Innovative forms of education presentation. Presentation on the topic "innovative processes in education"

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Sources of innovative change

Internal, associated with the awareness of one's own need for mechanisms to improve the quality of the organization (changes to improve any aspect) External, due to changes in legislation, requirements of higher authorities, social order from parents, etc.

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Anarchy or control?

Innovative processes in the education system are controlled processes of creation, perception, evaluation, development and application of pedagogical innovations.

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Innovative Change Trends

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Barriers to Innovative Change

There is a desire to use ready-made innovations, but difficulties in their assimilation and introduction are not always predicted, a calculation for momentary success is typical Insufficient preparation of teachers for productive participation in innovation processes Lack of a well-functioning mechanism for the examination of pedagogical innovations and innovations Extremely unfavorable chronic underfunding of educational institutions, a decrease in the level of material technical and resource support of education systems. Heads of educational institutions trust measures more administration than socio-psychological and communicative-personal influence.

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What colleagues are saying.

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A little about teaching experience

The essence of the matter is not in the novelty itself (a new pedagogical tool or technique), but in the extent to which it can give impetus to the development of pedagogical science, contribute to the improvement of an integral educational system. A truly progressive experience can be the experience of a master teacher, even if it does not carry any external novelties and fits into the framework of the "traditional" methodology. What then is its novelty? It is precisely in that pedagogical expedient coherence, flexibility, consistency with which it is permeated and which will raise the same methodology to the level of real science, and its practical use to the level of great art. Levshin L.A. The logic of the pedagogical process

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Identification of features in their own pedagogical experience

Identify pedagogical experience, i.e. discover everything new, progressive that is in own work, which allows you to solve with the greatest completeness (select synonyms) the problems of ORP in the OS. Identification is possible only in the conditions of a systematic study of the experience of members of the teaching staff. Only pedagogical analysis can give an objective assessment of the results of the activities of the teaching staff and the individual teacher, and therefore reveal pedagogical experience.

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What knowledge does a methodologist, deputy director need to have...?

Knowledge: Definition of the concept of "pedagogical experience", types of software, criteria for software The models of GEP subjects (the concept of the school) Technology of problem analysis o methodology and structure of problem analysis; o fundamentals of pedagogy and psychology; o diagnosis of AFP; o types of ORP analysis; o software detection algorithm o software detection methods o organizational and content aspects of the work of the creative team

Motivation of teachers, supervisors to master the software of other teachers (for example: clearly superior results of student success; inclusion of the subject of experience in attestation questions, indicators of competitive tests, etc.) Formation of groups of teachers based on their interest in the proposed experience. The relevance of software for educational institutions, municipal, regional education.

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Experience Levels

Negative (violation of the requirements, scientific foundations) Positive (reproductive, giving positive results) Emerging (among novice teachers) Valuable (advanced) (meeting modern needs, opening up opportunities for improving the educational process, original in content, logic, techniques and methods, a kind of model ped activity that gives better results compared to mass practice)

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Innovative Experience Information Card

Information map of innovative experience as a tool for structuring innovative software for the purpose of its dissemination by means of network interaction between teachers and heads of educational institutions. Where to meet and how to fill out? Watch, read, use: www.apkpro.ru

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Thank you for your attention!

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The relevance of innovation activity Innovation is the embodiment scientific discovery in a particular technology or product. Innovation should improve the quality of education. Innovation is caused by the crisis of education and is a reaction to this crisis. Innovations are designed to solve the accumulated problems, to offer ways to solve them.

contradictions modern education Between the standardized teaching of schoolchildren and their individual abilities and interests; Between the rapid development of science and the real cognitive abilities of students; Between the tendency towards the specialization of education and the task of the all-round development of the personality; Between the dominant reproductive education in the school and the need of society for people with developed creativity

Conceptual apparatus Innovation is an idea, method, means, technology or system. Innovation - the process of introducing and mastering innovation innovation = innovation Innovation activity- a set of measures taken to ensure the innovation process, as well as the process itself

Innovative activity - an activity that ensures the transformation of ideas into innovation and forms a management system for this process (K. Suspicious) Determination of the need for changes; Collection of information and analysis of the situation; Preliminary selection or independent development of innovation; Making a decision on implementation (development); Actually implementation, including trial use of an innovation; Long-term use of an innovation, during which it becomes an element of everyday practice. Innovation activity consists of the following stages:

The sources of innovative processes are the intuition of a creative leader, a teacher; experience born in this school; pedagogical experience born in other schools; directives and regulations;. consumer opinion educational services; the needs of the teaching staff to work in a new way; the needs of the region, the country in changing the situation in education; achievements, development of the whole complex of human sciences, etc.

Types of innovations (K. Suspicious) Retroinnovation A modified version of an already existing phenomenon in the past is transferred to modern practice Analog innovation A particular modification is introduced into a known approach Combinatorial innovation From several known blocks, as a result of their combination, a qualitatively obtained New Product Essential innovation A truly new approach emerges

Types of innovations (V.M. Lizinsky) Random Innovations contrived and introduced from the outside, not arising from the logic of the development of the educational system Useful Innovations that correspond to the mission of the educational institution, but with certain goals and criteria Systemic Innovations derived from the problem field with clearly defined goals and objectives . They are built on the basis of taking into account the interests of schoolchildren and teachers and are in the nature of continuity with traditions

Classification of innovations By definition of the sphere in which innovation activity is carried out: the purpose and content of education; technologies, methods, means of organizing the pedagogical process; forms of organization of training and education; management system (activities of the administration, teachers, students); educational ecology. According to the way of emergence and flow of innovations: systematic, systematic; natural. In terms of depth and breadth of innovation: massive, global, radical, significant transformations; partial, minor modifications of the known and accepted, associated with improvement, rationalization, modification. By nature of origin: external; internal. By signs of scale: private (local and single, not interconnected); modular (or complex, interconnected); systemic (covering all spheres of life of an educational institution).

Types of innovations In relation to the structural elements of educational systems; In relation to the personal formation of subjects of education; By area of ​​pedagogical application; By types of interaction of participants in the pedagogical process; By functionality; According to the methods of implementation; By the scale of distribution; By socio-pedagogical significance; By the volume of innovative activities; According to the degree of proposed transformations

Directions of innovative activity (M.V. Boguslavsky, K. Sumnnitelny) Innovations in teaching New methods of teaching, new ways of organizing classes; innovations in the organization of the content of education; methods for evaluating the educational result Innovations in education Systems or long-term initiatives based on the use of new educational means that contribute to the socialization of schoolchildren and allow leveling asocial phenomena in the children's and youth environment Innovations in management Innovations aimed at attracting representatives of society to the management of educational institutions, as well as original schemes of organization of management and economic activity Innovations in retraining New teaching methods, new retraining programs

Life cycle innovation Stage 1 Birth of a new idea, discovery stage Stage 2 Invention, creation of innovation Stage 3 Practical application, refinement, sustainable effect Stage 4 Use, dissemination Stage 5 Loss of novelty, emergence of an alternative Stage 6 Reduction in the scale of application

Stages of development of innovations The emergence or birth of the idea of ​​a new one. Translation of an idea into a goal (goal setting reflects the expected results of activities achieved over a certain period of time). Stages of goal setting: collection of information, information about the subjective image of the real situation among the members of the pedagogical process (teachers, students, parents, members of the public); information about the desired image of the new; information on a possible action plan to change the existing situation; formulation of the goal and its acceptance by all participants in the educational process. Development of ways to achieve the goal and design. Project implementation. Spreading new practice. Routinization, transition to a new quality and functioning in a new mode.

Criteria of innovation relevance (correspondence of innovation to the socio-cultural situation of the development of society); novelty (the degree of originality of innovative approaches, a peculiar combination, a combination of the known, representing in the aggregate novelty); educational significance (the degree of influence of innovation on the development, upbringing and education of the individual); public importance(the impact of innovation on the development of the education system as a whole); usefulness (practical significance of innovative processes); feasibility (realistic innovation and manageability of innovation processes).

Subjects of innovation (psychologist E. Rogers) Innovators 2.5% are always open to new things, are absorbed in innovations, are characterized by a certain adventurous spirit, communicate intensively with local groups Early implementers 13.5% follow innovators, but are more integrated into their local association, influencing, are often thought leaders. They are valued as reasonable implementers. Preliminary majority 34% They need much more time to make a decision than the leading groups Late majority 34% Treating innovations with a fair amount of skepticism, they start to master them sometimes under the pressure of the social environment Fluctuating 16% focus on traditional values. The decision to accept an innovation is made with great difficulty. If the innovator is a leader Types of reaction of subordinates The phase of denial is characteristic of a subordinate with a state of numbness, shock, and confusion. There is also a focus on the past. In the first phase, often a negative role is played by the lack of awareness of the teaching staff about the nature of the innovation, therefore it is advisable, ignoring the manifestation of discontent, to orient the subordinates to the future, giving them time to adapt. The manager needs to fix feedback"with the team, listen more, support the hesitant Research phase the subordinate, having agreed with the inevitability of change, begins to navigate in new forms of activity. The manager needs to monitor the process, maintain its dynamics, highlight priorities from the abundance of ideas. The involvement phase is characterized by the emergence of creative groups. Goal setting becomes more precise.Coordination of activities improves dramatically. this stage it is necessary, together with subordinates, to develop long-term goals, focusing on the creation of new symbols and rituals. Traditionalization

Innovation. Innovative technologies. Innovative education. Innovative activity. The concept of innovation. innovative educational technologies. On innovation and experimental activity. Innovative Results activities. Management of innovative projects. From innovation to institutions. Innovations in education.

Experience in innovation activity. Exhibition of innovations. Innovative management model. About innovations of the Federal State Educational Standard. Innovative activity of teachers. Report on innovation activity. Automation of the educational process. Innovation in educational institution. Innovations GEF DO. Innovative learning models. Innovative technologies in Russian language lessons.

Automation of sound [Ш] in words and sentences. Innovative technologies in mathematics lessons. Innovation Trends. Stages of innovation activity. Creation of an innovative educational environment. Innovative activities of preschool educational institutions. Innovative development APK. An innovative approach to life. Innovative technology "Workshop".

Innovative technologies and traditional lesson. Ways to improve the quality of education through the use innovative technologies. Tools state support innovative activity. Innovative technologies and methods aimed at the implementation of new GEF. Government program on accelerated industrial and innovative development for 2010-2014.

Innovative activity in the Yaroslavl region. Design as a technology innovative education. City innovation platform. Innovative forms of extracurricular activities. Innovative territorial cluster "Zelenograd".

Objectives of the seminar: to reveal the essence of the concept of "innovation"; consider the features of innovation; present the results of a survey on the organization of innovative activities in the schools of Prokhladnensky municipal district; give recommendations on the choice of directions for organizing innovative activities at school.

NovationInnovation Means ( new method, methodology, technology, program, etc.) The process of mastering this tool ReformInnovation An innovation that is organized and carried out by the state authorities. An innovation that is organized and carried out by employees of the education system.

Education Development Strategy National Educational Initiative “Our new school»; Model "Russian Education - 2020"; The concept of the Federal target program for the development of education for the years.

Innovative schools: develop or implement a model for organizing the life of students that is different from the generally accepted in most schools; develop a fundamentally different from the traditional content of education; develop new content and methods of teacher activity.

Criteria for tracking the innovation process: Changes are carried out at the school level, and not in separate links, Changes allow finding a new solution for actual problem, The changes are based on research and project activities, The changes relate to fundamental differences from the traditional content of education, The changes determine the new content and methods of the teacher's activities, The changes are systemic and purposeful, are the result of constant renewal and self-development based on a periodic analysis of educational activities at school.

Innovations in teaching New methods of teaching the subject, Integration interdisciplinary programs, New methods of evaluating the result, Updating the content - the introduction of the Federal State Educational Standard, Learning according to individual trajectories, Distance learning, Implementation of modern pedagogical technologies, Working with gifted children, Working with children with learning difficulties, Development of psychological and pedagogical support for educational activities, Use of new assessment methods (rating, portfolio, etc.)

Innovation in parenting creation various options full-time schools; creation of a model of extracurricular activities in the context of the implementation of the Federal State Educational Standard; creation of psychological and pedagogical centers and divisions of schools; creation of parent-child associations in the school microdistrict; creation of a deployed system additional education within the school; creation of systems of additional motivation for socially useful activities.

Innovation in management creation problem groups and departments within the school, marketing research in the practice of schools; creation of school management automation systems; creation of boards of trustees and governing councils with real functions; creation of network interaction and structure of interaction of schools.

Innovations in the training and retraining of personnel Distance learning, tutoring, Planning the professional career of teachers, personnel reserve, Preparing teachers for participation in experimental and innovative activities, Computer data bank of advanced pedagogical experience, Teacher's portfolio, ShMO, schools, Improving the forms of material and moral incentives, stimulation, development of criteria for evaluating their activities Creation of integrated interdisciplinary courses for training new professional groups (education managers, experts, teachers of specialized schools).

Directions of innovative activity Improving the content of education, Socialization and individualization of education, Education quality management, Lifelong education, New forms of preschool education, Psychological and pedagogical support of educational activities.

Innovative activity in the educational institution of the Prokhladnensky district Subject MOUstatus Start date Development, testing and implementation of models of continuous education of schoolchildren in the field of informatics and ICT Municipal educational institution "Secondary school of the village of Primalkinsky" Republican experimental site Development of meaningful and organizational aspects pre-profile training and profile education MOU "Secondary School of the village of Primalkinskoye" Republican experimental site Implementation of approaches to building an education system through pre-profile education based on health-saving and innovative technologies in the context of optimization and modernization of education and upbringing of the MOU "Secondary School of the village of Proletarskoye" Basic school

Innovative activity in the educational institution of the Prokhladnensky district Subject MOUstatus Starting dates Continuity between all levels of education MOU "Secondary School st. innovative processes in the school MOU "Secondary School with. Primalkinskogo" Base School Modernization of education through the introduction of new Federal State Educational Standards MOU "Secondary School with. Proletarskogo" Key School Use of project technologies and non-traditional forms of organization of education in the system of lessons of MOU "Secondary School with. Yantarnogo" Key School

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Innovation appears in Latin somewhere in the middle of the 17th century and means the entry of a new one into a certain sphere, implantation into it and the generation of a whole series of changes in this sphere. This means that innovation is, on the one hand, a process of innovation, implementation, implementation, and on the other hand, it is an activity to grow innovation into a certain social practice, and not an object at all.

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The term "innovation" came into use as early as the 1930s as a sociological term within the sociology of culture and cultural anthropology and was directly related to the idea of ​​diffusion (temporal distribution) of cultural phenomena. Innovations in this approach are considered as the basis for changes in culture, as the spread of the characteristics of a culture or subculture beyond its own limits. In the sociology of education, innovation processes began to be studied in the 1960s, and the conceptual and methodological tools of cultural anthropology were used primarily. The position of cultural anthropology in the first half of the 20th century is that what went beyond tradition and custom is innovation. In the mid-1980s, extensive research was carried out on various forms of innovation in pedagogy and in the education system, a generalization of those innovations that were proposed by teachers and administrators of schools at various levels in different countries, getting better the international cooperation in the development of this range of problems. Innovation is any new idea, new method or new project which is deliberately introduced into the system of traditional education.

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Innovation is a form of individual or group behavior when individual person or the group achieves a socially recognized end by means that have not yet been institutionalized in the preceding society. Innovation turns out to be connected not with the diffusion of cultural innovations, but with the processes of institutionalization of new forms of behavior. Innovation is an act, an action, a process, the opposite of what will be socially recognized as a social institution. And only in the event that the institution is identified with some tradition, only in this case the innovation turns out to be the opposite of tradition.

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a conceptual scheme that will make it possible to understand innovation processes both in the context of those traditions that already exist in culture and society, and in the context of social recognition of innovations, as a basis for implementing innovations in the education system, avoids, on the one hand, the opposition of traditions and innovations, the transformation of innovations into something alien to traditions, and on the other hand, makes it possible to comprehend the processes of transformation of innovations into socially recognized norms and values, i.e. into certain institutions that are formed in the course of social actions and social communications between people. And over time - becoming a tradition.

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innovation and innovation (innovation) are one and the same; innovative activity and production, the creation of innovations (innovations) are also one and the same, then this is TRIZ (the theory of rationalization and inventions). Since innovation is a verbal noun, it must be mono-subject.

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innovative activity must be considered in the space of a well-defined social practice. From the point of view of a specific subject of this practice, any activity that leads to its significant changes in comparison with the existing tradition can be considered innovative. innovative activity is an activity aimed at solving a complex problem generated by the clash of established and still emerging norms of practice, or by the discrepancy between traditional norms and new social expectations. Then the innovation is justified, moreover, it is necessary. It is carried out not in the space of ideas and not only in the space of actions of an individual subject, but becomes truly innovative only when it acquires a cultural radical, when the innovative experience of carrying out this activity becomes available to other people. This involves the fixation of innovative experience, its cultural design and transmission mechanisms. If innovative activity meets the three previous conditions, then its special meaning lies in the focus on transforming existing practice, or on generating a fundamentally new practice. In this case, it should contain the vector of "institutionalization" - the organizational and managerial design of innovations and their regulatory consolidation in changing practice.

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fundamental scientific research and conceptual (theoretical) developments; applied scientific research related to the implementation of scientific developments in practice; organizational and managerial activity; educational activities; experimental work, which can be completely limited to the implementation of scientific developments into practice, but can initiate scientific developments in new directions.

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Innovative activity in its fullest development involves a system of interrelated types of work, the totality of which ensures the emergence of real innovations. Namely: research activities aimed at obtaining new knowledge about how something can be (“discovery”), and about how something can be done (“invention”); project activity, aimed at developing special, instrumental-technological knowledge about how, on the basis of scientific knowledge, under given conditions, it is necessary to act in order to get what can or should be (“ innovative project»); educational activity aimed at the professional development of the subjects of a certain practice, at the formation of each personal knowledge (experience) about what and how they should do, so that the innovative project is embodied in practice ("implementation").

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The basis for the distinction should be the specific forms, content and scale of transformational activity. So, if the activity is short-term, does not have a holistic and systemic character, sets as its task the renewal (change) of only individual elements of a certain system, then innovation. If the activity is carried out on the basis of a certain conceptual approach, and its consequence is the development of a given system or its fundamental transformation, then it is an innovation.

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source of innovation (science, politics, production, economics, etc.); innovative proposal (innovation, invention, discovery, rationalization); activity (technology) for the implementation of innovation (training, implementation, translation); innovation process (forms and ways of rooting innovation in practice); new type or new form public practice.

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Criteria Innovation Innovation Scale of goals and objectives Particular Systematic Methodological support Within the framework of existing theories Goes beyond the existing theories Scientific context Fits relatively easily into the existing "norms" of understanding and explanation Can cause a situation of misunderstanding, rupture and conflict, since it contradicts the accepted "norms" of science Character actions (quality) Experimental (testing private innovations) Purposeful search and the most complete desire to get a new result

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Criteria Innovation Innovation Nature of actions (quantity) Limited in scope and time Holistic, continuous Type of actions Informing the subjects of practice, handing over "from hand to hand" local innovation Design new system activities in this practice Implementation Approbation, introduction as a management move (from above or by agreement with the administration) Germination, cultivation (from within), organization of conditions and space for relevant activities

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Criteria Innovation Innovation Result, product Change of individual elements in existing system Complete renewal of the position of the subjects of practice, transformation of connections in the system and the system itself Novelty Initiative in actions, rationalization, updating of methods, invention of a new method Opening of new areas of activity, creation of new technologies, acquisition of a new quality of results of activities the birth of a new practice or new paradigm research and development

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this is an education that is capable of self-development and that creates conditions for the full development of all its participants; hence innovative education is a developing and developing education. ensures integrity public life various groups of the population, the integrity of the spiritual and spiritual life of the individual, and most importantly, the integrity and viability of various communities of people and, first of all, the child-adult community, which, in fact, is the subject of developing education.

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three subject projections: the educational environment - as the socio-cultural content of education, educational institutions - as a co-organized system of activities of subjects of education, educational processes - as the content of meetings and specific ways of jointly distributed activities of subjects of education. two main mechanisms for ensuring the integrity of this structure: educational policy, which implements the function of self-determination of education among other social practices, and education management, which holds it together as an integral sphere.

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The essence and purpose of the new education is the actual development of the general, generic abilities of a person, the development of universal ways of activity and thinking.

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psychological and pedagogical design of developing educational processes within a certain age interval, creating conditions for a person to become a true subject of his own life and activity: in particular, learning - as development common ways activities; formation - as the development of perfect forms of culture; upbringing - as the development of the norms of the hostel in different types communities of people. socio-pedagogical design of educational institutions and developing educational environments, adequate to certain types of educational processes; and most importantly - adequate to the traditions, way of life and prospects for the development of a particular region of Russia. proper pedagogical design - as the construction of a developing educational practice, educational programs and technologies, ways and means of pedagogical activity.

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at the level of an individual teacher - this is the design of educational programs, including educational, educational, pedagogical subprograms; at the level of the head of the educational structure - this is the design of the type of education provided by the system of specific educational programs; at the level of management in education is the design of development programs educational structures different types, the set of which is adequate to the available contingent of children, pupils, students; at the level of policy in education, it is the design of the educational system as a socio-cultural infrastructure of a particular region or country as a whole.

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In science, these prospects are associated with more ambitious than today, the bases for the implementation of the main directions of design and research activities; First of all, these are the humanitarian and anthropological foundations for the formation and development of a person in the space of education. Only in this case meaningful methodology for designing and researching innovative education is possible; general theory development of individual subjectivity and child-adult communities in educational processes; technology for the implementation and examination of multi-scale innovative educational projects. In system vocational education And professional development: this is a consistent introduction to the content of the education culture of designing innovative educational practices; this is the formation of psychological literacy, more broadly - the psychological culture of pedagogical work; this is the development of the norms and culture of managing the development of education, the activities of professional pedagogical teams. In the field of educational policy: this is responsible state and public support scientific projects and programs related to the design of innovative developing and developing education in Russia.

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Slobodchikov Viktor Ivanovich, Corresponding Member of the Russian Academy of Education, Doctor of Psychology, Professor, Director of the Institute for the Development of Preschool Education of the Russian Academy of Education