentiated learning. In the pedagogical literature, the concepts of “internal” and “external” differentiation are distinguished. Internal differentiation is understood as such an organization of the educational process in which the individual characteristics of students are taken into account in the conditions of organizing educational activities in the classroom. In this case, the understanding of differentiation of training is very similar to the concept of individualization of training. With external differentiation, students of different levels of training are specially combined into study groups. Thus,
with internal differentiation, i.e. in the classroom, personally oriented learning is achieved, for example, through such pedagogical technologies as collaborative learning and the project method, due to the variety of techniques provided within their framework. With external differentiation, students, based on certain individual characteristics, are united into study groups that are different from one another. In didactics, differentiation is distinguished by abilities (by general abilities; by particular abilities; by inabilities); according to the projected profession; by interest.
Differentiation by general abilities occurs on the basis of taking into account the general level of training, the development of students, and individual characteristics of mental development - memory, thinking, cognitive activity. The remaining individual differences of students are taken into account when organizing internal differentiation in the classroom through appropriate teaching technologies.
Differentiation by particular abilities provides for differences among students in their abilities for certain subjects: some students are more successful in humanities subjects, others in the exact sciences; some are historical, others are biological, etc.
A differentiated approach to learning can be implemented using modern information technologies and multimedia projects. The teacher formulates the topic of the project taking into account the student’s individual interests and capabilities, encouraging him to engage in creative work. In this case, the student has the opportunity to realize his creative potential by independently choosing the form of presentation of the material, the method and sequence of its presentation. At the same time, the criterion for assessing the student’s activity is his efforts to master this material and apply it creatively.
Computer simulation of an experiment allows each student to complete a task at a pace convenient for him, change the experimental conditions in his own way, and study the process independently of other students. This also contributes to the development of research skills and encourages a creative search for patterns in any process or phenomenon.
Computer testing, like any testing, also makes it possible to individualize and differentiate tasks through multi-level questions. In addition, tests on a computer allow you to return to unworked questions and “work on mistakes.”
Testing using a computer is also much more attractive for the student than traditional testing.
traditional test or test. Firstly, the student is not directly connected with the teacher, he communicates primarily with the machine. Secondly, tests can also be presented in a game form. If you answer incorrectly, you can hear a funny sound or see the disapproving shake of the head of some funny character. And if the test is successfully passed, the student will be presented with a virtual laurel wreath, fanfare will sound in his honor and fireworks will flash in the sky. Naturally, such testing will not cause stress or negative emotions.
information and communication technologies. ITC has taken a strong place in the process of teaching a foreign language. Practice shows that they have many advantages over traditional teaching methods. Among them are the individualization of learning, the intensification of independent work of students and the increase in cognitive activity.
The computer is a learning tool that enhances and expands the capabilities of its educational activities. By using a computer in the classroom, you can achieve the assimilation of more material, organize independent work and effective control. Which corresponds to the main goals of teaching English: the formation and development of a communicative culture and teaching practical language proficiency.
ICTs offer beneficial options for presenting creative ideas and, of course, add new ones. Texts and dialogues can be typed and processed electronically, exercises can be added to them, saving time on their creation, audio cassettes can be conveniently replaced with electronic videos, and colorful illustrations can be easily turned into presentations in the author’s own processing. This allows you to: train various types of speech activity, combine them in different combinations, form linguistic abilities, create communicative situations and automate language and speech actions.
Multimedia resources provide invaluable assistance in preparing didactic material, presentations and the lessons themselves.
Students use ICT to complete project assignments and written work. When completing written projects on various topics, students can submit them electronically, send them to the teacher by e-mail, or leave a message on the teacher's personal page on the Internet.
It should be noted that any completed task requires processing or refinement depending on the level of knowledge and skills of the students. Writing tests
and tests, the use of ICT tools can greatly diversify the types of tasks and options.
Internet - unlimited opportunities for teaching English. To do this, you can use almost all network capabilities: e-mail, online conversation, search engines, reference directories, access to information resources, publications, video conferences, teleconferences.
The introduction of ICT into the process of teaching a foreign language has a positive effect on motivation. Students get the opportunity to apply their knowledge and skills in new environments. Many computer programs enable students to learn with passion, i.e. playing. The process of assimilation of the material is much faster and easier. The next important factor is the successful use of an individual form of work. For example, in such a complex section of language learning as grammar, not all students easily learn the rules and structures. The computer gives everyone the opportunity to individually work on one or another grammatical material, with or without the guidance of a teacher. In this case, students work independently. Internet technologies make the educational process more open to new ideas and sources of knowledge. Electronic publication of articles and presentations is possible. The Internet makes education and self-education exciting and attractive for both students and teachers.
Of course, it cannot be said that the use of ICT will help solve all problems in teaching a foreign language, but it is an effective remedy against monotony.
Information technologies make it possible to radically change the organization of the learning process for students, shaping their systems thinking; use computers to individualize the educational process and turn to fundamentally new cognitive means.
The use of modern information technologies expands the scope of the educational process and increases its practical orientation. The motivation of students in the educational process increases, and conditions are created for their successful self-realization in the future.
technical training aids (tSO). Technical teaching aids are equipment and technical devices used in the educational process for transmitting and storing educational information, monitoring the progress of its assimilation, the formation of knowledge, and speech skills. If the ABCO system is individual, i.e. created for
work with a specific educational complex, and is designed for a certain contingent of students, then the TSO system is largely universal and suitable for use in various forms and types of training. The specificity of TSO lies in its ability to serve such forms of training and control that cannot be carried out without special equipment.
The current stage of technology development is characterized by a transition to the creation of multifunctional educational complexes and computer-based automated teaching systems. Such complexes and systems have universal didactic capabilities; they allow training to be conducted online, taking into account the individual capabilities of students, and to provide distance learning using modern technologies.
In relation to language teaching, TSO is usually divided into the following groups of means: sound technical, lighting, sound and lighting, programmed teaching tools.
An idea of the system of modern TSOs is given in Table. 1.
table 1 technical training aids
Sound-technical Lighting-technical Sound-light-technical Programmed training tools
Tape recorder Overhead projector; Film projector; Computer;
cassette; Filmoscope; Equipment CD-ROM;
Player (Walkman); Epiprojector; for home laptop;
Radio; Camera; cinema; Micro-
Player Digital Video Recorder; computer.
gramophone records, camera; Camcorder;
CDs Kodoscope; TV;
(CD, CD-ROM); Portable Electronic
Radio; text translator
Mobile scanner (scan- (Language
telephone; teacher pen);
Dictaphone. S-Rep). DVD player.
Audiovisual teaching aids (AvSO).
Audiovisual teaching aids mean aids designed for visual, auditory or visual-auditory perception of the information contained in them. Taking into account the channel of information receipt, AVSO is usually divided into auditory (phonograms), visual (videograms), and visual-auditory (video phonograms).
The listed teaching aids can be educational, i.e. contain methodically processed material specifically designed for language acquisition (educational filmstrips, films, computer programs, etc.), and non-educational materials used as educational materials, but initially not being such.
misya. Natural media included in the educational process (for example, television programs) are also used in the classroom.
AVSO are an effective source of improving the quality of learning due to the brightness, expressiveness and information richness of visual and auditory images that recreate communication situations and introduce the country of the language being studied. At the same time, the didactic principle of clarity, the possibility of individualizing training and, at the same time, mass participation of students (for example, when watching television and films) are successfully implemented in the classroom. The motivational side of learning increases, and the systematic use of ABSO makes it possible to compensate for the lack of a language environment at all stages of classes. An idea of modern ABCOs is given in Table. 2.
table 2 Audiovisual teaching aids
Phonograms Videograms Videophonograms
Recording Magnetic recording Radio broadcasts Natural: objects, actions. Artistic and visual: educational drawings, reproductions of paintings, slides, filmstrips, photographs, geographical maps. Graphic: tables, diagrams. Movies Videos TV programs Computer programs
pedagogical technologies based on the intensification of student activity
Gaming technologies. Games in general and role-playing games in particular are powerful educational tools. In humanistic pedagogy, we are interested in role-playing and business games with a problem orientation, i.e. Such educational games that allow, through dramatization and plot, to play out possible ways to solve problems and get out of problematic situations. This allows you to delve deeper into the problem, to pass it “through yourself,” i.e. through a character whose role the student assumes.
The purpose of business games is to simulate professional situations. And such activity is extremely important. Many experts note that young people, graduates of prestigious universities, are sometimes at a loss when faced with the need to solve professional problems in non-standard situations.
This is true for role-playing games as well. You can read about the national holidays of Great Britain, but a completely different perception and understanding of the national characteristics of the inhabitants of this country arises if you try to act out such a holiday, prepare it and take part in it, comparing
it with similar domestic holidays. You can get acquainted with the education system in the UK, USA, Germany, France, but it’s a completely different matter to try to “live” at least one day in such a school, experiencing, albeit not fully, the features of another educational system, another culture, comparing it with ours, and reflect on the advantages and disadvantages of both systems. In other words, problem-oriented role-playing and business games allow you to delve deeper into the essence of the problem on a personal level, “live” this problematic situation in your character and search for a way out of it.
Role-playing game refers to different types of role-playing activities: from role-playing, dramatization, dramatization, simulation to role-playing game itself (D.B. Elkonin, G.A. Kitaygorodskaya, R.S. Alpatova, E.I. Matetskaya, K. Livingstone). Role-playing should not be confused with gaming activities. Role-playing in education is always educational in nature, it has a certain didactic goal, it presupposes a certain deployment scenario, although it can change during its implementation in accordance with the nature of the relationships between the characters and their vision of the problem. Role-playing games also differ from traditional educational (didactic) games, which also have a didactic task, but do not involve dramatization. Role-playing games can be based on fictitious situations (for example, fairy-tale, fantastic) or quite real ones, reflecting real events. If the game has a problem orientation, i.e. also contains a certain problem that needs to be resolved, this allows students to gain a deeper understanding of the phenomenon being studied.
A business game is a means of developing creative thinking, including professional thinking; imitation of specific economic objects and processes; imitation of the activities of managers and specialists, employees and consumers; achieving a certain cognitive goal; fulfillment of the rules of interaction within the assigned game role. According to A.A. Verbitsky, a business game allows you to organize the knowledge, skills acquired at all previous stages of learning, and combine them in your mind into an integral dynamic system.
Any game necessarily involves the own activity of its participants. That is, in a game a person acts not so much according to instructions, but rather on his own, since he imagines the situation that has arisen and, finding himself in it, tries to find a way out of it. A game is an action that is meaningful to its participants. It is only important to place the accents correctly. In problem-oriented role-playing and business games, an indispensable condition is reliance on existing knowledge
facts, experience in this subject area and related areas. Participants in the game cannot rely only on their own intuition and imagination; they must demonstrate their erudition in this matter and build their character’s activities accordingly. In the activity, they must demonstrate knowledge of the context of the problem.
The educational meaning of any educational game and gaming methods lies in the formation and further improvement of skills and abilities necessary in real conditions, and the right to make mistakes. In a game situation, mistakes are acceptable. They are not punishable in the usual sense and can even become a new interesting twist in the game situation. This applies to both role-playing and business games. This is why they are used as a teaching method, to warn future specialists and ordinary people against possible mistakes in professional activities and life situations, and to teach them how to competently look for a way out of any problematic situations.
In conclusion, we once again emphasize that problem-oriented role-playing and business games are very productive in nature, which is expressed in imitation, modeling of socially significant relationships between game participants, in the ability to apply knowledge, creativity, and practical skills in various areas in simulated situations. This is an effective tool for developing critical and creative thinking.
technology of communicative teaching of foreign language culture. Communication-based learning is the essence of all intensive foreign language teaching technologies. Intensive technology was developed by the Bulgarian scientist G. Lozanov and gave rise to a number of practical options in our country (intensive courses by G. Doli, A.G. Gorn, etc.).
In higher education, the theory and practice of communicative intensive teaching of a foreign language was developed by G.A. Kitaygorodskaya.
The conceptual provisions of this technology can be summarized as follows.
1. A foreign language, unlike other subjects, is both a goal and a means of learning.
2. Language is a means of communication, identification, socialization and familiarization of an individual with cultural values.
3. Mastering a foreign language differs from mastering a native one:
Methods of mastery;
Density of information in communication;
The inclusion of language in subject-communicative activity;
The set of implemented functions;
Correlation with the sensitive period of speech development.
The main participants in the learning process are the student and the teacher. The relationship between them is based on cooperation and equal verbal partnership.
In the learning process, almost everything depends on exercise. The exercise, like the sun in a drop of water, reflects the entire concept of learning. In communicative training, all exercises should be speech in nature, i.e. communication exercises. E.I. Passov builds 2 series of exercises: conditional speech and speech.
Conditional speech exercises are exercises specially organized to develop a skill. They are characterized by the same type of repetition of lexical units and continuity in time.
Speech exercises - retelling the text in your own words, describing a picture, a series of pictures, faces, objects, commenting.
Problem-based learning. The technology of problem-based learning is not new: it became widespread in the 20-30s in Soviet and foreign schools. Problem-based learning is based on the theoretical principles of the American philosopher, psychologist and teacher J. Dewey (1859-1952), who founded an experimental school in Chicago in 1894, in which the curriculum was replaced by play and work activities. Classes in reading, counting, and writing were carried out only in connection with the needs - instincts that arose spontaneously in children as they matured physiologically. Dewey identified four instincts for learning: social, constructive, artistic expression, and investigative.
To satisfy these instincts, the child was provided with the following sources of knowledge: words, works of art, technical devices, children were involved in play and practical activity - work.
Today, problem-based learning is understood as such an organization of training sessions that involves the creation, under the guidance of a teacher, of problem situations and the active independent activity of students to resolve them, as a result of which the creative mastery of professional knowledge, skills, abilities and the development of thinking abilities occurs.
Problem situations can be different in the content of the unknown, in the level of problematicity, in the type of information mismatch, and in other methodological features (Fig. 1).
Problem-based methods are methods based on the creation of problem situations, active cognitive activity of students, consisting in searching and solving complex issues that require
actualization of knowledge, analysis, the ability to see a phenomenon, a law behind individual facts.
In the modern theory of problem-based learning, two types of problem situations are distinguished: psychological and pedagogical. The first concerns the activities of students, the second represents the organization of the educational process.
A pedagogical problem situation is created with the help of activating actions, questions from the teacher, emphasizing the novelty, importance, beauty and other distinctive qualities of the object of knowledge. The creation of a psychological problem situation is purely individual. Neither a cognitive task that is too difficult nor too easy creates a problematic situation for students. Problem situations can be created at all stages of the learning process: during explanation, reinforcement, control.
The technological scheme of problem-based learning (statement and resolution of a problem situation) is shown in Fig. 2.
The teacher creates a problem situation, guides students to solve it, organizes
search for a solution. Thus, the student is placed in the position of the subject of his learning and, as a result, he develops new knowledge and masters new ways of acting. The difficulty of managing problem-based learning is that the emergence of a problem situation is an individual act, therefore the teacher is required to use a differentiated and individual approach.
Options for problem-based learning are search and research methods, in which students independently search and study problems, creatively apply and obtain knowledge.
modular training. The main goal of a foreign language course is to prepare a widely erudite specialist using the means of a foreign language, which in the learning process acts not so much as an independent discipline, but as a subject subordinate to major disciplines, which is a medium of special knowledge in the implementation of an educational professional program, opening up to students
Problem situation
X - object of activity
X - mode of activity
By level of problem
X - condition for performing the activity
1 - occurring regardless of techniques
called and
permitted
teacher
3 - called by the teacher, allowed by the student
4 - independent formation of problems and solutions
By type of information discrepancy
surprise [conflict| [suggestions | rebuttals [inconsistencies | ¡uncertainty!
According to methodological features
[unintentional]
problem
frontal
experiment
problematic
presentation
heuristic conversation
mental
problem
experiment
problematic problem solving
problematic
demonstrations
problematic
research and laboratory work
gaming problem situations
Figure 1. Classification of problem situations
Fig 2. Technological diagram of problem-based learning
Greater opportunities to get acquainted with foreign experience in the field of your chosen specialty.
The content of classes using modular learning technology consists of a system of modules. The module allows a student, involved in a common activity, to consistently, piece by piece, carry out conscious interaction in the area of common goals. Thanks to the module, the student doses the content, understands what information is discussed and for what purpose. The goals of interacting subjects can be based on two points: either on the structure of the topic (elements, norms of connections, functions, properties), or on the method of study (methods, algorithms by which the system works). The module serves as an invariant means of actively organizing content and carrying out information exchange. It highly guarantees the satisfaction of the needs that a person currently has. The main purpose of the module is to develop human thinking and consciousness.
A module means a complete, completely autonomous course, which includes training in both individual and all types of speech activity, depending on the goals and objectives that need to be realized in the process of passing the material. While a separate modular course is completely independent, it is nevertheless dependent on other modules and is integrated into the general foreign language course.
The main condition for the functioning of each module is the provision of its program and didactic material, consisting of the following main components: a set of relevant authentic texts/textbooks; student workbook; minimum dictionary; didactic materials for working with TSO, computer databases and Internet resources; educational and methodological multimedia developments for independent work of students. The latter type of educational literature will undoubtedly become increasingly important due to the shortage of classroom hours and the resulting need and importance for students to master the methods of self-education. And the construction of educational and methodological development for students’ independent work in the form of materials for working on a computer opens up wide opportunities both for independent work in a computer class and for distance learning, which, as practice shows, is becoming increasingly widespread. Transferring the material of the entire module to magnetic media would solve many of the problems currently facing foreign language departments, and, above all, the problem of the lack of qualified teaching staff.
The modular system of teaching a foreign language has a number of advantages. It “connects” all levels of education and reduces the gap between the high requirements for the level of foreign language proficiency of a graduate of a non-linguistic university that have arisen in recent years due to objective reasons and the limited number of teaching hours allocated to a foreign language by educational professional programs. It is unified and can be used by various departments of foreign languages at any faculty and department: the module can be compressed or expanded depending on the clock grid. The system is mobile and even at the present stage makes it possible to carry out different forms of training students - from the level of the international standard in groups of referent-translators to teaching students a new language from scratch, since the linguistic and extralinguistic content of the same module may differ in volume and degree of difficulty. At the same time, unified requirements are imposed on the material of the modular course, uniform forms of student reporting, and the goals and objectives carried out and solved during the course of the module are standardized. Due to the logical sequence and continuity of all stages of language training, the modular nature of training contributes to the systematic mastery of linguistic material, the expansion of background (linguistic, cultural, cultural, etc.) knowledge of students, and the improvement of skills in the main types of speech activity. And finally, the selection and organization of a module by a certain teacher leads to the specialization of this teacher, the delimitation of spheres and responsibilities, to the transition from the category of “multi-teacher”, using the methods and didactic material of other authors, to the category of “single-subject teacher”, creator of his own course, program and educational literature, the result of which - with a responsible approach to solving this problem - can only be an increase in the level of teaching a foreign language.
The modular nature of training makes it possible to determine the integration connections between foreign language modules and modules of special disciplinary cycles, to identify, on the basis of this, a possible combination of these educational areas and to conduct “binary” lessons and even entire cycles of classes. The modular approach combines traditional and non-traditional methods of teaching foreign languages in the best possible way, meeting the requirements that didactics usually impose on teaching a foreign language in a non-linguistic - artificial - environment.
In our opinion, it is advisable to use all the above-mentioned teaching technologies in the educational process for mastering intercultural communication.
In modern education, increasing emphasis is placed on working with information. It is important for students to be able to independently obtain additional material, critically comprehend the information received, be able to draw conclusions, argue them, having the necessary facts, and solve problems that arise. Working with information in a foreign language, especially if you take into account the opportunities offered by the global Internet, becomes very relevant. Thus, in the process of acquiring intellectual skills, the teacher’s help will consist in the selection and use in his practice of technologies that are focused specifically on such types of activities.
LITERATURE
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3. Polat E.S., New pedagogical and information technologies in the education system: Textbook. village - M.: Academy, 1999.
4. Russian culture and the world: Reports of participants of the II international practical conference. -M., 1994.
5. Shchedrovichky P.G. Who and what is behind the doctrine of the Russian world // School of cultural policy. uKb: http://www.shkp.ru/pg/pub/lib/pubpsa^o^/30
6. Shchukin A.N., Teaching foreign languages: theory and practice. - M., 2005.
LECTURE No. 5. MODERN EDUCATIONAL TECHNOLOGIES IN A MEDICAL UNIVERSITY
Calculation of study time: 4 hours.
Formed competencies:
General professional competence (GPC 6): readiness for teaching activities in educational programs of higher education.
Didactic: familiarization with types of educational technologies (traditional and innovative).
Developmental: the formation of theoretical and practical readiness of a graduate student to choose an educational technology (or its element), taking into account the specifics of the subject taught at a medical university.
Educating: nurturing a sustainable interest in teaching methods (in accordance with the profile).
Annotation:
The variety of types of pedagogical technologies is due to different criteria for their identification (, etc.): by level of application: general pedagogical, subject and local or modular technologies; on a philosophical basis: materialistic and idealistic, dialectical and metaphysical, scientific and religious, humanistic and inhumane, free education and coercion, and other technologies; according to the leading factor of mental development: biogenic, sociogenic, psychogenic and other technologies; according to the position and attitude towards the child on the part of adults in the educational process: authoritarian, didactocentric, personality-oriented, humane-personal, cooperation technologies; by category of students: mass, advanced level, gymnasium, lyceum education and other technologies; according to the type of organization and management of cognitive activity: a classification has been proposed when the interaction of a teacher with a student (management) can be open (uncontrolled and uncorrected activity of students), cyclical (with control, self-control and mutual control), scattered (frontal) or directed (individual) , as well as manual (verbal) or automated (using educational tools); according to the method-method-means criterion: reproductive, explanatory-illustrative, dialogue, communicative, gaming, creative technologies, programmed, problem-based, developmental learning technologies and other technologies.
Competency-oriented technologies in a medical university. Technologies for implementing the competency-based approach to training. Lecture at a medical school: features and technology. Teaching technologies in practical classes Seminar as a form of training in higher education. Problem-based learning (action-oriented learning). Technology of teaching using the case method. Positional learning technology. Educational discussion. Technologies for the development of critical thinking. Web-quest as a humanitarian technology. Game technology of education. Features of the use of information and communication technologies.
Innovative technologies in distance learning: consulting model (a distinctive feature is the student’s regular visits to the consulting (learning) center), correspondence model (based on the process of permanent exchange between the teacher and the student of educational materials, homework and results by mail or in some other way , without personal contact), a model of regulated self-study (the main characteristic is the greater independence of the student - greater freedom to choose the time and place of study, the amount of time spent on studying, the choice of the start date of the course and exam). Network learning model. Computer training systems. Organizational forms of distance learning: lectures (audio and video cassettes, CD-ROMs, the latest information technologies (hypertext, multimedia, GIS technologies, virtual reality) are used to record them), distance learning seminars (conducted via video conferencing), laboratories works in distance learning (use of multimedia technologies, TOGIS technologies, simulation modeling), tutorials.
Specific features of educational forecasting. Objects of educational forecasting. Functions of educational forecasting. Principles of pedagogical forecasting. The procedural aspect of educational forecasting. Technology for forecasting the conditions for the formation of educational technologies and innovations.
Type of lecture: lecture-conversation - dialogue with the audience, during which:
The conceptual field of the topic is revealed (pedagogical theories and their correlation with technologies: developmental learning, problem-based learning, modular learning, distance learning, etc.);
During the course of the lecture, the teacher asks questions to find out the opinion, level of awareness on the problem under consideration, etc. By thinking through the answer to the question, students have the opportunity to independently come to conclusions that the teacher should have communicated as new knowledge;
The didactic principle of clarity and accessibility is implemented through the use of multimedia presentation of the lecture.
Methods used at the lecture: active and interactive teaching methods (problematic presentation of the material, pre-prepared questions for conversation, drawing up a cluster for each educational technology), motivating the graduate student to independently, proactively and creatively master the educational material in the process of cognitive and research activities.
Teaching aids: material and technical: multimedia support, including presentation of lecture No. 5.
Pedagogy: textbook for bachelors and specialists in the direction 050100 "Teacher education": third generation standard / [etc.]; ed. . - St. Petersburg. [and others]: Peter, 2014. - 304 p. Competency-based training at a medical university: Educational and methodological manual / [etc.] ; Ed. . – Omsk: KAN center,” 2012. – 198 p. http://edu. omsk-osma. ru/uploads/pedo/ser_2.pdf Bulanova-, et al. Pedagogy and psychology of higher education. https://yadi. sk/i/COAKml4UtF7, Fundamentals of higher education pedagogy in structural and logical diagrams: Textbook. - Moscow MGIMO (U) Ministry of Foreign Affairs of Russia, 2004 http://mgimo. ru/files2/y03_2013/2451/osnovy-pedagogiki-vyshey-shkoly_2007.pdf Modern educational technologies: Textbook. M.: Public education, 1998. 256 p. http://www. /file/26203/ Higher school pedagogy. Innovation and forecasting course. Computer presentation for lectures http://kpfu. ru/docs/F1712383973/Andreev. V.I..Pedagogika. VSh._redaktorskaya. version_.pdf
2. Classification of pedagogical technologies.
3. Review of educational technologies.
Introduction.
Modern socio-economic conditions, modernization of education and healthcare are reflected in the system of requirements for modern specialists. This necessitates constant work to improve their training, and forces them to look for new approaches to the development of education. In the process of educational and professional activities, competencies are formed that further determine the professionalism and competitiveness of a mid-level medical specialist.
Modern pedagogical technologies are focused on such an educational outcome when the student not only receives and assimilates information, but is also able to act independently in various professional situations. In the process of professional training of paramedical personnel, the main goal of training is to master general and professional competencies. Modern pedagogical technologies help to obtain the necessary knowledge and develop competencies. The professional competence of a future competitive specialist is the unity of his theoretical and practical readiness to carry out professional activities.
In the conditions of modern education, the Federal State Educational Standard of the new generation, new programs for training mid-level specialists, there is a need to search for new forms and methods of teaching, and to introduce modern educational and information technologies into the educational process. The main goal of professional training of mid-level medical personnel is the formation of a qualified specialist capable of effective professional activity and competitive in a market economy. To achieve this goal, modern educational technologies are used in the educational process, which make it possible to improve the quality of learning and realize the cognitive and creative activity of students. Pedagogical technologies in modern education make it possible to differentiate and individualize educational activities; students are given greater independence in choosing ways to obtain educational information.
A child is brought up by various accidents that surround him. Pedagogy must give direction to these contingencies.
The concept of “teaching technology” is not generally accepted in traditional pedagogy today. In UNESCO documents, educational technology is considered as a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, with the goal of optimizing forms of education.
On the one hand, teaching technology is a set of methods and means of processing, presenting, changing and presenting educational information; on the other hand, it is the science of the ways in which a teacher influences students during the learning process using the necessary technical or information means. In teaching technology, the content, methods and means of teaching are interconnected and interdependent. The pedagogical skill of the teacher is to select the necessary content, apply optimal methods and teaching aids in accordance with the program and the assigned educational objectives. Educational technology is a system category, the structural components of which are:
- learning objectives; content of training; means of pedagogical interaction; organization of the educational process; student, teacher; result of activity.
There are many interesting definitions of the essence of educational technologies - a term that has become quite popular in the last decade:
One of the pressing tasks of education today is the creation of an open education system that provides nationwide access to educational resources based on distance learning technologies.
The use of telecommunication technologies makes it possible to create a qualitatively new information educational environment, an environment without borders with the possibility of building a global distance learning system. One of the priority areas in this area is the widespread introduction of electronic technologies into the educational process.
From the point of view of pedagogical theory, distance learning is interesting as a system that allows the most complete implementation of modern requirements for education: flexibility of organizational forms, individualization of educational content, intensification of the learning process and information exchange.
E-learning technologies can be used in various forms of training:
In full-time and part-time forms, they help organize independent work and conduct continuous monitoring of the educational process;
- for correspondence courses - information technologies are the main form of presenting material, contribute to the development of practical work skills, and help organize monitoring of the educational process.
The principle of combining classroom and electronic forms of teaching - conducting blended learning - provides the opportunity to combine the best features of classroom and electronic forms of learning in the educational process.
Classroom training:
Provides social interaction that people crave and enjoy by being able to communicate directly with the teacher;
- offers methods that are familiar and familiar to students;
- creates an interactive educational space in which each student can check his position, choice or reaction on his peers and receive immediate feedback from an authority figure regarding the correctness of the answers.
Electronic learning (e-learning):
Allows you to change the pace, time, place of training;
- offers maximum levels of flexibility and convenience for students;
- makes it possible to timely update the content of the content.
The result of the introduction of computer technologies in education is a sharp expansion of the sector of independent study work. The computer is designed to solve the crisis of education, which requires a constant increase in the number of teachers with the expansion of their non-creative functions.
It is known that independent educational work is effective only in an active form. The fundamental innovation introduced by the computer into the educational process is interactivity, which allows the development of active forms of learning. It is this new quality that allows us to hope for an effective, truly useful expansion of the sector of independent study work.
To obtain an education based on computer technologies - the implementation of computer learning technologies - three main components are required:
Hardware and software basis;
- trained teacher;
- electronic educational materials.
The most significant changes concern educational materials. Their multitude changes not so much in breadth as in depth. Note that the book is supplemented, but not replaced, if only because electronic publications and resources, first of all, occupy those niches of the educational space where the book did not work. At the same time, the main function of a printed publication - the transmission of information - is preserved, since the book is still unrivaled in terms of convenience and breadth of application.
Educational electronic publications and resources provide a programmable educational process. They are electronic textbooks containing systematized material within the framework of the curriculum of the academic discipline. Designed to study a subject “from scratch” to the boundaries of the subject area defined by the training program. They include all types of educational activities: obtaining information, practical exercises in known and new forms, certification. Aimed at supporting the work and expanding the capabilities of the teacher and the independent work of the student.
It should be noted that a special advantage of EUMK is that it is technically simple to update, supplement and expand the course.
Of particular interest when using electronic technologies is the possibility of organizing continuous monitoring.
A detailed analysis of monitoring elements allows you to control the level of quality at all stages of training, and not just at the time of certification, as was the case when using traditional education schemes.
At the same time, the result of the final certification Q will functionally depend on all monitoring elements:
Q = f(k i q i), Where qi - i th monitoring element, and k i- weight coefficient of the corresponding element.
Suggested Monitoring Elements:
Academic activity;
- boundary control;
- results of practical assignments (coursework, laboratory work, individual assignments);
- final control.
Analysis of academic activity allows you to evaluate:
The degree of elaboration of theoretical material (study of theory);
- preliminary level of acquired knowledge (self-control);
- systematic and conscientious acquisition of practical skills (work on seminar assignments and laboratory workshops);
- the degree of creative approach to studying the material (participation in discussions on the forum, correspondence with the tutor).
MIEMP is successfully implementing a program for the development and implementation of electronic educational technologies in the educational process. The library of electronic educational and methodological complexes integrated into the MIEMP distance learning system is integrally linked with the education quality control system embedded in them by ensuring an objective assessment of results, since all types of activities are recorded and the teacher evaluates only alienable results, the analysis of which can be available to the teacher, dean, curator, customer of training.
1The article presents ways of using modern educational technologies in the educational process of a university. As an example, we used working materials for conducting classes in the disciplines “Philosophy” and “Foreign Language” with students of Tomsk Polytechnic University. The authors describe in detail the experience of using such educational technologies as the “Intelligence Map”, the “6 Thinking Hats” method and the “case study” method. A turn to the individuality of the student can have a decisive influence, since the problem of understanding captures not only the text with which the main work takes place within the framework of the educational process at the university, but also turns out to be a way of comprehending the author (scientist), the reader (as self-knowledge through the prism of new knowledge) and the whole human reality. It is concluded that the practical use of such technologies makes it possible to speed up the learning process, activate the creative abilities of students through information visualization, and also evaluate the group’s work qualitatively and objectively, which allows one to avoid conflict situations associated with critical comments.
case study.
"6 thinking hats"
"mind map"
educational technologies
innovation
research university
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In the 21st century, in the modern educational space, a new model of a university is being formed - an innovative research university, which creates conditions for training specialists competent in solving a wide range of issues. Modern specialists must be prepared both to solve problems posed earlier and to pose new problems and options for solving them. The very formation of a research university of an innovative type is an innovative process, focused on obtaining new knowledge and new technologies.
Since the innovative university model is an updated version of the classical university, the methods of the new model must be updated. As such an update, it is permissible to discuss the use of teaching methods in the educational process that would be focused on stimulating the student’s creative abilities.
It is impossible to limit the understanding of a person in the process of cognition only to the role of the knowing subject. Based on the already constructed concepts of cognition, it can be argued that the schemes of social existence, considering a person not as an individual, but as an abstract subject of the process of cognition, came to serious contradictions, because the person and his desire for transformation disappear from the cognitive process.
A turn to individuality can have a decisive influence in the process of education, since the problem of understanding captures not only the text, but also turns out to be a way of comprehending the author (scientist), the reader (as self-knowledge through the prism of new knowledge) and the entire human reality.
In order to create a successful educational activity, there is a need for personal interest of both the teacher, so that students understand the material as best as possible, and a meaningful desire of students to understand new things.
As you know, human intelligence by its nature strives for self-preservation. When another intellect with an already established system of value orientations and beliefs enters into communication with us, at the initial stage we try to resist the influence exerted on us from the outside. It is a natural process to resist someone else's idea. The system of views formed on the basis of our own life experience has already been tested and constitutes our ideological position, which is not at all easy to abandon. The intellect resists, but by changing the attitude towards new knowledge, we can say that the interlocutor is ready to perceive other people’s thoughts. He's not convinced by us yet, but he's already on his way.
In the educational process we often encounter similar problems. The use of modern educational technologies in the educational process can help us strengthen the motivation of students, which will allow us to perceive new knowledge not as alien and imposed from the outside, and therefore unacceptable, but as independently obtained and experienced, and therefore understandable, and as a result, used.
A modern university uses a significant amount of educational technologies. To implement the student’s cognitive and creative activity in the educational process within the framework of the innovative research university model, new generation educational technologies should be used, which make it possible to improve the quality of education, use study time more efficiently and meet the educational needs of each student in accordance with his individual characteristics - memory cards (intelligence), case method (case study), portfolio method, etc.
Innovative pedagogical technologies can be presented as an interconnected didactic system. In our work, we propose to discuss the possibility of using the Mind Map technology, the Six Thinking Hats method and the Case Study method. method/case-study - method of specific situations/method of situational analysis), successfully used in the educational process in the courses “Philosophy” and “Foreign Language”, aimed at students of Tomsk Polytechnic University (hereinafter referred to as TPU).
"Mind Map" and "Six Thinking Hats"
Let’s consider the possibilities of using the “Intelligence Maps” technology proposed by the American scientist and businessman T. Buzan and the “Six Thinking Hats” method (six expert hats) by E. de Bono using the example of a seminar lesson on the topic “Ancient Philosophy”. So, the target group is 2nd year students of all TPU specialties, who often do not have research skills and knowledge in the “Philosophy” course. On average there are 15-20 people in a group.
At the beginning of the lesson, you should discuss with students the specifics of the discipline, the features of the proposed educational technology and the strategy for conducting the lesson, as well as the assessment system. Discussion of the specifics of completing the task takes approximately 10-15 minutes. The beginning of the lesson sets a certain framework for future work and motivates students.
The Mind Mapping method is based on the theory of radiant thinking, the central idea of which can be presented as follows: “What happens in the brain when a person chews a juicy pear, enjoys the aroma of flowers, listens to music, watches the flow of water in a stream, hugs a loved one or is he just remembering what he experienced? Every bit of information entering the brain - every sensation, memory or thought (including every word, number, taste, smell, line, color, rhythmic beat, note, tactile sensation of touching an object) - can be represented as a central spherical an object from which tens, hundreds, thousands and millions of “hooks” radiate. Each “hook” represents an association, and each association, in turn, has an almost infinite number of connections to other associations. The number of associations used can be considered what is called memory, i.e. a database or archive... As a result of the use of this multi-channel information processing and storage system, the brain at any given time contains “information maps”, the complexity of which would be the envy of the best cartographers of all times, if they were able to see these cards."
It is worth noting that the “Mind Maps” method can be used in educational activities to develop interest in the subject. Many problems associated with the process of perception and memorization of new information by students can be solved using information visualization technology, when instead of a linear arrangement of text in a student’s notes, we create, using our own creative abilities, a color information project that allows us to make new information observable. This is exactly what the “Intelligence Map” method allows you to do. Visualization of information allows us not only to better remember information that is new to us (transfer it from short-term to long-term memory), but also to speed up the learning process, since the creative abilities of students will be involved.
Students should be divided into 2 groups (7-10 people each). Representatives of the first group will draw up a project on the topic “Natural Philosophy”, the second - on the topic “Philosophy of Plato and Aristotle”. Each group is provided with material for constructing a memory card (paper, markers, colored stickers, etc.). Organizational work should take no more than 5 minutes.
Next, students carry out a creative project in a group, record the main features of the direction, basic principles, features of the philosophical concepts of representatives of natural philosophy (for the first group) and the philosophy of Plato and Aristotle (for the second group). The main topic (task) is located in the center of a sheet of white paper in A4/A3 format, from which ideas of secondary importance radiate “rays” in different directions, in which details of the main topic are revealed. On the “rays” on top, a key word or phrase is written in block letters, which should serve as a guide for the narrator, prompting a specific memory within the framework of the topic being discussed. It is preferable to highlight each sub-question in color and supplement it with pictures or color objects that attract attention. This activity takes approximately 20 minutes.
The next stage - defense of the creative project of the first group with the presentation of the “map” to the rest of the students - takes approximately 10 minutes.
It is more interesting and effective to discuss the results of work using the “Six Thinking Hats” technology by E. de Bono.
Students are given 6 colored hats made of paper. Each hat has a specific role assigned to it:
- An expert in a green hat speaks about the presence of a creative component in the work of the group presenting their project, about the originality of the work;
- An expert in a yellow hat notes positive aspects in the work, namely, what can be praised for the group’s work indicates successful findings;
- An expert in a red hat highlights the emotional component of the work, draws attention to the level of activity of participation of all representatives of the group in presenting the project, how much they empathized with the problems discussed and worried about the common cause;
- An expert in a white hat demonstrates a neutral position, gives an objective and impartial assessment of the group’s work, and indicates the reliability of the information. The teacher can play this role.
- An expert in a black hat points out the shortcomings of the work, its weaknesses, mistakes that should be corrected and avoided in the future;
- An expert in a blue hat sums up the work, analyzes and summarizes the assessments of his fellow experts, and evaluates the group’s work from the standpoint of completeness and quality of completion of the assigned task.
The Six Thinking Hats method helps solve difficult questions that arise when you need to give an objective assessment of the work of another person. Evaluating work in six areas allows the student to distance himself from personality-colored experiences to an objective analysis of the work done in accordance with the chosen role of the expert. In addition, in our opinion, such a “division of labor” in work assessments allows us to avoid conflicts, since the expert gives an assessment not on his own behalf, but on behalf of his character.
Discussion of the work by experts takes approximately 5-10 minutes. Then the whole procedure is repeated for the second group. Members of the group that have already presented their project become experts.
A mandatory element, in our opinion, is the so-called “Unpacking” - summing up the work with clarification of the results obtained, which allows for an analysis of the work, taking an “external” position in relation to the described activity. Unpacking can be presented within 10 minutes. Creative projects can later be placed in the student’s educational portfolio as a result of the work done.
Case study method
Let's consider the possibilities of the “Case Study” method, first used by teachers at Harvard Business School back in 1924 in the USA, using the example of the final lesson on the topic “Testing goods on animals” (from English testing of goods on animals) within the framework of the studied topic “Science” and Technology". The target audience is a group of 10-12 1st year students of various TPU specialties, studying under the Elite Technical Education program at Tomsk Polytechnic University (IT TPU) in the course “Professional English for Academic Mobility”. By the time of this lesson, students have already mastered vocabulary on a given topic and basic grammatical structures. This lesson is general and final. However, the specificity of the subject content makes it possible to use this case when studying a foreign language in other educational programs.
The case study method is a teaching technology that uses a real economic, social or business situation containing a problem. Students must explore the given situation, understand the essence of the problem, propose possible solutions to the problem and choose the best one. A special feature of this technology is a collective analysis of the problem based on the proposed materials (case). In the process of analysis, students' knowledge is updated through independent work with texts and involving them in joint activities. In Russia, this method has been widely used since the late 90s, but more often to solve business cases.
It is customary to use the following types of cases in the educational process:
- practical ones, which reflect real-life situations;
- teaching, whose main goal is training;
- scientific research, which are focused on conducting research work.
In case study technology, work on a problem situation is carried out in 3 stages:
1. Immersion in joint activities.
The main task of this stage is to create motivation for joint activities. Prepare material (case) for completing tasks. On average, the immersion stage takes 15-20 minutes of classroom time, depending on the preparedness of the students. At this stage, the teacher reads out the text on the topic of the lesson, announces the topic of the lesson, names the technology, describes the stages of working with the case, and distributes students into groups. The division into groups is carried out at the discretion of the teacher, both in an arbitrary and mandatory manner, i.e. students can independently choose a “role”, in this example it is a randomly selected image of a character, whose opinion the students will represent further. So the teacher suggests 5 groups: Scientists (scientists), Animals (animals), Greenpeace (representatives of organizations protecting the interests of animals), Consumers (consumers who approve of animal testing), Companies (representatives of manufacturing companies). From the experience of using this method, we can conclude that there is not enough time to conduct a lesson using case study technology. Therefore, the immersion stage must be carried out in advance, thereby providing students with the opportunity to prepare and form their attitude towards the proposed case.
2. Organization of joint activities.
The main task of this stage is to organize joint activities to solve the identified problem. Introduce students to the contents of the “case”. Analysis, diagnosis of the problem and search for ways to solve it in the process of discussion with other participants in joint activities in organized groups or individually. The teacher writes down questions on the board that group representatives must answer at the end of the lesson. In order to record answers, it is possible to use whatman paper.
Setting the goal of the work: To form a general opinion on conducting tests on animals.
To achieve this goal, the teacher provides each group with an individual package with materials on the topic of the lesson to form their opinion. In this case, these are articles from newspapers and scientific journals, information about manufacturing enterprises downloaded from Internet resources, etc.
Work in groups. Group conversation
3. Analysis and reflection of joint activities.
The main task of this stage is making decisions on the problem during the discussion in class.
Discussion of group responses.
Based on the table and the students’ presentation, a general conclusion is made about the (not) testing of animals.
Organizing students’ reflection on their activities in class based on questions:
- What types of work have you been involved in?
- How interesting was the presented material to you personally?
- What new have you learned?
- Have the goals and objectives of the lesson been achieved?
To successfully complete the case and achieve the set goals, the teacher must prepare in advance a package of materials individual for each group of participants.
The use of the case study method ensures interest in a given problem, develops the correct professional skills, ensures the training of a specialist who is able to think intelligently and make optimal decisions, and helps solve educational problems with high efficiency. This method can be used in various educational programs.
An important feature of modern education is its continuous improvement. In the context of the transition to new generation standards in the educational process of the university, there is an urgent need to use modern educational technologies. Scientific and technological progress and informatization of society require students to master special qualities in the modern educational process. The labor market requires specialists who are able to analyze problems and situations that arise in professional activities and who are able to propose ways to solve these problems. A personality must be multifaceted, capable of introspection, self-esteem and self-development. Therefore, it is necessary to use teaching methods that would promote the development of creative, communication and analytical skills, as well as intensify the educational process, making it more productive and interesting for the students themselves.
The use of modern teaching methods ensures interest in a given problem, develops the correct professional skills, ensures the training of a specialist who is able to think intelligently and make optimal decisions, and helps solve educational problems with high efficiency. These methods can be used in various educational programs.
Reviewers:Sokolova I.Yu., Doctor of Pedagogical Sciences, Professor, Professor of the Department of Pedagogy of Postgraduate Education of the Institute of Educational Theory of the Tomsk State Pedagogical University, Tomsk;
Kornienko A.A., Doctor of Philosophy, Professor of the Department of History and Philosophy of Science and Technology, Institute of Social and Humanitarian Technologies, National Research Tomsk Polytechnic University, Tomsk.
Edward de Bono - head of the Center for the Study of Thinking at Oxford University, specialist in the field of creative thinking
Bibliographic link
Pankova N.M., Kabanova N.N. MODERN EDUCATIONAL TECHNOLOGIES AT UNIVERSITY // Modern problems of science and education. – 2015. – No. 2-3.;URL: http://science-education.ru/ru/article/view?id=23746 (access date: November 25, 2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
In modern higher education, technologization acts as one of the norms for designing the educational process, which confirms the requirement - when designing educational educational programs for higher education, indicate (in the section of the work program "Educational Technologies") the educational technologies used in the implementation of various types of educational work.
In modern pedagogical theory and practice, a stable tradition has developed under technologization of education understand the systematization of the learning process: consolidation and standardization in the teacher’s activities of goals, forms, organizations, procedures, results, etc. A more accurate understanding of the essence of the terms “pedagogical technology” and “technologization of the educational process” requires reference to the history of their origin.
The concept of “educational technology” entered science in the 1960s. Initially, the term “pedagogical technology” was associated only with the use of technical means and programmed teaching tools in teaching. In the 1970s this concept began to be interpreted more broadly, and “pedagogical technologies” in English-speaking countries began to include everything related to improving the educational process. Thus, initially the concept of “pedagogical technology” in the Anglo-American science of education was identical to the concept of “methodology” in Soviet pedagogy, and the existing semantic differences were explained only by methodologically different approaches of Western and domestic scientists and teachers to solving problems of improving the educational process.
Since the 1970s, under the influence of the systems approach in foreign pedagogy, a general attitude towards pedagogical technology has been formed: “... to solve didactic problems in line with the management of the educational process with precisely defined goals, the achievement of which must be clearly described and defined.” Within the framework of this interpretation, pedagogical technology is focused on reproducible moments of the educational process. By reducing the expenditure of time and effort on the necessary reproductive part of education, it, according to a number of scientists, frees up the capabilities of the teacher and students to implement a heuristic, creative approach to solve the developmental problems of the educational process.
To achieve effective (“guaranteed”) learning results, foreign scientists have developed, within the framework of the concept of pedagogical technology, a special way of setting learning goals, characterized by increased instrumentality. Learning objectives are formulated through learning outcomes expressed in the skills of students (the actions they have mastered), and those that a teacher or other expert can identify. This is achieved in two main ways:
- 1) building a clear system of goals, within which their categories and successive levels are identified - such systems or hierarchies are called pedagogical taxonomies (B. Bloom, D. Kravtol, etc.);
- 2) creating the clearest, most specific language to describe learning goals, into which the teacher can translate insufficiently clear formulations (J. Block, L. Anderson, N. Gronlund, etc.).
Focus on clear diagnostic goals has determined the special role of assessment within the framework of educational technology.
The goal is considered to be set diagnostically if the following conditions are met:
- – such an accurate description of the predicted learning outcome is given that it can be accurately identified among any others;
- – there is a method, a “tool”, a criterion for unambiguously highlighting this result;
- – there is a rating scale based on measurement results.
Since the goal is described diagnostically, the entire course of training can (and should) be guided by it as a standard. During training, assessment plays the role of feedback and is subordinated to the achievement of a standard goal. If the goal is not achieved, then it is necessary to make adjustments to the course of training. In this regard, the current assessment is not accompanied by a mark, and the final assessment states the achievement (degree of achievement) of the standard goal. Thus, it is built training cycle, which contains the following main elements: general statement of the learning goal - transition from the general formulation of the goal to its specification - preliminary (diagnostic) assessment of the level of students' learning - a set of educational procedures - correction of learning based on feedback - evaluation of the result. Thanks to this reproducible structure, the educational process acquires a modular character, consisting of relatively separate units that are filled with different content, but have a common structure. These are the main results of the development of the concept of educational technology in Western countries in the 1960–1980s.
It is obvious that more or less strict reproducibility of pedagogical results can be achieved only if the educational process is based on more or less strict psychological and pedagogical laws, the effect of which is independent of the characteristics of the situation. At the same time, attempts to build a didactic theory based on such “strict” laws constantly encounter serious difficulties, pointing out which Corresponding Member of the Russian Academy of Education I. I. Logvinov admits: didactics still operates on “principles” and not “ patterns."
At the turn of the XX–XXI centuries. interest in educational technology in international (including Russian) science and educational practice has increased, and the perspective of its consideration has changed somewhat. The development of pedagogical technologies has begun, which operationally prescribe the goals and actions of the educational process no longer “from the teacher,” but “from the student.” “The change from a pedagogical-centric to a child-centric paradigm of school education means different scientific approaches to... assessing the effectiveness of school education.”
The point is that, in contrast to traditional methodological developments intended for teachers, pedagogical teaching technology offers a project of the educational process that determines the structure and content of the student’s activity. This opinion about the difference between methodology and pedagogical technology seems, although justified, to be flawed. In foreign science of education, “education technology” still refers to issues of improving the entire educational system, including the student, the teacher, and the teaching aid, while the term “strategy” is used to denote the operationally (technologically) developed activity of the student in the educational process. teachings)".
Apparently, it is more correct to talk about a “technological approach in didactics and subject-matter methods” than about “pedagogical technology” as a special section of pedagogical science in general (or didactics). As an analysis of many sources shows, both approaches – traditional for didactics (methodology) and “technological” – are based on the same methodological premises, on the results of the same scientific research and, moreover, may involve the use of the same the same forms, methods and means of teaching. At the same time, the features of the technological approach to learning are as follows:
- – it is strictly aimed at increasing the efficiency of the learning process;
- – relies on the idea of diagnostic goal setting in teaching, which is new for didactics and subject-matter methods;
- – comes from the priority of self-education over education and, accordingly, the student’s goals over externally specified learning goals - “teacher’s goals.”
So, the main features of pedagogical technology are the following:
1. Diagnostics of learning goals. Diagnostic goals are understood as goals that are correlated with specific learning outcomes specified “from the student” (what knowledge, skills and abilities he must master, what experience he must gain). Thus, diagnostic goals are “output goals” (“what must be mastered”), in contrast to “entry goals” or “teacher goals” (“what must be taught”), which are traditionally used by the methodology. This is the main feature of pedagogical technology, which allows us to use the following fairly simple definition: educational technology (teaching technology ) is a way of organizing the activities of students and teachers, which involves achieving pre-set diagnostic goals.
The next two features of pedagogical technology inevitably follow from the first.
- 2. Availability of the clearest criteria for assessing achieved results.
- 3. Mandatory final reflection of students (And teacher ), i.e. correlation of achieved results with planned ones, (self) assessment and, if necessary, correction, leading to bridging the gap between the achieved and planned learning outcome.
Finally, all pedagogical technologies have one more characteristic feature.
4. Correlation of goal setting with a certain time cycle: either with one training session, or with the “full life cycle” of a project, event research, collective creative activity, etc.
To achieve the same pedagogical goal, various pedagogical technologies can be used, differing in the trajectories of achieving this goal, i.e. various forms, methods, techniques and means of teaching used within their framework. The choice of specific pedagogical technologies is determined primarily by pedagogical expediency, as well as resource capabilities.
Technologization of the university educational process involves a transition from learning based only or primarily on the transfer of information to learning through activities and activities oriented both to the present and to the future. At the same time, the content of education changes: not “information about activities plus a little activity,” but activities based on information.
Objects technologization in educational activities may include goals, content, organizational methods of perception, processing and presentation of information, forms of interaction between subjects of educational activities, procedures for their personal and professional behavior, self-government and creative development.
Products technologization of the educational process (from the student’s point of view) can be personal, socially and professionally significant algorithms and stereotypes of behavior, the measure of the feasibility of their effectiveness is the success and competitiveness of graduates of educational institutions.
The technological approach to organizing the educational process changes the forms of interaction between teachers and students, as well as students among themselves. Traditional forms are being replaced by forms of active and interactive innovative learning (see paragraph 3.6). Changing the goals, content and forms of training has a significant impact on the nature of communication between the teacher and the student, on the atmosphere of their interaction. Partnership, equality of individuals in choice, actions, responsibility, a positive emotional background - all this becomes a permanent dominant feature of the relationship.
Requirements for modern university teaching technologies. Educational technologies at a university should:
- – provide each student with the opportunity to study according to an optimal individual program that fully takes into account his cognitive characteristics, motives, inclinations and other personal characteristics, while maintaining an optimal balance of frontal, group and individual forms of learning;
- – contribute to the optimization of the learning process in the educational environment of the university;
- – provide training without conflicting with traditional didactic principles;
- – act as a tool in the process of self-education, providing the student with the necessary information about the degree to which he has achieved his learning goals at a certain stage and “putting him in front of the need to comprehend the schemes and rules in accordance with which he acts.”
It is necessary, however, to emphasize that the technologization of the educational process has serious limitations, since it carries with it serious risks. Natural boundaries technologization, behind which it turns into evil, is determined and determined by sociocultural values accepted in society, a specific educational institution and shared by each teacher.
By now, it is becoming more and more obvious that over-rationalized, “result-guaranteing” technologies in the field of education:
- a) can hardly be developed both at the theoretical-methodological and at the operational level: trying to embody a certain part of the total social experience in the personality structure, we are trying to algorithmize the process of interaction (i.e. dialogue, understanding and mutual completion) of two highly complex self-organizing systems – human and culture, which seems fundamentally impossible;
- b) can be dangerous, since the reduction of the field of internal random deviations (fluctuations) in the system makes it impossible for the mechanisms of self-organization of society to operate.
In any case, it is important to remember that “spontaneity and uncontrollability are fundamentally important and unavoidable for education and in education,” and the results of the educational process are of a probabilistic nature and therefore cannot be “guaranteed” in the full sense.
