Innovations in pedagogy and their importance in the development of education. (для урока английского)

Innovations in pedagogy and their importance  in the development of education.

A significant part of school graduates entering the modern labor market is developing a request for a new type of education that integrates gymnasium education, traditional for our school, with real education, that is, allowing, if not to get a profession, then to form an idea of ​​the nature of people's professional labor based on personal experience.

The main problem of education (and not only school education) lies in the contradiction between the ever-increasing volume of information a person needs and the very limited abilities of a person to master this information. Almost all other problems (except for underfunding of schools) are a consequence of this. The amount of information is growing exponentially, and we cannot somehow limit this growth. We also cannot ignore it, this can have very sad consequences both for individuals and for the whole society as a whole. A person's abilities to memorize and process information are not only limited, but due to poor ecology, stress and social problems, they even decrease in comparison with previous generations. Thus, traditional education, based on the transfer of knowledge (that is, assimilated information) from teacher to student not only does not fulfill its main function, but also drives new generations of students into a dead end. School overload is a common problem

In the world around us, there has been an offensive of effective information technologies in education, when information and knowledge can be perceived individually. Today, in education, information and knowledge should not so much be transmitted as created, created and appropriated by students. The goal of education should be to foster the ability to learn as a need for development and self-improvement, as a need to act rationally. Information about the development of the innovation system is presented on the website "school and education"

The criteria for the quality of modern education are the educational achievements of students, to which scientists have assigned:

·  mastering subject knowledge and skills,

·  the ability to apply this knowledge in practice (in various situations of real life, not only in the context of an academic discipline),

·  mastering interdisciplinary skills:

·  communication skills,

·  the ability to work with information presented in various forms (tables, graphs, etc.),

·  mastery of information and communication technologies,

·  the ability to collaborate and work in groups;

·  the ability to learn and improve oneself;

·  ability to solve problems, etc.

Accordingly, the teacher in modern conditions is faced with the tasks of improving the methods, teaching aids and methods of organizing the practical and cognitive activities of students, based on personality-oriented and competence-based approaches.

Modernization of education  - This is a large-scale program of the state, carried out with the active assistance of society. It should lead to the achievement of a new quality of Russian education, which is determined primarily by its compliance with the current and promising needs of the country's modern life. As noted in the Concept for the modernization of Russian education for the period up to 20101, approved by the order of the Government of the Russian Federation of December 29, 2001 (No. organization of pedagogical science, overcoming its isolation from the demands of modern society and advanced educational practice, increasing its role in supporting, designing, and examining educational innovations,in ensuring the continuity of education renewal processes "

Innovation  (innovation) is the process of introducing new transformations into various fields of activity. The result of these transformations is innovation. Any innovations are inevitable, they are generated by changes in society and the logic of the development of society, which involve significant changes in the labor process of all enterprises and organizations every 5-10 years. 

The innovation process usually affects the goals, structure, objectives, technology and human resources of the organization. These internal variables are related to each other, for example, the introduction of computers into the work process will entail changes in the professional and qualification structure of the team, and in the level of tasks to be solved, and in the control system, and even in the very nature of work.

The essence of innovations is the work to achieve new results, means and methods of obtaining them, to overcome backward or routine elements of traditional activities. When introducing innovations in organizations, three  groups of contradictions arise and are resolved :

·  between new and old;

·  contradictions associated with the depth of transformations (is there a radical change, i.e., there is innovation-modernization, or are the traditional methods, forms and principles of work being improved, i.e., there is an innovation-transformation);

·  contradictions associated with the restructuring of the consciousness of workers, since innovations change their interests and value orientations.

In the literature, you can find quite a few classifications of innovations by type. The modern educational space consists of two types of pedagogical processes  - innovative and traditional. Pedagogical innovation  is a theoretically grounded, purposeful and practice-oriented innovation. According to modern educational theory, educational innovation develops in five stages.

The first stage  is the initiation of an innovation and a decision on the need to introduce a certain type of innovation. Initiation can be brought about by the internal motivation of the leader of the organization, but most likely the reason is external or internal pressure: an order from the ministry, an order from the industry for a new specialist, changes and processes within the organization itself. Normally, the innovation strategy and analytical work on its implementation should be carried out by a leader in the rank of rector, vice-rector and dean (director, head teacher) In practice, however, the initiative for innovation often comes not from above, but from below - from educators-innovators.

The second stage  is theoretical, i.e. substantiation and study of innovations on the basis of psychological and pedagogical analysis, forecasting how the innovation process will develop and what are its negative and positive consequences (economic, legal, etc.). This stage is the most difficult, since pedagogical reflections and the ability to "think a different pedagogical reality" (G.P. Shchedrovitsky) suggest:

·  possession of psychological and pedagogical theory;

·  the ability to build your ideas into a single concept;

·  justification of the necessity or inevitability of innovation;

·  highlighting factors contributing to the introduction of innovation.

This stage also presupposes information support of the planned innovation. Careful work at the second stage entails success at the stage of introducing innovations into the pedagogical process.

The third stage  - organizational and practical - is the creation of new structures that contribute to the development of innovation: laboratories, experimental groups, etc. These structures must be mobile, autonomous and independent. At this stage, it is important to find supporters of the innovative idea, especially from among those who are influential and authoritative in the organization. In addition, it is necessary to anticipate the attitude to innovation of many other employees from among those who are directly affected by these innovations. This stage of the innovation process ends with the conviction of most members of the organization of the need for innovation and the creation of a favorable emotional and motivational background.

The fourth stage  - analytical - is the generalization and analysis of the resulting model. At this stage, it is necessary to realize at what level the innovation process is carried out; to correlate the state of the educational institution as a whole (or the state of teaching a specific subject) with the prognostic state that was supposed to be achieved as a result of the innovation. If the match did not take place, it is necessary to find an answer to the question: why?

The fifth stage  is implementation, it can be trial, and then complete. Success at this stage depends on three factors:

1.   from the material and technical base of the educational institution (or educational environment) where the innovation is carried out;

2.   from the qualifications of teachers and managers, from their attitude to innovation in general, from their creative activity;

3.   from the moral and psychological climate in the organization (the degree of conflict, the degree of cohesion of employees, staff turnover, public assessment of their work, etc.).

What are the goals and objectives of teachers who use innovations in teaching? Attention to various kinds of innovations is primarily due to the need to achieve a stable interest of students in the subject being studied, to bring education closer to the practical needs of students. Today there is a variety of new teaching methods and technologies used. At the same time, the problem of their definition arises. In modern pedagogy, three types of such technologies are distinguished: radical (restructuring of the learning process or a large part of it); combined (combining a number of known elements or technologies into a new technology or teaching method); modifying (improving the method or technology of teaching without significantly changing them). The development of innovative technologies takes place in the following areas: 

1.   searches in the line of reproductive education (“individually prescribed” training, personified, as well as “team-individual” training);

2.   searches along the line of research training (the learning process is built as a search for cognitive-applied, practical information);

3.   development of models for educational discussion;

4.   organization of training based on game models (including simulation and role modeling in the educational process).

Thus, innovative activity is understood broadly enough, practically without distinguishing between innovative and non-traditional methods and technologies of teaching. The main logic of innovative teaching is that educational work is built from complex to simple (the principle of reduction by R. Descartes) and, what is important to emphasize, is based on the belief that all people are talented from childhood. Innovative learning equates to a type of research work. The basis of its effectiveness is the organization of group problem solving, since positive changes in a person occur within a social group and thanks to its efforts, in his opinion, from "action to knowledge." At the same time, the reserve capabilities of consciousness, psyche and thinking are maximally activated and used.