Interactive pedagogical technology examples. Modern interactive pedagogical technologies in working with preschool children

Several teaching models are distinguished in pedagogy:

Passive learning, when a student is an object of the educational process (listens, looks);

Active learning, when the student is the subject of the educational process (performs independent work, creative task);

Interactive learning (from inter - mutually, act - to act), when the learning process is carried out in the condition of constant active interaction

all participants in the pedagogical process.

Interactive (conversational) training- This is learning based on the principles of interaction between the student and the activities of schoolchildren. This is learning in communication. The main feature of his methodology is that the learning process takes place in the joint activities of the teacher and students, where the teacher and students are equal subjects of learning (teacher - organizer of the learning process, leader).

Interactive learning is a special form of organizing cognitive activity, which has a specific goal - to create comfortable conditions for learning, in which each student feels his own success, intellectual ability... The essence of interactive learning lies in the fact that the educational process is carried out with constant, active interaction of its participants. Interactive interaction excludes both the domination of one participant in the educational process over another, and one thought over others.

The organization of interactive learning involves the modeling of life situations, the use of role-playing games, joint problem solving based on the analysis of circumstances and situations.

Not finding the only correct answer, but the ability to solve a problem is the essence of an interactive lesson.

During such training, students learn to be democratic, communicate with other people, think critically, and make well-thought-out decisions.

Comparative characteristics of passive and interactive learning.

Parameters	Passive learning	Interactive learning
Amount of information	In a short period of time, you can study a significant amount of material	A small amount of material requires a significant investment of time
The depth of assimilation of the content of the material	Focused on the level of assimilation of the material	Students master different levels of cognition (knowledge, understanding, application, analysis, synthesis, assessment)
The percentage of assimilation of the material	Usually short	Typically high
Control over the learning process	The teacher constantly monitors the entire course of students' work, the depth and volume of assimilation of the material	The teacher exercises little control over the volume and depth of assimilation of the material, the course of the educational process
Source of motivation	External: teacher, parents, grades	Internal: the interest of the student himself
	The teacher is the source of knowledge	Teacher - organizer, leader
Role of the learner	Passive	Active

As you can see, with an interactive learning model, the educational capabilities of schoolchildren are activated by involving them in a dialogue, during which it is proposed to express and substantiate their own thoughts instead of retelling "ready-made" information. Interactive forms of work contribute to the development of initiative, independence, self-discipline, and the ability to cooperate. They stimulate the development of cognitive processes, attract to active participation in the learning process, and interest in joint activities. Students learn to work together, express their opinions, share experiences, and take responsibility for learning. And most importantly, they learn to learn.

The backbone of interactive teaching approaches is interactive exercises and assignments that are completed by students. The main difference between interactive exercises and tasks from ordinary ones is that they are aimed not only and not so much at consolidating the material already studied, but at learning new ones. Among the interactive approaches today, the following can be distinguished:

Creative tasks,

Small group work,

Educational games (role-playing and educational),

Use of public resources (invitation of a specialist, excursions),

Out-of-class teaching methods (social projects, competitions, newspapers, films, performances, exhibitions, etc.),

Interactive lecture "student as a teacher", "everyone teaches everyone", etc.,

Discussion of complex problems ("take a stand", "carousel", "talk shows", debates, symposium, etc.)

Interactive study of literature is a process built on the interaction of a student-reader with an artistic and aesthetic environment by studying the content of works of art, scientific texts, literary-critical articles in collective and group cooperation through the development of the relationship "student-reader - author - work of art (textbook ) - multimedia - teacher-facilitator - reader (student) ", where methodological methods and techniques contribute to the acquisition of reading experience, the formation of the spiritual world of" I-personality ".

Interactive teaching technologies under such conditions contribute to the development in students of the ability to see and highlight the problems of a work of art, to identify collisions and contradictions. In the course of interactive learning, students develop skills in analyzing a work, students develop the ability to study independently, to form their own opinion. Also, interactive learning makes it possible to comprehensively consider the problem, creatively approach its solution, organize the mental activity of schoolchildren.

Any interactive method is based on creative task, which gives meaning to learning. Uncertainty of the answer and the ability to find your own solution based on the personal experience and experience of your colleague, friend, allow you to create a foundation for cooperation, communication of all participants in the educational process, including the teacher.

When choosing a creative assignment, the teacher should make sure that it meets the criteria:

Didn't have a definite answer

Was helpful for students

Was associated with the life of schoolchildren,

Aroused students' interest,

Served as much as possible for the purposes of training (in our case, the formation of reading competence).

Tasks in literature lessons will be creative: illustrate a literary text with the help of oral verbal drawing; find in the work of the 19th century the problems that concern modern young people, and prepare questions for discussion; compose a crossword puzzle "Poems of the poets of the Silver Age"; write a letter to a writer of the 19th century with a review of his book; add the text of the work (for example, continue the monologue of Kabanova - the heroine of the drama "The Thunderstorm" by A. Ostrovsky), etc.

Since the educational process is carried out subject to the interaction of all participants, this forms the spirit of collectivism in schoolchildren, develops personal ties, awakens the desire for care and support, increases self-esteem, and stabilizes the psychological state of students. Transfer of individual knowledge to another person and general problem solving is carried out. A sense of individual and group responsibility for decision-making and work results is formed.

Effective in this sense is small group teaching where everyone has the right to be successful. Interactive learning in them turns into a mutual benefit between the participants in the educational process, who, through constant interaction, cooperation, co-creation, improve their knowledge and ability to navigate in literature. Members of one group know that everyone benefits from everyone's efforts; understand that all members of the group have the same goal; agree with the idea that the overall performance is based on the thoughts of each team member; for them, the success of each person is the pride of the whole team.

For example, when studying comedy A.S. Griboyedov "Woe from Wit", in order to answer the question "winner or defeated Chatsky?" The first group examines Chatsky through his relationship with Famusov, the second group compares Chatsky and Molchalin, the third analyzes the hero's relationship with Sophia, the fourth - with the surrounding society. As a result of the group research carried out for a certain time and the speeches of the representatives of the groups, schoolchildren find an answer to the question posed (or does not find an unambiguous answer).

Group work in high school may be appropriate in an introductory lesson. For example, before starting to study the topic "The cultural situation in Russia in the second half of the 19th century", the students were given a task in groups: "historians" should talk about the socio-political situation in Russia at that time, "literature" - about the literary struggle, "artists" - about activities of the Association of Traveling Exhibitions, "musicians" - about the organization of the "Mighty Handful". In the lesson, a presentation of the project takes place and a portfolio is presented.

Group work will be effective in generalizing lessons. For example, in the generalizing lesson on the study of the novel by L.N. Tolstoy's "War and Peace" 5-6 groups of students are offered one task - to draw up a plan for an essay on the topic "Folk Thought in a Novel." After the allotted time for work, a competition of drawn up plans takes place.

The success of group work depends on the fulfillment of certain conditions :

Students should have the knowledge and skills necessary to complete the group assignment;

Teacher's instructions should be as clear as possible;

The group must be given sufficient time to complete the assignment;

Team members must understand that they are connected to each other in such a way that until one succeeds, the whole team does not;

In the process of work, everyone should help each other, motivate each other in learning;

After work, it is necessary to discuss achievements and failures, analyze the effectiveness of interaction.

Effective group work is built on the basis of principles of mutual respect and cooperation. Others must be respected principles of group (cooperative) work:

The principle of equality of positions (teacher and students are equal members of the group, only the teacher plays the role of a "catalyst" that promotes the development of thinking; all members of the group have the same rights and responsibilities, they establish partnerships);

The principle of activity (activity depends on the level of interest in the problem, the level of awareness, experience of group work, relationships in the group);

The principle of the research and creative position of the participants (openness to new experience, the ability to actively observe their own activities, to implement the principle of partnership);

Feedback principle (work in a group makes it possible to “see yourself through the eyes of other participants”);

The principle of confidential communication (the effectiveness of interaction depends on the observance of this principle);

The principle of partnership communication (subject-subject), which ensures the recognition of the value of another person's personality.

You can, for example, develop together with the students memo "Code of conduct in the group":

a) there are no “actors” and “spectators” in joint work, all are participants;

b) speak so that you are understood, speak directly on the topic, avoid unnecessary information;

c) if the information was not quite clear, ask a question;

d) everyone has the right to ask for help; everyone is obliged to help the one who asked for help;

e) criticize ideas, not individuals;

f) the goal of joint activities is not a “victory” of one point of view. but the opportunity to find the best solution ...

Caroline Henderson, PhD in Education from the University of the United States, suggests group distribution scheme:

Grouping by ability (students have approximately the same level of knowledge);

Mixed grouping (students of different levels of knowledge work in one group);

Interest grouping;

Gender grouping;

Homogeneous grouping (students have the same attitude to the work they have read);

Heterogeneous grouping (students have different opinions about the read work);

Blind grouping (groups are created spontaneously).

Each type of grouping has its own advantages and disadvantages, it all depends on the goal that the teacher pursues. Performing various exercises in the lesson, the teacher can combine groupings.

Various options for organizing work in small groups ... Here is one of them (by O. Pometun and L. Pirozhenko):

Uniting students into groups (5 - 6 people). Distribution

learners of roles:

The speaker (group leader) organizes the work in the group, introduces everyone to the discussion, sums up the results of the work, determines the speaker;

Secretary (records the results of the work in a short and legible manner, participates in the discussion);

Mediator (keeps track of time and participates in the work of the group);

Initiator,

Speaker, etc.

2. Communication of the task to the group and instructions for its implementation.

3. Installation for a certain time of work.

4. Work in small groups for a set time (making suggestions, information, opinions and their processing, acceptance of ideas ...).

5. Presentation of the results of the work.

6. Assessment of the activities of the groups.

From intragroup communication, discussion moves to intergroup communication. The organization of the presentation of group solutions depends on the planned structure of the entire lesson and can be implemented in different forms.

Forms of intergroup communication	Presentation options for group decisions
Joint- individual	Each group presents the result of its activities; solutions are discussed, the best is chosen from them ("fair")
Joint-sequential	The product of each group's activity becomes a certain step towards solving a common problem ("ladder", "relay race")
Collaborative	Certain aspects of group decisions are selected from the proposals, on the basis of which a total for the entire team is then developed ("mosaic picture")

Interactive learning is one of the best ways to do teacher missions ... In this case, “the student becomes the creator of the literature lesson, and the teacher becomes“ a stage director, a wise advisor and organizer who makes sure that all participants can get spiritual and aesthetic pleasure from the work read and done during joint interaction ”(V.I. Shulyar). The teacher is interested in students learning to understand and constructively evaluate what is happening, so he must be ready to accept the different points of view of the students.

In group work, a problem can arise when some students work, and everyone gets grades. Therefore, the teacher needs to take care of the distribution of roles, involve students in systematic work, develop cooperation documents in a team (for example, teamwork rules, or a contract, or assessment conditions, etc.). It is necessary to evaluate the work of the whole group, in no case should the children who worked together be given different assessments.

Interactive learning can be compared to playing a movie. Student actors fulfill their roles by investing their abilities in the play, but the play is regulated by the director - the teacher. It is necessary to play according to a certain scenario, since excessive freedom of the actors can lead to a negative result. Therefore, the teacher must take into account not only the personal characteristics of schoolchildren, but also their tactics of behavior in the classroom. The teacher should remember that it is only in a warm atmosphere that students perceive and assimilate information most easily. But the teacher must also know that it is he who sets his own orders and rules in the class, which everyone must adhere to. Students should be aware of this in advance. This approach will ensure the necessary behavior of students and improve their cooperation. When problems arise in the lesson, the teacher should not show his displeasure. It is necessary to give children the opportunity to make mistakes, then they will feel great responsibility for their actions. However, the teacher must still guide students to correct mistakes.

When preparing for a lesson using interactive technologies the teacher must remember :

Organize the process of researching the problem in such a way that it is perceived by the student as his own initiative;

All students should be involved in the work whenever possible and to varying degrees;

It is necessary to take care of the psychological preparation of schoolchildren. A variety of incentives for students to actively participate in the work will be useful;

Small group work will be productive (everyone should be heard);

Consideration should be given to preparing the premises (students should be able to move freely);

All materials for small group work should be prepared in advance;

During the lesson, it is important to adhere to the rules and procedures, to show

tolerance for any point of view, listen carefully to each participant;

Be attentive to students when forming groups;

In one lesson, it is advisable to use 1-2 interactive work methods;

During the preparation of assignments, the teacher needs to think over different answer options and develop criteria for assessing the effectiveness of the lesson in advance;

Lessons should engage learners, generate interest and motivation;

It is important to note that the interactive dialogue between students skillfully organized by the teacher contributes to the creative self-expression of the reader, his self-affirmation as an I-personality capable of receiving aesthetic pleasure from what he read.

Interactive (dialogue) teaching can be successfully applied in non-standard forms of the lesson.

Interactive technologies.

Encyclopedia of Educational Technologies:

In 2 volumes. T. 1. M .: Research Institute of School Technologies, 2006, 816 p.

In pedagogical practice, the term "active methods and forms of learning" has long been used. It brings together a group of pedagogical technologies that achieve a high level of object activity in the educational activity of schoolchildren.

Recently, another term has become widespread - "interactive learning". The term interactive learning refers to education based on active interaction with the teacher. In essence, it represents one of the variants of communication technologies: their classification parameters coincide. In other words, interactive learning is learning with well-organized feedback of subjects and learning objects, with a two-way exchange of information between them.

Interactive software technologies are a type of information exchange between students and the surrounding information environment. Three exchanges of information can be distinguished.

Extraactive mode: information flows are directed from the subject of the training system to the learning object (student), but circulate mainly around him, without penetrating into the object. The student acts as a passive learner. This mode is typical for lectures, traditional technology. This mode is most often passive, does not cause the child's subjective activity, since learning is represented mainly by the activity of the learning environment.

Intraactive mode: information flows go to a student or a group, cause them, cause their vigorous activity, closed within them. Pupils act here as subjects of teaching themselves, teaching themselves. This mode is typical for technologies of independent activity, self-study, self-education, self-development.

Interactive mode: in this case, information flows penetrate into consciousness, cause its active activity and generate a reverse flow of information, from student to teacher. Information flows, thus, either alternate in direction, or have a two-way (counter) character: one flow comes from the teacher, the other from the student. This mode is typical for interactive technologies.

The simplest examples of interactive technology are conversation or consultation. Most of all, the interactive mode is presented in technological methods included in any specific mono-technology.

Target orientations:

§ activation of individual mental processes of students;

§ stimulation of the student's internal dialogue;

§ ensuring the understanding of the information being exchanged;

§ individualization of pedagogical interaction;

§ withdrawal of the student to the position of the subject of training;

§ achieving two-way communication between teacher and student.

The most common task of the facilitator in interactive technology is facilitation (support, facilitation) - guiding and assisting the information exchange process:

§ revealing the diversity of points of view;

§ an appeal to the personal experience of the participants;

§ support for the activity of participants;

§ combination of theory and practice;

§ mutual enrichment of the experience of the participants;

§ facilitation of perception, assimilation, mutual understanding of the participants;

§ encouraging the creativity of the participants.

Features of the organization.

Information should be assimilated not in a passive mode, but in an active one, using problem situations, interactive cycles. Interactive communication promotes mental development. In the presence of feedback, the sender and recipient of information change their communicative roles. Feedback greatly improves the efficiency of the exchange of educational information, allowing both parties to eliminate interference.

Interactive technologies are based on the direct interaction of students with the learning environment. The learning environment acts as a reality in which the student finds himself as an area of ​​mastered experience, and this is not just about connecting his empirical observations, life impressions of the student as an auxiliary material or illustrative addition. The learner's experience is the central activator of learning cognition. In traditional teaching, the teacher plays the role of a "filter" that passes educational information through himself; in interactive teaching, the role of an assistant in work, one of the factors that activates directional information flows.

Compared to the traditional one, in interactive learning models, the interaction with the leader also changes: his activity gives way to the activity of students, the leader's task is to create conditions for their initiative. In interactive technology, students act as full-fledged participants, their experience is no less important than the presenter's who not so much provides ready-made knowledge as encourages an independent search.

The teacher performs in interactive technologies in several main roles. In each of them, he organizes the interaction of participants with a particular area of ​​the information environment. In the role informant - expert the teacher presents the text material, demonstrates the video sequence, answers the questions of the participants, monitors the results of the process, etc. In the role organizer - facilitator he establishes the interaction of students with the social and physical environment (breaks down into subgroups, encourages them to independently collect data, coordinate assignments, prepare mini - presentations, etc.). In the role consultant the teacher turns to the professional experience of the participants, helps to look for solutions to the already posed problems, independently set new ones, etc.

In some interactive technologies, the presenter does not need to be a specialist in the subject. The disadvantages of the facilitator role include the high cost of the teacher in preparation, the difficulty of accurately planning the results, and the high energy consumption of the facilitator.

Sources of interference in interactive mode can be:

§ language (in verbal or non-verbal form);

§ differences in perception, due to which the meaning in the processes of encoding and decoding information may change;

§ differences in organizational status between the facilitator and the student.

Examples of interactive technologies:

1. Technology "Development of critical thinking through reading and writing"

2. Technology of conducting discussions

3. Technology "Debate"

4. Training technology

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The creation of so-called Virtual simulators is a new way in solving the problem of organizing educational laboratories for the study of complex measuring equipment and instruments. This problem is especially relevant in the study of medical technology due to the high cost of equipment. The main advantage of using Virtual Simulators is that you can create systems that do not exist in reality. That is, systems consisting of elements that are currently inaccessible for connection, located in different parts of the country or only abroad. Virtual simulators can be used both in the educational process (during laboratory work or for the implementation of theoretical admission to them), and for self-study of students. Types of virtual simulators. According to the functions performed, the virtual simulators can be divided into groups: 1. Knowledge training simulators - Electronic textbooks (EU). Due to the widespread use of multimedia (graphics, animation, sound), the effectiveness of training is significantly increased. Modern technologies make it easy to supplement the mathematical formulas present in ET with "pop-up" tips, and graphic illustrations - with contextual explanations. 2. Control simulators - testing programs designed to test the student's knowledge on the topics of laboratory work. They can be used for self-study or for obtaining a theoretical work permit. The tests can include questions that allow you to establish the student's readiness for meaningful work with the simulator. To enhance the controlling effect, the results of passing the tests are evaluated in points, the student is told the number of passed tests and the amount of penalty points. To minimize guessing the answers, the program blocks the display of information with the result of each individual test. 3. Skill training simulators - multimedia animation simulators designed to simulate changes in the states of physical equipment (devices, devices) under various conditions, creating the illusion of actions with physical equipment. Their main feature is the most complete reproduction of the appearance of physical devices (front panels, scales, arrows and other elements of indicating and recording devices) and their control elements (buttons, toggle switches, switches), as well as the movement of individual elements in accordance with the user's actions based on creating animation objects and complex scenes. The student gets the opportunity to examine in detail the technical device, get acquainted with its details, as well as perform a limited set of actions related to disassembling or adjusting the device. It should be noted that a full-fledged Virtual Laboratory must necessarily include simulators of all the listed types. Basic principles of developing virtual simulators. An effective virtual simulator requires a user-friendly environment in which the user can navigate easily by focusing on the training material, test questions and operating procedures rather than managing the simulator program. Based on the existing experience, several basic rules can be distinguished when developing an ES: 1. Mandatory use of frames. Dividing the screen area into several independent windows allows you to solve navigation problems, simplify the user to find the information he needs, and more effectively organize a dialogue (contextual tips, notes, help). It is desirable that the structure of frames does not change significantly in the course of work, since the flickering of frames on the screen will tire the user and confuse him. 2. It is necessary to reduce the scrolling as much as possible. It is better to divide the material into chapters; to view each chapter, the user should not spend a lot of time. Illustrations, photographs, animation clips must be of such a size that they can fully fit on the screen. 3. Reading a large amount of text from the screen tires the eyes, so the text can be duplicated with sound. This is especially convenient in relation to email. diagrams: instead of skimming from picture to description, the user can study the diagram by listening to the explanations to it. The Tver State Technical University has developed a Virtual Laboratory, which includes an electronic textbook, a testing program and a multimedia virtual simulator. The program can be used to conduct laboratory work and test the knowledge of students, but is more focused on the independent work of students. The virtual simulator has two modes of operation: familiarity with the stand and performance of work. When developing the simulator, photographs of a real stand were used. With the help of the 3D STUDIO MAX editor of three-dimensional scenes, the photographs have been given volume and a large number of animation clips of the movements of the stand elements have been created. It should be noted that the stand has a limited number of moving elements. These are various arrows, scale marks, handles, buttons, toggle switches, switches. The rest of the equipment is stationary and acts as a background in the simulator program. Moving elements were embedded against this background in three-dimensional scenes and animation scripts were created for them. When working on a virtual simulator, the user is given the same freedom of action as when working with a real stand. The user is not limited to a rigid sequence of actions. The simulator does not implement the functional dependence between the movements of the elements; digital codes are used to fix the states. They are hidden from the user and change in the course of his actions. Changes to the codes cause the moving elements of the stand to assume predetermined positions. There is a set of states of the moving elements of the stand, the digital codes for these states are rigidly defined and constantly monitored, the intermediate states of the stand are not checked. Thus, the user can achieve the desired results in a variety of ways. For example, the order of turning on and off two independent devices does not matter and the user is allowed to perform these operations in any order. Moreover, if the user significantly violates the order of work, so that the work could not be performed on the real stand, then the virtual stand also does not work. Some actions of the user can cause a so-called "abnormal situation" (simulated accident, equipment breakdown), they entail punishment of the user. The ability to simulate such emergency situations is one of the advantages of virtual simulators, since such actions of a student are not allowed on real expensive equipment.

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Yandex. Video

POSSIBILITIES OF INTERACTIVE LEARNING TOOLS

MOU "Secondary school number 30", Osinniki, pos. Robin

The modern era is the information era. Today, the decisive role in the social success of a person is played by his possession of information and knowledge. Perhaps the most important problem in connection with the constantly growing volume of knowledge acquired by humanity is how to preserve, select and transfer this knowledge from generation to generation.

The learning process at school is directly related to the ability of students to use information technology, work on a computer, the Internet and select the necessary information. Computer training programs, training systems based on multimedia technologies, intelligent and training expert systems, and communication tools have proven themselves positively in the educational process.

In traditional teaching, the main active (in terms of feedback) participants in educational information interaction are two components - the educator and the learner (learner). When using a teaching tool operating on the basis of ICT, an interactive partner appears for both the learner (learner) and the learner, as a result of which the feedback is carried out between the three components of educational information interaction. The role of the educator as the only source of educational information that has the ability to provide feedback is changing (shifting in the direction of supervision or mentoring). The time previously spent by the educator on retelling the teaching materials is freed up to solve creative and managerial problems. The role of the learner is also changing. The student moves on to a more complex path of search, selection of information, its processing and transmission.

Interactive learning tools are a means in which a dialogue occurs, that is, an active exchange of messages between the user and the information system in real time.

The emergence of interactive teaching aids provides such new forms of educational activity as registration, collection, accumulation, storage, processing of information about the studied objects, phenomena, processes, transfer of large enough amounts of information presented in various forms, control of displaying models of various objects on the screen, phenomenon , processes. Now an interactive dialogue is carried out not only with the trainer, but also with the training tool operating on the basis of ICT.

The leading goal of using multimedia equipment in the classroom is to achieve a deeper memorization of educational material through imaginative perception, enhance its emotional impact, and ensure "immersion" in a specific socio-cultural environment. It does this through the use of a multimedia projector, an interactive whiteboard, and a computer with Internet access.

At present, the hardware and software of a computer has reached such a level that it has become possible to implement on its basis an electronic textbook, which has a number of advantages over a printed product. These advantages are due to the use of a new generation of multimedia, hypertext, interactivity in an electronic textbook.

Multimedia. Multimedia is a complex of computer hardware and software that allows you to combine information presented in various forms (text, graphics, sound, video, animation) and work with it interactively.

In a normal textbook, all information is presented only in the form of text and graphics. In an electronic textbook, you can effectively use all the variety of multimedia technologies.

Firstly, the text of an electronic textbook can be made bright, colorful, with font highlighting by type, color, size, type of presentation (regular, bold, italic, with underlining). There are rich opportunities to form text and mathematical formulas in a single style, using many different alphabets (Cyrillic, Latin, Greek, etc.), special characters, pictograms.

Secondly, it is easy to create various graphic images (figures, photographs, tables, graphs of any shape, histograms, three-dimensional images). All this can be animated, that is, set in motion, change shape.

Thirdly, you can use background sound or sound-signal when referring to a certain block of information, picture, control button, etc. You can insert sound clips in offline or interactive mode, sound dynamic processes.

Fourthly, video clips can be used in the same variety of ways, including video material prepared for the needs of education in previous years and saved on magnetic media and photographic films.

Fifth, multimedia technologies allow using animation, "animate" pictures, texts and other objects of the textbook. This technology makes it possible to demonstrate experimental work on objects in a virtual form, "show" invisible or conduct experiments that are dangerous for live demonstration.

Multimedia facilitates the memorization process, makes the lesson more interesting and dynamic, creates the illusion of co-presence, empathy, contributes to the formation of voluminous and vivid ideas about the past.

Hypertext. Unlike ordinary text, which is always linear (the meaning of the text is revealed sequentially), hypertext is a set of separate blocks of text (nodes), interconnected through hyperlinks. The diagram shows the structure of normal text and hypertext.

Hypertext implements a non-linear way of organizing and displaying text. In this case, the reader has the opportunity to independently choose the paths to obtain the information he needs. It is assumed that this method of obtaining information is more efficient than the linear one (used in the classic textbook).

The open structure of building hypertext has the following characteristics:

ü nodes (blocks) of information have different sizes;

ü the network principle is supported by the structure of links;

ü the ability to explicitly represent the structure of information through the structure of the hypertext;

ü dynamic control of information by the user, when the user decides where to go using the hypertext;

ü multi-user access to information - all elements of hypertext are available to many users at the same time.

Interactivity... considers three forms of interactivity:

1. Reactive interactivity: students respond to what the program presents to them. The sequence of assignments is very strict and the individual impact on the program is very small (linear learning model). The student can freely move forward or backward through the application, choosing topics of interest to him, but the content cannot be changed. Applications of this type can be useful as a demonstration or initial acquaintance with the material being studied;

2. Effective interactivity: students control the program. They decide for themselves whether to perform tasks in the order suggested by the program or to act independently within the application (non-linear learning model). Applications of this type use hypertext markup and have the structure of electronic reference books, encyclopedias, databases, etc. The nonlinear learning model helps users to carry out self-learning according to individual educational trajectories, to vary various educational strategies. At the same time, the teacher does not give the students the necessary knowledge, he only provides support for educational strategies and assistance in finding information and students' awareness of their own actions. The non-linear model is effective for distance learning;

3. Mutual interactivity: the student and the program are able to adapt to each other, as in the virtual world (“Guided Discovery” model). The model allows the learner to conduct research, overcoming various obstacles, solve individual problems, and structure the sequence of tasks. Content is often provided by motivational, playful, competitive, exploratory elements. Examples of applications of this type are adventure games in history, biology, geography, etc., simulators, workshops, educational programs, etc.

Within these three models, the level of control on the part of the student and on the part of the program is different. At the reactive level, the student's behavior is determined by the program. At the effective and especially mutual levels, control and manipulation are in the hands of the user. Interactivity contains a wide range of possibilities for influencing the course and information content:

ü linear navigation on the screen using vertical scrolling;

ü hierarchical navigation using hyperlinks;

ü online help function. Most effective when adapted to instant information presentation;

ü feedback. The reaction of the program, which gives an assessment of the quality of the user's actions. This reaction is displayed if the further course of the program's development depends on this assessment;

ü constructive interaction. The program provides the ability to build objects (targets) on the screen;

ü reflective interactions. The program stores individual student actions for further research.

Interactive board.

Smart Board interactive whiteboards provide teachers and students with a unique combination of computer and traditional methods of organizing educational activities: they can be used to work with almost any software and simultaneously implement various methods of individual and collective, public ("answer at the blackboard") student work.

The main form of presentation of materials for demonstration to the class is a presentation, consisting of a set of slides. The main tool for creating such presentations is usually Microsoft PowerPoint. However, SMART Notebook environment provides even more options specifically for working with your interactive whiteboard.

Drawings can not only be created by yourself, inserted from external files from disk, but also taken from the built-in fairly rich collections.

SMART Notebook software can be installed and used on any computer - even without connecting the whiteboard to it. This allows the teacher to prepare all the necessary materials for the next lesson at home.

You can call the student to the blackboard and, giving him an electronic marker instead of a traditional chalk, instruct him to solve the problem by completing the necessary drawings and entering the required letters, numbers and other symbols using the virtual keyboard or handwriting recognition tool. At the same time, it is much easier for the student to draw regular geometric shapes, it is more convenient to supply them with the required signatures, all calculations can be checked immediately, if desired, using the standard Calculator application from the Windows package, and the dirt from chalk and a wet rag that have become habitual will forever be a thing of the past.

Currently, the focus is on dialogical methods of communication, joint search for truth, development through the creation of educational situations, and various creative activities.

The main methodological innovations today are associated with the use of interactive learning technologies. The word "interactive" came to us from English from the word "interact". "Inter" - "mutual", "act" - to act.

Interactivity (from the English interact - to interact) means the ability to interact or be in a dialogue mode. Various aspects of the use of interactive methods and technologies in teaching are considered in the pedagogical and psychological works of scientists. So, V.P. Bespalko, A.I. Bogomolov, A.G. Molibog et al. Determined the effectiveness of the use of interactive technologies in teaching, in the works of L.S. Podymova, V.A. Slastenina, E.N. Volkova, N. Suvorov and others revealed the importance of interactive learning for the social formation of the individual.

Researchers believe that the main feature of interactive technologies is forced intellectual activity, since the technology of the educational process itself activates the thinking of its participants, regardless of their desire. By engaging in interactive activities, students learn to think critically, solve independently assigned tasks based on the analysis of information extracted from various sources, apply the knowledge gained in non-standard situations, participate in discussions, prove the correctness of their opinion, and jointly solve significant problems.

Interactive learning is learning immersed in communication. At the same time, "submerged" does not mean "substituted". Interactive learning preserves the ultimate goal and the main content of the educational process. It transforms the forms from broadcasting to dialogue, i.e. including the exchange of information based on mutual understanding and interaction. In interactive teaching, in addition to this, the dialogue is built as interaction "student - student" (work in pairs), "student - group of students" (work in groups), "student - audience" or "group of students - audience" (presentation of work in groups), "student - computer", "student - artwork", etc.

Communication is complete when all three sides are present in it:

- informative (exchange of information);

- interactive (strategy development and coordination of joint actions of individuals);

- perceptual (adequate perception and understanding of each other).

Communication can take place both verbal and non-verbal. Psychologists have found that in the conditions of educational communication, an increase in the accuracy of perception is observed, the effectiveness of memory work increases, and such intellectual and emotional properties of a person develop more intensively, such as: the stability of attention, the ability to distribute it; observation of perception; the ability to analyze the activities of a partner, see his motives, goals; imagination (in this case, we mean the ability to put oneself in the place of others). In conditions of communication, self-control processes are actively proceeding, "failures" and "doubtful places" (those parts of the material that none of the partners can reproduce) are more clearly realized. In the process of communication, a culture of feelings and emotions is fostered, the ability to empathize, empathy, the ability to control one's own behavior, and to know oneself are developed.

Psychologists note the importance of students' interaction with each other, since counseling each other, conducted by the students themselves, or peer education is one of the most effective ways of assimilating knowledge. The psychological literature cites the following data: students retain in memory 10% of what they read, 26% of what they hear, 30% of what they see, 50% of what they see and hear, 70% of what they hear. what they discuss with others, 80% of what is based on personal experience, 90% of what they say (speak) while doing and 95% of what they teach themselves (Appendix A). Proceeding from this, interactive learning associated with the discussion of the material, teaching each other by students is the most productive in terms of assimilation and memorization of educational material.

Interactive learning simultaneously solves several problems:

- develops communication skills and abilities, helps to establish emotional contacts between students;

- solves the information problem, since it provides students with the necessary information, without which it is impossible to implement joint activities;

- develops general educational skills and abilities (analysis, synthesis, goal setting, etc.), that is, ensures the solution of educational problems;

- provides an educational task, as it teaches to work in a team, to listen to other people's opinions.

Today, interactive technologies are understood as such teaching methods in which the student is immersed in an educational situation, mastering knowledge in close interaction with other participants in the educational process.

Interactive technologies based on the activity-based approach help to achieve the requirements set by the standard, and also, which is important, enable the self-realization of each participant in the educational process, free the teacher from the standard role of a didact, form an environment of social partnership, form the skills of communication, independent search and assessment of information, educate students' personal responsibility for the results of their learning.

Figure 3 - Scheme of interactive learning technology

Interactive technologies according to V.V. Guzeev are a type of information exchange between students and the surrounding information environment. There are three main types (modes) of information exchange that form certain models of pedagogical interaction in the educational process: extractive, intraactive and interactive.

In the extraactive mode, the student acts in the passive role of the object of pedagogical influence, information flows are directed from the teacher-subject to the object of training (student). This mode is the basis of the passive (subject-object) model of interaction, it does not cause the subject activity of students.

In the intraactive mode, information flows go to students or a group, cause them to be active, closed within them. Students act here as subjects of learning themselves, teaching themselves. Intraactive mode forms an active model of interaction, it is characteristic of the technologies of independent activity, self-study, self-education, and self-development.

In an interactive mode, information flows cause active student activity and generate a reverse information flow from student to teacher. Information flows, thus, either alternate in direction, or have a two-way (counter) character. This mode forms an interactive model of interaction, it is he who is characteristic of interactive technologies. The interactive model implements the idea of ​​organizing comfortable learning conditions in which all students actively interact with each other.

The key task of the teacher when using interactive technology is facilitation (support, relief) - direction and assistance to the process of information exchange: identifying the diversity of points of view; combination of theory and practice; appeal to the personal experience of students, support of their activity, encouragement of creativity; mutual enrichment of the experience of the participants in the dialogue; facilitation of perception, assimilation, mutual understanding. If in traditional teaching the teacher plays the role of a "filter" that passes educational information through himself, then in interactive teaching he plays the role of an assistant in the work, activating mutually directed flows of information. At the same time, students become full participants in information exchange, their experience is no less important than the facilitator's wholesalers, who does not so much provide ready-made knowledge as encourages an independent search.

The teacher performs in interactive technologies in several main roles. In each of them, he organizes the interaction of participants with a particular area of ​​the information environment. In the role of an informant-expert, the teacher sets out text material, demonstrates a video sequence, answers questions from participants, monitors the results of the process, etc. In the role of the organizer-facilitator, he establishes the interaction of students with the social and physical environment (breaks down into subgroups, encourages them to collect data on their own, coordinate assignments, prepare mini-presentations, etc.). In the role of a consultant, the teacher turns to the professional experience of students, helps to look for solutions to already set problems, independently set new ones, etc. The organization of interactive learning involves the modeling of life situations, the use of role-playing games, the general solution of issues based on the analysis of circumstances and situations, the penetration of information flows into the mind, causing its active activity.

INTRODUCTION

interactive learning multimedia

The main goal of education is the formation of a free, responsible, humane personality, capable of further self-development. An educated person, easily navigating in a changing society, quickly mastering new areas of activity, possessing a high level of tolerance, capable of analyzing a new situation, assessing it and making an appropriate decision is a citizen of society.

The use of new interactive technologies in the teaching and educational process allows teachers to realize their pedagogical ideas, present them to the attention of colleagues and receive a prompt response, and gives students the opportunity to independently choose an educational trajectory - the sequence and pace of studying topics, a system of tasks, methods of knowledge control. This is how the most important requirement of modern education is realized - the development of an individual meaning of activity, a culture of self-determination in the subjects of the educational process, their personal development takes place.

Until recently, there was a widespread opinion that a computer can only be used by a teacher of informatics, and other subjects do not need it, but today it is already becoming clear that information technologies open up truly enormous opportunities in professional activity. The use of a computer allows you to combine various technical teaching aids with visual aids; streamline teaching material and use it effectively in the classroom, taking into account the individual characteristics of students.

Information, communication and interactive technologies open up unique opportunities in various fields of professional activity, offer simple and convenient means for solving a wide range of problems, including in the field of education.

Interactive learning

Object of study: technologies in the educational process.

Subject of study: interactive technologies in education.

Purpose of the study: study the concept of "technology" in education, explore the use of interactive technologies in the educational process.

Research objectives:

1. Define the concepts of "interactive learning", "interactive technology".

2. To study the main aspects of the use of interactive equipment in educational activities.

Develop activities for children of senior preschool (primary school) age using interactive teaching tools.

CHAPTER 1. THEORETICAL JUSTIFICATION OF THE THEME

1.1 Concept of interactive learning and interactive technologies

Interactive learning

· The student becomes a full participant in the educational process, his experience is the main source of educational knowledge. The teacher (presenter) does not give ready-made knowledge, but encourages the participants to search for themselves.

· Compared to traditional teaching, the interaction of a teacher and a student is changing in interactive learning: the teacher's activity gives way to student activity, and the teacher's task is 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 the work, one of the sources of information.

Interactive learning- this is a special form of organizing cognitive activity, when the educational process proceeds in such a way that almost all students are involved in the cognitive process, they have the opportunity to understand and reflect on what they know and think.

· The joint activity of students in the process of learning, mastering the educational material means that everyone makes their own individual contribution, there is an exchange of knowledge, ideas, methods of activity.

· This happens in an atmosphere of benevolence and mutual support, which allows students not only to gain new knowledge, but also to develop their communication skills: the ability to listen to the opinion of another, weigh and evaluate different points of view, participate in discussions, and work out a joint decision.

· The educational possibilities of interactive forms of work are also significant. They contribute to the establishment of emotional contacts between students, teach to work in a team, relieve the nervous load of schoolchildren, helping to experience a sense of security, mutual understanding and their own success.

Interaction levels From the point of view of the degree of interaction, the following cases (levels) can be considered under interactivity:

· linear interaction(1 :), or lack of interactivity, when the sent message is not associated with previous messages;

· reactive interaction(1: 1) when the message is associated with only one immediately previous message;

· multiple or conversational interaction(1: m) when a message is associated with many previous messages and with relationships between them.

Sometimes interactivity in a given series of communication interactions is defined as an expression of the degree to which the third in order (or later) message is associated with the level of interaction of the previous information exchange (messages) with even earlier exchanges (messages).

Interactive learning requires the use of special forms of organizing cognitive activity and sets quite specific and predictable goals, for example, the creation of comfortable learning conditions and the involvement of students in educational interaction, which makes the learning process itself productive.

Pedagogical technology is a meaningful technique for the implementation of the educational process (V.P. Bespalko).

Pedagogical technology in educational practice is used at three hierarchically subordinate levels:

The structure of pedagogical technology includes:

Organization of the educational process

Methods and forms of educational activities of students

Teachers' activities in managing the learning process

Diagnostics of the educational process.

Any pedagogical technology must meet some basic methodological requirements:

Conceptuality. Each pedagogical technology should be inherently based on a certain scientific concept.

Consistency. Pedagogical technology should have all the features of the system: the logic of the process, the interconnection of all its parts, integrity.

Controllability implies the possibility of diagnostic goal-setting, planning, designing the learning process, varying means and methods in order to correct the results.

Efficiency. Modern pedagogical technologies exist in a competitive environment and must be effective in terms of results and optimal in terms of costs, to ensure that a certain standard of teaching is achieved.

Reproducibility implies the possibility of using pedagogical technology in other educational institutions of the same type, by other subjects.

To summarize: interactive technologies are more and more actively involved in the educational process. Today there is no well-established term that defines what is meant by interactive technologies. Interactivity is an interaction built into the software aimed at presenting information, navigating through the content and placing any information. It (interaction) includes the use of hyperlinks, filling out forms, searching for data by keywords and other forms of dialogue with the user. Technology (pedagogical technology) - a set of forms of methods and techniques for the transfer of social experience, as well as the technical equipment of this process. The main problem that is solved with the help of technology is the controllability of the learning process.

1.2 The use of interactive and multimedia equipment in educational activities

To optimize the educational process in modern educational institutions, it is necessary to apply a visual teaching method. When organizing the educational process, teachers try to use a variety of technical teaching aids, illustrations, flow charts; quite recently, audio and video equipment was used for these purposes: a tape recorder, a television, a vinyl record player, a movie projector and an overhead projector. But time does not stand still, and in modern conditions multimedia functions are successfully combined in a personal computer, supplemented by a subject media library.

Until recently, there was a widespread opinion that a computer can only be used by a teacher of informatics, and other subjects do not need it, but today it is already becoming clear that information technologies open up truly enormous opportunities in professional activity. The use of a computer allows you to combine various technical teaching aids with visual aids; streamline teaching material and use it effectively in the classroom, taking into account the individual characteristics of students.

The lesson lasts only 45 minutes, and the teacher has a lot to do: conduct a survey, check homework, conduct some practical exercises, explain new material, consolidate it. How can you do without an omnipotent electronic assistant - a computer? After all, with skillful use, it can take on a significant part of this work, and its powerful intellectual base, interactivity, combined with visibility, makes it possible to become a direct participant in events and allows you to manage its development.

Computer technologies qualitatively change the content, methods and organizational forms of training and, under certain conditions, can contribute to the development of the individual abilities of students, their personal qualities; the formation of cognitive abilities; striving for self-improvement. Practice shows that using a computer has many advantages over traditional teaching methods. When using a computer in the classroom, the student is involved in the educational process as an active participant. Computer programs make it possible to individualize teaching, make it possible to organize independent actions of students.

Each student has the opportunity to work at his own pace, without depending on weaker or, conversely, strong classmates. The computer contributes to the formation of reflection of their activities in children, allows them to visually represent the result of their actions.

Work experience shows that students who actively work with a computer develop a higher level of self-education skills, the ability to navigate in a stormy stream of information, the ability to highlight the main thing, generalize, and draw conclusions. Therefore, the role of the teacher in disclosing the possibilities of modern information technologies in the process of teaching both natural and humanitarian disciplines is very important.

In the learning process, one of the most important roles is played by the clarity of the material being studied. Scientists physiologists have proven that about 95% of information a person receives with the help of a visual analyzer. Thus, the more clearly the studied material is presented, the better it is remembered by students.

Over the past decades, the textbook has been the most important methodological aid in the educational process. But modern information technologies are developing in such a way that a multimedia presentation can pretend to be a textbook in the educational process. Thanks to modern information technologies, it is possible to develop teaching aids that will more clearly show the material being studied. One of the active forms of education that offers the use of computer technology is the creation of a multimedia abstract or presentation. The purpose of a multimedia presentation is to convey information in a visual, easily comprehensible form.

Power Point makes it easy to create multimedia presentations. The main property of this program is that it supports the use of not only text information, but also allows you to insert and operate objects created in other programs. Examples of such objects are audio fragments, which can be used for sound accompaniment, and graphic objects, which make it possible to most clearly represent the material under study. Multimedia presentations can be used to explain a new topic, control knowledge, as a means of information in extracurricular activities.

An interactive whiteboard plays an important role in multimedia presentations. It is one of the most important tools in gaining knowledge for students. With this board, the teacher can make the lesson more interesting and fun. The interactive whiteboard makes it possible to use multimedia resources, enrich the lesson with additional material. Electronic interactive whiteboards enrich the possibilities of computer technology by providing a large screen for working with multimedia materials.

Interactive equipment, in particular, an interactive whiteboard, a document camera, ensure the efficiency of using computers when conducting lessons, classes, extracurricular activities, parenting meetings, meetings, presentations, etc.

An interactive whiteboard is a flexible tool that combines the simplicity of a conventional whiteboard with the capabilities of a computer. In combination with a multimedia projector, this whiteboard becomes a large interactive screen, with one touch of the surface of which you can open any computer application or Internet page, demonstrate the necessary information, or simply draw and write. Anything drawn or written during the lesson can be saved as computer files, printed, sent by e-mail, saved as Web pages and posted on the Internet.

interactive board is a touch screen connected to a computer, the image from which is transmitted to the whiteboard by a projector. It is enough just to touch the surface of the board to start working on the computer.

It implements one of the most important teaching principles - visibility.

An interactive whiteboard works together with a computer and a video projector, making up a single complex. You can do everything on it as on a regular computer.

An interactive whiteboard combines projection technologies with a touch device, so such a whiteboard does not just display what is happening on the computer, but allows you to control the presentation process (two-way traffic!), Make corrections and adjustments, make notes and comments in color, save lesson materials for later use and editing. A microscope, document camera, digital camera or video camera can be connected to a computer, and, as a consequence, to an interactive whiteboard. And you can work productively with all the displayed materials right during the lesson.

Multimedia presentation is a modern and perspective informational advertising technology. The created audio, video, photographic range provides an effective and interesting perception of information. The multimedia technology includes the following components: digital photographic images; formatted text; computer drawings and animation; audio sound, voice accompaniment of sketches.

Multimedia presentations help to convey information to the audience in a short time, to visually show objects in three-dimensional dimensions. The uniqueness of the multimedia presentation lies in the fact that it can be used in all types of lessons.

In a lesson dedicated to the presentation of new material, a multimedia presentation can become an indispensable assistant for the teacher: the material presented in an accessible form is partially shown on the slides of the presentation, the teacher can only supplement it, make comments and explanations to the most difficult moments and images.

The use of electronic interactive whiteboards can make the educational process more fun and enjoyable for students.

Observations show that when using an interactive whiteboard, students are more attentive, engaged and interested in the lesson than when using a regular whiteboard. In addition, the researchers argue that absent-minded students are best at perceiving information posted on a television or computer screen, and an interactive whiteboard meets these requirements. Using an interactive whiteboard can make the educational process more fun and enjoyable for students - and they, in turn, begin to pay more attention to learning. An interactive whiteboard can enrich any lesson and keep students focused on their studies. This technology helps educators to creatively capture the attention and energize their students' imaginations.

Thus, in our opinion, interactive whiteboards allow you to solve the following tasks when organizing the educational process:

· Get ​​away from the purely presentation form of material presentation introduced by the computer culture. The latter is good for an introduction to the topic, for an initial acquaintance with the material. Deeper mastery will require interactive interaction with a computer, preferably with the inclusion of the student's motor skills.

· Allow to save time of the lesson due to the refusal to take note-taking of the material. At the end of the lesson, students receive a file with its recording, which can be viewed step by step on a PC at home. In this case, not only are the illustrations and notes offered by the teacher available, but also the sequence of his actions at the blackboard is correctly reproduced.

· Increase the efficiency of material feeding. The projector displays a pre-selected background picture or background slideshow on the interactive whiteboard surface. Acoustic systems create the necessary background sound in the classroom, and the teacher only has to take care of the content of the material, he can, say, write or draw on an interactive whiteboard. In terms of the power and depth of impact on the audience, a well-structured lesson using a computer and an interactive whiteboard can be compared with cinema and theater. However, this will require directing knowledge and skills from the teacher. However, even a couple of decades ago, photography and video filming were the lot of the elite; Perhaps, in the coming years, directing will also go to the masses.

· Allows you to organize group work (or group games), the skills of which today are fundamentally important for successful activities in many areas.

Working with an interactive whiteboard, the teacher is always in the spotlight, faces the students and maintains constant contact with the class. In this way, your interactive whiteboard can also save you valuable time.

Using this whiteboard, you can combine proven whiteboarding techniques and techniques with a range of interactive and multimedia capabilities.

Thus, multimedia presentations help in a short time to convey information to the audience, to visually show objects in three-dimensional dimensions. The uniqueness of the multimedia presentation lies in the fact that it can be used in all types of lessons.

Information and interactive technologies make it possible to use text, sound, graphic and video information in a new way in the organization of educational work, increase interest in creativity, and the further use of creative work performed on a computer stimulates the cognitive activity of students. In research work, the child completely moves away from cramming, he consciously absorbs knowledge.

But first of all, it should be remembered that the blackboard is just a tool, and the effectiveness of the educational process largely depends on the skill of the teacher and the quality of specialized software.

CHAPTER 2. DEVELOPING AN LESSON USING INTERACTIVE LEARNING TOOLS

Examples of assignments using interactive teaching aids in the older group of preschoolers (first graders)

1. The task of correlating a number with a quantity (Fig. 1).

The teacher invites children to find a card with a number and compare it with a card with objects. Children take turns approaching the interactive whiteboard and move the cards with objects to the jacket with the corresponding number.

2. The task for the quantitative account (Fig. 2).

The teacher opens the "screen" and asks the children to decorate the doll's hairstyle with bows. The child moves the bows on the doll's head, the children count the number of bows in chorus.

Likewise, children "give" flowers to the doll and count them.

I would like to note the active participation of children in the implementation of practical tasks.

3. The task to determine the composition of the number 7 from two smaller ones (Fig. 3).

Children are invited to add by moving the number of two stripes of different colors (the task at the blackboard is performed by one child, the rest at the tables do the work independently from the Kuizner set). After completing the assignment, the children are invited to check the result with the one that is behind the "screen".

. Task for attention, knowledge of geometric shapes, classification according to three criteria: color, shape, sizes a (fig. 4).

It is necessary to resettle the tenants in houses using hint signs (one child performs the task at the blackboard, the rest at the tables do the work independently with the Dienes blocks).

5. Task for the classification of groups of animals: domestic, wild (Fig. 5).

Children move animal images to symbols, name them. Provided that the task is completed correctly, children activate a soundtrack that imitates the voice of an animal.

6. An assignment for composing a riddle based on a diagram (Fig. 6).

Children are offered pictures and a diagram. The children need to voice the text of the riddle and guess it. If the answer is correct, the teacher pushes the "screen" and shows a picture-answer.

. The task "Who lives where?" for comparison (fig. 7).

Children name the animal, its dwelling and a marker draw lines connecting the image of the animal with its dwelling.

8. Game for attention (fig. 8).

Children need to carefully look at the drawing, then the drawing is covered with a screen, and the children must reproduce it in notebooks, on the blackboard.

9. The game "Moving around the playing field" for the development of algorithmic thinking (Fig. 9).

One of the willing players stands at the board with his back to it, the other player executes his commands on the board. Game condition: the star starts moving from the center of the field, moves around the entire field, executes commands: forward, left, right, down. The winner is the one who lasts longer on the playing field.

The use of interactive learning tools allows you to:

· Organize training more intensively and efficiently;

· To promote the development of creative abilities in children through the use of photo objects, objects with sound, drawing and solving interactive problems;

· Actively involve children in the cognitive process.

CONCLUSION

Interactive learning(from the English interation - interaction), learning, built on the interaction of the student with the learning environment, the learning environment, which serves as an area of ​​mastered experience.

Interactive learning requires the use of special forms of organizing cognitive activity and sets quite specific and predictable goals, for example, the creation of comfortable learning conditions and the involvement of students in educational interaction, which makes the learning process itself productive.

The concept of "pedagogical technology" has recently become more widespread in teaching theory.

The term "technology" is used in pedagogical literature and has received many (more than three hundred) formulations.

Technology is a set of forms, methods, techniques and means used in any activity.

interactive technologies are more and more actively involved in the educational process. Today there is no well-established term that defines what is meant by interactive technologies.

Technology (pedagogical technology) - a set of forms of methods and techniques for the transfer of social experience, as well as the technical equipment of this process. The main problem that is solved with the help of technology is the controllability of the learning process.

To optimize the educational process in modern educational institutions, it is necessary to apply a visual teaching method. When organizing the educational process, teachers try to use a variety of technical teaching aids.

Over the past decades, the textbook has been the most important methodological aid in the educational process. A multimedia presentation can pretend to be a textbook in the educational process. The purpose of a multimedia presentation is to convey information in a visual, easily comprehensible form.

Multimedia presentations can be used to explain a new topic, control knowledge, as a means of information in extracurricular activities.

An interactive whiteboard plays an important role in multimedia presentations. It is one of the most important tools in gaining knowledge for students. With this board, the teacher can make the lesson more interesting and fun. The interactive whiteboard makes it possible to use multimedia resources, enrich the lesson with additional material.

Observations show that when using an interactive whiteboard, students are more attentive, engaged and interested in the lesson than when using a regular whiteboard. In addition, the researchers argue that absent-minded students are best at perceiving information posted on a television or computer screen, and an interactive whiteboard meets these requirements. Using an interactive whiteboard can make the educational process more fun, involve all students in an active learning process.

In our work, we have developed tasks using an interactive whiteboard for students of the senior preschool group. It can also be used in the first grade of a general education school in general developmental classes.

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First, the teacher dwells in detail on what is needed for assimilation to be considered complete. As a general overview, he can show and explain the table of goals he has created for the course. For a more detailed explanation, the teacher can show the preliminary test, i.e. demonstrate to students a variant of the final test, but using different test questions.

Then the teacher introduces how the learning process will be structured in order to achieve complete assimilation. In the practice of working on this system, the main emphasis is usually on the following basic ideas:

Teaching will be carried out according to a new method that will allow achieving good results not for a small part of it, but for all students;

Everyone receives a grade only on the basis of a final assessment of knowledge throughout the course;

The mark of each is determined not by comparison with the results of others, but by a predetermined standard;

Each student who reaches the benchmark receives an "excellent" mark;

The number of excellent marks is not limited. Accordingly, helping each other does not diminish everyone's chances of getting an A-grade. If everyone helps each other and everyone is good at school, then everyone can earn excellent grades;

Each student will receive any help needed. Therefore, if he cannot assimilate the material in one way, then he will be given alternative opportunities;

Throughout the entire course of study, each student receives a series of "diagnostic" checks (tests) designed to guide his progress, the results of these checks are not

graded by marks. The information on the results of these checks serves only so that the student can more easily navigate in his gaps or errors and correct them;

In the event of difficulty in completing the routine verification work, you will immediately be given the opportunity to select alternative training procedures to help overcome difficulties, misunderstandings or errors.

The only assessment criterion is the standard of complete assimilation of knowledge and skills. After completing the test work, students are divided into two groups: those who have achieved and those who have not achieved full assimilation of knowledge and skills. Those who have achieved complete assimilation at the required level can study additional material, help those lagging behind, or simply can be free before starting the study of the next educational unit. The teacher pays the main attention to those who could not demonstrate complete assimilation of the material. Auxiliary (corrective) educational work is carried out with them. For this, the existing gaps in knowledge and skills are first identified. For that part of the educational material that is not properly mastered by the majority, classes are conducted with the whole group; the presentation of the material is repeated anew, and the way of presentation changes (for example, with the active use of visual aids that were not used in its first presentation; with the involvement of additional types of educational actions of children, etc.). Individual work is often used to eliminate partial gaps and difficulties.

The transition to the study of a new educational unit occurs only when all or almost all students have mastered the content of the previous educational unit at the required level.

INNOVATIONAL APPROACHES TO TRAINING IN MODERN EDUCATIONAL PROCESS

I.S. Peshnya (Irkutsk Institute of Medical Advanced Studies)

The most important feature of the modern education is its direction to the preparing of the students not only to adapt themselves to the situation of the social changes but to perform actively and the innovative studying helps to manage with it. Innovative approaches to the studying are divided in two groups: Technological and searching. The technology ofcomplete adopting of know ledge became popular.

LITERATURE

1. Guzeev V.V. Educational technology: from reception to philosophy. - M .: September, 1996 - 112 p.

2. Selevko G.K. Pedagogical technologies based on the intensification and effective management of EPM. - M .:

Research Institute of School Technologies, 2005. - 288 p.

Klarin M.V. Innovative teaching models in foreign pedagogical searches. - M .: ARENA, 1994 - 222 p.

The concept of modernization of Russian education for the period up to 2010. - M .: APKiPRO, 2002 .-- 24 p.

© VINOKUROVA M. I. - 2006

CONDITIONS FOR THE DEVELOPMENT OF A POSITIVE COMPONENT OF THE PEDAGOGICAL POTENTIAL OF INTERACTIVE TECHNOLOGIES

M.I. Vinokurova

(Irkutsk State Linguistic University, Rector - Doctor of Philosophy, Prof. G. D. Voskoboinik)

Summary. Interactive teaching technologies have great pedagogical potential in the field of teaching, upbringing and development. To realize this pedagogical potential and, thus, to achieve a high degree of satisfaction with the learning process, is possible only if a number of conditions of interactive learning are met. These include: organizational and pedagogical, socio-pedagogical and psychological and pedagogical conditions. Keywords. Interactive learning technologies, pedagogical potential, organizational and pedagogical conditions, social and pedagogical conditions, psychological and pedagogical conditions .__________________

The pedagogical potential of interactive teaching technologies gives and substantiates the advantages of their application in solving all problems of teaching and upbringing.

So, in the field of didactics, it is broadening one's horizons, enhancing cognitive activity; the possibility of applying knowledge and skills in practice; the formation of certain skills and abilities necessary in professional activity; development or development of techniques for regrouping, reorganizing and systematizing something; the ability to formulate questions and answer them.

In the field of education - the development of independence, activity and will; the formation of certain approaches, positions, moral and ideological attitudes, the formation of the ability to work in a team and communicative qualities.

In addition, we come to the conclusion that the use of interactive learning technologies contributes to the development of attention, memory, speech, thinking, the ability to compare, contrast, connect together; creativity, reflection, the ability to find optimal or simplest solutions, predict the expected result, find a way to vary or restructure something.

In addition, interactive learning technologies make it easier to familiarize yourself with the norms and values ​​of society; adapt to environmental conditions; exercise control, self-regulation; teach communication, psychotherapy, improving the ability to express their thoughts in oral and written form, the ability to establish and maintain psychological contact; the ability to listen to the interlocutor, understand his motives, determine his current psychological state, the skill of mastering a wide range of behavior; the ability to prove, convince, agree / disagree.

The use of interactive technologies presupposes a high intellectual load on trainees, tense work regulations and, at times, frustrating situations associated with psychological discomfort (in case of incompatibility of team members, making wrong decisions, ineffective actions of the teacher or colleagues in training, etc.), which requires qualified, psychologically competent management of the process of such training and the availability of the teacher's communicative and interactive potential, which allows the teacher to proactively track potential difficulties and, if they arise, overcome them, or provide psychological and pedagogical support to students.

As a result of the study, we stated that a teacher working in an innovative educational paradigm achieves greater efficiency if he organizes the educational process as a communication one, working out at the program-target level each element of this process: goal - content - means - channels - result - feedback, taking into account the principles of working with the student audience, demonstrating their didactic and communicative competence. In the course of the study, it was possible to establish that it was possible to achieve educational performance, that is, to develop the communicative competence of students, to increase their motivational

readiness for the manifestation of cognitive activity and at the same time achieving a high degree of satisfaction with the learning process is possible only if a number of conditions of interactive learning are met.

As you know, conditions express the attitude of an object to the phenomena around it, without which it cannot exist, and the object itself appears as something conditioned. Consequently, the condition, as the diversity of the objective world relatively external to the subject, in contrast to the cause that generates this or that phenomenon or process, constitutes the environment, the situation in which they arise, exist and develop.

Analysis of the experience of using interactive learning technologies allowed us to highlight, first of all, organizational and pedagogical conditions. It is a smart combination of traditional and innovative teaching technologies; program-targeted study of each technological "step" or procedure of a methodological complex of interactive technologies (setting educational, developmental and game goals, modular selection of means and determination of vectors of action for the development of skills, forecasting "alarming" situations and the final result); the presence of a common system for assessing the results achieved at the end of the cycle of classes, the establishment of subject-subject relations based on the positive interpersonal interaction of the teacher and the student and students with each other.

The joint expedient activity of two subjects of educational activity within the framework of classes with the use of interactive learning technologies, "effective social and pedagogical interaction", are aimed, first of all, at the confirmation and self-affirmation of the status of students in the world of social relations, phenomena, the development of knowledge, skills, attitudes and personal qualities. The teacher, taking the position of a partner-assistant, contributes to the creation of real prerequisites for the self-development of the personality of students.

With this approach, the role of the teacher becomes, in the main, partner and audit, his main function is to manage the communication process, that is, to instruct, stimulate competitive activity, educational and cognitive activities, create a creative atmosphere, encourage individual and collective success, adjust the process of achieving the set goals and the actions of participants in the interactive learning process, organize discussions and reflective analysis.

At the same time, in the course of classes, students enter into communication with each other. The readiness for constructive communication, an unbiased attitude to the opposite opinion, the recognition of a rational moment in a different position are not only principles, but also necessary conditions for activity in the "learner - learner" system.

At the same time, an essential characteristic of dialogical communication is the equality of positions and the active role of the interacting parties. The individualized attitude of the subjects of learning to each other, to the content of the lessons is manifested in actions, moods and is transformed into the group attitude of the subjects. The latter is not a simple sum of

wearing people, and it should be considered as a complex integrative formation, the result of interaction, mutual influence and complementarity of the participants in the lesson.

These circumstances require the development of didactic, communicative culture and gaming technological competence among teachers using interactive teaching technologies.

Social and pedagogical conditions, as shown by the analysis of the use of interactive teaching technologies, should include the creation of a creative atmosphere in the classroom and the implementation of the principles of game simulation, which include: the activity of the position, expressed in the manifestation of the physical and intellectual forces of students, starting with preparation for the lesson, and then in the very process of the lesson and during the discussion of the results obtained; the principle of amusement in playing and performing roles, based on game modeling of activities and having a strong emotional impact on students; the principle of individuality and collectivity: in our classes there is a manifestation of purely individual qualities as a condition for self-expression and self-affirmation, collectivity expresses the joint nature of interrelated and interdependent activity; the principle of problem-ness, which is implemented when solving problems arising in the course of classes.

In addition, the correct organization of the spatial environment ("communicative playing field") and the rules of learning are important, that is, in accordance with the laws and principles of organizing educational and play activities, it is necessary to develop rules for each specific stage of the complex of interactive technologies, which should create favorable

conditions for the maximum manifestation of the potential abilities of students.

As a result of experimental work, we attribute high motivational readiness to educational and developmental activities to psychological and pedagogical conditions. As you know, psychologists classify play as introgenic behavior, that is, behavior determined by internal factors of the personality (needs, interests), in contrast to extragenic behavior determined by external necessity, it follows that interactive technologies only really teach and educate when awaken the inner strength of students, stimulates their initiative. Proceeding from this, the teacher needs to use the whole complex of interactive technologies as a set of educational and socio-communicative activities, which simultaneously provides the transfer of subject knowledge, skills, skills, develops mental powers and awakens the internal stimuli of students for self-knowledge, self-development and self-learning. Therefore, when organizing classes, it is necessary to ensure that students form and develop methods of their own moral consciousness, forms of behavior, the ability to analyze, make adequate choices and decisions about actions in conditions of communication and interaction.

Thus, if classes with the use of interactive teaching technologies are designed on the basis of diagnosing the development of personality qualities, then they are one of the means that contribute to the development and education of students. And if a teacher uses interactive technologies purposefully, taking into account all the pedagogical features, then he will surely win.

CONDITIONS OF THE DEVELOPMENT OF POSITIVE CONSTITUENT OF PEDAGOGICAL POTENTIAL OF INTERACTIVE TECHNOLOGIES

M.I. Vinokurova (Irkutsk State Linguistic University)

Interactive technology of training has a great pedagogic potential in the sphere of studying, upbringing and development. To realizate this pedagogical potential and to reach high degree of satisfaction of training process you should observe some conditions of interactive training. They are: organizational - pedagogic, social - pedagogic and psychological - pedagogic conditions.

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