Creation of a unified methodological space of the educational complex as a condition for the implementation of the professional skills of teachers. Creation of information and methodological space as the main condition for the successful implementation of professional potential
Methodical space - a condition for development
teacher's professionalism.
Implementation of key areas of education modernization: availability, quality and efficiency is inextricably linked with the development of methodological service educational institution.
In modernization school education the methodological service is a link between the life of the teaching staff, the state education system, psychological and pedagogical science, promising pedagogical experience not only of this school, but also of other educational institutions.
Achieving and maintaining the quality of education involves continuous learning and improving the professionalism of teaching staff. Part of the system continuing education teachers is the creation of a methodological space in an educational institution that allows compensating for the lack of professional knowledge and skills, creating conditions for the development of creativity necessary in practical activities.
In a number of educational institutions, methodological work is carried out sporadically and does not always lead to the effective activity of teachers in the context of modernization. modern education focused on students with different potential levels of learning.
notes that the methodological space is a holistic, based on the achievements of science and advanced pedagogical experience a system of interrelated measures aimed at the comprehensive improvement of the qualifications and professional skills of each teacher and educator, at the development and enhancement of creative potential teaching staff in general, and, ultimately, improving the quality and efficiency educational process.
The methodological space in an educational institution has the following functions:
Organizational and methodological;
Scientific and methodological;
Informational;
Expert;
Educational and advisory.
The listed functions make it possible to provide scientific and methodological support for the implementation of the development program educational system and create conditions for improving the professional skills of teachers.
The main tasks of the methodological space in an educational institution are:
Network creation methodical work at school;
Study and creative understanding of normative, program and methodological documents;
Definition of the main directions of its activity;
Coordination of the content of methodological work, advanced training and certification of teaching staff in accordance with the current problems of education;
Providing advisory services to teachers on various problems of teaching and upbringing methods;
Teaching staff training modern forms organization of the educational process: design and research activities, information technology, technology open education and etc.;
Analysis of the activities of professional associations of teachers;
1. Independent study of ped. literature.
2.Consultations.
3. Course improvement.
Correlation of own difficulties with the experience of other teachers.
1. Card file of methodological materials.
2. Bank of information about the best teaching experience.
"Collective" (creative groups, schools for young teachers, etc.)
1. Coordination of the subjects of the methodological space for solving the problems of modernization of education.
2. Development of common methods of activity.
Use of pedagogical findings in practice.
Various forms of interaction.
1.Algorithms.
2. Ways of work.
3.Projects.
4. Programs.
"Professional"
Implementation of the main directions of the programs "Metropolitan Education".
1. Organizational and managerial culture of the teacher.
2. Communicative norms.
3.Nrmativno-legal documents.
1. Analysis of mistakes made by students.
2. Analysis of own difficulties.
3.Search for solutions actual problems teaching.
1. Cards of professional competence of the teacher.
2. Analysis of the lessons attended.
3. Analysis of the results of the educational process.
“Development” (research groups to develop difficult topics, problems, etc.)
1. Prompt response to emerging problems.
2. Growing the best teaching experience.
3. Development of new pedagogical tools.
Techniques for the development of cognitive independence and creative thinking.
Development of means, techniques, methods of work.
Description and generalization of accumulated experience.
"Creative" (pedagogical workshops, master classes, pilot sites, departments, etc.)
1. Study, generalization, dissemination of pedagogical experience.
2.Formation of a creative team of like-minded people.
1. Materials of creatively working teachers.
2.Experience of work on a single methodological topic.
1. Acquaintance with the accumulated material.
2. Correlation of experience with work practice.
Materials of pedagogical experience.
"Managerial" (pedagogical council, methodological council)
Formation of a single methodological space.
Teachers' council, conferences, ped. reading, etc.
Communication with ped. frames through various forms.
1.Concepts.
2.Projects.
3. Programs.
4. Management technologies.
Let us consider in more detail the functions of some departments that ensure the quality of the methodological work of an educational institution.
method council –
a collegial body that coordinates the methodological work of the school, contributes to the solution of priority psychological, pedagogical and informational and methodological problems of education, manages the work of various departments of the school to ensure the educational program of the school, etc.
The Methodological Council consists of: director; deputy director for scientific and methodological work; deputy director of educational work; heads of departments, methodical associations, creative groups.
The main directions of the work of the methodological council.
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FUNCTIONS OF THE METHOD COUNCIL |
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Activity coordination structural divisions OU | Organizational and methodological activities | Control and correctional work |
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It should be noted that a single methodological theme of the school is developed for 3-5 years and should permeate all parts of the school methodological service. It is very important that the work on its implementation is available to all members of the teaching staff.
The work plan of the methodological council may include the following sections:
1. Analysis of the work of the Methodological Council.
2. Organization of work of structural divisions.
3. Conducting instructional and methodological meetings.
4. Diagnostics of the pedagogical work of school teachers.
6. Organization of work to improve pedagogical excellence teachers (self-education of teachers, interaction with other educational institutions of the district, city, course preparation).
7. Generalization of pedagogical experience.
8. Evaluation of the results of the activities of an educational institution.
Department -
a structural subdivision of the school that manages educational and scientific-methodical work in one or more related disciplines. This is an association of teachers and researchers in research work.
Currently, the departments have become one of the most common forms of methodological work.
The main tasks of the department:
Studying the effectiveness of traditional approaches and innovations in teaching and educating schoolchildren;
Implementation comparative analysis based on monitoring students' knowledge;
Making suggestions to improve the educational process.
The departments carry out scientific and methodological work, which involves not only getting acquainted with the latest achievements of science and teaching methods, but also conducting research in this area.
The main directions of the department's work.
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FUNCTIONS OF THE DEPARTMENT |
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Scientific and theoretical | Educational and methodical | Research |
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Structural components of the head. department.
Analytical | Planning and prognostic | Organizational |
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Analysis of information about the quality of the results and the learning process; Evaluation of the professional level of teachers when assigning a qualification category; Analysis of the state of teaching. | Planning of department meetings; Ensuring pre-calculation of teachers. | Improving the methodological culture of the teachers of the department; Participation in the selection of teaching staff; Develop group and intergroup interaction. | Development of projects for intragroup and intergroup activities; Expansion of the scientific and methodological base; support for pedagogical initiatives and innovations; Development of pedagogical creativity. | Formation of creative ped. collective; Coordination of collective actions, taking into account the individual needs and professional capabilities of each teacher. |
IV stage- functioning | master managerial functions (organization, planning, regulation, etc.). | Control over the activities of the PTG; Analysis of the results of the implementation of innovative projects developed by teachers; Preparation for certification. | Design, provision of the educational process; Creation of a methodological base; Correction of program content; |
The result of the activities of the PTG can be the development of methods, technologies, author's programs, lessons, didactic material, etc.
Today, the identification of the priority goals of an educational institution, the pedagogical activity of teachers makes it possible to fully use the adaptive organizational structure, including any composition of structural divisions, aimed at creating conditions for the participation of the team in the preparation and implementation of management decisions and increasing the managerial competence of all participants in the educational process. Forms of methodical work are brought to the fore, which can be more effective with different levels of organization. educational process. The choice of one form or another depends on the development of the teaching staff, the level of qualification of teachers and school leaders. The choice of forms of methodological work is also determined by the specifics of mastering the updated subject courses.
Forms of methodical work.
Collective | Group | Individual |
Scientific and methodological seminar, Public lesson, Open Day, Scientific and practical conference, pedagogical readings, pedagogical council, School of ped. skill, methodical marathon, Methodical exhibition, Methodical bulletin, Panorama of methodical ideas, pedagogical fair, Methodical handwritten journal, business game, professional skills competition, Intern teacher conferences, ongoing seminars, Schools of pedagogical experience, | Debate (discussion), Round table, Creative Group, council of mentors, Mutual attendance of lessons, Pedagogical Council, pedagogical club, problem group, methodical operative, methodical instruction, Cyclic method. associations, creative travel, School of young specialist (master), Pedagogical workshop, Micro groups of teachers working on a specific problem, Subject and interdisciplinary seminars, School of Teaching Excellence, Experimental groups, Laboratory “Master class”, | Interview, introspection, Consultation, self-education, mentoring, tutoring, Internship, PhD, undergraduate, |
The collective nature of methodological work, with a reasonable combination of school-wide, group and individual, formal and informal, mandatory and voluntary forms and types of methodical work and self-education, contributes to the inclusion of teachers in a creative search.
Here are some forms of methodical work that are used in educational institutions.
collective forms.
Pedagogical Council.
The purpose of its holding is to collectively develop a management decision
to create conditions for effective cooperation of members of the school
team in the implementation of the methodological theme of the educational institution. The content of the activity: listening to teachers' creative reports, theoretical reports on a specific methodological problem, a presentation of the results of the work done, the adoption of a managerial decision on the problem. The methods used are storytelling, demonstration, demonstration, preparation of recommendations, etc.
School of Teaching Excellence.
Its goal is the most effective organization of the exchange of experience, discussion of the elements of pedagogical activity in a professional environment.
Public lesson.
The goal is to demonstrate the experience gained by the best teachers, pedagogical skills. Activity content: advanced display of new content elements and new methods related to it, demonstration of some of the most difficult sections of the course. Most often, an open lesson is an element of some kind of event, for example, holding a subject-specific thematic month, a seminar on the exchange of experience, or the next lesson of a school of pedagogical excellence. Show, story, demonstration, exhibition, etc. are used as methods. An open lesson, planned in a number of other forms and methods and subordinated to a specific goal, gives the greatest effect. The most common forms of work to improve the professional skills of novice teachers in educational institutions include: a school for a young specialist, a school for a novice teacher, mentoring, where there are young specialists or teachers who do not have a basic education.
group forms.
Council-
this is a meeting, a mutual consultation of experts, specialists in a particular field of knowledge. The psychological and pedagogical council periodically discusses and evaluates, for example, learning, learning ability and real learning opportunities of each student in the zone of his proximal development, a set of result parameters for a predictable assessment is determined.
The members of the council are, first of all, teachers working in a particular class, a psychologist, a school doctor, a psychiatrist, if possible, a neurophysiologist and a sociologist, a class teacher, educators working with these children, etc. The council meets once or twice per year for each class, where an experiment is being conducted to manage the quality of education or to optimize the learning process. Method of work - discussion and expert evaluation. At the meeting of the council, not only the forecast of academic performance is discussed, but also the reasons for the failure, a decision is made on the developed system of measures to eliminate gaps in general educational skills and knowledge.
School of Excellence
The work of the school is based on the professional skills of teachers in terms of the level of development of pedagogical skills. In any team, four groups of teachers are clearly visible (regardless of the subject taught):
Those who are willing and able to work creatively, work enthusiastically and efficiently, are masters of their craft;
Those who work conscientiously want to work creatively, but so far have difficulty reaching this level of work;
Those who are young professionals;
Those who do not strive for creativity work formally, and therefore unprofessional, illiterate and inefficient. Within these groups, there may be subgroups.
First group unites and attends the “School of Higher Pedagogical Excellence”. Within the framework of this school, the most difficult questions development of education, innovation. Here, new complex areas of scientific knowledge are mastered, new content of education and corresponding teaching technologies are created, new diagnostics of child development, new manuals and textbooks, etc. The algorithm for the practical activities of teachers involved in this school can be represented as follows: a new idea is open lesson - analysis - creative development ideas. Research work can also be carried out independently.
Second group teachers attends the "School for the Improvement of Teaching Excellence", where the program and work plan are based on the study of teachers' difficulties.
Work algorithm: analysis of difficulties, isolation and formulation of the problem - self-education - training workshops without children (role-playing games, etc.) - pedagogical activity, creating one's own experience - analysis - determining the prospects for the development of experience - bringing it to a skill.
Third group of teachers attends the “School of the Formation of a Young Teacher”, where the technology of the modern lesson and related problems are mainly studied (diagnostics of learning, learning and real learning opportunities for students, goal setting, methods for selecting the main, essential in the content of educational material, choosing and justifying the optimal combination of methods learning, ways of differentiating learning, etc.). The role of the director and his deputies, leaders of associations, experienced teachers in working with this group is exceptionally great, because we are talking not only and not so much about conducting various forms of group classes, but about the development and implementation individual program cultivation of each teacher - a member of this group.
Fourth group is a “group of increased attention of the administration”. Here, along with training, a system of measures is implemented to stimulate and motivate conscientious work, the necessary administrative control over the activities of teachers who can work better, but work clearly below their capabilities.
School of Excellence -
this form of professional association of teachers can be quite numerous, or it can result in individual mentoring, that is, it can consist of only two people.
I option: an experienced teacher, who has developments on all topics of the course, gathers around him everyone who wants to learn from him, borrow ideas from his experience. Classes are held periodically in the most different forms, but mostly these are lectures, where possible options for conducting all lessons on a particular topic or course are sequentially presented. Lectures can also be given on the most difficult topics. Such classes are supplemented by conversations, seminars, open lessons, they are given and commented on ready-made lesson developments prepared by their experienced author.
I option: The School of Excellence requires at least two teachers: one is experienced, has already passed the program more than once in a particular class, the other is a beginner. A novice teacher attends all the lessons during the year with an experienced teacher in one parallel a week before he should give these lessons himself in his classes. To do this, the schedule must be drawn up so that their lessons never coincide. For an experienced teacher, each topic is covered a week in advance, and for a beginner - a week later. Having visited the next lesson with the mentor, then discussing with him the features of the topic, his classes, etc., the beginner constructs his first lesson on this topic. He has the opportunity to compare with a model, to reflect, putting himself in the place of a master and thus understand what he should not do yet, and maybe even see the possibilities of his creative approach.
Organizational-active game.
Each game allows you to solve many and different tasks. At the same time, it is important that the game is both a form of learning and at the same time filled with a certain content. Games are one of the most effective components of active learning methods, and from this point of view they represent an important element of managerial activity. In the course of games, direct and indirect goals are realized.
During the game development of ideas and options for management decisions, the effect of group interaction is carried out, the search for ways out of possible conflicts, the struggle for informal leadership, the disclosure of deep features and qualities of employees, learning the ability to work in a compromise environment, the formation of new relationships as a basic value in the construction of a developing school .
Thus, the game is used to agree and accept certain values, both in terms of communications and in terms of determining approaches, options and technologies for solving professional problems.
Paradox games is that the game itself and its content may mean less than the result that gives an analysis of the behavior and activities of the participants during the game. The implementation of reflection after each stage of the game: analysis of psychological positions, confrontations, interests, interactions, motives is an important component of managerial activity.
Games allow:
Diagnose the state of the team
Determine the psychological climate in the team,
carry out direct and feedback, during which the manager receives the necessary information feed and at the same time uses his influence to promote his ideas, "set up" the team, build a management strategy,
To carry out the training, development and upbringing function in the team,
To create conditions for creative activity in conditions of parity according to the formula: it is not the position that matters - ideas are important,
To learn independence, responsibility and reasonable individualism,
Define priority areas activities,
Develop the ability to develop and make management decisions,
Learn to articulate thoughts
Learn to develop and build concepts,
Get used to different situations and role positions,
Learn to work in small group and with a small group
Learn to overcome shyness and indecision,
Define life position members of the teaching staff and determine the role and place of each in real activities,
Select and grow a team of like-minded people,
Learn to analyze and find a way out of problem situations,
To study impromptu in conditions of lack of time and information.
At The conditions for conducting a business game involve the participation of an even number of participants at the gaming table. Appropriate incentives should be thought out and those who are interested enough to change the status quo should be invited to play. Participants are divided into micro groups of 6-8 people.
Rules of collective mental activity:
1. It is necessary to agree on the basic concepts that will be discussed in the game.
2. It is necessary to accept and strictly adhere to the temporary regulations.
3. In no case should you interfere with the speaker (interrupt with remarks, shout out denials, interrupt, confuse, ask questions).
4. Every thought has the right to exist, even if it seems wrong to you.
5. After the speeches, a procedure is carried out to clarify the correctness and understanding of the meanings that the speaker put into the text.
6. Only ideas are discussed and never people.
7. Criticism of the text is possible only after clarification.
8. Criticism can be harsh, but the tone of criticism should be soft, respectful.
9. Criticism should be constructive: along with denial, it is necessary to offer solutions.
10. Only one issue is raised and discussed at a time.
11. The requirements of the leader must be fulfilled by the participants in the game (only regime requirements are meant).
12. Only the presenter can interrupt the speaker and only in accordance with the regulations.
13. An urgent tie-in sign must be agreed upon - the right of everyone to an emergency extraordinary inclusion in the game with the permission of the host (usually a raised finger).
14. Any discussion in the group should be recorded in the form of abstracts or depicted graphically.
15. Under fear of public bewilderment, it is forbidden to repeat what has been said and spread the thought along the tree.
16. Loudness and duration of speaking are not synonymous with the mind.
in the recommendations “Diagnostic-analytical procedures and active-game forms in school management” he cites technologies for conducting business games: “Teacher”, “Problem”, “Verdict”, “Applicant”, “Project”, “Press conference”, “Success ”, “Tournament”, “Pedagogical analysis”, etc.
individual forms.
The most common form is self-education. self-education, independent reading Literature serves as the main source of obtaining theoretical knowledge, substantiating one's own conclusions and hypotheses, a way of obtaining a large amount of new information. Independent work with scientific and methodical literature creates the best opportunities to meet individual educational needs. Communication and special classes are a powerful source of motivation for further teacher education. For example, having become acquainted with the experience of a well-known teacher, a teacher can try to use it in his practice and, not getting the expected result, turn to the literature, come to special courses.
Use of Information Sources by Teachers
for professional development. Search for new ideas and knowledge to solve their professional problems.
Acquisition of new knowledge.
Generating new own ideas.
Refinement and honing of own new ideas and activities acquired in specially organized classes.
Checking the validity of ideas.
Adapting new knowledge to solve their own problems, embedding them in the individual style of their own activities.
Evaluation of the usefulness and effectiveness of new knowledge in comparison with previous ones.
Individual forms of methodical work include: mentoring, tutoring, which are directly related to young and newly arrived specialists.
Today, we can identify some factors of the professional environment that favorably affect the improvement of the teacher's pedagogical skills:
The presence of personnel who create models of pedagogical and managerial activity recognized in the team;
Availability of personnel capable and willing to train and share their experience with them;
Training of all, or at least most of the school's teachers;
A microclimate focused on the exchange of experience and cooperation;
Opportunities for professional communication;
The presence of tasks that require joint activities;
The presence of changes in the professional environment;
Bringing the subject environment in line with new educational technologies.
UNIFIED INFORMATION AND METHODOLOGICAL SPACE OF THE REGION AS A WAY TO IMPROVE THE LEVEL OF METHODOLOGICAL COMPETENCE OF THE TEACHER Frolov Ilya Nikolaevich,
candidate pedagogical sciences, Associate Professor, Head Department of Applied Mathematics and information technologies, corresponding member Academy of informatization of education,
Lipetsk State Pedagogical University,
Lipetsk, Russia [email protected] en
The article is devoted to increasing the level of methodological competence of a teacher through the formation of a single information and methodological space and the creation of a regional network methodological community.
Key words: methodical competence; information educational space; network methodological community.
UNIFIED INFORMATION METHODOLOGICAL SPACE REGION AS A WAY TO IMPROVE THE LEVEL METHODOLOGY COMPETENT TEACHER Ilya Frolov,
candidate for Education sciences, associate professor, head department of Applied Mathematics and Information Technology, corresponding member of the Academy of Informatization of Education,
Lipetsk State Pedagogical University, Lipetsk, Russia [email protected] en
Paper is dedicated to raising the level of methodological competence of the teacher through the formation of a unified information and methodological space and creating a regional network of methodical community.
Keywords: methodological expertise; information education space; network methodical community.
The paradigm of modern pedagogical science in the 21st century, when information becomes outdated and loses its relevance as quickly as possible, moves from understanding learning as a process of transferring knowledge, skills and abilities to learning as the formation of the ability to learn, self-educate, to the development of cognitive needs.
In his interview dated February 19, 2011. Minister of Education and Science Russian Federation A. Fursenko defined the goal of the modern educational process at school as follows: "It is necessary to teach how to learn."
Thus, there is a change in the didactic foundations of education, a change in its goals, which is natural and analyzed by the largest domestic didacts: “... goals change due to changes that are continuously taking place in the world and humanity. These are slow changes, but they are there. For example, such a global process as informatization brings changes to educational goal-setting.
Changing the goals of education, of course, entails corresponding changes in the conditions of education, its forms, methods, etc. Within the framework of state initiatives recent years: "The concept of modernization Russian education for the period up to 2010" - 2001, "Our new school" - 2009. - purchases were made the latest equipment elements were actively introduced distance learning, a new form of knowledge control has been introduced - the Unified State Examination, etc.
However, paradoxically, these changes did not affect such an important subject of the educational process as teachers. But, according to Professor A.V. Mogilev, “The priority of the programs of modernization of the
wives to become a teacher. Only with the advent of a new type of teacher, a new generation, is real modernization possible. Russian school».
A teacher who realizes the new goal of education must have the ability for continuous education, including self-learning and self-education, understood by us as “independent mastery of a set of pedagogical values, technologies, creativity” .
The methodological service of the school, district, region is called upon to provide direct assistance in the organization of continuous education, advanced training, professionalism, and the development of the creative initiative of the teacher.
However, the process of restructuring the forms of organization of methodological work on new modernization "rails" is difficult.
Despite the cardinal changes that have taken place in the education system of the Russian Federation, the methodological service at all its levels, in most cases, has remained unchanged over the past decades.
In urban and large rural schools there are methodological associations (departments) for subjects and cycles of subjects, and for the type of educational work. Such associations can be school-wide or, if necessary, differentiated according to the levels of education. Seminars, conferences, pedagogical readings, etc. are organized within the associations. But, of course, the main form of methodical work is visiting open lessons and extracurricular activities followed by pedagogical analysis and discussion. Unfortunately, one cannot talk about the methodological literacy of a subject teacher whose lesson was analyzed within one school, or by one methodologist. The same thing happens with teachers of small-class schools, who, as a rule, work in interschool methodological associations created by educational authorities on the basis of pivotal schools.
Summarizing the above, we can say that neither the mandatory refresher courses (once every five years!), The topics of which are often of no interest to the teacher, nor the methodological associations of subject teachers, for the most part representing non-informative communication in a narrow
limited circle - "boiling in one's own juice", do not meet the principles of modernization of education and do not contribute to the professional growth of the teacher.
The low level of mobility of the methodological service in the context of modern modernization processes in the educational system, its “inflexibility”, is all the more alarming and requires prompt radical changes, because it is within the framework of the methodological service that the development of professional competencies of a modern teacher takes place, including the key one - methodological competence, which directly affects the quality of modern education and determines the "face" of the Russian school. So, T.A. Zagrivnaya and a number of other researchers single out methodological work as a leading factor in the formation of methodological competence, which is an important component of the professional competence of teachers.
V.A. Adolf, considering the professional competence of a teacher, notes that it includes a system of organically interconnected particular types of competence: methodological, special, communicative, subject, psychological-pedagogical and methodological competence. Moreover, it is the methodological competence among various kinds competencies occupies a leading place: "... to a certain extent, it integrates the entire system of special-scientific, psychological, pedagogical knowledge and skills" .
Russian researchers S.G. Azarishvili, T.N. Gushchina, T.A. Zagrivnaya, T.E. Kocharyan, I.Yu. Kovaleva, A.A. Mayer, A.V. Mogilev, T.I. Sha-mova and many others.
T.N. Gushchina defines methodological competence as an integral multi-level professionally significant characteristic of the personality and activity of a pedagogical worker, which mediates effective professional experience; as a systemic education of knowledge, skills, pedagogical
ha in the field of methodology and the optimal combination of methods of professional pedagogical activity.
V.A. Adolf under the methodical competence of a teacher understands an integrative multi-level professionally significant characteristic of his personality, expressed in the presence of a value attitude to the teaching profession, professional knowledge and skills, taken in unity.
Moreover, it is worth noting that innovations in education define the main characteristic of methodological competence as “actualization”, which, according to Yu.V. Vardanyan, "is manifested in the state of the actualized ability of the individual to cognize, think, communicate, act, put forward and resolve certain classes of problems, analyze the course and results of their solution, constantly make appropriate adjustments formed on the basis of a synthesis of theory and practice." According to this interpretation, a specialist with higher education can be guided by the rule: "If you want to be competent, learn to be updated in any situation."
High flexibility and adaptability, openness to innovations are becoming the most important characteristics of the teacher's methodological competence as the main component of professional competence.
Thus, within the methodological system of Russian education, the “Gordian knot” is revealed, a most complex contradiction that requires immediate resolution. On the one hand, society, the customer of education, makes the highest demands on the professional and, above all, methodological competence of the teacher, the requirements for the successful implementation of the process of continuous education with a pronounced tendency to self-education and self-learning. On the other hand, the methodological service, designed to provide the teacher with every assistance in the development of methodological competence, to update his knowledge and skills, to determine the vector of self-education in an innovative environment, is itself far from the rapidly ongoing modernization processes, for the most part prefers the use of "proven" forms and methods of organizing methodological work
and ignoring options for organizing the process based on innovative technologies.
The resolution of this contradiction is possible only through the reorganization of the methodological service of the education system of each region of the Russian Federation, taking into account its social, cultural, geopolitical and economic specifics, on the basis of innovation.
Similar transformations in the very short term are also required by the activity of the regional methodological service studied by us, and not only in theory, but also in the practical activities of a school subject teacher and an expert of the Attestation Department of the Department of Education and Science of the Lipetsk Region.
At the moment, it can be argued that methodological work in the Lipetsk region really exists only at the level of individual schools. However, one cannot speak of the absolute absence of attempts to introduce innovations in this type of pedagogical activity. Such attempts exist, but their effectiveness is low. Yes, on educational portal In the city of Lipetsk, as part of the centralized support for teachers, a bank of methodological developments of lessons was created (http://www.edu.doal.ru). As one of the links in the methodological support of teachers, a kind of "piggy bank of ideas", he undoubtedly has the right to exist. But only in the general outline of methodical work. While its absolutization, on the contrary, generates much more negative aspects. This type of work is carried out on the basis of one-way communication, the teacher has no opportunity to either express his opinion on the presented development, or hear the opinion of colleagues. The most important principle of “dialogue” in pedagogy is ignored, and the presented developments perform only the functions of a “sample”. All this on a number of points does not correspond to either the basics of pedagogical didactics or the principles of federal program development of education.
In our opinion, today the organization of the methodological work of the region, as part of the system of continuous education of teachers, requires
taking decisive measures aimed at the introduction of innovations and the formation of a single information and methodological space (UIMP).
Under the unified information and methodological space (UIMP) of the educational system, we mean constituent part information educational space of the region, which includes a set of measures to organize methodological support for teachers and activities aimed at improving the quality of teaching through the use of information technology.
A single information and methodological space is conceived by us as a mandatory structural component essence, defined in modern pedagogy by the term "information educational space", which is in relation to it "part - whole".
The development of a single information space of the educational system is one of the central tasks of modernization innovation processes Russian education, which is enshrined in legislative acts and regulations that fix the conceptual foundations of informatization of the education sector of the Russian Federation at the federal level.
The relevance of this pedagogical direction also proves the growth in the number of studies on informatization of education conducted in recent times(K.K. Kolin, A.V. Mogilev, I.V. Robert, N.N. Khakhaleva, etc.).
Analysis of the psychological and pedagogical and technical literature allows us to understand the information educational space as a set of banks and databases, technologies for their maintenance and use, information telecommunication systems operating on the basis of general principles and providing information interaction between organizations and citizens and satisfaction of their cognitive needs.
Since one of the tasks of the functioning of the information educational space is to increase the level of methodological competence of the teacher as a way to improve the quality of education in general, the necessary component of the information educational space is precisely the unified information and methodological space of education.
system of the region, based on the network interaction of subject teachers.
Moreover, the main principle of the successful functioning of the EIMP is the implementation of a "dialogue" at several levels: teacher - teacher, teacher - methodologist, methodologist - methodologist, teacher - education system management bodies, methodologist - education system management bodies. Dialogueization implies advanced training through network exchange of information, cooperation with colleagues from other educational institutions in the region, the development by the teacher of his own position in contact with the methodologist, the exchange of information between methodologists, the possibility of the teacher and methodologist expressing their own position on the management of the educational system of the region (an example of relevance and the demand for the latter is the nationwide open discussion of the draft law "On Education" on the website of the Ministry of Education and Science of the Russian Federation).
The possibility of the existence of such a dialogue in the high level and, moreover, its necessity, is reinforced by the words of the rector of the AIC and PPRO
EM. Nikitina: “Exactly like this, through communication with voluntary associations of school teachers, the Ministry of Education and Science is going to build new partnerships. At the same time, as we understand, teachers can be heard by the ministry, and the ministry can be heard by teachers.
Only dialogization this process can provide a new stage in the development of a methodological service, a departure from subjectivity and the imposition of certain models to an independent individual and creativity teacher to the choice of the forms and methods necessary for him to carry out his activities.
In addition to the dialogization of methodological work, we include the principle of openness, which we understand as open access to information, at the same time regulated by copyright, to the main principles of the functioning of the EIMP; the principle of independence in terms of independent choice of forms and methods of teaching; the principle of initiative.
Conceptual change in the principles of functioning of the methodological
service entails a change in the functionality and role of the methodologist as its structural unit and subject. A methodologist in EIMP is conceived as a network methodologist and from the role of a "lecturer", "teacher for teachers" moves into the position of a mentor, tutor, who performs the functions of organizing the process and helping the teacher in determining the vector of development. The functions of the network methodologist include:
Tracking the emergence of new information Internet
resources;
Maintaining network communications in the pedagogical Internet
community
Coordination of actions of members of the network community.
The analysis carried out and the created model of the methodological service of the educational system of the region allow us to determine its most important components. The legal component is a set of legal acts that regulate the activities of EIMP subjects at the regional level and do not contradict federal acts that define the principles of informatization and modernization of the educational system of the Russian Federation. The software and hardware component implies the existence of a sufficient technical base for the functioning of the EIMP: a PC, open access to the In-temet network, if necessary, the presence of a local network, network software and banks of software products educational purpose. The information and methodological component implies the presence of continuously replenished legal, pedagogical, psychological, methodological and didactic material.
The subject component is divided into two groups - "Coordinators" and "Teachers". The first one is represented by a group of methodologists of various levels: the curator of the methodological service of the region, representatives of the coordinating regional methodological center (district methodologists, methodologists-theorists,
methodologists of pedagogical universities in the region), coordinator of the regional methodological center, coordinator of the network community of methodologists in the region, network methodologists. The "Teachers" group is formed by network methodologists and initiative representatives of the teaching environment, united in network communities. Moreover, it is worth emphasizing that communities of this kind cannot be specially designed, organized or created by order. It is only possible to create conditions that would facilitate their formation. Networking provides new opportunities for knowledge-sharing communities to present their digital archives and attract new members. With the development of computer technologies, knowledge-sharing communities have new forms for storing knowledge and new software services that facilitate the management of knowledge and the use of this knowledge by newcomers who are on the periphery of the community.
Formation of a network community of subject teachers at each level of the education system:
1) will allow you to identify the most pronounced problems in terms of forms and
teaching methods;
2) ensure the functional development of the entire education system;
3) improve the quality of education;
4) resolve disputes on issues of continuing education;
5) provide access to information on the choice of forms and methods of education.
The main vector of the direction of the work of the entire methodological service is determined by the Coordinating Center, which includes scientists and district methodologists.
In our opinion, the Coordinating Center should be based on the methodological services of each district of the region and leading pedagogical universities region. It represents the laws of functioning of the network organization and development priorities, has its own author's content regarding the general methodological issues, its own resources and infrastructure for the implementation of its content.
It is impossible not to take into account the work of regional methodological centers. They are entrusted with the role of coordinators of the network community of methodologists in the region. It is the district methodologist who is the link between the theory and practice of teaching disciplines, determines the strategy for the development of teaching methods in the area.
The network organization of methodological work contributes to a better exchange of experience between teachers not only of a particular educational institution, but of the entire district or region.
The main tasks of the network organization of methodological work are:
■ providing information support for the educational process, scientific, innovative and methodological work in all institutions of the network organization;
■ improving the efficiency of using methodological resources;
■ expansion of opportunities for professional development of teaching staff in accordance with the needs of the developing education system;
■ combining the efforts and capabilities of methodological and other institutions to introduce modern information and communication technologies into their activities.
Having formed a single information and methodological space of the educational system of the region, we will move away from bias to the analysis of lessons, subject teachers will be able to see different forms and methods of conducting lessons on the same topic and choose the method that will be given the most positive marks. We will also be able to form a single educational technology- a system of activity of a teacher and a student, based on a certain content and teaching methods.
In this way, important step in the modernization of education, which will lead to an increase in the key professional quality a specialist in methodological competence is the development of a general concept for the formation and development of a single information and methodological space of the educational system of the region.
Literature
1. Dictionary reference book on pedagogy / Auth.-comp. V.A. Mizherikov; under total ed. P.I. piddly. - M.: TC Sphere, 2004. - 448s.
2. http://www.rutv.ru/tvpreg.html?d=0&id=133502
3. Khutorskoy A.V. Modern didactics: textbook. allowance. - 2nd ed., Reworked / A.V. Khutorskaya. - M.: Higher. school, 2007. - 639s.
4. Pedagogy: account. allowance for students. ped. uch. establishments / V.A. Slastyonin., I.F. Isaev, A.I. Mishchenko, E.N. Shiyanov. - 3rd ed. - M.: School-Press, 2000.
5. Zagrivnaya T.A. Formation of scientific and methodological competence of teachers in the process of professional activity [Electronic resource]: Diss... cand. ped. Sciences. / T.A. Zagrivnaya. - St. Petersburg: RSL, 2006 - 178 p.
6. Adolf V.A. Formation of professional competence of the future teacher / V.A. Adolf // Pedagogy. - 1998. - No. 1.
7. Gushchina T.N. Formation of methodological competence of teaching staff of institutions additional education children in the process of professional development: Abstract of the thesis. dis.... cand. ped. Sciences. - Yaroslavl, 2001.
8. Adolf V.A. Professional competence of a modern teacher: monograph. - Krasnoyarsk: KSU, 1998. - 310s.
9. Vardanyan Yu.V. Formation and development of professional competence of a teacher and psychologist / Yu.V. Vardanyan. - M., 1998.-179s.
10. Frolov I.N. The concept of a single information and methodological space of the educational system of the region // DISTANCE AND VIRTUAL LEARNING. Moscow, 2008. No. 5.
11. Frolov I.N. Issues of formation of the EIMP of the educational system of the region // Bulletin of the People's Friendship University of Russia. Series "Informatization of Education". / I.N. Frolov. - Moscow, 2008. No. 4.
12. Nikitin E.M. Teachers unite to be heard // Bulletin of Education, No. 1, 2011 [Electronic resource]:
http://www.vestnik.edu.ru/ oborpol2 210.html
Reviewer:
Mogilev Alexander Vladimirovich, Doctor of Pedagogical Sciences, Professor, Member of the Academy of Informatization of Education, Corresponding Member of the Academy of Pedagogical and social sciences, Head of the Department of New Information Technologies and Teaching Tools, Voronezh State Pedagogical University
Municipal budgetary educational institution
"Open (replaceable) comprehensive school No. 1"
municipality of the city of Bratsk
(MBOU "O (C) OSH No. 1")
Program-methodical space of education
in the context of the implementation of the Federal State Educational Standard
Prepared by:
Deputy Director for VR
Kaftonova A. V.
So, according to the Federal State Educational Standard, the program of education and socialization of the individual should be included in the educational program of the school, which includes:
The program of spiritual and moral development (directions: personality, patriotism, family, tolerance, morality, ethics, aesthetics, work, environmental education);
Program for the formation of a culture of a healthy and safe lifestyle (directions: healthy lifestyle, legal education);
Program of socio-pedagogical support;
Professional orientation program for students;
Socialization program ( social interaction).
Currently, the educational program of our school includes and is being implemented: a program for the formation of a culture of a healthy and safe lifestyle), a program of social and pedagogical support., A socialization program.
Also at the school, over the past three years, such programs as "Family", "Personality", "Team", "Health" have been implemented. The activities of these programs are carried out at the school in the form of school-wide, or in the course of the implementation of plans for educational work in the classroom.
But all these activities are implemented in extracurricular activities. This is not enough. It is necessary to solve educational problems in a complex. Thus, the program of education and socialization should be implemented in lesson activities.
The program of education and socialization of students
The program of education and socialization of students at the level of basic general education provides for the formation of a moral way of school life that ensures the creation of an appropriate social environment for the development of students and includes educational, educational, extracurricular, socially significant activities of students based on a system of spiritual ideals of the multinational people of Russia, basic national values, traditional moral norms, implemented in the joint social and pedagogical activities of the school, family and other subjects public life.
The main directions and value bases of education and socialization of students
1. Education of citizenship, patriotism, respect for the rights, freedoms and duties of a person
2. Education of social responsibility and competence
3. Education of moral feelings, beliefs, ethical consciousness
4. Education ecological culture, culture of a healthy and safe lifestyle 5. Education of industriousness, conscious, creative attitude to education, work and life, preparation for a conscious choice of profession
6. Education of a value attitude towards beauty, the formation of the foundations of aesthetic culture - aesthetic education
Principles and features of the organization of the content of education and socialization of students The principle of orientation to the ideal
axiological principle.
The principle of following a moral example
The principle of dialogical communication with significant others
Identification principle
The principle of polysubjectivity of education and socialization
The principle of joint solution of personally and socially significant problems. The principle of system-activity organization of education.
Each direction can be represented as module, which contains tasks, the corresponding system of basic values, features of the organization of content (types of activities and forms of classes with students). Also, the conditions for joint activities of the school with the families of students, with public institutions for the spiritual and moral development and education of students should be determined, the planned results are indicated, and schemes are presented that reflect the ways of implementing this module.
Upon completion of each module, monitoring of the effectiveness of the implementation of the program of education and socialization of students in this stage.
Example: module "ME AND NATURE"
Direction.Education of a value attitude towards nature, the environment.
Purpose: popularization of environmental knowledge, participation of students in solving environmental problems.
Module tasks:
development of interest in nature, natural phenomena and forms of life, understanding of the active role of man in nature;
formation of awareness of the role and activity of a person in the transformation of the surrounding reality;
education of ecological culture, respect for plants and animals;
education of a value attitude towards nature and all forms of life;
acquisition of elementary experience in environmental protection activities.
Values: life, native land; reserved nature; planet Earth; ecological consciousness.
Development of interest in nature, natural phenomena and forms of life, understanding of the active role of man in nature;
Education of a value attitude towards nature and all forms of life;
Acquisition of elementary experience in environmental protection activities;
Respect for plants and animals;
Study of the work of lyric poets, writers, landscape painters and animal painters, revealing the commonality of the natural world and the human world;
Comprehension of the "Theme of Nature" in one's own work, photographic fixation of the immediate surroundings, views of particular aesthetic value;
Participation in collective environmental projects;
Deep penetration into environmental problems, the desire to solve them, starting with oneself;
Assimilation of a value attitude to nature;
An intolerant attitude towards manifestations of cruelty to animals by other people;
Stimulation and encouragement of students' achievements in this direction.
"Rules of conduct in nature."
Should pets be protected?
"What is Ecological Safety".
"Secrets of the Earth's Hydrosphere".
"Journey with houseplants around the world."
"What professions does nature need?".
Ecological Holidays.
School of Environmental Literacy.
"Labor is a source of creation, creation, preservation and enhancement of material and spiritual values."
Local history activities, video tours:
"On the Ecological Path".
"In the natural environment of the school."
Who are the trees friends with?
"To the Zoo - Animals from the Red Book".
"The field as a community of soil, plants and animals".
"Time to plant trees and shrubs."
Visit to the local history museum "Angarskaya village"
Environmental promotions:
"Grow flowers" (houseplants for mom).
"Clean up your lot."
"Let's collect the seeds of wild herbs."
"Why do weeds flower garden?".
"Let's hang feeders for our feathered friends."
Ecological action "Help the library".
"Let's give it to good hands."
Action "Second life of a plastic bottle".
Ecological holidays:
January - "The carol has gone."
February - "Shrovetide".
July - Oceans Day.
September - "Autumn" (harvest festival).
2017 is the Year of Ecology.
Labor activity:
Joint labor activity.
Creation of ecological environment.
Ecological subbotniks.
Game activity:
KVN "What? Where? When?".
KVN "Who meets spring like?".
Bray ring "Nature and us".
Talk show "City Ecology".
Project activity:
Ecological projects: "We are a part of nature", "Birds in the village", "Snowdrop plants on the school plot", "Our food" (the history of domestic and foreign cuisine).
Creative activity (competitions, exhibitions, olympiads):
Ecological contests, olympiads, exhibitions.
Photo contest "Autumn - Red-haired girlfriend".
Photo contest "Amazing is near".
Days of ecological safety:
extracurricular activity"Court on the car."
- subject lessons, conversation, excursions, volunteer activities, actions, project activities.
Planned results:
have experience of aesthetic, emotional and moral attitude to nature;
have knowledge about the traditions of the moral and ethical attitude to nature in the culture of the peoples of Russia, the norms of environmental ethics;
have experience of participating in environmental protection at school, at school site, at the place of residence;
there is personal experience participation in environmental initiatives, projects;
awareness of personal responsibility for the fate of planet Earth, active position in the fight to save nature.
Formed competencies:
acquisition of initial experience of participating in the promotion of environmentally sound behavior, in the creation of an environmentally safe way of school life;
the ability to give an ecological orientation to any activity, project; demonstrate environmental thinking and environmental literacy in various forms of activity.
MONITORING
1. Methodology Stepanov S. P. (dynamics personal growth in this direction)
At the end of the year, satisfaction with the educational process is monitored (parents, teachers)
Evaluation of work efficiency:
| Criteria | Indicators | Tools |
| Level of motivation schoolchildren | Involvement of students in the preparation and conduct of events Number of events. The level of cognitive motives Social expansion partnerships: organizing and holding new meetings | Statistical analysis. Questioning. Diagnosis of motivational Absence of antisocial behavior. |
| Involvement schoolchildren in olympiad movement | The number of students involved in the Olympiad movement. Quantity winners of olympiads at various levels. The number of teachers who prepared the winners. | Olympiad protocols. Statistical reports. Receipt analysis school graduates in educational establishments. |
| Involvement schoolchildren in competitions | The number of students involved in various competitions. Quantity winners of these competitions. Number of teachers prepared the winners. | Statistical analysis activities |
| Involvement schoolchildren in Mind games | The number of students involved in intellectual games, the number of teams representing the school. Number of wins in intellectual games. Number of teachers prepared the winners. | Statistical analysis events carried out. |
| Involvement schoolchildren in design activity | Number of students involved in project activities. The number of short-term medium and long term educational projects. Number of completed students of interdisciplinary projects | Teachers' reports - project managers |
| Development intellectual and creative potentials schoolchildren | Number of students involved in research and project activities, the number of teachers prepared the winners. intelligence level and creativity students | Statistical analysis Conducted events. Psychological diagnostics intelligence and creativity. |
| Arbitrariness in communication. | Sociability; openness; Adequate situation expression of emotions; Support Ability | Expert assessment of classroom leaders. |
Creation of an information and methodological space as the main condition for the successful implementation of the teacher's professional potential.
How do we build our activities in terms of updating the content of education, in terms of implementing new educational standards and, in general, improving the quality of education for students and the level of professionalism of teachers. Thanks to the national project "Education", all educational institutions are provided with Internet access, which makes it possible to speak with confidence about the possibility of forming a single information and methodological space of the educational system by organizing the work of a network community, which led to the need to develop a new model of a municipal methodological service aimed at to create a unified information and methodological educational space. Why? Because:
On the present stage the need for a teacher who is able to modernize the content of his activity through its creative development, the application of the latest achievements of science and pedagogical experience has increased. new school need a new teacher.
Innovative processes have led to many difficulties, problems and actualization of needs for scientific, methodological, informational and organizational support for new professional activities among teachers. Implementation of transformations aimed at improving the quality of education in the pedagogical environment through the formation of key competencies of teachers.
The problems of choosing an educational model and a program for its development, the problems of managing scientific and methodological work in an educational institution, conducting an examination of educational processes, diagnosing the level of learning and developing the personality of students, preparing a teacher for certification, etc. have become topical.
Educational and methodological resources (information component) - these include methodological developments lessons using ICT and multimedia technology. An important methodological resource at the stage of formation of the information environment is the network methodological associations of teachers, which allow all participants in the educational process to exchange relevant information, present their own methodological developments and use the best practices of colleagues, regardless of their place of work and region of the country.
Human resources (intellectual component) - it takes into account:
General professional level teaching staff;
Put forward priorities of the educational process;
The desire to improve in increasing their pedagogical potential.
Methodological services today face the task of preserving and further development long term system work with teaching staff for continuous improvement of their qualifications, allowing them to give them a holistic view of the various areas of modern scientific knowledge of pedagogy, psychology, communicative electronic systems, as well as include teachers in scientific research pedagogical activities. The orientation of the methodological service to self-education, self-development and self-improvement is essential, because the expansion of cultural horizons, the ability to self-criticism is the key to the successful development of the professionalism and creative potential of the teacher's personality;
One of the main forms of methodological work is visiting open lessons and extracurricular activities, followed by pedagogical analysis and discussion. But, unfortunately, one cannot talk about the methodological literacy of a subject teacher whose lesson is analyzed within one school. Having formed a single information and methodological space of the educational system of the city, we will move away from bias to the analysis of lessons, subject teachers will be able to see different forms and methods of conducting lessons on the same topic and choose the method that will be given the most positive marks. Also, we will be able to form a single educational technology - a system of activities of a teacher and a student, based on a certain content and teaching methods.
This system, in our opinion, should be organized on innovative principles of interaction between city teachers - the formation of a network community. Community like innovative technology organization of the methodological work of the educational system is based on the following principles:
open access to information;
independent choice of forms and methods of teaching;
advanced training through network exchange of information;
cooperation with colleagues from other educational institutions of the city.
The network organization of methodological work contributes to a better exchange of experience between teachers not only of a particular educational institution, but of the entire city as a whole. The formation of a network community based on the principles of accessibility to knowledge allows us to talk about a qualitatively new level of teaching. However, for this it is necessary to solve a number of relevant tasks:
organize remote interaction of all participants in the educational process;
create databases on software products for educational purposes and the experience of their use in the classroom and in extracurricular activities;
provide methodological support for teachers in the field of ICT;
In this direction, the Ministry of Education of Music Teachers has taken certain steps, suggesting qualitative changes in the future:
We do not abandon the traditional types of methodical work, but simply transform some and add new ones.
For example,
we study the difficulties and strengths of teachers in order to organize mutual assistance;
studying the content of the curriculum and the results of its implementation, choosing textbooks and educational and methodological complexes, mastering the technology of examining the teacher's professionalism and assisting in raising the level of his professionalism; development of handout didactic materials, now in USE form, and the creation of a data bank of the above materials, including video lessons;
a bank of normative and legal documentation, advanced pedagogical experience, annotated program and methodological products was created;
an electronic database of educational and methodological content for experienced teachers and young professionals has been formed, constantly updated and replenished.
release of the electronic information "Bulletin of Education", focused on the coverage of significant moments in the life of the municipal education system;
comprehensive monitoring of the educational process is carried out (organization and conduct of targeted control studies of the state of teaching the subject);
running virtual creative Group professional development music teachers;
A well-organized and information-rich website should be an essential tool for professional development. The constantly updated methodological piggy bank should include curricula, educational programs, thematic planning, lesson notes and materials for them. The site must be powerful and effective mechanism management. After all, how quickly and efficiently information is disseminated, decisions are made just as quickly. When we begin to regulate relations with the pedagogical community and external environment through the site, our opportunities increase many times: the range of influence expands (from informing to various types of monitoring and network forms of involvement); the scope is increasing (not only direct users of the Network, but also their contact groups); the effectiveness of interaction is enhanced (the magical effect of electronic media is triggered, turning any information into an “objectified text” that carries the truth); the intensity of activity increases: the pace of network work significantly exceeds the speed of routine paper procedures;
realize experimental work not only its members, but also the student scientific society Small Academy of Sciences. In the future, it is necessary to plan to include university professors in the IR.
The methodical association of music teachers is an effective form of dissemination of pedagogical experience, which gives an objective expert assessment of the results of the pedagogical activities of colleagues, allowing you to see the specific experience, strengths and weaknesses of the implementation of educational tasks in a particular subject field, identify innovations and provide the necessary methodological support for professional growth in a timely manner. Proper use of ICT in the educational process allows for the differentiation of learning at a new level, increasing the motivation of students, ensuring the visibility of the presentation of almost any material, teaching modern methods of self-acquisition of knowledge, which will be a condition for achieving a new quality of education. In this regard, the following tasks are of particular relevance, aimed at preparing students for full life in the information society:
Formation of skills and abilities critical thinking in conditions of work with large volumes of information, the ability to make a choice and be responsible for it;
Skill building independent work with educational material using ICT tools;
Developing the ability to find and interpret connections between educational knowledge and real life phenomena to which this knowledge can be applied; the ability to solve non-traditional problems using the acquired knowledge, skills and abilities;
The development of communication skills, which involves taking into account different points of view, the ability to analyze their foundations, skills public speaking, participation in discussions, the ability to establish and maintain contacts, cooperate and work in a team.
Creation of potential opportunities for the transition from a single methodological space to a single educational space region.
The use of information and communication technologies based on interactive educational resources activates professional activity teachers:
New approaches to learning will be developed and professional growth will be stimulated more effectively;
Simplify the exchange of educational and didactic materials between teachers and their repeated use;
Classes will become more interesting and exciting for teachers and students, thanks to the ability to use resources in a diverse and dynamic way, develop motivation;
There will be more opportunities to use different learning styles and learning resources;
The individualization and differentiation of training will increase, which will positively affect the effectiveness of training.
In the new information space, students will have the opportunity to:
in organizing teamwork, developing personal and social skills;
content will be better understood subjects as a result of a clearer, more efficient and dynamic presentation of the material;
students will begin to work more creatively and become more self-confident;
the content of subjects will be enriched and its connection with life and other disciplines will be strengthened.
creating conditions for the creative growth of all participants in the educational process through the use of information technology;
improving the quality of education;
improving the qualification categories of teachers;
dissemination and generalization of the experience of teachers through participation in scientific-methodical and scientific-practical seminars, conferences, publications;
creation of optimal conditions for interaction between the family and the school through a single information space of the educational institution;
usage computer technology in independent work;
participation in competitions, olympiads, conferences using Internet technologies and Internet resources.
As a result of the foregoing, we can conclude that the IR is a platform for the manifestation of individual initiative in pedagogical activity and the exchange of views with colleagues, discussion and examination of projects, practical developments, continuous improvement of pedagogical skills and creativity through collectively organized forms of methodological work. Creation of potential opportunities for the transition from a single methodological space to a single educational space of the region.
A well-built system of methodological work is the main condition for optimizing the quality of the educational system as a whole through the work of subject methodological associations of teachers.
