Blog

Latest Industry News

At the end of the lesson-seminar the teacher conducts independent work.

At the end of the lesson-seminar the teacher conducts independent work.

At the end of the lesson-seminar the teacher conducts independent work.

In the lesson-test the mastered material is generalized and systematized. Between subject generalization and systematization of knowledge is carried out in the lesson of protection of creative tasks. Such lessons are conducted after studying large sections in chemistry, biology, physics, geography and other related disciplines. Students receive thematic creative tasks for these lessons in advance. They work in groups to solve them. At the lesson, the group leader announces the work done. The teacher summarizes the discussion of this option for solving the problem. Workshops are conducted according to the traditional system.

Teacher-philologist E. Ilyin focuses on:

search props (connection with life); construction of a lesson on the basis of “bright constructive detail”, a difficult “moral question”, creative reception; art is a question that encourages the courage to speak out.

The following aspects are also important:

ask – I answer; surprised – saw!; to gain attention; about everything and with everyone; learn to cooperate.

In the experience of educators-innovators, the features that distinguish their pedagogical activity and reveal their individuality are clearly traced. However, their work has common features, in particular the following ideas of pedagogy of cooperation:

using the richness of relationships in the team for educational purposes; consideration of forms and methods of work in such a way that children are brought up together; instilling in students the ability to analyze their activities and relationships; unity of teachers and students in the educational process; learning without coercion; optimistic view of the student, his abilities; formation of the student’s objective self-esteem and attitude to the surrounding reality.

Implementation of the achievements of pedagogical science in school practice

During the cardinal political, social and economic changes taking place in the Ukrainian society, the role of pedagogical science grows. It determines the purpose and content, forms and methods of education and preparation of the younger generation for life and work, affects the development and improvement of the national school and education. During the development of the national school, the development of theoretical problems of education and training, practical ways to improve the quality of the educational process should fully meet the needs of practice.

Speaking about the need to implement the results of pedagogical research in the practice of school work, involving teachers in scientific research, teacher A. Furman said: “For the average or even low level of education in secondary school are primarily responsible for our scientists, scientists. A school that builds its work on instructions or orders will never become the social institution in which a new productive force is hardened. The way to the school of the XXI century is through a fundamental experiment with the participation of the country’s creatively thinking scientific potential. “

The implementation of the achievements of pedagogical science involves the mastery of a wide range of teachers, educators and school principals of the results of new pedagogical research, developed on their basis, practical compare and contrast essay now 123 help recommendations and methods of their application. The ideas of pedagogical science can be put into practice by an individual teacher (subject teacher, class teacher, educator, school principal or his deputy) and a group of people (methodical association of class teachers or subject teachers), the whole teaching staff.

Specific achievements are put into practice in the following stages:

preparation of scientific and methodical recommendations and development of necessary documentation for school employees; conducting instructional and methodological meetings with school management and active teachers; distribution of functions between all participants; providing operational assistance to school management in planning and conducting methodological training and self-education of teachers on the implemented problem; clear definition of the main of implementation and related methodological training to make it accessible to teachers stages; designing a system of measures of moral and psychological stimulation of school employees who participate in this process; operational control over the implementation, identification of typical difficulties and shortcomings, making adjustments to the methodological materials, the content of methodological training, the pace and stages of implementation; analysis of the results of implementation at the end of the school year and outlining new prospects for work on this topic.

Experience shows that not everything new, even clearly positive, the teaching staff is enthusiastic. After all, there will always be teachers who look at any innovations with distrust, some are skeptical, and some do not want to change anything in their activities. Therefore it is necessary to convince pedagogical collective of their expediency, having shown:

conditionality of these pedagogical ideas by social needs, requirements which are put before school; what results in teaching and education will be achieved; how the implementation will affect the solution of other educational tasks; the impact of innovations on the improvement and rationalization of the work of teachers and students; continuity of new ideas with those already available in school practice, especially in the best practices of teachers, which will prove the possibility of using them in this school; the results of the experience of other schools that successfully implement this scientific idea; comparative diagrams, schemes, tables proving the effectiveness of new techniques.

At the present stage of development of pedagogical science it is expedient to introduce the following pedagogical innovations into the practice of educational work of the school:

ways to optimize educational work; differentiated learning; methods of preventing and overcoming the pedagogical neglect of students, etc.

One of the forms of implementation is the so-called author’s schools.

An example of such a school is the author’s secondary school No. 80 in Dnipropetrovsk.

The problem the school is working on is “Individualsrealization and differentiation of work with students, parents, teachers on the basis of theoretical and practical achievements of modern foreign and domestic pedagogical and social-psychological science and practice “.

The purpose of this school: in education – to determine what individual features nature has endowed each child and, depending on this, to give her an education, to bring to the profession that best suits her intelligence and abilities; in education – to teach a child to get out of conflict situations with dignity, without moral loss for themselves and for the people around her.

In author’s, experimental classes own system of mastering of knowledge, practical abilities and skills of research and experimental activity, separate kinds of professional preparation, work on new technologies is created. Authorship is understood primarily as a deep study of the student’s personality (his intellectual, psychological, medical, physical data, learning abilities, abilities, inclinations, dreams) and on this basis the development, coordination and implementation of individual plans for his education, upbringing , development with reasonable prediction of all stages of the educational process.

Authorship provides:

work on author’s, experimental and original programs in lessons, elective classes, in group work, etc.; use of non-standard and original approaches to the organization of the educational process; orientation on communication with higher educational institutions, research institutes, out-of-school and other institutions and organizations, training on their basis; serious systematic individual-group work of medical-social-psychological service; targeted work to improve the psychological and pedagogical culture of all participants in the educational process; individual scientific and methodical work with teachers and a combination of control-analytical and methodical aspects; organization of development and leisure centers for students, parents, teachers; removal of discomfort in teaching, student development, teachers’ work; cooperation with the school.

Author’s classes are created on the initiative of the teacher, who later becomes his class teacher.

The basis of the scientific and philosophical concept of the author’s school – love for children, respect for the child, who is at the center of the pedagogical system, appeal to its inner world, reliance on its strengths, inner potential, support and development of healthy in each individual.

Scientific organization of pedagogical work

Scientific organization of pedagogical work (NOPP) is a system of scientifically substantiated measures aimed at systematic improvement of pedagogical work and its conditions, – ensuring maximum efficiency of teaching and educating students with rational use of time, effort, resources of both teachers and students.

NOPP provides the ability to work, improving techniques and methods of work; learn how to work and teach this skill to others; to improve and rationally use working conditions.

NOPP covers the following set of problems: savings, rational use of time, creation and rational use of favorable working and leisure conditions, maximum care for the health and comprehensive development of all participants in the labor process. General content of NOPP – NOP of the teacher, NOP of the student, the scientific organization of pedagogical process as a certain kind of work, NOP in administrative work.

In the scientific organization of the teacher’s work are important organization of time, methods of working with the book, the technique of recording and processing information, methods of selection and storage of finished information.

The teacher absolutely needs to learn to calculate correctly, to distribute time:

he should not plan formal events, he should think about what activities can be combined (checking notebooks and listening to an interesting radio program); outline what others can do as planned; to choose rational methods of execution of the planned; consider the possibility of cooperating with other teachers (conducting class hours in parallel classes), etc.

Since the teacher has to work a lot with different literary sources, he must have different types of reading:

preliminary reading – in the process of reading denote all unfamiliar, foreign words, scientific terms and concepts, so that later you can find out their meaning in a dictionary or reference book; thorough reading – careful re-reading of all material.

Back to top