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Innovative technologies in educational work. Application of innovative technologies in educational work

This material is a report to the pedagogical council "Innovative technologies in education". The report considers the technology of personality-oriented education. Within the framework of personality-oriented independent technologies, some technologies are singled out, such as: humane-personal technologies, technologies of free education, technologies of cooperation.

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“For the upbringing of children, one does not need a great
mind, and a big heart - the ability to communicate, to recognize the equality of souls.
S.Soloveichik.

The concept of "innovation" in Russian and foreign literature is defined differently depending on different methodological approaches, among which are:

  1. Innovation is seen as the result of a creative process.
  2. Innovation is presented as a process of introducing innovations.

Ways to improve the effectiveness of teaching and educating schoolchildren are being sought in all countries of the world. Now the transition to humanistic methods of teaching and raising children is clearly marked. task modern education is the creation of a set of conditions for the development of the student, which will ensure in the future his readiness to live and successfully act in the world of humanitarian values. The main result of education should be not only a system of knowledge, skills and abilities, but a set of modern competencies in the intellectual, social, legal, communicative, and information spheres. One of the important directions in solving the problems of education is the development and implementation of new pedagogical technologies. The transition of a mass school from traditional to adaptive pedagogy involves at least two successive stages of implementation of personality-oriented technologies of education and upbringing and the transfer of education to a subjective basis with a focus on self-development of the individual. None of the technologies in the conditions of the existing school is universal. Large pedagogical systems cannot be monotechnological, that is, they cannot introduce one single technology for all classes.

When working with the class, my attention was drawn to the technology of student-centered learning, which creates the most favorable conditions for the development of the student's personality as an individual. At the center of this technology is the personality of the child, providing comfortable, conflict-free and safeconditions for its development, realization of its natural potentials. Person-Centered technology involves close interaction between the teacher and the child, so my pedagogical activity in relation to children includes showing respect for the personality of each child, benevolent attention to him

However, if used gaming technology when conducting class hours (New Year's serpentine, a holiday on March 8, February 23, at the end of the school year), they are all focused on the individual.

Within the framework of personality-oriented independent areas, there are some technologies that I will introduce into my work:

Humane-personal technologies are distinguished primarily by their humanistic essence, psychotherapeutic focus on supporting the individual, helping her. They "profess" the ideas of all-round respect and love for the child, an optimistic faith in his creative powers, rejecting coercion.

The first rule that I took for myself is that not a single child sits idle. It is no secret that there are always children who want to participate always and in everything, they are of course the main helpers, but there are always children who want to, but are shy, do not take the initiative themselves. These guys have certain roles in class hour or event I suggest. At class events involving the action of many, I make sure that everyone participates. The guys very quickly learned this, and they themselves help me, calling for this or that work those who have not yet participated.

Technologies of free education focus on providing the child with freedom of choice and independence in a greater or lesser sphere of his life. Therefore, by participating in various competitions, I give freedom of choice to students. Making a choice, the child realizes the position of the subject in the best way, going to the result from internal motivation, and not from external influence. I give at the first stage to try my hand on my own, and then, if necessary, I correct it. For example, when preparing the holiday for February 23, giving the opportunity to prepare the material and not seeing the desired result, they arranged a “brainstorming” with the girls, again giving everyone the opportunity to participate, they all composed scripts in the form of a fairy tale, which they very successfully implemented. But when participating in the competition of newspapers, not seeing the criteria, neither I know them, due to the short work experience in this school, nor the children, unfortunately the guys do not feel the significance of their work, which in the end will lead to complete indifference to such events.

Technologies of cooperation realize democracy, equality, partnership in the subject-subject relations of the teacher and the child. We jointly develop goals, content, give estimates, being in a state of cooperation, co-creation.

Each teacher contributes to the pedagogical process something of his own, individual.

A fundamentally important aspect in pedagogical technology is the position of the child in the upbringing and educational process, the attitude of adults towards the child. When communicating with children, I adhere to the position: “Not next to him, not above him, but together!”. And the purpose of this provision is to contribute to the development of the child as a person.


Innovation is an introduced innovation demanded by society and
providing a qualitative increase in the efficiency of processes or
products.
Educational technology is a system of evidence-based
techniques and techniques that contribute to the establishment of such relations between
participants educational process, at which in the immediate
contact, the main goal of education is achieved - the familiarization of the educated to
universal cultural values.
Innovative educational technologies are systems or
long term initiatives
based on the use of new
educational means that promote the socialization of children and adolescents and
allowing to level asocial phenomena in the youth environment.
Educational technologies include the following backbone
Components:
 diagnosis;
 goal setting;
 design;
 design;
 organizational and activity component;
 control and management component.
The content of educational technologies are:
 scientifically substantiated socialized requirements;
 transfer of social experience;
 goal setting and analysis of the current situation;
 socialized assessment of the student;
 organization of creative work;
 creating a situation of success.
Updating the content of education are: economic
education, legal culture, civic and patriotic education,
pre-profile preparation,
personal
professional career, designing an educational trajectory.
national culture,
Innovative technologies used in the educational system
educational organizations:
health-saving technologies;
 personality-oriented technologies;

 show technologies;
 art technologies;
 social design;
 CTD technology (author I.P. Ivanov);
 case - technologies;
 technology of conducting educational discussions;

 tutoring;
 technology for creating a situation of success;
 Creation of parent-child associations within POs;
 organizational activity games (ODI);
 programming technology;
 modular pedagogical technology;
 environmental education technologies.
In the spotlight
student-centered technologies
there is a unique holistic personality of a growing person, which
seeks to maximize its potential
(self-actualization), open to the perception of new experience, capable of
conscious and responsible choice in a variety of life situations.
Key words of personality-oriented education technologies
are "development",
"freedom",
"independence", "creativity".
"individuality",
"personality"
Health saving technologies. It is a systematic approach to learning
and education aimed at preserving the health of children; creation
favorable psychological climate during events; on guard
health and promotion healthy lifestyle life.
Show technology. Discusses issues that concern children
in an attractive and well-known form for them. The audience is divided
into groups advocating or adhering to different points of view.
The facilitator directs the discussion to the subject of the dispute, recalling the rules
discussion and the need to respect the opponent. During the talk show
adult opinions are not imposed on adolescents, they are free in their
moral choice, and even if they do not make it during the dispute,
the discussion will prompt them to reflect, to search for the truth. Special Role
given to the talk show host. The facilitator helps to address correctly
questions, asks additional questions, which helps to activate all
participants, comments on some of the answers, and summarizes the results at the end.
It is also important for the leader to be able to quickly navigate in
changing circumstances, deal with conflict situation, correct
to put in place a heated participant, and at the same time keep
friendly and trusting atmosphere throughout the talk show.
Art technologies technologies in which education and development
personalities are realized by means of art, both classical and
folk. Techniques and techniques of art technology: musical, theatrical and
visual, fairy tale therapy, photo collage and others. Everything above
The listed techniques and techniques are interconnected.
social engineering special kind activity, result
which is the creation of a real social "product" that has for
project participants practical value.
The goal of social

design is to attract the attention of pupils to relevant
social problems of the local community, the inclusion of high school students in
real practical activity to solve one of these problems
by the students themselves. The main tasks of social design:
formation of social and personal competencies,
among which
the most important are the skills of "reasonable social" behavior in
community improving useful social skills and abilities
(planning future activities, calculation of the necessary resources,
analysis of results and final results, etc.), social mobility,
teamwork skills.
KTD technology (author I.P. Ivanov). This is an efficient method
upbringing and development of the student, based on positive activity,
activity, collective authorship and positive emotions. Postulates
KTD are: collective creativity; single cause and voluntary
participation in it; freedom of choice of forms of activity; community of adults and
children; team development under the influence of creatively gifted leaders.
Types of collective affairs: labor KTD (for example: “Labor
landing");
KVN);
artistic KTD (for example, concerts); sports KTD (for example:
"Ministourslet"); environmental KTD (Sinichkin day).
intellectual KTD (for example: "Brainring",
Case technology
(case study method) – technology,
based on the use in the educational process specifically
simulated or real production situation for analysis purposes,
identification of problems, search for alternative solutions, adoption of the optimal
problem solving. Case (situation) is corresponding to reality
a set of interrelated factors and phenomena, reflections and actions
characters that characterize a certain period or event and
requiring resolution through analysis and decision making. Goals,
achieved by using case technology: 1. Intelligent
development of trainees. 2. Awareness of the ambiguity of professional
problems and life situations. 3. Acquisition of experience in search and development
alternative solutions. 4. Formation of readiness for evaluation and acceptance
solutions. 5. Ensuring the improvement of the quality of knowledge assimilation due to their
deepening and finding gaps. 6. Development of communication skills.

"Innovative technologies in the system of educational work class teacher with parents

“To know a child, you need to know his family well” V.A. Sukhomlinsky

The art of education has the peculiarity that it seems familiar and understandable to almost everyone, and even easy to others, and the more understandable and easier it seems, the less a person is familiar with it, theoretically or practically. Based on this, the class teacher must be given Special attention joint work with parents.

The family is a unique primary society that gives the child a sense of psychological security, "emotional support", support, unconditional acceptance without evaluative. This is the enduring significance of the family for a person in general.

The family for the child is also a source of social experience. Here he finds role models, here his social birth takes place. And if we want to raise a morally healthy generation, then we must solve this problem “with the whole world”: Kindergarten, school, family, community.

Therefore, it is no coincidence that last years began to develop and implement new philosophy family-school interactions. It is based on the idea that parents are responsible for raising children, and all other social institutions are called upon to support and supplement their educational activities.

Achieving mutual understanding between teachers and parents is a complex and multifaceted process. Communication is beneficial to both parties. Teachers acquire kind and reliable helpers in the person of parents, and parents are enriched with pedagogical ideas, methods and approaches to children. Their cooperation should be based on respect, trust and responsibility, aimed at actions in the interests of the development of the child's personality. And today it is the teacher who is responsible for finding new forms of work with the family.

psychological and pedagogical education of parents;

involvement of parents in the educational process;

participation in school management.

Psychological and pedagogical education of parents involves the organization of the following forms of work with the family:

parent conferences

individual and thematic consultations;

parent meetings;

Parents can be involved in the educational process using the following forms of activity:

days of creativity of children and parents;

open lessons and extracurricular activities;

assistance in organizing and conducting extracurricular activities;

The participation of parents in the management of the educational process can be organized using the following forms of activity:

participation of parents of the class in the work of the school council;

participation of parents of the class in the work of the parent committee and the school-wide control committee.

Practice shows: if the parent team is united, then the students are friendly, which is what every class teacher dreams of. In such a team, if a parent could not come to the holiday, then the child will not stand like an orphan. After all, every parent is worried not only for his child, but for the whole class as a whole.

I am the 11th grade class teacher and teacher physical education, and I have to communicate not only with the parents of my students, but also with the parents of students of all classes where I teach my subject. Collective sports activities have become traditional for us, where parents and children participate - these are Health Days, “Dad, Mom, I am a sports family, fun starts Parents also take part in them along with the children.

The purpose of all these events is to coordinate the actions of the parent community and the teaching staff on education, upbringing, health improvement and development of students.

So, the school is obliged to help parents, becoming for them the center of psychological and pedagogical education and counseling. The effectiveness of the process of raising a child depends on the coordination of the actions of the school and the family. The relationship between family and school is important at all stages of a student's school life.

The work of a class teacher is interesting, exciting, but takes a lot of time and effort. Together with her parents, she becomes lighter and more constructive.

Our parents have many problems and questions, and it is our duty to help them with our professional knowledge. How can we build the process of shaping the personality of a child if we do not take our parents as allies? We still have a lot to decide and think about.

In pedagogy, attempts to update the practice of education have been constantly made and are being made. priority national project"Education" and the Comprehensive Project for the Modernization of Education are aimed at the speedy dissemination of innovative practices.
Educational institutions sooner or later face a choice: to follow the difficult path of improvement through the development of new things, or to remain on the sidelines, maintaining a commitment to proven methods.

Of particular interest are two less common types of debates, the swing and the British debate.
Discussion of the problem in the form of a discussion swing provides for the group to alternately take on both opposing positions - “for” and “against”. At the beginning of the work, each group is given a position setting: for example, one group must defend a position that justifies censorship of the media, the other group must defend a point of view that denies the need for censorship. At the first stage of the work, the groups work through the materials provided at their disposal that support one or another point of view, then state them and try to convince each other of the justice of their position. At the second stage, the task of each group is reversed (by analogy with a swing that moves in the opposite direction). Each group is now defending the point of view of recent opponents. It is very important here not to repeat oneself in the argument, but to try to find new aspects, shades, nuances, arguments that develop the defended position. A deliberate change of position performs a very important function - it contributes to the development of flexibility in a dispute, the ability to look at the situation through the eyes of an opponent, to weigh all the pros and cons before a decision is made. Finally, in the third stage, both groups look for an agreed position by combining all available information.
British debates reproduce the procedure for discussing the problem in the British Parliament. Representatives of each of the parties get the right to express their point of view, then the platform is provided for questions, comments and conclusions strictly in turn. This is how a formal balance is achieved in the judgments of opponents. Which side the participants in the discussion will lean on depends on the brightness and persuasiveness of the speakers, the ability to parry arguments, quickly find counterarguments and vulnerabilities in the position of the opposite side. Victory in British debate is not achieved by the quantity of what is said, but by the quality;
unfolding intrigue. One of effective ways include children in the discussion - present the material in the form of a coherent story, which is presented to the children in parts. Each semantic segment of the story breaks off at the climax - the point of conflict, the branching of options for continuing the story, uncertainty. The task of the children is to develop storyline history in accordance with their ideas about its possible course. Thus, the unfolding intrigue is associated with the gradual “discovery” of circumstances, details of the problem pedagogical situation and elaboration of behavioral response options depending on the newly discovered conditions;
brainstorm. It involves the development of ideas in microgroups, the results of which are combined into a single list, with which a group of experts then works. Those who, in the traditional form of conducting classes, act as lecturers also take part in group work. Here, teachers, on an equal footing with other members of the group, participate in solving problems, put forward arguments and ideas;
developing cooperation. In this variant, the initial list of ideas and solutions is compiled individually, then the individual results are combined and corrected in pairs or triplets, then the groups are enlarged, and the ideas again cooperate. As a result, a general list of proposals appears. The final decision is made using the ranking technique.
The options listed are based on group work.
Small group work is one of the most popular discussion organizing strategies as it provides an opportunity for all learners to participate, practice collaboration skills, interpersonal communication(in particular, the ability to actively listen, develop a common opinion, resolve disagreements). It should be used when you need to solve a problem that the guys cannot solve on their own. When organizing group work, the teacher should adhere to the following recommendations:
Choose the size of the group. Small groups are more efficient because they can be organized faster, complete assignments faster, and give each student more opportunity to contribute. common work your contribution. Try not to include more than five people in a small group.
Keep an eye on the work of small groups at all times. Walk around the classroom, help students solve problems that arise in the group and recognize what skills are required to work in a small group. Stopping near a certain group, do not divert attention to yourself. Go from group to group, observing and evaluating what is happening. One way to enable analysis of the individual behavior of the members of the group is the appointment of "observers" who note the progress of the group towards the completion of the task. The “observer” report gives group members the opportunity to focus on how they performed on the task. When reporting to the group, observers are required to present their notes in the most descriptive and objective manner possible.
Divide children into groups wisely. Our experience suggests that groups with a heterogeneous composition, including children of different levels of development, work more efficiently. In heterogeneous groups stimulated creative thinking and intense exchange of ideas.
Distribute roles within groups. When working in a small group, pupils can perform the following roles: registrar (records the results of work); speaker (reports the results of the group's work to the entire audience); observer (see role of observer above); time keeper (monitors the time allotted for the task). Other roles are also possible. The distribution of roles allows each member of the group to actively participate in the work. If the group maintains a stable composition for a long time, the children should switch roles. If one of the students has to report to the audience on the work of the group, ensure a fair selection of the speaker.
Be prepared for increased operational noise associated with discussion teaching methods.
Try to make your instructions as clear as possible. The briefing should concern both the content and the procedural and temporal side of the work ahead. Write instructions on the board and/or cards.
Make sure that all members of the group can see each other well and can communicate and interact. The most effective "configuration" of the group: students sit in a circle - "shoulder to shoulder, eye to eye."
Think of what to do with groups that will cope with the task before the rest.
To aggravate the discussion, it is useful to use special provocative techniques, for example, demonstrating misunderstanding, expressing doubt, problematizing individual statements, bringing individual ideas or thoughts to the point of absurdity, “no-strategy”. These techniques keep attention on the topic of discussion, give rise to an indifferent attitude to the subject of discussion. Thanks to this, the question is outlined more clearly, deeper, from different angles.
Communication management is focused on mastering the ways of interacting with people, when an agreed position is formed from a variety of individual points of view, a common vision of the problem in all its complexity. The teacher must convince students that any local judgment, to one degree or another, helps to understand the problem more deeply, more clearly. In order for communication to be complete, the teacher needs to take care of “filter blocking”, i.e. about creating an environment that excludes criticism of any, even the most fantastic or unrealistic opinion. To do this, it is necessary to refrain from current remarks, since students should not be worried about whether their ideas will be accepted or rejected.
Working within the framework of the method of discussion (communicative-dialogue) activity, students learn to publicly express their own positions, opinions, exchange judgments and points of view and defend them, express their feelings and attitudes in words.
The method of game simulation allows you to include in the educational process the "living" of specific situations. As an example of a game imitation, we will cite the situation “Elections in the USSR”, described by M. V. Klarin. The purpose of the game is to show that the right to vote, not supported by the right to choose, does not ensure the democratic nature of the social order. The teacher invites schoolchildren to play "elections in the Soviet style" and discuss the feelings and experiences that they cause. The teacher appoints a committee of several children, which determines the names of the candidates. No one else is allowed to nominate their own candidates. For each conditional post, only one candidate is appointed, whose program is not known and not discussed. Everyone is required to choose from a list of one candidate. This is declared to be the embodiment of the right to elect and be elected.
As the game progresses, the guys cannot interfere with its course, but they have the opportunity to write down the feelings that arise in them, phrases and words that come to mind. After the election is played, a discussion is held. The teacher addresses the feelings of children, because the expression on their faces during the game gives a lot of information about experiences and impressions. Children's emotional statements about how they felt when they learned that they would have to choose from a "list" with a single candidate serve as the basis for deeper generalizations.
The method of game simulation allows you to immerse children in the real situation being mastered, take on the roles of specific actors, comprehend the events that have occurred and decisions taken. The method allows you to live a certain cultural period, to revive faceless information that does not directly affect children.
Game simulation can be carried out not only on the basis of real events that actually took place, but also on the basis of hypothetical conditions. Among these games is the famous game "Shipwreck". Play instructions encourage children to limited time come to a common agreement. The bright play experience of children serves as the basis for generalizations about the need for coordinated actions with the personal interest of everyone.
One of the most common forms of application of game simulation technology in educational institutions can be called the organization of student self-government.

S. A. Tyapaev,
Deputy Director for UVR,
MOU "Secondary School No. 9",
Saratov

Purpose: introduction into the pedagogical process orphanage new technologies, creation of conditions for creative work teachers.
Prepared by: methodologist of KSU "Rudnensky Orphanage» Stepanova T.V.
Key words: innovations in education, new technologies.
"Innovation management", "innovative activity", "pedagogical innovations" are relatively new concepts for the education sector, including the school system.
In the last 10-12 years, due to changes in socio-economic conditions, the intellectualization of many types of human activity, the development scientific research in the field of education, the variability of education, including school education, the urgency of searching for new, more effective forms, means, methods and technologies of education and upbringing has sharply increased. This implies the systematic use of scientific achievements for social and economic development society, the intellectual development of the individual, requires the creation of incentives for the dissemination and acquisition of knowledge, the improvement of the education system in general and the school system in particular.
Currently in various areas human activities (production, business, economics, education, etc.), the following concepts of the term "innovation" are used (from the English innovation - innovation):
1) "... any new approach to the design, production or marketing of a product, as a result of which the innovator gains an advantage over competitors" .
2) "... a product of creative work, having a finished look of a product, ready for use and distribution on the market" .
3) "... changes within the pedagogical system, contributing to an increase in the efficiency and effectiveness of the educational process" .
Along with the concept of "innovation", the term "innovation" is also used (in literally- "introduction of the new", the process of using innovation, innovation).
The following definitions of the term "innovation" are used:
1) a purposeful process of effective implementation of progressive innovation, focused on the end result - the intensification of a particular type of human activity.
2) a new way of meeting social needs, providing an increase in the beneficial effect and, as a rule, based on the use of the achievements of science and technology.
Thus, innovations (innovations) can be considered both as a result and as a process. At the same time, the result - the satisfaction of social needs - is considered as the goal of managing the innovation process, and the process itself - as an object of management.
One of the main indicators innovation activities OU in recent times, is the presence of a system and an innovator teacher.
Speech by Director Koval P.N. "Educator of a new formation"
What is the essence systems approach in education?
educational system
Brief content of the question
Any system is a collection of elements interconnected. The concept of "educational system" is associated with such concepts as "personality", development, "integrity", "relationships", "structure", "relationship".
Modern education is seen as a complex system in which education and training act as the most important constituent elements of its pedagogical system. The pedagogical system of the school is a purposeful, self-organizing system, in which the main goal is the inclusion of the younger generations in the life of society, their development as creative, active individuals. In this regard, the educational subsystem is closely connected with the micro- and macroenvironment. The microenvironment is the environment mastered by the school (microdistrict, locality), and as a macro-environment - society as a whole. The educational system is able to largely subordinate the environment to its influence. The educational system is an integral social organism that functions under the condition of the interaction of the main components of education (subjects, goals, content and methods of activity, relationships) and has such integrative characteristics as the lifestyle of the team, its psychological climate (L.I. Novikova). The expediency of creating an educational system is due to the following factors: integration of the efforts of the subjects of educational activities, strengthening the interconnection of the components of the pedagogical process (target, content, etc.), expanding the range of opportunities through the development and involvement in the educational environment of the natural and social environment, creating conditions for self-realization and self-affirmation of the personality of a child, teacher, parent, which contributes to their creative self-expression and growth.
Driving forces for the development of the educational system of the school.
The educational system is not set "from above", but is created by the efforts of all participants in the pedagogical process. In the process of their interaction, its goals and objectives are formed, the ways of their implementation are determined, and activities are organized. The educational system is not a static, but a dynamic phenomenon, therefore, in order to successfully manage it, one must know the mechanisms and specifics of its development. The creation of a system is always associated with the desire of its elements for orderliness, movement towards integrity. Thus, the formation of an educational system is always a process of integration. Integration, first of all, is manifested in team building, in the standardization of situations, the establishment of stable interpersonal relationships, the creation and transformation of the material elements of the system. Disintegration is manifested in the violation of stability, the growth of individual and group differences. The most unstable element of the system is its subject - a person who always strives for freedom and independence. The material-spatial environment of the educational system can also be an element of disintegration. Its objects come into conflict with it: buildings deteriorate, furniture deteriorates. Another element that stimulates the development of the system is the socio-political situation, public values. The system goes through four stages in its development. 1- formation of the system. development theoretical concept future educational system, its structure and connections between its elements are modeled. the main objective the first stage is the selection of leading pedagogical ideas, the formation of a team of like-minded people,
2 - system development. At this stage, the development of the creative team takes place.
3- the final design of the system is a community of children and adults united by a common goal.
4 - the restructuring of the educational system, which can be carried out either in a revolutionary or evolutionary way.
AT modern world there are diverse educational systems that differ in time of existence, type, model, ways of implementation. Such educational systems include: the Waldorf school, educational systems in society, pioneer organization, scouting as an educational system, self-knowledge. Let us characterize some specific educational systems.
Characteristics of some educational systems:
1. "Pedagogy of common care" (I.P. Ivanov). It is based on the following principles: cooperation, socially useful orientation, romanticism. The idea is reflected in the methodology of collective creative work.
2. "Pedagogy of success" This system is built on the basis of the ideas of "pedagogy of success", which allows you to design work to create conditions harmonious development personality. Success is the most complete achievement of the set goal. Educational systems built on the basis of the ideas of "pedagogics of success" allow designing work to create conditions for the harmonious development of a worthy personality, satisfying its need for self-realization and respect, to form an orientation towards success and achievement. Success is the complete achievement of the set goal, and achievement is the substantive result. The development program was based on the ideas of “pedagogy of success”: creating a situation of success for each child, faith in own forces, focusing on values ​​that are significant for the school. The ideas of professionalism, purposeful development, as an intrinsic value for education, order, security and comfort, health, theater and play were singled out as the leaders.
3. "School of the Dialogue of Cultures" It is based on the transition from the idea of ​​"an educated person" to the idea of ​​"a man of culture". The result of education should be the basic culture of the individual - moral, ecological, mental, physical, civic, aesthetic, communicative, etc. The methodology of the educational system of the school of dialogue of cultures is based on dialogization, creativity, and the use of the "point of surprise" technique.
4. The educational system of a rural school. The educational system of the rural school has certain features related mainly to its location (remoteness from cultural centers), the number and composition of teachers and students. When creating the educational system of a rural school, one should take into account the small number of school staff, the special style of relationships between teachers, parents and students, and the constant contacts of a rural school with society.

What innovative approaches are implemented in our educational institution?
About pedagogical technologies, about which of them are used by teachers of the orphanage. In general, the innovation process is understood as complex activity on the creation, development, use and dissemination of innovations. The process of reorganization of the entire education system, which has been going on for many years, places high demands on the organization of education and intensifies the search for new, more effective psychological and pedagogical approaches to this process.
Great opportunities in the search for something new today, we teachers are provided with information and communication technologies, Internet services. On the use of ICT when creating an electronic portfolio:
- speech, Katanaeva N.Yu. teacher of the 9th group
Innovations define new methods, forms, tools, technologies focused on the preservation of the psychophysical health of teachers, containment of emotional and professional burnout, the next two speeches on the introduction of the teacher's diary as a factor in systematizing information about children, and the introduction of innovations in planning educational work
- speech of the educator, PDO Kasymskaya A.I.
- speech of the educator, Danilchenko N.N.
Innovative technologies are a system of methods, ways, methods of teaching, educational means aimed at achieving a positive result due to dynamic changes in the personal development of a child in modern socio-cultural conditions. Pedagogical innovations can either change the processes of education and training, or improve. Innovative technologies combine progressive creative technologies and stereotypical elements of education that have proven their effectiveness in the process of pedagogical activity.
Modern educational technologies are characterized by the attitude of an adult to a child. There are two big blocks:
- from the position of authoritarianism, where the child is the object of education;
- from the standpoint of humanism, where the child turns from an object of education into a subject.
The need for innovation arises when there is a need to solve some problem, a contradiction is created between the desire and the real result. Innovative schools are usually said to be in development mode.

Conclusion

In modern socio-cultural conditions, the modernization of the education system is largely determined by how effectively innovative processes fit into life.
Over the past fifteen years, it was the education system that has undergone the greatest changes that have affected the goals, objectives, content and pedagogical technologies.
Innovation, as science and advanced pedagogical experience convinces, has a certain development cycle: the birth of an idea - its acceptance by the team - goal-setting - the development of an innovative idea project (defining new content and new technologies) - the process of implementing innovations - pedagogical monitoring - qualitative changes in the "image of the educational institution" .
Working in development mode requires certain conditions:
. sufficient level of performance educational institution: performance indicators, the quality of the educational process, rating among children, in the city, region.
. good educational and material base for education, equipment with modern information means;
. high level professionalism of the teaching staff;
. readiness of children to perceive the new;
. microclimate in OS, friendly atmosphere, openness of OS as a social institution.
Innovations in the field of education depend on the high professionalism of teaching staff, their readiness to work in a modern way; motivational and creative orientation of the personality includes:
. creative interest in innovations in educational work;
. the formed need for personal achievements;
. striving for professional leadership;
. expectation of a positive evaluation;
. creating a situation of success for colleagues;
. positive attitude towards creativity and creative people.
In the structure of innovative activity on the problems of education, as school practice convinces, the individual characteristics of the personality of the teacher are very important:
. general outlook, pedagogical culture, knowledge of modern psychological and pedagogical literature;
. creativity, creative approach in all matters and undertakings;
. constant updating of the content of educational activities, pedagogical technologies;
. knowledge and use of national - regional characteristics in the context of the educational system;
. confidence and responsibility for assigned tasks;
. the ability to self-organize, predictive abilities, the ability to anticipate and predict the development of innovative processes.
Innovations in the field of education can be:
. Innovative educational programs:
- "My choice", "School against violence";
- "Health", "My Fatherland", "Harmony", "Up the stairs leading to life", "Source", etc.
. The concept of education, taking into account regulatory documents, the achievements of psychological pedagogical science, innovative experience, local conditions and opportunities.
. Updating the content of education: economic education, legal culture, civil and patriotic education, pre-profile training, national spiritual culture, personal professional career, designing an educational trajectory.
. Innovative technologies of education:
. national - educational;
. television (talk shows, round tables, creative portraits, video panoramas);
. informational (creation of websites, a bank of ideas, videos, the Internet, a media library);
. non-standard technologies (improvisation, days of science and culture, intellectual marathon);
. social design.
Innovations in the field of education require high professionalism of the teacher-creator.
The profession of a teacher-educator, in our opinion, will increasingly move away from the ideas of a lesson-giver, a performer in the direction of developing the individual creative personality of children.
The most important quality of the new teacher is the unique handwriting, personal philosophical doctrine, the desire for self-realization. And in this context, the teacher himself, the educator becomes the most important innovator.
Of course, the original function of the teacher will never disappear: to develop, teach and educate children. But the technology of this most complicated process will be guided by the introduction of the child into the world of Knowledge, Goodness and Culture. And the child himself is always a world of novelty, surprises and uniqueness. This is how the personality is considered in the Concept of Education Modernization.