The use of innovative methods in education

The article presents the types and benefits of interactive methods, as a form of innovative learning. Also, an algorithm for conducting an interactive lesson is presented, and also features of carrying out its main part are stated. The features of carrying out forms of interactive education are described.

Key words: innovation, method, education, student, technology.

Modern education requires a new approach to teaching methods in schools. It is clear that it is necessary to release a specialist not only with good knowledge, but who knows how to use them in practice. To teach students to think independently, make decisions, work in groups, develop communicative, creative abilities, take responsibility for themselves, teachers and masters have to learn and use new techniques. Innovation is not any innovation or innovation, but only one that seriously improves efficiency the current system [1]. Accordingly, the development of innovative processes — there is a way to ensure the modernization of education, improving its quality, efficiency and accessibility. Innovations in education are necessary, since they require a creative approach to the training of teachers, which qualitatively affects the personal growth of students. I especially liked the following innovative methods: the portfolio method, the problem presentation method, the project method, the problem-searching methods, the students' research activity built into the educational process, the problem-based learning, the practice-oriented and creative activity, the lecture-visualization, the application of information technologies in training.

The portfolio method is a modern educational technology based on the method of authentic evaluation of the results of educational and professional activities. A portfolio is a systematic and specially organized collection of evidence that serves as a way of systemically reflecting on one’s own activities and presenting its results in one or more areas for the current assessment of competencies or competitive entry into the labor market. [2] The problem presentation method — the method in which the teacher, using a variety of sources and means, before setting out the material, poses a problem, formulates a cognitive task, and then, revealing a system of evidence, comparing points of view, different approaches, shows how to solve tasks. Students become witnesses and accomplices of scientific research. [4] The project method is a learning system in which students acquire knowledge and skills in the process of planning and executing gradually becoming more complex practical tasks-projects. We start work on the project in the classroom, the children continue it at home, and the presentation is carried out in class. When presenting a project, not so much knowledge is appreciated as the efforts of the students (each has its own «bar»). If a weak learner is able to state the results of the group’s joint work, answer the questions, then the goal is achieved. In our time, the project method has become the most popular and effective in education and is aimed at educating the individual. Naturally, teachers consider one of the most effective forms of work that shape the student’s personality, namely the project method. In the technology of the educational process there is a shift of emphasis on independence, enterprise, activity, ingenuity. When summarizing, fixing and repeating educational material, while developing the skills and abilities of its practical application, this method is among the most effective. Problem-search methods of learning (learning, development of skills) are carried out in the processpartly search or research activities of students; implemented through verbal, visual and practical teaching methods, interpreted in the key of the formulation and resolution of a problem situation. Research work of students, built into the educational process — such work is performed in accordance with the curriculum and programs of academic disciplines without fail; This type of research activity of students includes independent performance of classroom and homework with elements of scientific research under the methodological guidance of a teacher (preparing essays, abstracts, analytical works; preparing reports on educational and industrial practices, executing term papers and graduation qualification works, diploma defense); The results of all types of research activities of students embedded in the educational process are subject to monitoring and evaluation by the teacher. Problem learning is a technology aimed primarily at “arousing interest”. Training consists in creating problem situations, in realizing and resolving these situations in the course of the joint activities of students and the teacher, with optimum student autonomy and under the general guidance of the teacher. The master poses a problem, for example, to determine the failure of the carburetor on certain grounds.

Practice-oriented projects — a feature of this type of projects consists in pre-setting clearly meaningful for a student, having a practical meaning of the result expressed in the material form: identification and correction of engine breakdowns and other parts and mechanisms of the car (for example, for auto mechanics). For this type of project is characterized by strict control by the master of industrial training. Creative projects are the most complex types of project activities, since they require a lot of preparation, there is no template or algorithm for implementation. Students need to study a large amount of literature, often contradictory. The teacher only directs the activities of students, offers articles, material, links on the Internet. Creative projects cause the maximum activation of students' cognitive activity, contribute to the effective development of skills and abilities to work with documents and materials, the ability to analyze them, draw conclusions and generalize. The lecture-visualization — “It’s better to see once than to hear a hundred times,” says a Russian proverb. And we can not disagree with her. The principle of clarity is used for many years in pedagogy, it gives the opportunity to «take a picture» of the proposed video material, which makes it possible to somewhat approximate the theory and practice of the material being taught. Visibility can be expressed in different forms: natural materials, figurative (slides, drawings, photos), symbolic (schemes, tables). It is important to observe: the visual logic and rhythm of the material, the dosage, communication style. [2] The use of information technology in training. One of the large-scale education technologies is the development and creation of information (computer) technologies. In our country, despite the economic difficulties and the lack of adequate funding, the education system is actively mastering information technologies and active attempts to apply them in educational and educational processes. New information technologies are the pedagogical technologies of today that enable students to present the material under study in a new way and systematize it. For the teacher, this is an extension of the possibility of using clarity in a lesson (either with a local network in the office, or with the help of a multimedia projector). [3] New information technologies lead pedagogy to the era of a single global educational space and a single global educational community. Ability to use presentations for lessons, prepare various kinds of material, use reference material. Teachers and students equally necessary to use the Internet.

The purpose of innovation is a qualitative change in the personality of the graduate: excellent professional training, raising its cultural level, the ability to behave properly in society, be able to see the situation, solve problems on their own. But this will become possible only with masterful use by teachers and teachers of one or another innovative method.

References:

1. Guzeev V. V. Education outcome planning and educational technology. — M.: National Education, 2000.
2. Zhukov G. N. Fundamentals of general professional pedagogy: Textbook. — M.: Gardariki, 2005.
3. Glossary of modern education (terminological dictionary) // People's Education, 1997, № 3.
4. Malikova N. P. On some innovative methods of teaching sociology // Socis, 2002, № 2.