Educational technologies for additional education. Modern pedagogical technologies in the institution of additional education for children. Project learning technology

State budgetary general educational institution"Klintsovskaya cadet school" Young rescuer "named after Hero of the Soviet Union S.I. Postevoy "

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« Modern educational technologies in additional education »

You cannot impose on the child the desire for creativity, make him think, but you can offer him different ways to achieve the goal and help him achieve it.

The word - "technology" comes from the Greek techno - it means art, craftsmanship, skill and logos - science, law. Literally "technology" is the science of craftsmanship.

Educational models (technologies) are classified based on their nature learning activities... They are distinguished by two:

1. reproductive activity (traditional).

In the reproductive teaching method, the following features are distinguished:

1) knowledge is offered to students in a “ready-made” form;

2) the teacher not only communicates knowledge, but also explains it;

3) students consciously assimilate knowledge, understand it and remember it. The criterion for assimilation is the correct reproduction (reproduction) of knowledge;

4) the necessary strength of assimilation is provided by repeated repetition of knowledge.

The main advantage of this method is economy. It provides the ability to transfer a significant amount of knowledge and skills in the shortest possible time and with little effort. Human activities can be reproductive, executive, or creative. Reproductive activity precedes creative activity, therefore it is impossible to ignore it in training, just as it is impossible to be overly involved in it. The reproductive method must be combined with other methods.

2. Productive, search, aimed at the formation of new knowledge directly by the students themselves, here the teacher acts only as a guide.

The essence of productive activity is expressed in the following characteristic features:

1) knowledge is not offered to students in a “ready-made” form, they need to be obtained on their own;

2) the teacher organizes not the communication or presentation of knowledge, but the search for new knowledge using a variety of means;

3) students, under the guidance of a teacher, independently reason, solve emerging cognitive tasks, create and resolve problem situations, analyze, compare, generalize, draw conclusions, etc., as a result of which conscious solid knowledge is formed in them.

So, let's take a look at modern educational technologies based on these approaches and methods.

This is not to say that we do not use completely modern educational technologies, many of you use elements of one technology or another in your activities, now you will understand this.

In the institution additional education children, unlike the school, have all the conditions for dividing children according to their individual characteristics and interests; teach everyone in different ways, adjusting the content and teaching methods depending on the level of mental development and the specific capabilities, abilities and needs of each child.

A condition for the effectiveness of the development of any curriculum in additional education is the child's enthusiasm for the activity that he chooses. Therefore, in the system of additional education, a curriculum is created for each student.

In additional education, there is no strict regulation of activities, but voluntary and humanistic relationships between children and adults, comfort for creativity and individual development make it possible to introduce personality-oriented technologies into practice.

Personality-oriented learning technology

The goal of the technology of student-centered learning is the maximum development (and not the formation of predetermined) individual cognitive abilities child based on the use of his existing life experience.

In accordance with this technology, an individual educational program is drawn up for each student, which, unlike the educational one, is individual in nature, is based on the characteristics inherent in this student, flexibly adapts to his capabilities and development dynamics, (for example, work with gifted children, disabled children, many teachers include individual training in their educational program).

In the technology of student-centered learning, the center of the entire educational system is the individuality of the child's personality, therefore, the methodological basis of this technology is the differentiation and individualization of learning.

Individualization of training – a fundamental characteristic of additional education for children. Due to the organizational forms used in it and the different nature of motivation, various personality-oriented practices have become its generic feature.

Learning individualization technology (adaptive)

Such a teaching technology in which an individual approach and an individual form of training are priority.

In an institution of additional education for children, several options can be used to take into account the individual characteristics and capabilities of students:

Acquisition of educational groups of a homogeneous composition (by sex, age, social status).

Intra-group differentiation for organizing training in different levels if it is impossible to form a full group in the direction.

Profile training, initial vocational and pre-vocational training in senior groups (Economics, video art, design, etc.).

The main advantage of individual learning is that it allows you to adapt the content, methods, forms, pace of learning to the individual characteristics of each student, to monitor his progress in learning, to make the necessary adjustments. This allows the student to work economically, control their costs, which guarantees success in learning. At school, individual education is used to a limited extent.

Group technologies .

Group technologies imply the organization of joint actions, communication, communication, mutual understanding, mutual assistance, mutual correction.

The modern level of additional education is characterized by the fact that group technologies are widely used in its practice. The levels of collective activity in the group can be distinguished:

simultaneous work with the whole group;

work in pairs;

group work on the principles of differentiation.

The peculiarities of group technology are that study group divided into subgroups for solving and performing specific tasks; the task is performed in such a way that the contribution of each student is visible. The composition of the group may vary depending on the purpose of the activity.

During group work, the teacher performs various functions: supervises, answers questions, regulates disputes, and provides assistance.

Learning is carried out through communication in dynamic groups, where everyone teaches everyone. Working in pairs of a shift team allows trainees to develop independence and communication.

The technology of collective creative activity

There are technologies in which the achievement of a creative level is a priority goal. The most fruitful use in the system of additional educationThe technology of collective creative activity.

The technology presupposes such an organization of joint activities of children and adults, in which all members of the team participate in the planning, preparation, implementation and analysis of any case.

Objectives of the KTD technology:

Reveal, take into account, develop the creative abilities of children and involve them in a variety of creative activities;

To educate a socially active creative personality and to promote the organization of social creativity aimed at serving people in specific social situations.

Evaluation of results - praise for initiative, publication of work, exhibition, rewarding, conferring a title, etc. To evaluate the results, special creative books are developed, where achievements and successes are noted.

We can talk about some of the principles of organizing a collective work as a creative one. These are the principles of competition, play, improvisation, which work because they are based on deep psychological foundations: a person's needs for self-affirmation, self-expression, communication.

There are a great many specific forms of KTD. True, if you look closely at such lists, you quickly find repeating organization schemes behind different names. Let's call these schemes techniques - "fight", "defense", "relay race", "travel", role-playing game.

Labor affairs: labor attack, labor landing, gift to distant friends, raid, labor factory.

In labor KTD pupils and their older friends carry out care through labor-creativity. The focus of educators is on the development of labor culture, the development of a moral attitude to work, property, material wealth of our society, to such sides. the surrounding life that need practical improvement and that can be improved either on their own or by helping other people.

The goal of labor KTD is to enrich the knowledge of children about the environment, develop views on work as the main source of a joyful life, foster the desire to contribute to improving reality, as well as the ability and habit to really, in fact, take care of close and distant people, work independently and creatively.

The enrichment of pupils with work experience occurs in conjunction with other types of socially valuable practice.

Cognitive affairs: evening (collection) of funny tasks, evening (collection) - travel, evening (collection) of solved and unsolved mysteries, city of funny masters, defense of fantastic projects, press fight, press conference, story - relay race, meeting - debate, tournament - quiz, tournament of experts, oral journal (almanac).

Cognitive KTDs have the richest opportunities for the development of such personality traits in schoolchildren as the desire for cognition of the unknown, purposefulness, perseverance, observation and curiosity, inquisitiveness of the mind, creative imagination, comradely solicitude, and spiritual generosity.

For example, a tournament of experts - an educational business-review, is held by several teams, each of which in turn organizes a creative competition (its own round) between the rest of the participants. The tournament of experts can be held in the classroom (between links, teams) or between class teams, as well as between the combined teams of senior and junior. (Press center, org. Mass department)

Artistic affairs. Examples of KTD: Ringing of songs. Concert - "lightning". Puppet show. Literary and art competitions. Tournament of Connoisseurs of Poetry. Relay of your favorite activities. Relay - "chamomile".

For example. Ringing of songs is a massive review game, the participants of which, making up several teams, alternately (in a circle) perform songs on a chosen topic.

Research (problem) learning technology , in which the organization of classes involves the creation under the guidance of a teacher problem situations and active work students by their permission, as a result of which there is a mastery of knowledge, skills and abilities; educational process is built as a search for new cognitive landmarks.

The child independently comprehends the leading concepts and ideas, and does not receive them from the teacher in a finished form.

Problem-based learning technology assumes the following organization:

The teacher creates a problem situation, directs students to solve it, organizes the search for a solution.

The student is placed in the position of the subject of his learning, resolves a problem situation, as a result of which he acquires new knowledge and masters new methods of action.

A feature of this approach is the implementation of the idea of "learning through discovery": the child must himself discover a phenomenon, law, regularity, properties, a way to solve a problem, find an answer to a question unknown to him. At the same time, in his activity, he can rely on the tools of knowledge, build hypotheses, test them and find a way to the correct solution.

According to the specifics of problematic tasks, there are three types of problem learning:

Theoretical research. Training is based on the proposal and solution of theoretical educational problems by students. For example, at the beginning of the lesson "About the life of plants" the problem is posed "Why the root and stem grow in opposite directions", but the teacher does not give a ready-made answer, but tells how science went to this truth, reports on hypotheses and experiments that were done to test hypotheses about the causes of this phenomenon; the learners themselves must answer this question.

Finding a practical solution (practical creativity), i.e. ways of applying acquired knowledge in an unknown situation: design, discovery, invention. Training is based on the proposal and solution of practical learning problems and situations.

Development of artistic solutions (artistic creativity) based on the ability of artistic perception and display of reality based on creative imagination, musical, visual, theatrical and other skills. (For example, write a fairy tale about how mathematics helps us in life; staging scenes when learning a foreign language, etc.)

Game technology

Game technology have the means to activate and intensify the activities of students. They are based on pedagogical game as the main activity aimed at assimilating social experience.

There are the following classifications of pedagogical games:

By type of activity (physical, intellectual, labor, social, psychological);

By the nature of the pedagogical process (teaching, training, cognitive, training, controlling, cognitive, developing, reproductive, creative, communicative, etc.);

According to the game methodology (plot, role-playing, business, imitation, etc.);

In the gaming environment (with and without an object, desktop, indoor, outdoor, computer, etc.).

The goals of gaming technology education are broad:

Didactic: broadening one's horizons, applying ZUN in practice, developing certain skills and abilities;

Educational: education of independence, cooperation, sociability, communication;

Developing: development of personality traits and structures;

Social: familiarization with the norms and values of society, adaptation to environmental conditions.

Programmed learning technology

It arose in the early 50s, when the American psychologist B. Skinner proposed to increase the efficiency of assimilation teaching material, building it as a sequential program for feeding and controlling portions of information.

The technology of programmed teaching assumes the assimilation of the programmed educational material with the help of teaching devices (computers, programmed textbooks, etc.).The main feature of the technology is that all the material is fed in a strictly algorithmic order in relatively small portions.

As a kind of programmed learning emerged block and modular training.

Block learning is carried out on the basis of a flexible program andconsists of sequentially executed blocks that guarantee the assimilation of a certain topic:

information block;

test information block (checking the learned material);

correction and information block;

problem block (solving problems based on the knowledge gained);

check and correction unit.

Modular training (P.Yu. Tsyaviene, Trump, M.Choshanov) is an individualized self-study, in which a curriculum made up of modules is used.

A module is a functional unit, which is a training program, individualized according to the activities performed.

The module represents the content of the course in three levels: complete, abbreviated, in-depth. The student chooses any level for himself. Learning content is presented in complete blocks; each student receives written recommendations from the teacher on how to act, where to look for the necessary material; the student works a maximum of time independently, which gives him the opportunity to become aware of himself in the process of performing the activity.

The essence of modular training is that the student independently achieves specific goals of educational and cognitive activities in the process of working with the module.

Another option for programmed learning is the technology of complete assimilation of knowledge, which was proposed by foreign authors: B. Bloom, J. Carroll, J. Block, L. Anderson.

They put forward a hypothesis: the student's abilities are determined under conditions optimally selected for a given child, therefore, an adaptive learning system is needed that allows all students to master the program material. That is, the technology of complete assimilation sets a uniform level of mastery of knowledge for all students, but makes the time, methods and forms of training variable for everyone.

Inoperative, who are not able to reach the pre-planned level of ZUN even with a large investment of time;

Talented, who are capable of what the majority cannot cope with; they can learn at a high pace ("5%);

The usual, constituting the majority, their ability to assimilate ZUN are determined by the average expenditure of study time ("90%).

Consequently, 95% of students can fully master the entire content of the study.

In the work on this system, the main feature is the determination of the standard of complete assimilation for the entire course, which must be achieved by all students. When creating educational programs, continuing education teachers make up a list of specific learning outcomes that they seek to obtain.The technology of complete assimilation allows all students to achieve good results, since:

sets a uniform level of knowledge, skills and abilities for all children, but makes time, methods, forms, working conditions variable for each student, that is, differentiated conditions for mastering educational material are created;

the success of each student is compared with the established benchmark;

each student receives the necessary help;

diagnostic tests allow you to adjust the work of children.

Project learning technology

The technology of project education is an alternative technology that is opposed to the classroom-lesson system, in which ready-made knowledge is not given, but the technology of protecting individual projects is used. Project learning is indirect, and not only the result is valuable here, but to a greater extent the process itself.

A project is literally "thrown forward", that is, a prototype, a prototype of an object, type of activity, and design turns into the process of creating a project. Effectiveness of application project activities in additional education is that:

1) creative thinking develops

2) the role of the teacher is changing qualitatively: his dominant role in the process of appropriating knowledge and experience is eliminated, he has not only and not so much to teach, but to help the child to learn, to direct his cognitive activity.

3) elements of research activities are introduced;

4) personal qualities of pupils are formed, which develop only in activity and cannot be learned verbally (in group projects, when a small team "works" and in the process of its joint activity a joint product appears, hence the ability to work in a team, to take responsibility for the choice , decision, share responsibility, analyze the results of activities, the ability to feel like a member of a team - to subordinate your temperament, character, time to the interests of a common cause);

5) pupils are included in the “acquisition of knowledge” and their logical application (personal qualities are formed - the ability to reflect and self-esteem, the ability to make a choice and comprehend both the consequences of this choice and the results of their own activities).

The teacher turns into a curator or consultant:

helps trainees in finding sources;

itself is a source of information;

supports and encourages learners;

coordinates and corrects the entire process;

maintains continuous feedback.

Typology of projects

Projects differ in the following ways:

1. What activity dominates in the project: research, search, creative, role-playing, applied (practice-oriented), orientation-oriented, etc.

2. Subject-content area: monoproject (within one area of knowledge); interdisciplinary project.

3. by the nature of project coordination: direct (rigid, flexible), hidden (implicit, imitating a project participant).

4.by the nature of contacts (among the participants of one school, class, city, region, country, different countries the world).

5. The number of project participants.

6. The duration of the project (within one lesson; several lessons; month, year, etc.)

The result of the project activity is, first of all, the course of the activity itself (the activity itself), and the product (pillow toy, rug toy) is one of the embodiments of the idea, it helps to imagine what the idea of solving the project problem was.

Conclusion

All teaching, developmental, educational, social technologies used in the additional education of children are aimed at:

Wake up the activity of children;

Equip them with the best ways to carry out activities;

Bring this activity to the creative process;

Rely on the independence, activity and communication of children.

New pedagogical technologies can radically restructure the learning process. In the context of additional education, the child develops by participating in play, cognitive, work activities, therefore the goal of introducing innovative technologies is to make children feel the joy of work in learning, to awaken self-esteem in their hearts, to solve the social problem of developing the abilities of each student by including him in an active activity, bringing ideas on the topic under study to the formation of stable concepts and skills.

Modern technologies in the work of additional education for children are combined with everything valuable that has been accumulated in domestic and foreign experience, in family and folk pedagogy, they allow you to choose the most effective ways and methods of organizing the activities of children and create the most comfortable conditions for their communication, activity and self-development.

Literature

Evladova E.B., Loginova L.G., Mikhailova N.N.Additional education for children: Textbook for students. institutions of environments. prof. education. - M .: Humanit. ed. center VLADOS

Dmitrenko T.A.Educational technologies in the system of higher education / Pedagogy

Barkhaev B.P. Pedagogical technologies of education and development // School technologies.

Bespalko V.P. Components of pedagogical technology.

Bolotova M.I. Organization of family leisure in the educational environment of an institution of additional education for children: teaching aid. Moscow: Publishing house "Sputnik +"

Builova L.N. Modern pedagogical technologies in additional education of children

Monakhov V.M. Methodology for designing pedagogical technology (axiomatic aspect) // School technologies

13. Tamberg Yu.G. TRIZ technology concept. - V. Novgorod

Olesya Dyundik
Consultation "Modern pedagogical technologies in additional education"

I work in an institution additional education for children... Unlike the school, there are all the conditions for dividing children according to their individual characteristics and interests; teach everyone in different ways, adjusting the content and teaching methods depending on the level of mental development and the specific capabilities, abilities and needs of each child. By its specifics educational institution process additional education children have a developing character, that is, it is aimed primarily at the development of natural inclinations, at the realization of the interests of children and at the development of their general, creative and special abilities.

IN further education there is no strict regulation of activities, but voluntary and humanistic relationships between children and adults, comfort for creativity and individual development make it possible to introduce personality-oriented technologies.

That is, at each lesson I carry out an individual approach to children. An individual form of study is also sometimes used. (technology individualization of training).

Such technology allows you to adapt the content, methods, forms, pace of learning to the individual characteristics of each student, monitor his progress in learning, and make the necessary adjustments. (In school, one-to-one tuition is limited).

Also, along with technology individual training, I use in the classroom and group technologies... That is, I organize joint actions, communication, mutual understanding, mutual assistance, mutual correction of students.

Group technologies are widely used by me in practice. So, in the group

Simultaneous work with the whole group;

Working in pairs;

Group work based on the principles of differentiation.

For example, to complete a specific task, the study group is divided into subgroups. And it turns out that each child is involved and his contribution is visible.

Learning is carried out through communication in dynamic groups, where everyone teaches everyone. And work in pairs of a shift composition allows students to develop independence and communication.

Technology collective creative activity.

I also use it fruitfully technology collective creative activity

That is, the organization of joint activities of children and adults, children of younger and older age. It turns out that everyone in the team participates in the planning, preparation, implementation and analysis of any business.

I will give some forms KTD:

Labor affairs: it can be a labor force, a gift to friends, a raid, etc.

In labor KTD pupils and their older friends carry out care through labor-creativity. So, together with the guys we spend stock: "Mercy" and "A gift to a soldier-internationalist" where children make souvenirs, postcards with wishes with their own hands and personally present them. Such labor matters foster the desire to contribute to the improvement of reality, as well as the ability and habit to really, in fact, take care of close and distant people, as well as to work independently and creatively.

Cognitive affairs: these are various tournaments - quizzes, expert tournaments, defense of some projects, etc.

Artistic affairs. Concerts. Puppet show. Literary and art competitions. We take part in competitions and, along with individual works, we do collective work.

Sports affairs: fun sports day, lightning.

Since I work with schoolchildren mainly of the junior level, then without the use of game technologies activity is unthinkable. Ped. games stimulate student activity.

Educational games differ in:

By type of activity (physical, intellectual, labor).

The nature pedagogical process(educational, training, cognitive, developmental, creative, etc.);

According to the game method (plot, role-playing, business, imitation, etc.);

By gaming environment (with or without an object, desktop, indoor, outdoor, computer, etc.).

By subject area (mathematical, ecological, historical, geographical, etc.)

Objectives of the game technologies are vast:

- didactic: broadening one's horizons, applying ZUN in practice, developing certain skills and abilities;

-educational: education of independence, cooperation, sociability, communication;

-developmental: development of personality traits;

-social: familiarization with the norms and values of society, adaptation to environmental conditions.

In my daily work with children, I use health-preserving technologies including exercises:

To relax and strengthen the muscles of the eyes;

To strengthen the muscles of the upper shoulder girdle and back;

Muscle relaxation;

Finger gymnastics;

Improvement of motor activity in rhythmic exercises and outdoor games.

Taking into account the requirements of health-preserving technologies, to preserve the health of students and effective work in the classroom, dynamic pauses, physical education, minutes of relaxation are used. In order to teach children to take care of their health, I conduct conversations that are directly related to the concepts "healthy Lifestyle» , "Safe behavior on the road, in the forest"... In my classes, I constantly monitor compliance with the rules technicians safety and sanitary and hygienic requirements, which are aimed at preventing injuries and maintaining the health of students. So way health-saving technologies contribute to the strengthening and preservation of children's health, develop the creative potential of children, relieve stress and increase interest in classes.

So, summing up all of the above, I would like to repeat that all technology-educational, developing, educational are aimed at to:

Wake up the activity of children;

Equip them with the best ways to carry out activities;

Rely on the independence, activity and communication of children.

And the main thing is that educator was able to independently analyze his work, identify shortcomings, determine their causes and work out ways to correct them, (as they say - the one who does not make mistakes is not mistaken).

Related publications:

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The use of socio-game technology in preschool educational institutions. Seminar "Modern social and game pedagogical technologies" Methodical Service MBDOU kindergarten combined type №4 "Polyanka" Seminar for teachers and senior educators of the urban district.

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Introduction

The modern education reform in Russia, associated with the implementation of a person-centered approach, has caused a number of serious changes in the practice of teaching and raising children, which is customary for us:

· Updating the content of education;

· Introduction of new pedagogical technologies that ensure personal development.

Difficult, sometimes contradictory, but inevitable transformations are reflected in the activities of institutions of additional education for children. And if the content of education in them has undergone significant changes, then educational technologies are being updated slowly: the traditional system is firmly entrenched, and many are struggling with new technologies.

Pedagogical technologies of additional education for children are focused on solving complex psychological and pedagogical problems: to teach a child to work independently, communicate with children and adults, predict and evaluate the results of their work, look for the causes of difficulties and be able to overcome them.

An institution of additional education for children is a special institution that should become not just a place for teaching children, but a space for various forms of communication.

The technological creativity of a teacher is not a new phenomenon. Each technique always contains elements of technology. But today, pedagogical technologies are used a lot. How to choose your own among them? How to transfer “someone else's” teaching technology to the conditions of additional education? In addition, knowledge of modern pedagogical technologies, the ability to navigate in their wide range is a condition for the successful work of a teacher today. And this is understandable: after all, any technology, first of all, answers the question: how to achieve the planned result?

The role of the teacher in additional education should be in organizing the natural activities of children and the ability to pedagogically competently manage the system of relationships in this activity.

Modern pedagogical technologies in the field of additional education for children

An experience practical use modern pedagogical technologies in the additional education of children is the experience of transformation and adaptation of the standards of the organization of the educational process, developed by scientists and practitioners for use in secondary and high school... Additional education as a special educational institution has its own pedagogical technologies for the development of the child's creative activity, for self-development and self-realization. The mass school for the most part uses information, teaching technologies based on intelligence. One of the mistakes of the modern school is that the heads of students are overloaded with knowledge, their role is exaggerated, they act as an end in itself, and not as a means of developing the child's abilities. The methods of activity of children often remain outside the field of vision of the teacher. Educational tasks are mainly of a reproductive nature, are reduced to performing actions according to a model, which overloads the memory and does not develop the student's thinking. An institution of additional education for children, in contrast to a mass school, should divide children according to their individual characteristics and interests, teach everyone in different ways, and the content and methods of teaching should be based on the level of mental development and adjusted depending on the specific capabilities, abilities and needs of the child. As a result, optimal conditions for development should be created for most children: they will be able to realize their abilities and master the programs. But in reality, this is not always the case. As the analysis shows, most of the lessons by teachers of additional education are modeled in a traditional monologue form according to the classic classroom-lesson scheme. The prevailing trend is to imitate school education, to formally use traditional educational technologies. And this must be overcome using the advantages of the system of additional education.

The activities of the institution of additional education for children are based on such principles as:

· Differentiation, individualization, variability of education;

Development of the creative abilities of children, expressed in the fact that in the organized educational activities creativity dominates and creativity is considered as a unique criterion for assessing personality and relationships in a team;

· Taking into account the real possibilities and conditions for the provision of educational programs with material, technological, human and financial resources;

· Taking into account the age and individual characteristics of students when they are included in various activities;

· Orientation to the needs of society and the personality of the student;

· Possible adjustment of the curriculum, taking into account the changing conditions and requirements for the level of education of the individual, the possibility of adapting students to the modern socio-cultural environment.

Personal approach in working with students

personal educational additional children

The personal approach to the child, which is the basis of cooperation pedagogy, places the development of the child's personality, his inner world, where undeveloped abilities and opportunities, undiscovered talents and potencies are hidden, at the center of additional education. The purpose of additional education is to awaken these inner forces of the child and use them for the fuller development of his personality.

Collaborative pedagogy presupposes a humane attitude towards children, which includes:

The teacher's interest in their fate;

Cooperation, communication,

Lack of coercion, punishment, evaluation, prohibitions, oppressing the personality;

Treating a child as a unique person (“there is a miracle in every child”);

Tolerance for childhood shortcomings, faith in the child and in his strength ("all children are talented").

The pedagogy of cooperation is unthinkable without the democratization of relations in the institution of additional education for children, which states:

The child's right to freely choose the direction of activity, time of classes, volume and level of complexity of educational material, teacher, etc .;

The right of each participant in the educational process to their own point of view;

Creation of situations of success, approval, support, benevolence ("learning brings joy");

Informal style of relations between a teacher and children.

The new interpretation of the individualization of learning in the pedagogy of cooperation is that in the education system go not from the subject, but from the child to the subject, take into account and develop his potential to take into account the abilities of children and design individual programs for their development.

An interesting case, in which the child becomes a participant, has great social significance and influences him, because:

Social and emotional experience is acquired;

Focus is on social significance what is happening;

The socio-cultural value of the common cause is highlighted;

Real interaction of the child with other children is carried out, which is supported by friendship, communication;

The ability to interact with people is being formed.

Therefore, a teacher in additional education has a stronger influence on children than at school. Hence - increased requirements for the personal qualities of the teacher. The educational specifics of additional education for children is based on the paradigm of developing personality-oriented learning, aimed at the development of each student, at the humanization of relations between teachers, children and parents, built on universal human values. Its essence lies in considering the child not as a means, but as the goal of education, i.e. make it the subject of training, education and development.

Application of an individual approach in the modern world

At the present stage, he sets serious tasks for the teaching staff, predetermined by the peculiarities of social development, which requires modern cadres. In accordance with this, the requirements for future specialists are increasing. He is required to be able to quickly adapt to a changing environment, to make decisions in a non-standard environment. In this regard, an important role is assigned to an individual approach to students, which allows you to form an active, proactive, independent personality, striving to improve their cultural and professional level. Individual educational and cognitive activity should be considered taking into account its pedagogical laws, structure and content, rational organization and improving the quality and accessibility of education. Currently, the dominant position in educational activities is occupied by a personality-oriented process of cognition, close to the needs, interests, inclinations and abilities of students.

IN modern science an individual approach is considered as a means of solving the main contradictions of the educational process: between the social form of culture's existence and the individual form of appropriation, between the collective form of teaching and individual characteristics of cognition.

An individual approach within the framework of traditional education is based on knowledge of anatomical, physiological and psychological, age and individual characteristics: temperament; character; health conditions; age features associated with the natural development of the body, and taking these features into account different types activities.

An individual approach consists in pedagogical support for the development of a student, based on a deep knowledge of the traits of his personality and his life. When we talk about an individual approach, we do not mean the adaptation of goals and basic content and upbringing to an individual student, but the adaptation of forms and methods of pedagogical interaction to individual characteristics in order to ensure the projected level of personality development. An individual approach creates the most favorable opportunities for the development of cognitive powers, activity, inclination and talents of each student. “Difficult” pupils, low-performing schoolchildren, as well as creative gifted children are especially in need of an individual approach. Just as children differ in their physical qualities, so are the strengths required for mental work. The teacher's competence plays a significant role in the implementation of an individual approach. The teaching profession is both transformative and managerial. And in order to manage the development of a personality, you need to be competent. The concept of a teacher's professional competence, therefore, is expressed in the unity of her theoretical and practical readiness to carry out pedagogical activities and characterizes his professionalism. The content of the training of a teacher of a particular specialty is presented in the qualification characteristic - a normative model of the teacher's competence, reflecting the scientifically based composition of professional knowledge, abilities and skills. A qualification characteristic is, in essence, a set of generalized requirements for a teacher at the level of his theoretical and practical experience. In general, psychological and pedagogical knowledge is determined by curricula.

Conclusion

So, let's summarize the results of consideration of this issue. An individual approach is considered one of the most important principles of teaching. He, in contrast to other didactic principles, emphasizes the need for a systematic account of not only the socio-typical, but also individually unique in the personality of each student. An individual approach is an active, formative, developing principle, thereby assuming the creative development of a child's individuality. In this regard, the teacher must take into account the type of temperament, individual characteristics of the trainees. In the process of individual training, potential opportunities and immediate prospects for personality development are diagnosed. Value orientations, life plans, personality orientation, of course, are associated with individual characteristics.

Every creatively working teacher faces many problems, over the solution of which he sometimes works all his teaching life. The key ones, in our opinion:

how to ensure the success in learning of each student;

how to ensure not the mechanical assimilation of the amount of knowledge, but, first of all, the acquisition of social experience by each student.

The principle of a differentiated approach to learning, but carried out at the individual (subjective) level, can be aimed at resolving the main contradiction of the traditional school associated with the group form of organizing training and the individual nature of the assimilation of knowledge.

This interpretation of the differentiated approach at the individual (subjective) level is due to the following considerations.

Firstly, there is not a single child like another. Everyone has their own individual set of abilities, temperament, character, will, motivation, experience, etc. They develop, change, and are amenable to correction. This means that the individual characteristics of even an individual student cannot be fully taken into account when organizing educational activities.

Secondly, children are not only, and not so much the object of pedagogical influence as the subject of their own activity.

Therefore, speaking about the development of a child, we must first of all keep in mind his self-development.

Bibliography

1. Akimova M.K., Kozlova V.P. Students' individuality and individual approach. M., 2002. An individual approach in the learning process E.S. Rabunsky. M .: Pedagogy, 2000.

2. Makarov, S.P. Individual training technology / S.P. Makarov // Pedagogical Bulletin. 1994. No. 1.

3. Feinberg, S. Each child has its own temperament and character / S. Feinberg // Preschool education. 2010.

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Modern pedagogical technologies in the institution of additional education for children

Modern pedagogical technologies are one of the necessary conditions for the effectiveness of innovative activities of UDOD.

The reform of education in Russia has caused a number of serious changes in the practice of teaching and upbringing children, which is customary for us:

· updating the content of education;

· introduction of new pedagogical technologies that ensure personal development.

An institution of additional education for children is a special institution that should become not just a place for teaching children, but a space for various forms of communication.

The role of the teacher in additional education should be organization of natural activities of children and the ability to pedagogically competently manage a system of relationships in this activity.

The fundamental pedagogical setting of institutions for additional education of children is such a child's upbringing, in which the subject and discipline are not an end in themselves, but a means of forming and improving all facets of the personality: intellect, practical mind, hard work, physical development, character and will for self-realization, in other words - this is a way to penetrate into the richest inner world of a child, to understand and expand its limits.

A condition for the effectiveness of the development of any curriculum in additional education is the child's enthusiasm for the activity that he chooses. You cannot impose on the child the desire for creativity, force him to think, but you can offer him different ways to achieve the goal and help him achieve it, teach him the techniques necessary for this. Therefore, in the system of additional education, a curriculum is created for each student.

The absence of strict regulation of activities in the institutions of additional education for children, the humanistic relationship of participants in voluntary associations of children and adults, the comfort of conditions for the creative and individual development of children, the adaptation of their interests to any area human life create favorable conditions for implementation student-centered technologies into the practice of their activities.

Pedagogical technologies based on a student-centered approach:

Personally-oriented learning (Yakimanskaya I.S.);

Individual training technology (individual approach, individualization of training, project method);

A collective way of learning.

Adaptive learning technologies;

Collaboration pedagogy (“penetrating technology”);

CTD technology;

TRIZ technology;

Problem learning;

Communication technology;

Programmed learning technology;

Game technologies;

Developmental learning technologies;

Personality-oriented technology learning (I.S. Yakimanskaya) combines training(normative-consistent activity of the society) and teaching(individual activity of the child).

Target personality-oriented learning technologies - the maximum development (and not the formation of predetermined) individual cognitive abilities of the child based on the use of his experience of life.

The task of the teacher is not to "give" material, but to awaken interest, to reveal the possibilities of each, to organize joint cognitive, creative activity of each child.

In accordance with this technology, an individual educational program is drawn up for each student, which, unlike the educational one, is individual in nature, based on the characteristics inherent in this child, flexibly adapts to its capabilities and dynamics of development.

Technology of individualization of education (adaptive) – such a teaching technology, in which an individual approach and an individual form of education are priority (Inge Unt, V.D.Shadrikov). The individual approach as a teaching principle is carried out to a certain extent in many technologies, therefore it is considered a penetrating technology.

At school, the individualization of teaching is carried out by the teacher, and in the institution of additional education for children - by the student himself, because he goes to study in the direction that is interesting to him.

In accordance with the indicated provisions in an institution of additional education for children, several options may be applied. taking into account individual characteristics and opportunities for students:

1) Acquisition of study groups of a homogeneous composition from the initial stage of training on the basis of an interview, diagnostics of the dynamic characteristics of a person.

2) Intra-group differentiation for organizing training at different levels when it is impossible to form a full group in the direction.

3) Profile training, initial vocational and pre-vocational training in senior groups based on psychological and pedagogical diagnostics of professional preferences, recommendations of teachers and parents, the interests of students and their success in a certain type of activity.

4) Creation of personalized training programs in areas.

The main advantage of individual learning is that it allows you to adapt the content, methods, forms, pace of learning to the individual characteristics of each student, to monitor his progress in learning, to make the necessary adjustments. This allows the trainee to work economically, control their costs, which guarantees success in training. In the mass school, individual education is used to a limited extent.

Group technologies. Group technologies imply the organization of joint actions, communication, communication, mutual understanding, mutual assistance, mutual correction.

There are the following varieties group technologies: group survey; public review of knowledge; training meeting; discussion; dispute; unconventional pursuits(conference, travel, integrated classes, etc.).

Peculiarities group technologies consist in the fact that the study group is divided into subgroups for solving and performing specific tasks; the task is performed in such a way that the contribution of each student is visible. The composition of the group may vary depending on the purpose of the activity.

The modern level of additional education is characterized by the fact that group technologies are widely used in its practice. Can be distinguished levels of collective action in Group:

· simultaneous work with the whole group;

· Work in pairs;

· group work on the principles of differentiation.

During group work, the teacher performs various functions: supervises, answers questions, regulates disputes, and provides assistance.

Learning is carried out through communication in dynamic groups, with each teaching each. Working in pairs of a replacement team allows you to develop independence and communication.

Group technologyconsists of the following elements:

· setting a training task and briefing on the progress of work;

· planning group work;

· individual performance of the task;

· the discussion of the results;

· reporting the results;

· summing up, general conclusion about the achievements.

There are technologies in which the achievement of a creative level is a priority goal. The most fruitful use in the system of additional education The technology of collective creative activity(I.P. Volkov, I.P. Ivanov) which is widely used in additional education.

The technology is based on organizational principles:

· socially useful orientation of the activities of children and adults;

· cooperation between children and adults;

· romanticism and creativity.

Technology goals:

· to identify, take into account, develop the creative abilities of children and involve them in a variety of creative activities with an output to a specific product that can be fixed (product, model, layout, composition, work, research, etc.)

· education of a socially active creative personality and contributes to the organization of social creativity aimed at serving people in specific social situations.

The motivation for the activities of children is the desire for self-expression and self-improvement. Game, competition and competition are widely used. Collective creative deeds are social creativity aimed at serving people. Their content is caring for a friend, for oneself, for close and distant people in specific practical social situations. The creative activity of groups of different ages is aimed at search, invention and has social significance. The main teaching method is dialogue, verbal communication of equal partners. Classrooms are created as creative laboratories or workshops (biological, physical, linguistic, artistic, technical, etc.), in which children, regardless of age, receive initial vocational training.

There are a great many specific forms of KTD. True, if you look closely at such lists, you quickly find repeating organization schemes behind different names. Let's call these schemes methods - "fight", "defense", "relay", "travel", role-playing game.

Labor affairs:labor attack, labor landing, gift to distant friends, raid, labor factory.

In labor KTD pupils and their older friends carry out care through labor-creativity. The focus of educators is the development of a labor culture, the development of a moral attitude to work, property, material wealth of our society, to those aspects of the surrounding life that need practical improvement and which can be improved either on their own or by helping other people.

The purpose of labor KTD - to enrich the knowledge of children about the environment, to develop views on work as the main source of a joyful life, to foster the desire to contribute to the improvement of reality, as well as the ability and habit to really, in fact, take care of close and distant people, to work independently and creatively.

The enrichment of pupils with work experience occurs in conjunction with other types of socially valuable practice.

Cognitive affairs: evening (collection) of funny tasks, evening (collection) - travel, evening (collection) of solved and unsolved mysteries, city of cheerful masters, defense of fantastic projects, press fight, press conference, story - relay race, meeting - dispute, tournament - quiz , tournament of experts, oral journal (almanac).

For example, tournament of experts- cognitive business-review, carried out by several teams, each of which in turn organizes a creative competition (its own round) between the rest of the participants. The tournament of experts can be held in the classroom (between links, teams) or between class teams, as well as between the combined teams of senior and junior

Artistic affairs. Examples of KTD: Ringing of songs. Concert - "lightning". Puppet show. Literary and art competitions. Tournament of Connoisseurs of Poetry. Relay of your favorite activities. Relay - "chamomile".

For example. Ringing songs - a massive review game, the participants of which, constituting several teams, alternately (in a circle) perform songs on a chosen topic.

Sports affairs: fun sports day, sports day of folk games, "Secret" ("Pathfinders"), etc.

Research (problem) learning technology , in which the organization of classes involves the creation of problem situations under the guidance of a teacher and the active activity of students to resolve them, as a result of which knowledge, skills and abilities are mastered; the educational process is built as a search for new cognitive landmarks.

The child independently comprehends the leading concepts and ideas, and does not receive them from the teacher in a finished form.

Problem-based learning technology involves next organization :

· The teacher creates a problem situation, directs students to solve it, organizes the search for a solution.

· The student is placed in the position of the subject of his learning, resolves a problem situation, as a result of which he acquires new knowledge and masters new ways of action.

Problem learning principles:

Students' independence;

The developing nature of training;

Integration and variability in the application of various fields of knowledge;

The use of didactic algorithmic tasks.

Methodical techniques creating problem situations can be as follows:

The teacher leads children to a contradiction and invites them to find a way to resolve it;

Expresses different points view of the question;

Proposes to consider the phenomenon from different positions;

Encourages children to make comparisons, generalizations, conclusions;

Asks problematic questions, tasks, asks problematic tasks.

A feature of this approach is the implementation of the idea of "learning through discovery": the child must himself discover a phenomenon, law, regularity, properties, a way to solve a problem, find an answer to an unknown question. At the same time, in his activity, he can rely on the tools of knowledge, build hypotheses, test them and find a way to the correct solution.

Carrying out technology training session in accordance with the theory of problem learning (M.I.Makhmutov, I.Ya. Lerner):

· familiarization of students with the lesson plan and problem statement;

· splitting the problem into separate tasks;

· the choice of algorithms for solving problems and the study of the main educational material;

· analysis of the results obtained, formulation of conclusions.

Game technology (Pidkasisty P.I., Elkonin D.B.) have means that activate and intensify the activities of students. They are based on pedagogical play as the main type of activity aimed at assimilating social experience.

There are the following classifications of pedagogical games:

By type of activity (physical, intellectual, labor, social, psychological);

By the nature of the pedagogical process (teaching, training, cognitive, training, controlling, cognitive, developing, reproductive, creative, communicative, etc.);

According to the game methodology (plot, role-playing, business, imitation, etc.);

In the gaming environment (with and without an object, desktop, indoor, outdoor, computer, etc.).

Basic principles of gaming technologies:

Natural and cultural conformity;

Ability to model, dramatize;

Freedom of activity;

Emotional elation;

Equality.

Goals game technology education are extensive:

Didactic: broadening one's horizons, applying ZUN in practice, developing certain skills and abilities;

Educational: education of independence, cooperation, sociability, communication;

Developing: development of personality traits and structures;

Social: familiarization with the norms and values of society, adaptation to environmental conditions.

The ability to participate in the game is not related to age, but the content and features of the methodology for conducting games depend on age.

In their practical work, teachers of additional education often use ready-made, well-developed games with the attached teaching and didactic material. Thematic games are related to the studied material, for example, "Simulation of events from life", "Natural disaster", "Time travel", etc. A feature of such classes is to prepare students for solving vital problems and real difficulties. An imitation of a real life situation is created in which the student needs to act.

Usually the group is divided into subgroups, each of which independently works on a task. Then the results of the activities of the subgroups are discussed, evaluated, and the most interesting developments are determined.

Game technology is used by teachers in working with students of different ages, from the smallest to senior students, and is used in organizing classes in all areas of activity, which helps children to feel themselves in a real situation, to prepare for making decisions in life. All groups of early development of preschoolers use play technologies.

New Information Technology learning

in additional education of children

New information technologies(according to G.K.Selevko) - These are technologies that use special technical information tools (computers, audio, cinema, video).

When computers began to be widely used in education, the term "new information technology of education" appeared. Generally speaking, any educational technology is information technology, since the basis technological process learning is information and its movement (transformation). In our opinion, a better term for learning technologies using a computer is computer technology. Computer (new information) teaching technologies are the processes of preparing and transmitting information to the student, the means of which is a computer.

New information technologies develop the ideas of programmed learning, open up completely new, not yet explored technological options for teaching, associated with the unique capabilities of modern computers and telecommunications.

Computer technology can be implemented in the following options:

I - how penetrating technology (the use of computer training on certain topics, sections for certain didactic tasks).

II - how main, defining, the most significant of the parts used in this technology.

III - how monotechnology (when all training, all management of the educational process, including all types of diagnostics, monitoring, rely on the use of a computer).

The goals of new information technologies:

· Formation of skills to work with information, development of communication skills.

· Personality training for the "information society".

· Providing the child with the opportunity to assimilate as much of the educational material as he can assimilate.

· Formation of research skills in children, the ability to make optimal decisions.

Conceptual provisions of new information technologies:

· Learning is a child's communication with a computer.

· The principle of adaptability: adaptation of the computer to the individual characteristics of the child.

· Dialogue nature of training.

· Controllability: the teacher can correct the learning process at any time.

· The interaction of a child with a computer can be carried out in all types: subject - object, subject - subject, object - subject.

· The optimal combination of individual and group work.

· Maintaining a student's state of psychological comfort when communicating with a computer.

· Unlimited learning: the content, its interpretations and applications are as great as you like.

Conclusion

All teaching, developmental, educational, social technologies used in the additional education of children are aimed at:

Wake up the activity of children;

Equip them with the best ways to carry out activities;

Bring this activity to the creative process;

Rely on the independence, activity and communication of children.

New pedagogical technologies can radically restructure the learning process. In conditions of additional education, the child develops by participating in play, cognitive, work activities, therefore purpose the introduction of innovative technologies - to make children feel the joy of work in learning, to awaken self-esteem in their hearts, to solve the social problem of developing the abilities of each student, by including him in active activity, bringing ideas on the topic under study to the formation of stable concepts and skills.

Successful application new technology depends not on the teacher's ability to implement a certain teaching method in practice, but on the effectiveness and correctness of the application of the chosen method at a certain stage of the lesson, in solving this problem and in working with a specific contingent of children.

But the main thing is that the teacher must be able to independently analyze his work, identify shortcomings, determine their causes and work out ways to correct them, that is, the main professional skills for this work of the teacher are analytical.

Thus, when introducing a new technology into the educational process, a teacher should be able to:

· apply teaching methods and techniques used in this technology;

· conduct and analyze training sessions based on the new technology;

· teach children new ways of working;

· evaluate the results of the introduction of new technology into practice, using the methods of pedagogical diagnostics.

Literature:

1. Anisimov O.S.Training and pedagogical activity in active forms of education. - M., 1989.

2. Bezrukova V.Educational technologies: guidelines for choice. // Director of the school. - No. 8. - 1999

3. Vygotsky L.S.Imagination and creativity in childhood... Psychological sketch. Book for the teacher. - 3rd ed. - M .: Education, 1991

4. Varykhalov A.Yu.Computer technologies in additional education. History, trends, problems. / The path to the child: up the steps of Mastery. - St. Petersburg, 2001.

5. Guzeev V.V.From methodologies to educational technology. // Public education. - 1998. - No. 7

6. Ermolaeva T.I., Loginova L.G. Pedagogical technologies in the field of additional education. - Moscow - Samara, 1998

Educational technologies for additional education. Modern pedagogical technologies in the institution of additional education for children. Project learning technology

Personality-oriented learning technology

The technology of collective creative activity

Game technology

Project learning technology

Typology of projects

Conclusion

Literature

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