Slide 1 Algebra lesson in grade 7 "Linear function and its graph" Prepared by ...
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Pedagogical design Author: teacher of Russian language and literature MOU Gashunskaya secondary school №4 Nechaeva LV. Municipal educational institution Gashunskaya secondary school №4, p. Baykov 2010Slide 2
Activation of independent cognitive activity of students in problem-based learning Project topic
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A problem is always an obstacle. Overcoming obstacles is a movement, a constant companion of development; Solving problems, a person overcomes difficulties. Problem lessons are relevant. Relevant means important, essential for the present. Actual is both completely new and does not lose touch with the past. And also - effective, modern, directly related to the interests of a living person today, vital, existing, manifested in reality. If the lesson is relevant, then it necessarily lays the foundations for the future.
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Analysis and Literature Research in the field of problem learning began in the 1960s and is ongoing. The most active researchers in the field of problem learning are: S.L. Rubinstein D.N. Bogoyavlensky N.A. Menchinskaya, A.M. Matyushkin, M.A. Danilov, M.N. Skatkin. T.V. Kudryavtsev, D.V. Vilkeev, Yu.K. Babansky, M.I. Makhmutov I.Ya. Lerner.
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traditional problematic Pedagogical contradictions teaching 1. The material is given ready-made, the teacher pays attention primarily to the program. 1. Students receive new information in the course of solving theoretical and practical problems 2. In the oral presentation or through the textbook, problems, obstacles and difficulties arise caused by the temporary exclusion of the student from the didactic process. In the course of solving the problem, the student overcomes all difficulties, his activity and independence reaches a high level here ... 3. The pace of information transfer is focused on stronger students ... 3. The rate of transfer of information depends on the student or a group of average or weak students 4. Control of school achievements is only partially related to the learning process; it is not an organic part of it 4. The increased activity of students promotes the development of positive motives and reduces the need for formal verification of results. 5. There is no opportunity to provide all students with one hundred percent results; the greatest difficulty is the application of informatization in practice. 5. Teaching results are relatively high and stable. Students can more easily apply the knowledge gained in new situations and at the same time develop their skills and creativity
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There is no student-centered education without the problematic component of the lesson. “The bulk of knowledge and skills is passed on to students in a non-problematic way. But the student must learn to apply the acquired knowledge and skills creatively, and therefore their application is inevitably problematic ”I.Ya. Lerner
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Formation of cognitive interest among students in the course of problem-based learning Problem
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Problematic barriers to overcome: lack of criticality; self-confidence; irritability; incompatibility with a deskmate; shyness; poor health; uncertainty; coarseness; laziness.
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Purpose: the formation of an active creative personality of a student who is able to see, pose and solve educational and life problems.
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Objectives To study and analyze the psychological, pedagogical and methodological literature on the research topic. Identify the contradictions between traditional and problem learning. Consider various approaches in modern pedagogy to problem learning. Expand the essence of problem learning. Identify the conditions for the success of problem-based learning. Determine the methods and forms of conducting problem-based lessons. Develop lessons with elements of problem-based learning and compile a selection of problematic tasks that contribute to the intellectual development of schoolchildren. Organize research work.
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Conditions for Success Creation of conditions for successful educational activities (experiences of success and confidence in their capabilities); the creation of cognitive difficulties corresponding to the intellectual abilities of students; providing trainees with a body of knowledge; the formation of skills for solving problematic problems;
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Forms and methods of work Group (groups of permanent and variable composition); microgroup; work in pairs; individual; collective. * problematic presentation of knowledge; * presentation of knowledge with a problematic beginning; * partial search; *research
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The main types of problematic lesson Lesson-discussion Lesson-problem lecture Lesson-seminar Lesson-research Version lesson Heuristic conversation
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Methods of teaching at the problem lesson "communication attack"; reference circuits; brainstorm; brain attack; Fan attack; "Openwork saw" and others.
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Form your own opinion, express it, be able to argue; Learn to hear and listen to another person, respect the opinion of the interlocutor; Enrich your social experience by including and experiencing certain situations; Productively assimilate educational material, work actively and creatively, show your individuality; Analyze facts and information; Be creative in teaching material.
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Expected results Students will acquire the ability to: * independently organize their learning activities (independently obtain and apply knowledge); Evaluate the results of their activities; Determine the causes of the difficulties encountered and ways to eliminate them; Be aware of the spheres of their interests and correlate them with their educational achievements, traits of their personality. Students develop: * General culture and erudition; * Willingness to live and act in changing life situations; * Efficiency, responsibility.
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Problem-based learning-learning that ensures full and high-quality assimilation of knowledge Modern research shows that in classrooms where problem lessons are held, the quality of knowledge is 15-18% higher than in traditional teaching.
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Project participants teacher student Dynamics of the level of development: did not know how, learned; I didn’t know - I found out; did not have - acquired; gave his word - did. Involvement in new activities; Self improvement; Contentment in creating an upbringing and developing environment * The teacher does not educate, does not give ready-made knowledge, but actualizes; * extracts knowledge from the student's consciousness; * encourages research activity; * creates conditions for student improvement
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Terms and stages of implementation 1. Initial stage - November 2008 development of the project assignment: (defining the problem, formulating a hypothesis about the results and ways of achieving, defining the goal of the project and step-by-step tasks) - 2. Stage developing the work plan December 2008 determining the timing of the project, choosing funds and methods of implementation, choice of the form of work) 3. Project implementation January 2009-December 2010 collection, analysis and generalization of information from various sources, research, preparation of graphic material, video material, design materials for presentations, control and correction of intermediate results. Completion of the project January 2011 (presentation, project expertise, reflection: discussion of the process and results of the work)
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If a student at school has not learned to create anything himself, then in life he will always only imitate, copy, since there are few who, having learned to copy, were able to create an independent application of this information. Leo Tolstoy
Objects of pedagogical design: - development of the author's program of the academic subject; - development of an innovative system of educational work (a new model of organizing self-government in the classroom, development of cultural programs, etc.); - introduction of innovative forms, methods and technologies of teaching and upbringing; - the introduction of new methods of assessing the educational achievements of students
Technology of pedagogical design stage 1 - preparatory TasksProceduresResults 1. Definition of the problem Diagnostics of the state of the educational process (examinations, tests, questionnaires, observation) Revealing the discrepancy between the necessary and the actual state of the educational process.
3. Search for solutions to the problem (formulation of the hypothesis) 1. Identification and analysis of solutions to the problem. 2. Choosing the best option or creating your own way to solve the problem. 3. Formulation and substantiation of the hypothesis The presence of the optimal solution to the problem (hypothesis)
4. Preparation for the implementation of the project 1. Text design of the project 2. Planning the forthcoming work. 3. Determination and preparation of the necessary resources (organizational, scientific and methodological, material, etc.) Creation of the necessary conditions for project activities
Stage 2 - performing 1. Organization of educational activities of students in new conditions Creation of the necessary conditions for educational activities of students in accordance with the project idea Implementation of the project idea in practice (experimental testing of the hypothesis)
Pedagogical design Cultural form of innovative processes in education
Historical and Cultural Sources of Pedagogical Design At the early stages of the development of society, design is woven into the life of people: each action is performed on the basis of the project that precedes it (prototype). Engineering and technical design - preliminary study of ideas, options for a new object, design and modeling of its parts and connections, prior to their direct manufacture. Social design - the creation of new forms of social life (T. More, T. Campanella, R. Owen)
Development of project ideas in pedagogy Dalton plan - drawing up a personal curriculum and individual organization of educational material for each student (E. Parkhurst) Project method - pedagogical idea, technology and form of educational work, focused on developing the child's abilities to solve "here and now" their pressing life problems. J. Dewey - teaching should be based on the personal experience of students and focused on their interests and needs; Kilpatrick - learning through the organization of "targeted acts" that allowed students to navigate in specific situations S.T. Shatsky is an approach to teaching, according to which the student in his work must proceed from the fact and its perception, observation and experiment are an obligatory part of the learning process in the 70s. XX century the design component is formalized in the structure of pedagogical activity. The object of design in this case is the ideal means: content, methods and forms of pedagogical activity
Design Concept Implementation Reflection Reflection Conceptualization Programming Planning Plan Program Concept Problematization Cooperation Organization Collaboration Community Team
Correlation of the concepts of "design", "forecasting", "design", "modeling" Forecasting is a special study of the prospects of a phenomenon. As a "judgment about the prospects" allows for uncertainty of the result. Design is carried out to obtain a result directly used in practice. Design is the development of the structure of an object or system. Together with the design, it makes up the successive stages of approaching the concept to its substantive implementation. During the design process, the elements of the designed object are developed, during the design, a system of interconnections of these elements is created. Modeling is a method of studying objects of various nature on their analogs (material or ideal models). It is part of the design, since the range of design procedures includes the creation of models of future objects, processes and phenomena
PROJECT CULTURE The target-oriented approach ensures the organization of design in accordance with a given goal (organization of resources for a goal). The design-modular approach is aimed at designing with a variable use of specially created functional modules that act as structural components of an integral system that ensures the implementation of certain activities. The design and program approach is focused on the implementation of a complex of projects within the framework of a single program.
The pedagogical essence of design The public nature of design activities is cooperation, pooling of resources and efforts in the course of design. Design is a special type of scientific and predictive vision of reality, which is aimed at changing it in accordance with the requirements of the development of practice. Autodidactism of project activity as its ability, in parallel with the immediate result (creation of a project), to ensure the assimilation of new knowledge, the formation of new ideas, the emergence of new meanings, the dynamics of values. The mosaic nature of design means the folding of a design activity from actions that are elements of other activities (diagnostic, prognostic, evaluative, etc.)
Types of pedagogical design Project A.S. Makarenko Project "School socio-cultural center of the village" Project "School of Social Partnership"
Types of pedagogical design Elective course program Project method
Types of pedagogical design Concept of modernization of Russian education Draft State program "Development of upbringing of children in the Russian Federation until 2010"
Types of design in education Socio-pedagogical design Psychological and pedagogical design Changing social conditions by pedagogical means Transforming the goals of teaching and upbringing Creation and modification of methods of teaching and upbringing Solving social problems by pedagogical means Creating forms of organizing pedagogical activity Transforming the system of pedagogical communication Educational design Forming the content of education at all levels Designing the quality of education Creation of educational institutions
Levels of design Conceptual Substantial Technological Procedural Concept, model, image of the final result Position (about structure, competition, organization, etc.), programs (educational, research, development) Organizational schemes, curricula, methods Didactic tools, methodological recommendations, development lessons, event scenarios, schedules of the educational process Types of project products
Principles of project activity Principle of predictiveness Principle of step by step Principle of regulation Principle of feedback Principle of productivity Principle of cultural analogy Principle of self-development
Requirements for the organization of project activities Requirement of context - assignment of the design subject to a specific context Consideration of the diversity of needs of all parties interested in education: individuals, society, the state Requirement for the activity of design participants Requirement for realism - ensuring the attainability of design goals. Controllability requirement - the need for temporary regulation of actions, content and technological certainty of the procedures performed.
Features of the subject of design The aggregate subject of design is a community of people united by a common goal and a common system of values, for the implementation of collective activities based on the manifestation of each participant's own initiative, which means the need for his personal contribution to the development of the conceptual idea of the project; in the development of criteria for the effectiveness of the project; in the allocation of project resources; to receive feedback; in the presentation of the results of project activities.
Levels and types of relationships in the design group Information level - meaningful exchange of all types of information obtained in the course of project activities Practical level - joint substantive activity Emotional level - individual and joint impressions, experiences acquired in the course of work on the project Ethical level - rules and conventional norms interactions Subordinate cooperation - the project manager proposes the topic and acts as the main expert Equal cooperation - constant cooperation and partnership between the direct executors of the project Network relations - are built on the principle of horizontal links, at the intersection of which (at the network nodes) there are coordinators and project leaders
Design Object This is the environment or process in the context of which changes are taking place. educational systems of various scales and their individual components pedagogical processes of all types and their individual components the content of education at all levels of formation educational and information and communication space socio-pedagogical environment all types of pedagogical activity system of pedagogical relations pedagogical situations quality of pedagogical processes
Subject of design The intended product, the creation of which the project activity is devoted to Educational system: Educational programs Educational standards Types of educational institutions Methodological centers Pedagogical process: Objectives Content Technology Content of education: Concept Curriculum Curriculum Didactic materials
The logic of organizing project activities Initial stage: diagnostics of the social and educational situation, problematization, conceptualization, goal-setting, value-semantic self-determination, programming and planning of the project progress Stage of project implementation: step-by-step implementation of planned project actions, correction of the project progress and actions of its participants, presentation of the final results work Reflexive stage: external examination of the project, reflection on the concept of the project, its and results Post-project stage: approbation, dissemination of the results and products of project activities, choice of options for continuing the project
Initial stage Diagnostics of the situation Problematization Goal setting Conceptualization Formatting of the project Preliminary socialization of the project (procedure of public presentation of the project and expert assessment of the prerequisites for its success)
Diagnostics of the situation (pre-project research) What exactly does not suit you in the surrounding world (natural, social environment, in people, in yourself)? What resources and capabilities are available to make the desired changes? What are the consequences of interference with the status quo? Quantitative and qualitative assessment Identification of "painful" points and growth points Confirmation of the social necessity of the project Determination of the logical framework of the project Building a system of arguments to attract project partners
Problematization Valuable self-determination in the problem field of the project Includes actions to identify problems, formulate them, systematize and hierarchize them. The correct formulation of a problem means a clear designation of the gap between the desired and the actual as unknown, while hidden, requiring a joint search.
Conceptualization Forecasting possible risks, i.e. those external influences and counteractions that may inevitably arise during the implementation of the project Categorical analysis is the development of a common language of communication, the coordination of values, determination of the boundaries and content of the categorical field that is relevant (available) to the project participants Specification of the goal Development of a strategy for project activities that determines the general direction and the nature of achieving goals: a bottom-up strategy - from the vision of a holistic image to the elaboration of its structural details and a top-down one - connecting, linking together disparate components
Conception of the project Motivational, value-semantic, target and strategic platform of all subsequent actions description and value-semantic assessment of the problem field of the project value foundations of project activities goals of the project with a description of the final result a set of theoretical provisions on the basis of which the concept of the project was formed approaches, strategy, principles designing
Programming Programming a project is the creation of a program, which is a set of necessary measures and actions to achieve the conceived Program is a special type of project that performs a design function, when the priority is to build specific actions aimed at achieving the intended appearance of the design subject Educational program Curriculum Program of activities (teacher, team, institution, etc.) Team development program, (institutions, etc.) Programs of activities in areas (research program, OER program, etc.)
Planning Planning is associated with the development of a plan for achieving the set goals and is strategic in nature, consisting in highlighting the stages of achieving the goal through the identification of intermediate products on the way to the final result. Structural and content plan - a short list of the content, reflecting its volume, thematic blocks and the procedure for implementing the content Strategic plan - the formulation of long-term priorities related to the design and contributing to targeted changes in reality Organizational plan - the definition of a predetermined amount of content and a system of actions for its implementation, providing order and terms of work. He answers the questions: what is he doing, who is doing ?, with whom in relationship ?, when ?, where ?, in what sequence?
Project implementation stage Each project step is determined by the logic of creating or transforming the design object and always turns out to be correlated with a specific task for which one of the participants is responsible according to the previously outlined program (plan). A feedback system needs to be established and maintained throughout the project. An objective intermediate assessment of the results obtained and the presence of approximate criteria and indicators of the success of each project step should be organized in order to correct the progress of the project on this basis. At the final step of the project implementation stage, a generalization of the local results obtained by different actors within the project should be organized, and they should be brought together.
Reflexive stage Reflection is an analysis of one's own consciousness and activity, understanding the meaning of interpersonal communication in the course of work on a project. Reflection at the exit from the project is the appeal of the participants to themselves and to each other in a new capacity, from the height of the acquired experience of joint activities. The course of the project and the system of relations that have developed in it are subject to reflection. The final examination and evaluation of the project allow us to determine the conformity of the resulting product to the original concept; make a decision on the local application of design materials or their replication in order to actively implement them into practice
Post-project stage Transition to a new project Integration with other projects Start of work of a new organization that emerged as a result of the project. Change of the status of the subject of project activities. Change of the project address (transfer of the gained experience to other categories of students or specialists). Extending the project to other levels (federal, international).
Criteria series for assessing the results of project activities Completeness of the project concept implementation Compliance with the design context Compliance with the cultural analogue Degree of novelty Formation of social partnership Social and practical significance Humanity Aesthetics Satisfaction with participation in the project Degree of mastering design procedures Synergy effect
Possible risks of project activities Violation of the integrity of the structure of project activities Selection of an unsuitable object for the application of project efforts, which does not need transformation or is internally not ready for changes to occur. The desire to plan work for the available resource, and not the search (creation) of additional or new resources for the required program. Poor knowledge of cultural analogs of the projected subject Lack of understanding of the true context of the upcoming changes, the utopian nature of the project. The possibility of a negative impact of the consequences of pedagogical design on the object of transformations, the environment. Psychological unpreparedness of the subjects of project activities for any cardinal changes
Structure of the pedagogical project Analysis of the initial situation Problem to be solved by the project Purpose of the project Design object Conceptual idea of the project 6. Stages of the project implementation Program activities 7. Expected results 8. Evaluation criteria 9. Possible risks and ways to overcome them 10. Resource base of the project 11. Necessary support (partners) of the project
Design stages: Design stages: 3. The core of the project (model, conceptual apparatus, resources: analytical, intellectual, information and communication, advertising, personnel, scientific and methodological, material and technical, financial and economic, etc.); 4. Accompanying means (participants; assistants, timing, stages, management, evaluation criteria);
Expected results: ways of presenting results (specific product, acquired qualities, exhibition, video film, etc.), p 5. Implementation process: choice of methods (theoretical analysis of sources, study and generalization of pedagogical experience, observation, conversation, questionnaire, testing, comparative historical method, theoretical modeling method, "brainstorming", "synectics", pedagogical experiment, etc.), means, contents, project implementation plan); 6. Expected results: ways of presenting the results (specific product, acquired qualities, exhibition, video, etc.), reflection, project evaluation criteria; Design stages:
1. Research work provides a hypothesis and its proof in the work. The design work can only put forward a hypothesis, but the proof will already be in another reporting work. 2. An experimental or pilot work provides a description of the experiment and a scientific report on its implementation: 3. An abstract is an expression of one's own assessment, position in relation to any investigated source (work). The difference between a project and a research, pilot, experimental, abstract, etc. forms of pedagogical work:
Priority direction - pedagogy of facilitation (cooperation, human effectiveness in interaction): Priority direction - pedagogy of facilitation (cooperation, human efficiency in interaction): 1. · The main emphasis is on the organization of active types of activity; 2. The teacher does not just convey educational information, but acts as a teacher-manager and training director, ready to offer the minimum required set of teaching aids; 3. Priority attention is paid to the organization of students' independence; 4. The learner acts as a subject of activity 5. Assertive behavior - taking responsibility for his own behavior, demonstrates self-respect and respect for others
Project structure Introductory part or explanatory note 1. Introductory part or explanatory note (relevance, brief description of the problem, the need for the introduced innovation, analysis of the available funds and resources for the implementation of the project, history of the issue, regulatory framework, etc.); Main part: basic concepts, 2. Main part: basic concepts, goals, objectives, areas of activity, description of the innovation model (through functions, content and other components), mechanisms for project implementation, resource support for the creation and implementation of the project, implementation plan, timing and stages; Final part: 3. Final part: expected results, forms and methods of tracking results, literature used, attached documents and provisions to illustrate any project materials, (reviews)
Approximate project topics: 1. Protecting and strengthening the health of students and teachers in…. 2. Psychological and pedagogical diagnostics of the personal qualities of students (class, group, etc.) .. 3. Individual educational route of the student Computerization of pedagogical monitoring Development of students' independence through the development of universal abilities of students within ....
Approximate project topics: 7. Formation of a comfortable educational (educational) environment in the classroom, children's association (in the classroom, in the classroom) Development of students' creative abilities in the process of teaching the subject, course Distance learning Integrative lessons (classes): mechanisms, features, problems Working with the gifted children in the classroom (within the subject, course) ... support for children with special educational needs
Approximate project topics: 12. Implementation of technology (developmental education, competence-based education, design and research skills, health-preserving educational environment, “cluster”, case study method, specialized training, multicultural education, etc.) in the educational process ... of the subject .... the age of students for ... 13. Creation of a system: - preschool (preschool) education; - civil and patriotic education; - environmental education, etc. 14. Using the cumulative assessment system (achievements) of students (portfolio)
Pedagogical design
1.Functions, types, levels, principles, objects
pedagogical design. Design stages.
2. Competence approach to design
educational programs
Designing the results of mastering EP.
Versatile and professional competencies.
EUR AGE requirements for professional and personal
competencies of graduates of engineering universities.
Interdisciplinary - integrated requirements for
the results of mastering the EP.
3. Designing curricula of academic disciplines
design: textbook. A guide for
higher education. establishments
2. B.S. Gershunsky. Educational -
pedagogical prognostics. Theory,
methodology, practice: educational
allowance.
3. Gura V.V., Vasilovsky V.V., Role
pedagogical design for
creation of a university system of open
education
Central design ideas:
The idea of getting ahead, prospects,The idea of the potential difference between
the actual state of the subject
design and forward-looking,
The idea of a step-by-step, step-by-step achievement
planned results,
The idea of compatibility, cooperation,
pooling resources and efforts during
design,
The idea of "forking activity"
participants as they follow the plan
performing joint actions.
Autodidactism of project activity is manifested in the ability to provide:
1.2.
3.
4.
Assimilation of new knowledge,
formation of new
views;
Mastering new types of activity;
Development of design
abilities and personal
human structures;
An incentive to improve. Types of projects
1.
Natural
2.
Technical (engineering)
3.
Social
Teacher - participant in project activities
Organizertraining project
Performer of educational
the project
Educational project expert
Estimate the specifics of your own
experience in project activities
?
Pedagogical design.
Pedagogical designpredetermines the creation of new and
transformation of existing conditions
training and education.
Project activity is constructive,
focused on creating socially
significant product.
Pedagogical design. Functions
ResearchAnalytical
Predictive
Transformative
Normalizing Pedagogical design. Views
Socio-pedagogical
design
Psychology - pedagogical
design
Educational design Educational levels
designing
1.
2.
3.
4.
Conceptual
Pithy
Technological
Procedural Design principles
The predictive principle
The principle of step by step
Rationing principle
Feedback principle
The principle of productivity
The principle of cultural analogy
Self-development principle Objects of pedagogical design
Educational systems and their
Components
Pedagogical processes
Education content
Information educational environment
All types of teaching activities
Pedagogical situations Object - Educational systems
Educational programs
Educational standards
Educational institutions
Educational authorities
Methodological centers Object - Pedagogical processes
Subjects of project activities
Learning objectives
Learning content
Learning technologies Object - the content of education
Subjects of project activities
Concept
Educational plans
Training course programs
Didactic materials Organization of project
activities
1. The requirement of context.
2. Taking into account the diversity of needs
interested parties.
3. Demand for activity
participants in the design.
4. Demand for realism.
5. The requirement of manageability. 1.
2.
3.
4.
Design stages
Pre-design stage (starting)
The main design stage
Reflexive stage
Post-project stage 1. Pre-design (start-up) stage
includes procedures
Research, diagnostics
situations,
Problematization,
Goal setting,
Conceptualization of the project,
Project formation,
Presentation and evaluation
prerequisites for the success of the project. The main design stage
1. Clarification of the purpose
2. Step by step execution
project actions
3. Correction of results
designing
4. Presentation of results
designing
5. External expertise The reflexive stage involves
appraisal
project compliance
the original idea,
prospects for use and
development of the project. 1.
2.
3.
Post-project stage
Approbation
Dissemination of results
Choice of development options
the project
Principles of the Bologna Declaration
1. Introduction of two-stagehigher education (bachelor,
master).
2. Using European
credit transfer systems
units.
3. Comparable quality
education. Project "Setting up educational
structures "(TUNING), which was attended by
universities of all countries of the European Union,
oriented
to achieve a common European
consensus in determining degrees with
point of view that the graduate
should be able to do on completion
learning,
to identify general and specific
competencies of graduates of the first and
second levels of study (bachelors
and masters).
