Modern pedagogical technologies in secondary schools. Modern innovative technologies in school: advantages and pitfalls

1. In the twentieth century, society makes new demands on education in terms of the formation of a personality ready for action, a personality capable of approaching problem solving from a position of personal involvement.

In turn, the teacher’s tasks also become different. Today in Russian education the principle of variability has been proclaimed, which makes it possible for teaching staff of educational institutions and teachers to choose and design the pedagogical process according to any model, including author’s ones.

In these conditions, the teacher needs to navigate a wide range of modern innovative technologies, ideas, trends, and use the entire arsenal of Russian pedagogical experience

In a modern elementary school, the child’s personality and his activities come first. Therefore, among the priority technologies I highlight:

Person-centered approach;

Activity approach;

Health-saving technologies;

Gaming technologies;

Information and computer technologies;

Implementation of design and research activities

A personality-oriented approach ensures the activity of each student on the basis of a multi-level approach to the content, methods, forms of organization of activities, the level of cognitive independence, and the transfer of teacher-student relations to equal cooperation. The goal of a personality-oriented approach to raising children involves creating conditions for the formation of the personality of each student, identifying and revealing his abilities. The focus is on the child, and no matter what he is by our standards, he is a unique, holistic personality. Personal orientation technologies are trying to find methods and means of teaching and upbringing that correspond to the individual characteristics of each child: they adopt psychodiagnostic methods, change the relationships and organization of children’s activities. Personality-oriented technologies contrast the authoritarian approach to the child with an atmosphere of love, care, cooperation, and create conditions for the creative growth of the individual. The upbringing process is based on a personality-oriented approach to children, aimed at the formation of a creative personality striving for self-education and self-realization. New living conditions put forward their own requirements for the formation of young people. They must be not only knowledgeable and skillful, but thoughtful, proactive and independent. New technologies do not eliminate the presentation of information to students, but simply change the role of information. It is necessary not only for memorization and assimilation, but also for students to use it as conditions or an environment for creating their own creative product. Everyone knows that personality develops only in the process of its own activity.

The activity approach is based on the student’s personal involvement in the process, when the components of the activity are directed and controlled by him.
Gaming technologies make it possible to more actively involve students in the educational process, since for schoolchildren of the 1st stage the main form of activity remains gaming activity. Gaming technologies help solve issues of motivation, student development, as well as issues of health and socialization. The development of a harmonious, prosperous personality is not possible without maintaining physical, mental and social health.
Preserving the health of schoolchildren begins with the organization of the entire educational process.
The goal of health-saving technologies is to provide the student with the opportunity to maintain health during the period of study at school, to develop in him the necessary knowledge, skills and abilities for a healthy lifestyle, and to teach him to use the acquired knowledge in everyday life.
In my educational work, this is expressed through directly teaching children basic techniques for a healthy lifestyle; instilling basic hygiene skills; proper organization of educational activities; alternating activities with high and low physical activity; during classes in the “Health Lessons” circle.
To prevent fatigue from destroying health, it is important to take into account the daily cycles of children’s performance. The most dramatic changes in the functional state of the central nervous system occur after the fourth hour of classes. It is at this time that you should not burden students with complex and voluminous academic work.

The value of the effective use of information technology is to increase the level of cognitive interest of students. The visibility of information and computer technologies and ease of use certainly improve the educational and educational process, develop children's creative abilities, arouse students' keen interest, and create positive motivation for self-education.
One of the obvious advantages of classes using information and computer technologies is increased visibility, which helps to cultivate the artistic taste of students and improve their emotional sphere.
Increasingly, project and research activities of students are being introduced in modern schools.
Children's research begins with one action, and then grows, like a snowball, into various additional actions. In the process of research work, the student tries to solve a problem, puts forward hypotheses, asks questions, learns to observe, classify, conduct experiments, draw conclusions, learns to prove and defend his ideas. That’s when the child is really interested in learning!

"Fairy tale"

The teacher names the fairy-tale hero, and the children answer whether he is good or evil. If you are kind, the children clap their hands joyfully. If they are angry, they cover their face with their hands. (Ivan Tsarevich, Koschey the Immortal, Goldfish, Thumbelina, Karabas-Barabas, Red Sh Apochka, geese-swans, merman, Baba Yaga, Cinderella, Pinocchio, Alice the Fox, Morozko, Malvina).

All-Russian conference on the topic: “Innovative technologies in secondary schools.”

SUBJECT : The use of innovative technologies in school as a way to prepare students when choosing a professional field.

TARGET: “The effectiveness of methodological forms in the educational process when using innovative technologies at school when choosing a future profession.

Short description:

The humanization of education presupposes a really functioning system that ensures the unity of the continuous general cultural, moral and professional development of the individual. This socio-pedagogical principle requires a revision of the content and technologies of education in conjunction with the humanization of society. In pedagogy, innovative technologies are considered in connection with the formation of an individual’s readiness for rapidly advancing changes in society through the development of creative abilities and self-learning skills.

The humanization of the pedagogical process determines interest in the problem of professional communication and is aimed at the use of innovative technologies in the learning process (in particular, foreign languages), in which the main emphasis is placed on the formation of professionally significant communication skills in students.

An innovative school is an educational institution whose main task is the innovative activities of teachers and students, based on the basis of the author's innovative ideas in the form of original educational practice.

The emergence of such an innovative school is built on the platform of an ordinary mass school, where specialists in innovative projects in education develop and apply one or more functions of the complex on an original technological basis. An innovative school is a complex dynamic system with its own structure of educational service sectors. Students are involved in all areas of activity and can realize themselves in a full range of scientific programs. This participation occurs in various forms of communication between adults and children.

The effectiveness of methodological forms in the educational process when using innovative technologies.

The introduction of innovative technologies is carried out through the implementation of the informatization program project, the goal of which is to improve the quality of education through informatization of the educational process. The school media library is being completed, licensed programs, electronic textbooks, and lesson presentations have been purchased.

Use by teachers in the classroom:

Student-centered learning

Information and communication technologies

Design and research technology

Health-saving technologies

Block-modular technology

Gaming technologies.

A decisive role in educational innovations is played by personality-oriented technologies in teaching the subject, so that the child’s personality and provision of all the necessary conditions for life and the development of creative potential are at the center of educational services. This innovative idea of education is manifested in individual educational programs taking into account the age, capabilities and needs of the child. The teaching staff participates in pre-profile training, which made it possible to create conditions for personal and professional self-determination of schoolchildren, new curricula were created, and elective courses were developed and conducted.

The area of work with gifted students is being successfully implemented. This work is carried out both through academic and extracurricular work, and individual activities. The result of effective work is that every year students from our school become winners and prize-winners at different levels. The school is developing a monitoring service. Thus, according to the results of research, there is a positive dynamics in the quality of mastering school curriculum.

A teacher who is capable and ready to carry out innovative activities at school can become one when he recognizes himself as a professional and has an attitude towards creative perception of existing innovative experience and its necessary transformation.

An important modern pedagogical innovation in Russia is educational technologies that form the cultural portrait of the student, as well as didactic technologies as the main condition for the development of the educational process.

In modern society, many will agree with me that teaching children is easier than raising them. The process of upbringing requires a more subtle approach to the child and this is a process of constant creativity. The activities of the class teacher are primarily aimed at working with students of the entire class. It forms the motivation for learning of each individual child, studying his age characteristics for the development and stimulation of cognitive interests. However, personal education should be focused not only on mastering a certain amount of knowledge, but also on developing a person’s abilities and qualities that allow him to act and work effectively in modern economic conditions.

The class teacher should be at the epicenter of the innovative activities of an educational institution. Therefore, the class teacher is expected to work filled with both new content and new technologies for designing the educational process.

The widespread introduction of ICT into the educational process has made it possible to expand the arsenal of methodological techniques that help improve the efficiency of teaching work.

The main areas in which the school works are:

1. Moral and legal education.

2. Cultural and educational work.

3. Social and patriotic education.

4. Physical education and recreation.

5.Working with parents.

6. Labor activity.

Working in every direction it is impossible to do without modern information technologies. Man by nature trusts his eyes more and perceives through the visual analyzer. The computer becomes a means of disseminating and exchanging information between student and teacher, and contributes to the development of a child’s increased interest in the world around him. For example, the use of distance learning makes it possible to most accurately solve the problems of intensifying the educational process, including normatively managing quality when using distance technologies.

Today, with the expansion of international cooperation in all areas of activity, one of the first places in the list of professionally important skills is knowledge of a foreign language, and therefore, intensive technologies in foreign languages should be widely introduced into the educational process, which is what is being done in schools.

Thus, the experience of a modern school has a diverse arsenal of application of pedagogical innovations in the learning process, the effectiveness of which depends on the established traditions in the educational institution, the ability of the teaching staff to perceive modern pedagogical technologies, and the material and technical base of the institution.

LITERATURE:

1. Ailamazyan A.K. Education and communication. Pedagogical informatics, 1998, No. 7

2. Angelovski K.A. Teachers and innovation. 1991

3 http// catalog of educational resources.

4. http// iyazyki. ru– Internet – publication “Foreign languages at school”.

Pedagogical technology refers to models of complex pedagogical activities thought out to the smallest detail, including the design, organization and delivery of training.

Nowadays, the development of a new system in education aimed at the global system is intensively taking place. This process is characterized by changes in pedagogical thinking and practice of the educational process. There is an improvement in the system with new content, approaches, behavior and pedagogical mentality.

Taking into account global restructuring, every teacher must confidently navigate this range of modern innovations. These include innovative technologies, ideas, schools, directions. Today, a competent teacher is obliged to constantly update his knowledge in connection with the large-scale reorganization of school education. The implementation of modern pedagogical technologies can only happen in an innovative school.

An innovative school is an educational institution whose education is based on unique ideas and technologies. In addition, it applies to new educational practical institutions.

An innovative school is considered a multi-system organization, which includes educational, labor, artistic, aesthetic, sports and scientific activities. Such modern schools are mainly based on existing educational institutions, while simultaneously developing and introducing original technologies to fulfill their original function - providing knowledge. Also, such schools take into account different forms of communication between students, teachers and parents.

In order for a school to be called innovative, it must meet certain standards and have certain directions in the educational system. For example, innovations include original author's ideas and hypotheses regarding changes in the educational process.

Alternativeity is characterized by the difference between any of the main components of the educational process (goals, content, methods - a single school diary, or means) from the generally outdated ones in regular schools. The conceptuality of the educational process implies the use of philosophical, psychological, socio-pedagogical and other directions in a unique model.

The socio-pedagogical goal is based on the compliance of school education with social requirements. The presence of results should indicate the right direction of movement of the innovative school. Thanks to them, it is possible to evaluate the activities of such institutions. Nowadays, school education uses various educational innovations. They depend on the traditions and status of the educational institution. Thus, we can highlight some modern technologies that are most often used for students.

The introduction of information and communication technologies into subject teaching includes the integration of different fields and the use of computer science, which further ensures the informatization of students’ consciousness and understanding of the process in current society, especially for their future profession.

An essential role is played by awareness of the new trend of informatization of an educational institution, starting from introducing schoolchildren to basic information about computer science and ending with the use of computer programs for a more in-depth study of subjects. As a result, there is a global restructuring of the educational process due to the introduction of computer technologies with changes in the structure and content of education.

In addition, after graduating from school, students have the opportunity to easily start working using innovative technologies. In the process of introducing these innovations, research and monitoring of progress were carried out.

It was concluded that the open type of information environment at school includes various forms of education at a distance and significantly increases the desire of schoolchildren to study subjects and sciences, especially with the use of project methods. Also, the informatization of education has relieved the psychological stress of communication between a student and a teacher through the introduction of new methods of monitoring grades (for example, a unified school journal).

As a result, students increase the efficiency of the educational process, the number of creative works increases, there is a desire to gain additional knowledge in subjects at school and they realize the importance and necessity of school education for entering the desired university and obtaining their favorite specialty.

Using, for example, an electronic diary, it becomes possible to control the student not only by the teacher, but also by the parents. Thanks to this innovation, they can find out about their child’s homework and progress at any time. Now students are unlikely to be able to say that there was no homework. In addition, such a diary made it easier for the teacher to disseminate the necessary information. This applies to both school grades and parent-teacher conferences.

It is enough to send a newsletter and notify about the date and time of the class meeting. In addition, parents themselves will be able to make their own adjustments to the topic of the meeting, put forward proposals and discuss exciting topics. Only the teacher has access to all grades of each student, so parents have access to information only about their child. Parents can also be tested online on a specific topic to compile statistics and take into account some wishes for improving school education.

Modern technologies in school make it easier to control the progress of schoolchildren and provide them with the necessary educational information. Thanks to the introduction of e-books, kids can use them at any time without carrying a dozen books in their backpack.

However, in order for the educational process to proceed in the right direction, you should select a specific tablet or book that will not distract the student with available games or Internet access. Parents should keep an eye on this when purchasing an e-book.

Despite all the positive aspects of innovative developments in the school education industry, it is still worth paying attention to some nuances. Using an electronic diary, parents do not have direct contact with the teacher. Through this innovation, it is impossible to tell the full story about a student’s academic performance and discipline.

Only by communicating in real life can you learn about the real situation at school. Also, with the use of computerized innovations, schoolchildren are exposed to negative effects on vision and posture. Of course, in our time there is a certain protection for the eyes and special “harmless” screens are being developed, but students spend most of their education on the computer, which is not always good.

Innovative technologies at school contribute to a more in-depth education of schoolchildren. Thus, previously, when doing homework, students used only the literature given to them in the school library. While now the entire Internet network is available to them.

In this regard, those who want to study well and achieve their goals have a good opportunity to achieve their plans. As for the more “lazy” students, here either the parents must convince them of the need for school education, or the teacher finds the right path to the student’s knowledge, or he himself, over time, will begin to realize the benefits of primary education. The main thing is that it is not too late.

Not a single computerized technology or innovation can replace communication between a student and an experienced teacher. After all, only through direct contact can you find out everything that is incomprehensible and a lot of interesting things for yourself. Thus, the experience gained from the implementation of innovative technologies proves the effectiveness of the methods used, which have a huge arsenal of innovations.

In conclusion, it is worth noting that, of course, the success of school education depends directly on the desire of teachers to teach schoolchildren and the latter’s desire to achieve their desired goals.

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Introduction

training innovative modular

Innovative transformations of living conditions and activities in Kazakhstan are naturally reflected in the education system.

Today there is a special need for personality,

Able to creatively apply the knowledge and skills that she possesses; - able to transform activities in such a way as to make them as effective as possible.

As a result, at the present stage of development of education, there is a need to update methods, means and forms of organizing training. This problem is related to the development and implementation of new pedagogical technologies in the educational process. The renewal of education requires the use of non-traditional methods and forms of organization of training, the creation of such pedagogical learning conditions that will contribute to the most optimal development of cognitive activity and creative independence of students.

Unfortunately, the school does not pay special attention to the implementation of pedagogical conditions for the effective use of innovative technologies.

Thus, there is a contradiction between the need to use innovative technologies and the actual learning conditions in primary school.

We see one of the possible solutions to this contradiction in identifying and implementing pedagogical conditions for the most optimal use of new technologies in primary schools. This contradiction confirms the relevance of the chosen research topic - “Pedagogical conditions for the use of innovative technologies in primary schools.”

Purpose of the study: to identify and experimentally test the pedagogical conditions for the use of new technologies in primary schools.

Object of study: the learning process in primary school.

Subject of research: pedagogical conditions for the use of new technologies in primary schools.

The progress of the study is determined by the following hypothesis:

The learning process in primary school will become more effective if the following conditions are implemented using innovative technologies:

· psychological attitude towards success;

· block-modular structuring of educational material;

· use of students' subjective experience;

Research objectives:

1. study psychological and pedagogical literature on the research problem;

2. identify pedagogical conditions for the effective use of innovative teaching technologies in primary schools;

3. implement and experimentally test the influence of the identified conditions on the effectiveness of the use of innovative technologies in the educational process of the primary school;

To achieve the objectives, the following scientific research methods were used.

1. theoretical analysis;

2. generalization;

3. observation;

4. study of school documentation;

5. pedagogical experiment.

Scientific novelty and theoretical significance research consists of identifying psychological and pedagogical conditions for the effective use of new technologies in the educational process of primary school.

The practical significance lies in the possibility of using the research results in the educational process of a primary school.

The methodological basis is the fundamentals of the theory of pedagogical technologies by V.M. Monakhova, Selevko G.K., psychological concept of the activity approach in personality development (L.S. Vygotsky, A.N. Leontyev, S.L. Rubinshtein), modern concepts of constructing the content of education (V.V. Kraevsky, I.Ya. Lerner, V.S. Lednev).

The thesis consists of an introduction, two main chapters, a conclusion, and a list of references.

1. Theoretical foundations of the use of innovative technologies in school

1.1 Innovative educational technologies and their impact on the effectiveness of the learning process for schoolchildren

President of the Republic of Kazakhstan N.A. Nazarbayev in his message to the people of Kazakhstan “Kazakhstan on the path of accelerated economic, social and political modernization” emphasized that “Without a modern education system and modern managers who think broadly, on a large scale, in a new way, we will not be able to create an innovative economy." This is evidence that today we must determine the strategy and tactics for the development and improvement of school education; it is planned to introduce new information, pedagogical and educational technologies into the educational practice of schools

Technology is close to education as the art of influencing the personality of a child as a participant in the educational process. What does the term “technology” mean, namely “innovative technology”?

Technos (Greek) means art, skill; logo(Greek) - doctrine - a body of knowledge about the methods and means of carrying out productive processes, as well as the very processes in which a qualitative change in the processed object occurs.

Under technology also understand “a set of techniques and methods for obtaining, processing... materials... Technology is also commonly called a description of production processes, instructions for their implementation.”

Innovation(English - innovation) - changes within the system; creation and implementation of various types of innovations that generate significant progressive changes in social practice.

Pedagogical innovation - This is an innovation in the field of pedagogy, a targeted progressive change that introduces stable elements into the educational environment that improve the characteristics of both its individual components and the educational system itself as a whole (Simonenko).

In the psychological and pedagogical literature one can find several different views on the concept of innovative technologies.

How the system logic and instrumentation of the organization of the practical implementation of the activities of participants in the educational process (EP) - teachers and students - pursue the same goal as SOT (scientific organization of labor) - maximum results with a minimum or optimum costs. The technology is created on the basis of a certain theory of organization of activity (Rachenko I.P., Pyatigorsk).

A complex, integrative process involving people, ideas. Means and methods of organizing activities for analyzing a problem and planning, providing, evaluating the management of solving problems, covering all aspects of knowledge acquisition (USA and the laboratory of NOT at the Pyatigorsk State Linguistic University).

An orderly system of procedures, the strict implementation of which will lead to the achievement of a certain planned result (Monakhov V.M.).

The natural choice of various methods of pedagogical influence as a natural harmonious behavior of a teacher in the context of modern culture, at the level of his high spirituality and psychological and pedagogical understanding of the developing situation. This is the operational support of humane, psychologically justified functions of an adult in relation to a child entering the world (Shchurkova N.E.).

Holistic process of goal setting, constant updating of curricula and programs; testing alternative strategies and materials, evaluating teaching systems as a whole, and setting goals again as soon as new information about the effectiveness of the system becomes known (Spalding V.P.).

A project of a specific pedagogical system, implemented in practice (Bespalko V.P.).

A certain method of learning in which the main burden of implementing learning functions is performed by a learning tool under human control (Smirnov S.A.).

The search for absolutely precise means of influencing the individual and the team, allowing the teacher to save his energy and achieve the desired results (Azarov Yu.P.).

A system of methods of activity that ensures the receipt of a final result guaranteed in terms of quality and quantity. A sequence of interrelated actions and sustainable methods of work of a teacher to ensure the process of functioning of the pedagogical system, carried out under the conditions of the restrictions existing in it. (Ustemirov K., Shametov N.R., Vasiliev I.B.)

Thus, both educational technology and innovative technology have varied definitions. However, most existing definitions explicitly or implicitly point to something in common, namely, they operate with such concepts as “a sequence of procedures or interrelated actions”, “a set of interrelated methods”, “clear planning, design, programming”, “a system of instructions, a set of operations”, etc.

Therefore, it seems appropriate and justified to understand educational technology as a certain algorithm, an ordered sequence of actions by participants in the pedagogical process.

Technology often refers to a particular technique for achieving a specific goal (for example, technology for practicing mental arithmetic skills). Equating technology to a private technique, the authors of this approach rely on one of the most important characteristics of technology - they emphasize that it is a way to achieve any specific goal. Using the concept of “technology” in this sense does not give pedagogy anything new and does not specify the learning process.

Therefore, we must note the differences between the methodology and the technology (Table 1).

Table 1. Distinctive feature of the methodology from the technology

Methodology

Technology

Studying various methods of education and training.

Development of the personality of schoolchildren, without building certain logical chains from them;

is a theory, a doctrine of methods (methods of pedagogical interaction);

the method consists of techniques, together they are related as part and whole;

the teacher, using techniques, correlates it with his typology, answers the questions: “Why use this technique? What does its use give? (forecast of effectiveness, efficiency).

It assumes logic, a sequence of pedagogical methods and techniques, joint analytical activity (CAA), which give concrete results of their development;

differs in its algorithmic nature;

takes into account and allows for the creativity of OP participants;

this is a toolkit for pedagogical activities in increasing professionalism and competence, in forming a teacher of a new formation;

answers the question “How to do it?”;

is the result of the teacher’s reflection on pedagogical interaction.

Educational technology is a system of certain operations and functions:

1. organizational and active involves: organizing the activities of participants in the educational program (teachers and students); mutual organization from the SAD;

2. design (prognostic) reflects the participants’ anticipation of the OP of its CRR (final real results); modeling of pedagogical interaction; forecast of the level of development of EP participants in the process of implementing educational technology;

3. communicative involves the communicative activities of participants in the EP; exchange of information between them; creating conditions for mutual understanding between teacher and student;

4. reflective(awareness in the situation; assessment of the objectivity of the cultural development of pedagogical interaction; comprehension of the experience of interaction; recording the state and causes of development);

5. developing(creating conditions for the development and self-development of EP participants);

V.P. Bespalko noted that the most important elements of the pedagogical system are students and teachers. From here, four levels of organizational and pedagogical activity are defined:

1. Organizational - the most elementary level of educational technology, which is organized and carried out through individual operations and techniques. This is the main working, operational level of organization and implementation of activities. The organization and technology here is determined by the operations themselves, the techniques, without which activity is unthinkable.

2. The methodological level of organizing activity and creating its technology is limited to individual disparate methods as a set of certain techniques, where the technique and method of touching the individual and the cell of organizing the activity, an element of its technology.

3. Formative - the teacher’s ability to choose appropriate not only methods, but also forms of activity, where forms are a certain set of methods, a higher level of organization and technology of pedagogical activity.

4. Creative is based on an organizational-activity approach. Its advantages are that it allows each teacher to design and create his own educational technology that meets modern achievements of science and technology, taking into account real circumstances (competence, provision of EP with computer tools, the Internet, working conditions, taking into account the developmental characteristics of schoolchildren as a fast generation).

As you can see, the functions and levels of educational technologies complement each other.

Back at the end of the 19th century. P. F. Kapterev noted that “the educational process is not just the transfer of something from one to another, it is not only a mediator between generations; It’s inconvenient to imagine it as a tube through which culture flows from one generation to another.” “...The essence of the educational process from the inside lies in the self-development of the body; the transfer of the most important cultural acquisitions and teaching by the older generation to the younger is only the external side of this process, covering its very essence.”

Consideration of education as a process presupposes, firstly, the differentiation of its two sides: teaching and learning (teaching), where the terms themselves, as already noted, are interpreted ambiguously. Secondly, on the part of the teacher, the educational process always represents, wittingly or unwittingly, the unity of teaching and upbringing. Thirdly, the process of educational learning itself includes, from the student’s perspective, the acquisition of knowledge, practical actions, the implementation of educational research-transformative, cognitive tasks, as well as personal and communicative training, which contributes to his comprehensive development. Education as a result can be considered in two ways. The first is an image of the result that should be obtained by a specific educational system, and fixed in the form of an educational standard. Modern educational standards include requirements for the qualities of a person completing a certain course of study, for his knowledge and skills. It is obvious that the content of the standard is a potentially achievable representation of sociocultural experience, preserved in an ideal form.

The second plane of existence of the result of education is the person himself, who has been trained in a certain educational system. His experience as a set of formed intellectual, personal, behavioral qualities, knowledge and skills allows him to adequately act on this basis in any situation. The result of education in this regard is education, which can be general and professionally meaningful. Thus, the school shapes the general education of the graduate. On this basis, a graduate of any higher educational institution is characterized by special professional education. Broad and systematic education, which makes a person educated, lays the foundation for self-esteem, confidence, and competitiveness in changing living conditions.

Traditional learning - since it is usually contrasted with innovative - can be characterized as contact, informative, based on the principle of consciousness (awareness of the very subject of mastery - knowledge), purposefully uncontrolled, built on a disciplinary-subject principle, non-contextual (in the higher education system - without purposeful modeling of future professional activities in the educational process).

Definition by N.F. Talyzina of traditional teaching as information-communicating, dogmatic, passive reflects all the above-mentioned characteristics. It is necessary to emphasize that this is a stating definition, and not an evaluative one of the “good” - “bad” type. Traditional education contains all the basic prerequisites and conditions for mastering knowledge, the effective implementation of which is determined by many factors, in particular the individual psychological characteristics of students. As shown in the studies of M.K. Kabardov, people characterized by an analytical type of intellectual activity - “thinkers” - are more capable, for example, in traditional forms of teaching a foreign language than in active, playful ones.

Problem-based learning is based on the acquisition of new knowledge by students through solving theoretical and practical problems, tasks in the problematic situations created by this (V. Okon, M.I. Makhmutov, A.M. Matyushkin, T.V. Kudryavtsev, I.Ya. Lerner and others). A problematic situation arises in a person if he has a cognitive need and intellectual ability to solve a problem in the presence of difficulty, a contradiction between old and new, known and unknown, given and sought, conditions and requirements. Problem situations are differentiated by A.M. Matyushkin according to the criteria:

1) the structure of actions that must be performed when solving a problem (for example, finding a method of action);

2) the level of development of these actions in the person solving the problem;

3) the difficulties of the problem situation depending on intellectual capabilities.

Problem-based learning includes several stages: awareness of a problem situation, formulation of a problem based on an analysis of situations, solution to a problem, including putting forward, changing and testing hypotheses, testing a solution. This process unfolds by analogy with the three phases of the mental act (according to S.L. Rubinstein), which arises in a problem situation and includes awareness of the problem, its solution and the final conclusion. Therefore, problem-based learning is based on the analytical and synthetic activity of students, realized in reasoning and reflection. This is a heuristic, research type of learning with great developmental potential.

Problem-based learning can have different levels of difficulty for the student, depending on what and how many actions he takes to solve the problem. V.A. Krutetsky. proposed a scheme of levels of problematic teaching in comparison with traditional ones based on the separation of teacher and student actions.

The ever-increasing flow of information currently requires the introduction of teaching methods that make it possible to transfer a fairly large amount of knowledge in a fairly short period of time, ensuring a high level of students’ mastery of the material being studied and consolidating it in practice. That is why in modern schools issues related to the use of interactive teaching methods are so relevant.

The concept of “interactive” comes from the English “interact” (“inter” - “mutual”, “act” - “to act”). Interactive learning is a special form of organizing cognitive activity. It implies very specific and predictable goals. One of these goals is to create comfortable learning conditions in which the student feels successful, intellectually competent, which makes the learning process itself productive.

Interactive methods require a certain change in the life of the class, as well as a lot of time for preparation, both from the student and from the teacher.

The introduction of interactive forms of teaching is one of the most important areas for improving foreign language teaching in a modern school. The main methodological innovations today are associated with the use of interactive teaching methods. However, the term “interactive learning” is understood differently. Since the very idea of such training arose in the mid-1990s with the advent of the first web browser and the beginning of the development of the Internet, a number of experts interpret this concept as training using computer networks and Internet resources

However, a broader interpretation is also quite acceptable, as “the ability to interact or be in dialogue with something (for example, a computer) or someone (a person)”

In pedagogy, there are several teaching models:

1) passive - the learner acts as an “object” of learning (listens and watches);

2) active - the student acts as a “subject” of learning (independent work, creative tasks);

3) interactive - interaction. The use of an interactive learning model involves modeling life situations, using role-playing games, and joint problem solving. The dominance of any participant in the educational process or any idea is excluded. From an object of influence, the student becomes a subject of interaction; he himself actively participates in the learning process, following his own individual route.

In the traditional learning model, students are asked to absorb large amounts of ready-made knowledge. At the same time, there is practically no need to develop projects based on educational activities with other students.

The educational process, based on the use of interactive teaching methods, is organized taking into account the inclusion of all students in the class, without exception, in the learning process. Joint activity means that everyone makes their own special individual contribution; in the course of work, knowledge, ideas, and methods of activity are exchanged.

Individual, pair and group work is organized, project work, role-playing games are used, work is carried out with books, textbooks and various sources of information. Interactive methods are based on the principles of interaction, student activity, reliance on group experience, and mandatory feedback. An environment of educational communication is created, which is characterized by openness, interaction of participants, equality of their arguments, accumulation of joint knowledge, and the possibility of mutual assessment and control.

The essence of interactive learning is that the educational process is organized in such a way that almost all participants are involved in the learning process, they have the opportunity to reflect on what they know and think.

The teacher, along with new knowledge, leads the learning participants to an independent search. The activity of the teacher gives way to the activity of students, his task becomes to create conditions for their initiative. The teacher refuses the role of a kind of filter that passes educational information through himself, and performs the function of an assistant in work, one of the sources of information. Therefore, interactive learning is intended initially to be used in intensive training of fairly mature students.

Teaching foreign languages has always, at different times, been creative learning; teachers, through experience and their own intuition, found the forms that were necessary for its effective implementation. Currently, there is a need to generalize this experience, structure it and, undoubtedly, implement it into the learning process not only in individual cases, but also in a comprehensive manner.

The problem of interactive learning is quite actively discussed at scientific and practical conferences, on the pages of the media and on the Internet. The question arises especially acutely when it comes to teaching the latest techniques to the teacher himself.

The advantages of interactive forms of learning are obvious:

1. Students master new material not as passive listeners, but as active participants in the learning process. The share of class workload is reduced and the amount of independent work increases;

2. Students acquire the skill of mastering modern technical means and technologies for searching, retrieving and processing information;

3. The ability to independently find information and determine the level of its reliability is developed;

4. Relevance and efficiency of the information received; students find themselves involved in solving global rather than regional problems - their horizons expand;

5. Flexibility and accessibility. Students can connect to educational resources and programs from any computer on the network;

6. The use of such forms as a calendar, electronic tests (interim and final) allows for a clearer flow of the educational process; etc.

7. Interactive technologies provide the opportunity for constant, rather than episodic (scheduled) contacts between teachers and students. They make education more personal.

It is important to understand that the use of network resources should not exclude direct communication between teachers and students and students among themselves. The use of interactive forms is effective where it is really needed.

Figure 1. Evolution of pedagogical innovations

The development of requirements for innovativeness of the education system is illustrated in Figure 1. At the same time, the mentioned educational technologies differ from each other in the degree of development of thinking (even if not innovative) of students. Therefore, the authors propose to rank them by level of innovation:

The 1st level of innovation are those innovative educational technologies in which the innovation of teachers is aimed at improving the quality indicators of the educational process that are not related to the innovative activities of students (increasing academic performance, involvement in the educational process, communication, etc.).

The 2nd level of innovation are those innovative educational technologies in which the innovation of teachers is aimed at developing the cognitive (cognitive) sphere of students, theoretical thinking, functional literacy, etc. (i.e. in accordance with the requirements of the international comparative study of educational achievements PISA, but not higher than them).

The 3rd level of innovativeness has those innovative educational technologies in which the innovation of teachers is aimed at developing the creative (creative, innovative) activities of students, but only psychological conditions are created to motivate students to creative activity.

If we consider the most common pedagogical technologies, then the 1st level can include, for example, such as a collective method of learning (CMT), individually oriented learning (IOS). Level 2 includes developmental training. To the 3rd level: project-based teaching method, dialectical teaching method (DLT), “dialogue of cultures”, heuristic learning, interactive teaching methods, creative field method, etc.

Pedagogical technologies used in school are quite diverse, and therefore must be classified in a certain way.

The specialized literature presents several classifications of pedagogical technologies by V.G. Gulchevskaya, V.P. Bespalko, V.T. Fomenko and others. In the most generalized form, all technologies known in pedagogical science and practice were systematized by G.K. Selevko. Let us give a brief description of the classification groups presented in the work of this author.

By level of application General pedagogical, specific methodological (subject) and local (modular) technologies are distinguished.

On a philosophical basis: materialistic and idealistic, dialectical and metaphysical, scientific (scientist) and religious, humanistic and inhumane, anthroposophical and theosophical, pragmatic and existentialist, free education and coercion and other varieties.

According to the leading factor of mental development: biogenic, sociogenic, psychogenic and idealistic technologies. Today it is generally accepted that personality is the result of the combined influence of biogenic, sociogenic and psychogenic factors, but a specific technology can take into account or rely on any of them, consider it the main one.

In principle, there are no such monotechnologies that would use only one single factor, method, principle - pedagogical technology is always complex.

However, by its emphasis on one or another aspect of the learning process, technology becomes characteristic and receives its name from this.

According to the scientific concept of assimilation of experience, the following are distinguished: associative-reflexive, behavioristic, gestalt technologies, internalization, developmental. We can also mention the less common technologies of neurolinguistic programming and suggestive ones.

By focusing on personal structures: information technology (formation of school knowledge, abilities, skills in subjects - ZUN); operational (formation of methods of mental action - COURT); emotional-artistic and emotional-moral (formation of the sphere of aesthetic and moral relations - SEN); technologies of self-development (formation of self-governing mechanisms of personality - SUM); heuristic (development of creative abilities) and applied (formation of an effective and practical sphere - SDP).

By the nature of the content and structure, technologies are called: teaching and educational, secular and religious, general education and professionally oriented, humanitarian and technocratic, various industry-specific, particular subject, as well as mono-technologies, complex (polytechnologies) and penetrating technologies.

In monotechnologies, the entire educational process is built on any one priority, dominant idea, principle, concept; in complex technologies, it is combined from elements of various monotechnologies. Technologies, the elements of which are most often included in other technologies and play the role of catalysts and activators for them, are called penetrating.

According to the type of organization and management of cognitive activity V.P. Bespalko proposed such a classification of pedagogical systems (technologies). The interaction of a teacher with a student (control) can be open (uncontrolled and uncorrected activity of students), cyclical (with control, self-control and mutual control), scattered (frontal) or directed (individual) and, finally, manual (verbal) or automated (with the help of teaching aids). The combination of these features determines the following types of technologies (according to V.P. Bespalko - didactic systems):

1- classical lecture training (control - open-loop, scattered, manual);

Learning with the help of audiovisual technical means (open-ended, dispersed, automated);

“Consultant” system (open-loop, directional, manual);

4 - learning with the help of a textbook (open-ended, directed, automated) - independent work;

System of “small groups” (cyclical, scattered, manual) - group, differentiated teaching methods;

Computer training (cyclical, scattered, automated);

7 - “Tutor” system (cyclical, directed, manual) - individual training;

8-“program training” (cyclical, directed, automated), for which there is a pre-compiled program.

In practice, various combinations of these “monodidactic” systems are usually used, the most common of which are:

Traditional classical class-lesson system Ya.A. Comenius, representing a combination of the lecture method of presentation and independent work with the book (didachography);

Modern traditional teaching using didachography in combination with technical means;

Group and differentiated teaching methods, when the teacher has the opportunity to exchange information with the entire group, as well as pay attention to individual students as a tutor;

Programmed training based on adaptive program control with partial use of all other types.

a) Authoritarian technologies, in which the teacher is “the sole subject of the educational process, and the student is only an “object”, a “cog”. They are distinguished by the rigid organization of school life, the suppression of initiative and independence of students, and the use of demands and coercion.

b) Didactocentric technologies are characterized by a high degree of inattention to the child’s personality, in which the subject-object relationship of teacher and student also dominates, the priority of teaching over upbringing, and didactic means are considered the most important factors in the formation of personality. Didactocentric technologies are called technocratic in a number of sources; however, the latter term, unlike the first, refers more to the nature of the content rather than to the style of pedagogical relations.

c) Personality-oriented technologies place the child’s personality at the center of the entire school educational system, providing comfortable, conflict-free and safe conditions for its development and the realization of its natural potentials. The child's personality in this technology. Not only a subject, but also a priority subject; it is the goal of the educational system, and not a means of achieving any abstract goal (which is the case in authoritarian and didactocentric technologies). Such technologies are also called anthropocentric.

d) Humane-personal technologies are distinguished, first of all, by their humanistic essence, psychotherapeutic focus on supporting the individual, helping her. They “profess” the ideas of comprehensive respect and love for the child, optimistic faith in his creative powers, rejecting coercion.

e) Technologies of cooperation realize democracy, equality, partnership in the subject-subject relationship of the teacher and the child. The teacher and students jointly develop goals, content, and give assessments, being in a state of cooperation and co-creation.

f) Technologies of free education place emphasis on providing the child with freedom of choice and independence in a greater or lesser area of his life. When making a choice, the child realizes the position of the subject in the best way, going to the result from internal motivation, and not from external influence.

g) Esoteric technologies are based on the doctrine of esoteric (“unconscious”, subconscious) knowledge - Truth and the paths leading to it. The pedagogical process is not a message, not communication, but an introduction to the Truth. In the esoteric paradigm, the person himself (the child) becomes the center of information interaction with the Universe.

Mass (traditional) school technology, designed for the average student;

advanced level technologies (in-depth study of subjects, gymnasium, lyceum, special education, etc.);

technologies of compensatory education (pedagogical correction, support, alignment, etc.);

Various victimological technologies (surdo-, ortho-, typhlo-, oligophrenopedagogy);

Technologies for working with deviant (difficult and gifted) children in a public school.

And, finally, the names of a large class of modern technologies are determined by the content of those modernizations and modifications to which the existing traditional system is subjected.

Monodidactic technologies are used very rarely. Typically, the educational process is structured in such a way that some polydidactic technology is constructed, which combines and integrates a number of elements of various monotechnologies based on some priority original author's idea. It is important that a combined didactic technology can have qualities that exceed the qualities of each of the technologies included in it.

Typically, combined technology is called by the idea (monotechnology) that characterizes the main modernization and makes the greatest contribution to achieving learning goals. In the direction of modernization of the traditional system, the following groups of technologies can be distinguished:

a) Pedagogical technologies based on humanization and democratization of pedagogical relations. These are technologies with a procedural orientation, a priority of personal relationships, an individual approach, non-rigid democratic management and a strong humanistic orientation of the content.

These include cooperation pedagogy, humane-personal technology of Sh.A. Amonashvili, the system of teaching literature as a subject that shapes a person, E.N. Ilyina, etc.

b) Pedagogical technologies based on the activation and intensification of students’ activities. Examples: gaming technologies, problem-based learning, learning technology based on notes on reference signals by V.F. Shatalova, communicative training E.I. Passova, etc.

c) Pedagogical technologies based on the efficiency of organization and management of the learning process. Examples: programmed training, technologies of differentiated training (V.V. Firsov, N.P. Guzik), technologies of individualization of training (A.S. Granitskaya, I. Unt, V.D. Shadrikov), promising advanced training using supporting schemes with commented control (S.N. Lysenkova), group and collective teaching methods (I.D. Pervin, V.K. Dyachenko), computer (information) technologies, etc.

d) Pedagogical technologies based on methodological improvement and didactic reconstruction of educational material: enlargement of didactic units (UDE) P.M. Erdnieva, technology “Dialogue of Cultures” B.C. Bibler and S.Yu. Kurganova, system “Ecology and dialectics” L.V. Tarasova, technology for implementing the theory of stage-by-stage formation of mental actions by M.B. Volovina, etc.

e) Nature-appropriate, using methods of folk pedagogy, based on the natural processes of child development; training according to L.N. Tolstoy, literacy education according to A. Kushnir, M. Montessori technology, etc.

f) Alternative: Waldorf pedagogy by R. Steiner, free labor technology by S. Frenet, technology of probabilistic education by A.M. Pubis.

g) Finally, examples of complex polytechnologies are many of the existing systems of copyright schools (the most famous are “School of Self-Determination” by A.N. Tubelsky, “Russian School” by I.F. Goncharov, “School for Everyone” by E.A. Yamburg , “School Park” by M. Balaban, etc.).

A very interesting classification of pedagogical technologies was proposed by Rostov State University professor V.T. Fomenko:

Technologies that involve building the educational process on an activity basis.

Traditional learning is assessed as low activity; overly contemplative, in contrast to which this technology is used. It involves several action plans:

substantive action plan;

external speech action plan;

a collapsed, or shortened, action plan, i.e. "About myself".

Education, especially in high school, in most cases is verbal, and this circumstance is one of the epistemological sources of the formalism of students' knowledge. To realize the external speech activity of students, innovators find a way out: each student records his own speech on tape and then listens to it. It is necessary to help students reconsider their attitude to homework (after reading complex material, pave, retelling, a path through the windfall of concepts, events, facts that the student just dealt with when doing homework).

Actions “to oneself” are a plan of such actions that compress and condense information in the child’s mind into more capacious categories. Implementation of such an action plan, i.e. “to oneself”, the computer equipment of the educational process should contribute (control of mental activity through a computer, turning into self-government). Therefore, it is necessary to introduce computer training programs - this is the hope for improving matters.

*Technology that involves building the educational process on a conceptual basis.

The conceptual framework involves isolating:

a single basis;

cross-cutting ideas of the course;

interdisciplinary ideas.

A true teacher comes to class with a flexible model of the upcoming process in his head, which provides for a dynamic dosage of content into what is more essential and what is less essential. Why is it needed? The key concept mastered by the child is the “peak” from which the entire field of facts covered by this concept is clearly visible; it becomes the very indicative basis for actions at a high level of generalizations.

*Technology that involves building the educational process on a large-block basis

Large-block technology has its own two-line logical structure of the lesson: repetition “in connection” is carried out throughout the entire activity of the process and serves as a kind of background against which new material is studied. This technology also imposes its own requirements on the use of visual aids in teaching. We are talking about the convergence in time and space of associatively related schemes, drawings, diagrams. The widely used reference signals are based on this (symmetry, half-symmetry, asymmetry). Combining material into very large blocks (instead of 80-100 educational topics - 7-8 blocks) can lead to a new organizational structure of the educational process. Instead of a lesson, the main organizational unit can be a school day (biological, literary). This creates the opportunity for students to become more deeply immersed. You can go further by shifting all the blocks of the educational process and studying them within the framework of another organizational unit - the school week: biological, literary, etc. M. Shchetinin, for example, repeats subject weeks three or four times during the school year.

*Technology that involves building the educational process on a proactive basis

A lesson built on an anticipatory basis includes both studied and completed material, as well as future material. A new system of concepts is emerging in didactics that reveals the essence of advance: frequency of advance, length or range of advance (near advance - within a lesson, average - within a system of lessons, distant - within a training course, interdisciplinary advances).

*Technology that involves building the educational process on a problem-based basis

Problems with objective necessity must arise in the minds of students - through a problem situation.

Problematic technology involves revealing the method that will lead to problematic knowledge. Therefore, the student should leave the lesson with a problem.

*The technology that involves constructing educational material on a personal-semantic and emotional-psychological basis turned out to be the least scientifically developed.

The personal and semantic organization of the educational process involves the creation of emotional and psychological attitudes. Before studying, for example, theoretical material, the teacher, through vivid images, influences the children’s emotions, creating in them an attitude towards what will be discussed. The educational process turns out to be personality-oriented.

*Technology that involves building the educational process on an alternative basis. One of the rules of this technology says: present several points of view, approaches, theories as true (while only one point of view, theory, one approach among them is true).

*Technology that involves building the educational process on a situational, primarily game basis. There is too much of a gap between students' academic and practical activities. It is filled with activities that imitate reality and thereby help to fit the educational process into the context of children’s real life activities.

A technology that involves building the educational process on a dialogue basis. Dialogue, as we know, is opposed to the teacher's monologue, which is still widespread. The value of dialogue is that the teacher’s question evokes in students not only and not so much an answer, but, in turn, a question.

A technology that involves building the educational process on a mutual basis. These are collective ways of learning, which will be discussed in detail below.

The whole variety of technologies can become a powerful weapon in the “struggle” for knowledge, in the hands of an experienced teacher, because the conditions for their applicability depend on many factors; In addition, technologies are closely interconnected (Table 2).

Table 2. Criteria and conditions for ensuring the effectiveness of educational technology

Criteria

1. relationship between the components of educational technology;

2. high level of final real result;

3. success in the process of implementing educational technology;

4. compliance of the logic of implementation of educational technology with the structure of activity;

5. the possibilities of educational technology in the actualization and self-development of participants in the educational process;

6. joint analytical activity, creativity, positive assessment from participants in the educational process, the presence of reflection as a component of educational technology.

1. a sufficiently complete description of educational technology;

2. availability of necessary didactic means of educational technology;

3. high level of proficiency in educational technology, methods, techniques;

4. systematic use, variety of types of educational technology;

5. effectiveness of educational technology;

6. optimality of educational technology;

Any technology used in the social sphere has its own characteristics. The teaching technology is characterized by the following features:

Uncertainty of the result, lack of methods and means that give the required 100% result immediately after one cycle of interaction;

Periodic monitoring of the parameter being improved;

Identification and selection of underachievers;

Additional work with those selected, i.e. conducting a repeat cycle of interaction;

Secondary inspection after additional work;

In case of persistent misunderstanding by students of new material, a diagnosis of the reasons for the misunderstanding or lag is also carried out.

Selection of a certain sequence of even the most effective methods or techniques does not guarantee the achievement of high efficiency. Man is too multidimensional and multifactorial a system; he is influenced by a huge number of external influences, the strength and direction of which are different and sometimes opposite. It is often impossible to predict the effect of one or another influence in advance. The creation of highly effective teaching technologies allows, on the one hand, students to increase the efficiency of mastering educational material and, on the other hand, teachers to pay more attention to the issues of individual and personal growth of students, to guide their creative development.

Thus, innovative educational technology, firstly, increases teacher productivity.

Secondly, monitoring the learning performance of each student and the feedback system make it possible to train students in accordance with their individual capabilities and character. For example, if one student masters the material the first time, then another, sitting at the computer, can work through the material two or three times or more.

Thirdly, shifting the main function of teaching to teaching aids frees up the teacher’s time, as a result he can pay more attention to the issues of individual and personal development of students.

Fourthly, since for any technology the goal is determined very precisely, the use of objective control methods makes it possible to reduce the role of the subjective factor when conducting control.

Fifthly, the creation of teaching technologies makes it possible to reduce the dependence of the learning outcome on the teacher’s qualification level, which opens up opportunities for equalizing the levels of mastery of disciplines by students in all educational institutions of the country.

Sixthly, Technologization creates the prerequisites for solving the problem of continuity of educational programs of school and vocational education.

In modern pedagogy, there are many different technologies that are used to varying degrees in school education. This entire “fan” of technologies can unfold and develop in the hands of an experienced teacher.

1.2 Characteristics of educational technologies using the example of modular learning technology and the project method

Innovations, or innovations, are characteristic of any professional human activity and therefore, naturally, become the subject of study, analysis and implementation. Innovations do not arise by themselves; they are the result of scientific research, advanced pedagogical experience of individual teachers and entire teams. This process cannot be spontaneous; it needs to be managed. In the context of the innovative strategy of the holistic pedagogical process, the role of the school principal, teachers and educators as direct carriers of innovative processes increases significantly. With all the variety of teaching technologies: didactic, computer, problem-based, modular and others, the implementation of leading pedagogical functions remains with the teacher. With the introduction of modern technologies into the educational process, teachers and educators are increasingly mastering the functions of a consultant, advisor, and educator. This requires special psychological and pedagogical training from them, since in the professional activity of a teacher not only special, subject knowledge is realized, but also modern knowledge in the field of pedagogy and psychology, teaching and upbringing technologies. On this basis, readiness to perceive, evaluate and implement pedagogical innovations is formed. The concept of “innovation” means newness, newness, change; innovation as a means and process involves the introduction of something new. In relation to the pedagogical process, innovation means the introduction of new things into the goals, content, methods and forms of teaching and upbringing, and the organization of joint activities between teacher and student.

The very concept of “innovation” first appeared in the research of cultural scientists in the 19th century and meant the introduction of some elements of one culture into another. This meaning is still preserved in ethnography. At the beginning of the 20th century, a new field of knowledge was formed - the science of innovation, within which the patterns of technical innovations in the field of material production began to be studied. The science of innovation - innovation - arose as a reflection of the increased need of firms to develop and implement new services and ideas. In the 1930s, the terms “innovation policy of a company” and “innovation process” were established in the United States. In the 60s and 70s in the West, empirical studies of innovations carried out by firms and other organizations became widespread.

Initially, the subject of the study of innovation was the economic and social patterns of the creation and dissemination of scientific and technical innovations. But quite quickly, the interests of the new industry expanded and began to cover social innovations, and, above all, innovations in organizations and enterprises. Innovation has emerged as an interdisciplinary field of research at the intersection of philosophy, psychology, sociology, management theory, economics and cultural studies. By the 1970s, the science of innovation had become a complex, extensive industry. Pedagogical innovation processes have become the subject of special study by scientists since about the end of the 50s.

The development of pedagogical innovation in Kazakhstan is associated with a massive social and pedagogical movement, with the emergence of a contradiction between the existing need for the rapid development of the school and the inability of teachers to implement it. The widespread use of new technologies has increased. In this regard, the need for new knowledge, for understanding new concepts of “innovation”, “new”, “innovation”, “innovation process”, etc., has become more acute.

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Modern pedagogical technologies in secondary schools. Modern innovative technologies in school: advantages and pitfalls

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