Technology of personal development of personality 2. Personal development methods

What is the structure of our world and man, what is the process of personal development, what stages does it consist of, what is life and what is its meaning
17425

Anatomy and physiology of personal development

Find out all about the most important changes in your body during personal development ...
1663

Awareness

What is awareness, how to realize yourself and what will be the consequences
3259

Determination of character and temperament

What is character and what features does it consist of, what is temperament and what types it is, how to determine your character and temperament and what will be the consequences
19150

Definition of talent

What is talent, what types it is, what assistants are in its definition, how to define it and what will be the consequences
38719

Definition of purpose

What is a purpose, why do you need to know it, what aspects of a full-fledged life it forms, how to define and realize it, and what will be the consequences
25096

Achieving harmony

What is harmony, how is it related to values, why and how to achieve it
4594

The laws of harmony

What are the laws of harmony, what is their purpose, how to apply them and what will be the consequences.
3164

Balance. Balance wheel

What is balance in life, in what aspects is it needed, why should it be established, what will be the consequences and how to make a balance wheel
2818

Development of a relationship

What are interactions and relationships, what are the types of relationships and components of interaction, how to develop relationships and what will be the consequences
1714

Personal freedom

It describes what freedom is, what are the signs of a free person, what limits personal freedom and how to get rid of it, what path to freedom needs to be traversed
3668

Overcoming fear

What is fear, what types it is, how to overcome it, what role does courage play in this, and what will be the consequences
5732

Self confidence

Designed to understand what confidence is, what it is for, how it manifests itself and how it is related to success. Describes how to become confident
20241

Problem solving

Designed to understand the essence of problems and acquire the skill of solving them
19304

Self-realization

What is self-realization and self-actualization, why and how to realize your destiny, how to draw up a plan for self-realization, your mission, and what will be the consequences of self-realization
5349

Achieving Success

Designed to understand the essence of success and acquire the skill to achieve the set goals. Answers the question "What is the path to success to go?"
16015

Motivation and stimulation

What is motive and motivation, incentive and stimulation, what types of motives are, how the process of motivation is organized, what theories of motivation are, how to motivate oneself and what will be the consequences
8620

Making decisions

What is a decision, how to make the right decisions, how they are made at the cellular level, what is the decision-making process, what are the methods of making decisions and what are the consequences of right and wrong decisions ...
5490

Goal setting

How to set goals correctly, what conditions need to be met, what methods to use and what the consequences will be
9149

Planning goals and activities

What is planning of goals and affairs, what stages does it consist of, what is a plan and what types it is, what are the planning methods, how to plan self-realization and what are the results of planning
15272

Personal resource development

What are the main resources for doing things, solving problems and achieving goals, how to develop and restore them, and what will be the consequences
8676

Using the law of attraction

What is the essence of the law of attraction, what are the conditions for its work and how to acquire the skill of its daily use to achieve success
6245

Development of personal qualities

What is quality, what personal qualities a person has, what they are used for and how to develop them
9858

Development of attention

Develop your wandering attention and learn how to easily control it to become its sole owner and get a powerful assistant for achieving your success, happiness and freedom.
5025

Self-discipline training

What is self-discipline, how to train it to achieve the ideal level and what will be the consequences
37829

Generating useful ideas

What is the idea, what allows you to generate them, where do they arise unique ideas and how to generate useful ideas
15848

The existing models of personality-oriented pedagogy can be conditionally divided into three main groups: socio-pedagogical, subject-didactic, psychological.

Personality-oriented learning technology The main principle of developing a personality-oriented learning system is the recognition of the student's individuality, the creation of the necessary and sufficient conditions for his development. INDIVIDUALITY is considered by us as the unique originality of each person who carries out his life activity as a subject of development during his life. This originality is determined by the totality of traits and properties of the psyche, which is formed under the influence of various factors that provide the anatomical, physiological, and mental organization of any person. Individuality is a generalized characteristic of human characteristics, the stable manifestation of which, their effective implementation in play, learning, work, sports determines the individual style of activity. as a personal education. The individuality of a person is formed on the basis of inherited natural inclinations in the process of education and at the same time - and this is the main thing for a person - in the course of self-development, self-knowledge, self-realization in various activities. In teaching, taking into account individuality means revealing the possibility of maximum development of each student, creating a socio-cultural situation of development based on the recognition of the uniqueness and uniqueness of the psychological characteristics of the student. But in order to individually work with each student, taking into account his psychological characteristics, it is necessary to build the entire educational process in a different way. The technologization of the personality-oriented educational process presupposes the special design of the educational text, didactic material, methodological recommendations for its use, types of educational dialogue, forms of control over the student's personal development in the course of mastering knowledge. Only in the presence of didactic support, which implements the principle of the subjectivity of education, can we talk about the construction of a personality-oriented process. Let us briefly formulate the main requirements for the development of didactic support for a personality-oriented process:

the educational material (the nature of its presentation) should ensure the identification of the content of the student's subject experience, including the experience of his previous education;

the presentation of knowledge in the textbook (by the teacher) should be aimed not only at expanding their volume, structuring, integrating, generalizing the subject content, but also at transforming the existing experience of each student;

in the course of training, it is necessary to constantly reconcile the student's experience with the scientific content of the given knowledge;

active stimulation of the student to self-valuable educational activities should provide him with the opportunity for self-education, self-development, self-expression in the course of mastering knowledge;

the educational material should be organized in such a way that the student has the opportunity to choose when completing assignments, solving problems;

it is necessary to stimulate students to independently choose and use the most significant ways for them to work out the educational material;

when introducing knowledge about the methods of performing educational actions, it is necessary to highlight general logical and specific subject methods of educational work, taking into account their functions in personal development;

it is necessary to ensure control and evaluation not only of the result, but mainly of the learning process, i.e. those transformations that the student carries out, assimilating the educational material;

the educational process should ensure the construction, implementation, reflection, assessment of learning as a subjective activity. This requires the allocation of units of study, their description, use by the teacher in the lesson, in individual work (various forms of correction, tutoring).

It can be concluded that student-centered learning plays an important role in the education system. Modern education should be aimed at the development of a person's personality, the disclosure of his capabilities, talents, the formation of self-awareness, self-realization. The development of a student as a person (his socialization) goes not only through his mastery of normative activities, but also through constant enrichment, transformation of subjective experience, as an important source of his own development; learning as a student's subjective activity, providing knowledge (assimilation) should unfold as a process, described in appropriate terms that reflect its nature, psychological content; the main result of learning should be the formation of cognitive abilities based on mastering the relevant knowledge and skills. Since in the process of such training, an active participation in self-valuable educational activities occurs, the content and forms of which should provide the student with the opportunity for self-education, self-development in the course of mastering knowledge.

27. Technologies for effective management of the learning process. Alternative technologies in a foreign school.

Having originated more than three decades ago in the United States, the term "pedagogical technology" quickly entered the lexicon of all developed countries. In foreign pedagogical literature, the concept of "pedagogical technology" or "teaching technology" was originally correlated with the idea of ​​technicalization of the educational process, the supporters of which saw the wide use of technical teaching aids as the main way to increase the effectiveness of the educational process. This interpretation persisted until the 70s. last century. In the 70s. In pedagogy, the idea of ​​complete controllability of the educational process was sufficiently formed, which soon led to the following setting in pedagogical practice: the solution of didactic problems is possible through the control of the educational process with precisely set goals, the achievement of which should be amenable to a clear description and definition. Accordingly, a new interpretation of the essence of pedagogical technology appears in many international publications: pedagogical technology is “not just research in the field of using technical teaching aids or computers; This is a study with the aim of identifying the principles and developing techniques for optimizing the educational process by analyzing factors that increase educational efficiency, by designing "and using techniques and materials, as well as by evaluating the methods used" (International Yearbook on Education and Training Technology, 1978/79. - - London - New York, 1978) It should be noted that currently in foreign literature there is both an initial understanding of the essence of pedagogical technology (pedagogical technology as the maximum use of TCO capabilities in teaching), and an understanding of pedagogical technology associated with the idea of ​​managing the learning process (i.e. purposeful design of learning goals in accordance with the goals of designing the entire course of the learning process, checking and evaluating the effectiveness of the selected forms, methods, means, evaluating current results, corrective measures. can also be called "systematization of education" or "systematization of classroom instruction."

A systematic approach to teaching as an essential characteristic of the concept of "pedagogical technology" is reflected in the UNESCO definition, according to which pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and assimilating knowledge, taking into account technical and human resources and their interaction, which aims to optimize forms of education. In the domestic pedagogical literature, as many authors rightly note, there are discrepancies in the understanding and use of the term "pedagogical technology"

Monodidactic technologies are rarely used. Usually, the educational process is structured in such a way that a certain polydidactic technology is constructed that unites and integrates a number of elements of various monotechnologies on the basis of some priority original author's idea. It is essential that the combined didactic technology can have qualities that exceed the qualities of each of the technologies included in it. Usually, combined technology is called according to the idea (monotechnology) that characterizes the main modernization, makes the greatest contribution to the achievement of learning goals. In the direction of modernization of the traditional system, the following groups of technologies can be distinguished: a) Pedagogical technologies based on the humanization and democratization of pedagogical relations. These are technologies with a procedural orientation, priority of personal relations, an individual approach, non-rigid democratic governance and the bright humanistic orientation of the content. b) Pedagogical technologies based on the revitalization and intensification of students' activities. Examples: game technologies, problem learning, learning technology based on the abstracts of reference signals V.F. Shatalova, communication training E.I. Passova, etc. c) Pedagogical technologies based on the effectiveness of the organization and management of the learning process. Examples: programmed learning, differentiated learning technologies (V.V. Firsov, N.P. Guzik), technologies of individualization of learning (A.S. Granitskaya, I. Unt, V.D.Shadrikov) schemes for commented management (S.N. Lysenkova), group and collective methods of teaching (I.D. Pervin, V.K.Dyachenko), computer (information) technologies, etc. d) Pedagogical technologies based on methodological improvement and didactic reconstruction educational material: enlargement of didactic units (UDE) P.M. Erdnieva, technology "Dialogue of Cultures" B.C. Bibler and S.Yu. Kurganova, the system "Ecology and Dialectics" L.V. Tarasova, the technology of the implementation of the theory of the stage-by-stage formation of mental actions by M.B. Volovich, and others. E) Nature-friendly, using the methods of folk pedagogy, based on the natural processes of child development; training according to L.N. Tolstoy, literacy education according to A. Kushnir, M. Montessori's technology, etc. e) Alternative: R. Steiner's Waldorf pedagogy, S. Frene's free labor technology, A.M. Pubis. g) Finally, examples of complex polytechnologies are many of the existing systems of author's schools (of the most famous - "School of Self-Determination" by A.N. Tubelsky, "Russian School" by I.F. Goncharov, "School for All" by E.A. Yamburg, "School-Park" M. Balaban and others

28. Humanistic educational systems and technologies.

The educational system of a school can be authoritarian or humanistic. ^ Humanistic educational system- an educational system focused on the personality of the pupil, on the development of his abilities, on the creation of conditions for his self-development, self-realization in an atmosphere of security and pedagogical support. Researchers have identified the signs of humanistic educational systems: the presence of a holistic image of their own school shared and accepted by both adults and children, an idea of ​​its past, present and future, its place in the world around it, its specific features; eventful nature in the organization of the life of children and adults, the integration of educational influences through their inclusion in collective creative affairs; the formation of a healthy lifestyle of an educational institution, in which order, positive values, a major tone, the dynamism of the alternation of various life phases (eventfulness and everyday life, holidays and weekdays) prevail; pedagogically expedient organization of the internal environment educational institution- subject-aesthetic, spatial, spiritual, the use of educational opportunities of the external (natural, social, architectural) environment and participation in its pedagogy; the implementation of the protective function of the school in relation to the personality of each student and teacher, the transformation of the school into a kind of community, the life of which is based on humanistic values. The educational system of the school is created by the efforts of all participants pedagogical process: teachers, students, parents, scientists, industry representatives, sponsors, etc.

An important aspect of the problem of educational systems is the idea of ​​creating a single educational space, that is, the purposeful development of the school environment. This makes the school an "open" educational system. Environment approach in the theory of educational systems is defined as a set of theoretical positions and actions with the environment, turning it into a means of controlling the processes of formation and development of the child's personality (M.B. Chernov). Each educational system finds its inherent connection with the surrounding social and natural environment, expanding the range of possibilities for educational influence on the individual. An effective educational system can become the center of education in school and society. The process of formation and functioning of the educational system occurs due to purposeful management actions for its development. Management activity is impossible without studying and evaluating the effectiveness of the educational system.

29. School management and management of teaching and educational work. Direction of development of innovative activity in education.

... Intraschool control represents a type of activity of school leaders in conjunction with representatives of public organizations to establish the compliance of the school's educational work system with national requirements and school development plans. The control is conveniently carried out using diagnostic tools.

To assess the progress of a school in its development, the following indicators are usually assessed:

1. The innovative activity of the school: updating the content of education (knowledge of the updated basic and additional components, training and education programs); renewal of methods and forms of work (reflexive methods of mastering programs, modular and cycloblock system of organization of educational activities; prevalence of group and individual forms of organizing cognitive activity over classroom ones); a combination of introspection, self-control with self-esteem and the assessment of a partner in joint cognitive activity.

2. The way of organizing the educational process (UEP): self-government, cooperation of teachers, students, parents in achieving the goals of education, upbringing and development; joint planning and organization of teacher and student activities as equal partners; a high level of motivation of the participants in the pedagogical process; comfortable material-spatial and psychological-pedagogical environment for all participants in the integral pedagogical process; the right to choose the content of the profile, forms of education by students.

3. The effectiveness of the EHC, the compliance of the final results with the planned: a high positive level of education and training of students (above 75%) (well-read and deep knowledge of any field of science, attitude to social norms and law, attitude to beauty, attitude to oneself).

Along with constant intra-school control (self-control) to ensure a single state basic level of knowledge, abilities, skills and the level of education of schoolchildren, state control of school activities is also carried out. This control is carried out by the educational authorities. The object of their inspection (expertise) is the management activities of school leaders, and not the work of the teacher. Control over the quality of the teacher's work, the quality of students' knowledge, their upbringing is carried out and evaluated by the in-school management of the pedagogical process.

Pedagogical experience - this is a practice that contains elements of creative search, novelty, originality; it is a high skill of a teacher, i.e. the kind of work that gives the best pedagogical result.

Pedagogical innovation - purposeful pedagogical activity based on understanding one's own pedagogical experience by comparing and studying, changing and developing the educational process in order to achieve better results, gain new knowledge, and introduce other pedagogical practice. Innovation, innovation, aimed at transforming existing forms and methods of education, creating new goals and means of their implementation.

The main thing difference innovative education from the traditional one consists in creating conditions for the development of the entire potential of the individual, so that the pupil is ready for any, even unforeseen future, and is able to adapt to new situations.

Sources the emergence of innovative processes in the practice of an educational institution are:

1) the intuition of the teacher;

2) the experience born in the given school;

3) pedagogical experience of other schools;

4) regulatory documents;

5) the opinion of the consumer of educational services;

6) the needs of the teaching staff to work in a new way, etc.

Innovations act as a way to solve problems arising in non-standard situations of functioning and development of educational processes.

Types of innovations:

Education technology;

By the form of organization of the educational process;

In pedagogical practice, the following stages of innovation development are distinguished:

Formation of ideas, development of ways of implementation.

Approbation - testing what has been invented; confirmation of pluses and correction.

Dissemination of new practice.

Obsolescence of the innovation.

Difficulty assessing innovation : innovative processes are programmed for the future, and evaluated in the present, i.e. what is not presented, what is not yet evaluated is subject to evaluation.

Innovative teaching experience –Innovations in pedagogical activity, changes in the content and technology of teaching and upbringing, with the aim of increasing their effectiveness.

30. Teaching profession and its features. Leaders of the teaching profession.

Valentina Kalinina
Personally-oriented technologies in the developing environment (speech at the teacher's council)

Implemented in a subject-spatial developing environment, which meets the requirements of the content of the new OOP DO with the Federal State Educational Standard of DO, which allows the child to show his own activity, to fully realize himself, his capabilities and interests.

When organizing educational activities with children, I focus on personally- an oriented approach in communication, namely, I plan GCD, the joint activity of the educator and the children so that it is aimed not at finding out what the child knows, but at how much developed his "power of mind", inclinations and ability to reason, think critically, find the right solution, apply knowledge in practice. As a system of relations, cooperation is multifaceted, but the most important place in it is occupied by the relationship "teacher - child". In the concept of cooperation, the child is presented as the subject of his educational activity. Therefore, two subjects of the same process must act together; none of them should stand above the other.

Personality-oriented technology- this is an educational system where the child is the highest value and is placed at the center of the educational process. Personally-oriented education is based on the well-known principles of humanistic pedagogy: intrinsic values personality, respect for her, nature-conformity of upbringing, kindness and affection as the main means.

They put at the center of the entire system of educational and educational work of our children's garden:

Providing comfortable conditions in the family and preschool educational institution;

Conflict-free and safe conditions of its development;

Realization of existing natural potentials.

Target student-centered technology -“To lay in the child the mechanisms of self-realization, self-development, adaptation, self-regulation, self-defense, self-education and others necessary for the formation of an original personal image»

Tasks :

Humanistic orientation of the content of the activities of the preschool educational institution;

Providing a comfortable, conflict-free and safe environment development of the child's personality, realization of its natural potentials;

A priority personal relationships;

Individual approach to pupils.

Forms of organizing activities student-centered technology:

Games, activities, sports activities

Exercise, observation, experimental activity

Exercises, games, gymnastics, massage

Trainings, sketches, figurative role-playing games

Functions personally-oriented education:

Humanitarian, the essence consists in recognizing the intrinsic value of a person and ensuring his physical and moral health, understanding the meaning of life and an active position in it, personal freedom and opportunities to maximize their own potential;

Cultural-creating (culture-forming, aimed at preservation, transmission, reproduction and development of culture by means of education;

Socialization, which involves ensuring the assimilation and reproduction of social experience by an individual, which is necessary and sufficient for a person to enter the life of society. The mechanism for the implementation of this function is reflection, preservation of individuality, creativity, as personal position in any activity and means of self-determination.

The position of the teacher in the conditions student-centered technology

An optimistic approach to the child and his future as the teacher's desire to see prospects personal development the child's potential and the ability to stimulate him to the maximum development

The attitude to the child as a subject of his own educational activity, as to personality capable of develop not under duress, but voluntarily, by on their own and choice, and show your own activity

Reliance on personal meaning and interests(cognitive and social) each child in education, promoting their acquisition and development.

Peculiarities student-centered technology.

The focus is on a unique, holistic the personality of a growing person who strives for the maximum realization of her capabilities (self-actualization, is open to the perception of new experience, is capable of making a conscious and responsible choice in a variety of life situations.

Within the framework of student-centered technologies independent directions stand out:

1. Humane personal technology, characterized by their humanistic essence, psycho-therapeutic orientation in helping a child with weakened health, during the period of adaptation to the conditions of a preschool educational institution. This technology it is good to implement in new preschool institutions where there are psychological relief rooms - this is upholstered furniture, many plants decorating the room, toys that promote individual games, equipment for individual lessons... Music and gymnasiums, aftercare rooms (after illness, room for ecological development preschooler and productive activities, where children can choose an activity of interest. All this contributes to full respect and love for the child, faith in creative powers, there is no compulsion. As a rule, in such preschool institutions, children are calm, compliant, not conflicted.

2. Technology cooperation implements the principle of democratization preschool education, equality in the relationship between the teacher and the child, partnership in the system of relationships "Adult - child"... The teacher and children create conditions developing environment, make manuals, toys, gifts for the holidays. Jointly define a variety of creative activities (games, work, concerts, holidays, entertainment) ... Pedagogical technologies on the basis of humanization and democratization of pedagogical relations with a procedural orientation, priority personal relationships, individual approach, democratic governance and bright humanistic orientation of the content. The educational program has this approach. "From birth to school"... The essence technological educational process is constructed on the basis of the given initial installations: social order (parents, society) educational guidelines, goals and content of education. These initial attitudes should concretize modern approaches to assessing the achievements of preschoolers, as well as create conditions for individual and differentiated tasks. Revealing the pace development allows the caregiver to support each child at his level development... Thus, the specificity technological approach is that the educational process must guarantee the achievement of the goals.

Accordingly, in technological approach to learning stand out:

Setting goals and their maximum clarification (education and training with a focus on achieving a result;

Preparation teaching aids (demo and handout) in accordance with educational goals and objectives;

Assessment of the actual preschooler development, correction of deviations aimed at achieving goals;

Final Result Assessment - Level preschooler development. Personality-Oriented Technologies are contrasted with the authoritarian, impersonal and soulless approach to the child in traditional technology - an atmosphere of love, care, cooperation, create conditions for creativity personality.

All participants in the pedagogical process create conditions for subject developing environment: make manuals, toys, game attributes, gifts for the holidays. Together they define a variety of creative activities.

Personality-Oriented Technologies put at the center of the entire education and training system child's personality, providing him with comfortable conditions in the institution in which he is, conflict-free and safe conditions of her development, realization of the available natural potentials. The personality of the child in this technology is not only a subject but also the subject priority: it is the goal of the educational system, not means achieving any goal.

As a result of using personality-oriented technologies teachers have the opportunity to build an individual educational route for pupils.

Usage various forms of holding gives its positive results: fosters a tolerant attitude towards child's personality; forms the basis personal culture while preserving the individuality of the child; lining up partnership between educator and child; increases the level of child's motivation for educational activities

The result of using technologies- becoming a child as personality... This involves solving the following tasks: development the child's trust in the world, a sense of joy. (psychological health); formation began personality(basis personal culture) ; development child's personality

INNOVATIVE TECHNOLOGIES IN PERSONAL DEVELOPMENT Amir Abdulhussein Hashim, E.P. Komarova

The article discusses innovative technologies for personality development, which are focused on achieving professional and personal potential

Keywords: innovative technologies, personality development, professional personal potential

The analysis of the stated topic determines, first of all, the need to determine innovative technologies, and then answer the question, what innovative educational technologies initiate the professional development of the personality (students).

Basic (key) is the definition of technology as a body of knowledge about the methods and means of carrying out any processes, as well as the psychological and pedagogical literature, educational practice themselves, various concepts are used: educational, pedagogical, psychological technologies of teaching, upbringing and development, personality-oriented and developing technologies. The relationship between these concepts is not clearly differentiated. The most general, meaning-making is the concept of "educational technology" - a set of methods, techniques, exercises, procedures that ensure productive interaction of the subjects of the educational process and aimed at achieving the planned result. Since we are talking about the subjects of activity, both the trainees and the trainers are equally among them. The types of activity can be training and education, as well as activities to change the personality, the development of its structural components: orientation, education, experience, cognitive abilities, socially and professionally important qualities, psychophysical properties.

Innovations in education are innovations, innovations that provide a new educational effect. Criteria

educational innovations are the following indicators:

novelty - the presence of a new feature or a new combination of features known in education;

Usefulness - the presence of a positive educational effect;

Reproducibility - the possibility of obtaining a positive result by any competent teacher.

Based on these initial positions, innovative educational technologies can be defined as follows: it is an ordered set of actions, operations and procedures aimed at personal development, instrumentally ensuring the achievement of a diagnosed and predictable result in professional and pedagogical situations,

forming an integration unity of forms and

Amir Abdulhussain Hashim - VSTU, postgraduate student, e-mail: [email protected]

Komarova Emilia Pavlovna - VSTU, Dr. ped... Sci., professor, e-mail: [email protected]

teaching methods in the interaction of students and teachers in the process of developing an individual style of activity.

V this definition emphasize important points innovative technologies of vocational education:

Target setting for personality development;

Integration unity of forms, methods and teaching aids;

Facilitation interaction between students and teachers;

Individual style of teaching.

Innovative technologies are focused on achieving the following goals:

Updating the professional and personal potential of educational subjects;

Development of a professionally mobile personality;

Creation of individual educational routes for trainers;

Formation of a project culture;

Providing facilitation interaction of subjects of vocational education.

To determine the structure and composition of innovative technologies for professional development, it is necessary to clarify what we mean by professional development. This is a change in the psyche in the process of mastering and performing educational, professional, professional and work activities.

Depending on the prevailing forms of implementation of these types of activities, three models of specialists' education can be distinguished:

Adaptation model - focused on training specialists to perform specific professional functions. It is implemented at the reproductive level mainly by traditional, well-established cognitive and activity-oriented educational technologies;

Professional mobility model focused on training “universal” specialists capable of performing a wide range of social and professional functions. It is implemented at the heuristic level, mainly by contextual and competence-based educational technologies;

The model of personal and professional self-development, aimed at the development of value-semantic activity, which determines the alternative and variability of individual educational routes in the developing professional educational space. It is implemented at a creative level mainly by personal developmental educational technologies.

It is obvious that all three models of professional training initiate the professional development of the individual, and is implemented by a wide range of educational technologies. All their variety can be ordered as follows:

Systematization technologies and

visualized presentation of knowledge - involves the definition of diverse connections and relationships between the studied objects and phenomena, their ordering based on similarities / differences, a visual representation of the structural and functional relationships of relations in the form of diagrams, tables, drawings, animation, symbolic models. This group of technologies includes situational analysis, work with schemes, technological maps, systematization of literature, graphic modeling, etc.

Information and communication technologies - training based on the use of electronic means: computer, visual means, hypertext, hypermedia. These tools mediate the impact of teachers and students, provide an interactive dialogue, the ability to individualize the learning process, access to information channels and networks. Information and communication technologies include: distance learning, educational programs, multimedia technologies, etc.

Developmental learning technologies

focused on updating

professional and personal potential,

social and professional development of personality, the formation of metaprofessional

didactic units: generalized knowledge, skills, competencies, competencies,

ensuring subject-subject interaction of all participants in the professional and educational process. These include developmental diagnostics, training for development and creativity, project method, analysis of non-standard situations, etc.

■ Technologies of contextual learning simulate real social and professional activities to the maximum extent.

The main unit of the content of contextual learning is the problematic situation in educational and professional, quasi-professional and real professional activities. Contextual learning technologies include subject seminars-discussions, group laboratory-practical exercises, analysis of specific production situations, etc.

Self-regulating learning is aimed at developing the trainees' abilities to independently acquire competencies in self-government, organization, reflection and self-control. Development of trainees' competencies through

Voronezh State Technical University

self-regulatory teaching is carried out on the basis of the analysis of professional activities. This educational technology includes conversational techniques, case-study method, positional discussions, reflexive games, etc.

Socio-professional technologies

upbringing - a set of techniques, procedures and methods for solving problems of the moral and professional development of a specialist in a professional school and in production. Upbringing technologies presuppose a special upbringing environment, the organization of upbringing interactions between the subjects of joint activity and communication, the establishment of emotionally positive relationships. Social and professional education technologies include methods of persuasion, exercise, reward and punishment, coercion, etc.

The forms and methods of implementation of the listed technologies are diverse: problem lectures, lectures-discussions, diagnostic training seminars, visualized workshops, workshops-conversations, interactive dialogue, programmed training, preparation of abstracts, annotation of literature,

multimedia technologies, didactic diagnostics, organizational and mental games, the method of guiding tests, supervisory consultation, creative diploma or course projects, situation analysis, trainings for development and creativity, corporate training, development of a rationalization proposal, exercises on simulators, role-playing games, programmed control, reflexive innovative seminar,

criterion-assessment testing, etc.

When choosing innovative technologies for the professional development of a person, one should be guided by the following requirements:

1. Technologies should promote self-activity, self-development and self-actualization of teachers.

2. Technology should ensure the involvement of students in different kinds design, creative and research activities.

3. Technologies should ensure group interaction of participants in the professional and educational process.

4. Technologies should ensure the formation of universal competencies, which are the basis for the professional mobility of specialists.

5. Technology should promote openness of training for the professional future of trainers.

Literature

1. E.R. Zeer "Psychology of vocational education" Voronezh, 2003. - С 303 - 310.

INNOVATIVE TECHNOLOGIES IN THE PERSONALITY DEVELOPMENT Amir Hashim Abdulhusseyn, E.P. Komarova

The paper discusses the development of innovative technologies of personality development that focus on delivering professional and personal potential

Key words: innovative technology, personal development, professional personal potential

EGORIEVSK BRANCH

FEDERAL STATE BUDGET

EDUCATIONAL INSTITUTION OF HIGHER EDUCATION

"MOSCOW STATE PEDAGOGICAL UNIVERSITY"

DEPARTMENT OF PEDAGOGY, PSYCHOLOGY AND LOGOPEDICS

Personal development technologies

Practical task

Student (s) 3 years of study

directions - teacher education

training profile - school education

Ponomareva Irina Alexandrovna.

2017 Nov.

"The true subject of teaching is the preparation of man to be man."

A. A. Pirogov

Pedagogical technology is a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, methods of teaching, educational means; it is an organizational and methodological toolkit of the pedagogical process.

B. T. Likhachev

Primary school is the whole world! For a child who comes to school begins new life full of miracles, discoveries, difficulties and challenges.

How to help a child to get comfortable in a new world for him - primary school? How can a teacher maintain interest in learning? How to make sure that your school years remain in your memory as a bright period of your life? The answer to these questions is obvious - you need to make this primary school home joyful, cozy and kind for residents of different categories. As in any home, primary school residents demand special attention, understanding and care, and every elementary school teacher, being by all means a caring owner, learns to help each resident in a targeted manner.

 Children from socially disadvantaged families;

 Children trapped in TJS;

 Children from migrant families;

 Orphans and children left without parental care;

 Children with disabilities;

 Children from large families;

 Children with deviant behavior.

My pedagogical ideas in working with various categories of children, the following:

Creation of a model of an elementary school of an adaptive, mixed type (this is a typical variety of classes and programs, determined on the principle of reasonable sufficiency and interrelation).

Updating the content of education, introducing the mass comprehensive school element of gymnasium education (the implementation of level and profile differentiation, the development of new pedagogical technologies, the formation of a personality with a developed intellect, research skills, high level culture).

Formation and development of a school educational system of a humanistic type, based on universal and national values.

Creation and implementation of a program of pedagogical education, development and career guidance from primary school.

In elementary school, a humanistic, democratic educational system has been created that ensures the integrity of the entire pedagogical process. The presence of not only pedagogical, but also psychological education significantly helps in work as not only a subject teacher, but in the work of a class teacher. At the initial stage, the study of the psychological, medical and pedagogical characteristics of the personality of students and the social microenvironment, their living conditions is carried out. In the process of such a study, the interests and needs of children, difficulties and problems, conflict situations, deviations in behavior, the typology of families, their sociocultural and pedagogical portrait are revealed. Diagnostic tools include both sociological and psychological techniques. It should be noted that despite the separation of techniques and methods of working with different categories of students, each method, if necessary, is applicable to any child. Before the teachers primary grades the main task is to contribute to the development of each personality. Therefore, it is important to establish the level of abilities and their diversity in our children, but it is equally important to be able to properly carry out their development. Gifted children clearly manifest the need for research and search activity - this is one of the conditions that allows students to immerse themselves in the creative learning process and fosters in it a thirst for knowledge, a desire for discoveries, active mental work of self-knowledge. In the educational process, the development of a gifted child should be considered as the development of his internal activity potential, the ability to be an author, a creator, an active creator of his life, to be able to set a goal, look for ways to achieve it, be capable of free choice and responsibility for it, and make the most of his abilities. That is why the methods and forms of the teacher's work should contribute to the solution of the designated problem. For this category of children, the preferred methods of work:  research;  partial search;  problematic;  projective; Forms of work:  classroom work (work in pairs, in small groups), multilevel tasks, creative tasks;  consulting on the problem that has arisen;  discussion;  games. It is very important for children to participate in remote and distance Olympiads of various levels:  subject Olympiads;  intellectual marathons;  various contests and quizzes;  word games and fun;  projects on various topics;  role-playing games;  individual creative tasks. These methods and forms enable gifted students to choose appropriate forms and types of creative activity. The identification of gifted children is carried out already in elementary school on the basis of observations, the study of psychological characteristics, speech, memory, logical thinking and communication with parents. The teacher pays attention to the peculiarities of the child's development in the cognitive sphere. When working with gifted children, you must be able to:  enrich learning programs, that is, to update and expand the content of education;  stimulate the cognitive abilities of students;  work in a differentiated manner, implement an individual approach and advise students;  make balanced psychological and pedagogical decisions;  analyze your teaching and educational activities and the whole class;  select and prepare materials for collective creative affairs. The success of this process is facilitated by characteristics children of this age: gullible submission to authority, increased sensitivity, impressionability, naive playful attitude to much of what they encounter.

The next, in my opinion, a very important category of students is disabled children. How can a universal teacher build, and a primary school teacher is such a job with children of this category. If we look at the UN convention, we will read that "A child with disabilities has the right to special care, education and training in order to help him lead a full and dignified life in conditions that ensure maximum independence and social integration." And our main task in working with children from this category is to teach the little person the independence of social integration. Social adaptation of sick children in a mass school is carried out individually. Psychological and pedagogical assistance to children is of paramount importance. Using the technology of cooperation in classroom and extracurricular activities, the teacher aims at overcoming communication difficulties in such children. The forms of work include:  Acquaintance with the child;  Diagnostics;  Rehabilitation work;  Providing real help and support;  Legal support. Working methods:  conversation with the class teacher;  with a medical professional;  individual conversation with the child;  questioning, testing, sociometry;  involvement in circles, sections;  rendering assistance in educational activities (development of uniform pedagogical requirements);  group work in a micro-society;  involvement of children in the social life of a school, class, village;  (Olympiads, contests, concerts, seminars, conferences, ...).  petitions to various organizations;  organization of vacation, medical examination, spa treatment;  observance of the rights of the child, social and legal counseling.

When working with children left without parental care, and this includes orphans, children under guardianship and children living in foster families. The school is called upon to assist the child in protecting his rights and legitimate interests, to exercise systematic control over education, training, health, material and household maintenance, to assist in overcoming difficulties in learning. The result of the activity of an elementary school teacher is the social and pedagogical support of a child left without parental care. This support includes:  creation and timely updating of the Databank of students left without parental care;  patronage and counseling of parents on the optimization of the educational environment of the family;  Conversations with minors and their parents to increase the level of legal literacy, promote a healthy lifestyle, and the peculiarities of adolescence;  involvement of minors and their parents in socially significant activities;  promoting the inclusion of parents in the educational process, etc. The class teacher maintains maps of individual preventive support for children left without parental care. The class teacher is a regular social teacher on the results of work with students, on the achievements of students in this category. As I have already said, the primary school teacher today is a universal teacher who embodies in his work the functions of a teacher-psychologist, a social teacher, and a teacher-organizer. Today, when migrating from the zone of armed conflicts to the territory of Russian cities, a large number of families of refugees and internally displaced persons move, whose children need psychological help and support. The state of children is determined by internal insecurity, confusion, depression, apathy. Carrying out work with children from families of migrants and internally displaced persons, the primary school teacher asks himself the question: "How to organize the educational process?" "How to help children quickly adapt to the Russian school?" The answer to these questions can be found in the fundamental principle of humanistic pedagogy, which recognizes the child's personality, his psychological well-being, his feeling of security, warm acceptance by classmates and an unconditional positive attitude of the teacher, regardless of his academic performance and personal qualities, as the main value and goal of education. Therefore, when accepting a child into a class for a primary school teacher, it is necessary to create appropriate conditions. In the course of lesson and extracurricular activities, it is necessary to build relationships with the arrived children on the basis of dialogue and cooperation, approval of even minor successes in a new environment for them. Pedagogical work with children with deviant behavior includes various directions. First of all, this is preventive work, which is carried out in various forms. The system of prevention of deviant behavior of students in an educational institution includes the following as priority measures:  Creation of complex groups of specialists providing social protection of children (social teachers, psychologists, doctors, etc.);  creation of an upbringing environment that allows to harmonize the relationship of children and adolescents with their immediate environment in the family, at the place of residence, work, study;  Creation of support groups from specialists of various profiles, teaching parents how to solve problems related to children and adolescents;  organization of training for specialists who are able to provide professional social, psychological, pedagogical, medical assistance and who are engaged in educational and preventive work, primarily with children and adolescents at risk and their families;  creating public education programs to increase awareness and draw attention to the problems of youth with deviant behavior (television programs, educational programs, etc.);  organization children's leisure...  outreach work. Working with children with deviant behavior also includes their social and pedagogical rehabilitation. Rehabilitation can be viewed as a system of measures aimed at solving problems of a fairly wide range - from instilling elementary skills to full integration of a person into society. Rehabilitation can also be considered as a result of the impact on the personality, its individual mental and physical functions... In the process of rehabilitation, the compensatory mechanism is used to overcome the existing defect, and in the process of adaptation - to adapt to it. Consequently, rehabilitation is a system of measures aimed at returning the child to an active life in society and socially useful work. This process is continuous, albeit time-limited. It is necessary to distinguish between different types of rehabilitation: medical, psychological, pedagogical, socio-economic, professional, household. Medical rehabilitation is aimed at full or partial restoration or compensation of one or another lost function of the child's body, or at the possible slowing down of a progressive disease. Psychological rehabilitation is aimed at the mental sphere of a teenager and has as its goal overcoming in the minds of a teenager with deviant behavior the idea of ​​his uselessness and worthlessness as a person.

The main task of the teacher is to choose the method and form of organizing work with children, to intensively introduce innovative pedagogical technologies into work that optimally correspond to the set goal of personality development.

I Technology of project activities

Project activity is a purposeful activity with a specific purpose, according to a certain plan to solve search, research, practical tasks in any direction of the content of education.

The project allows you to get to know the pupils better, to penetrate into the inner world of the child.

II Information and communication technologies

Information and communication technologies (ICT). ICT is a generalized concept that describes various devices, mechanisms, methods, algorithms for information processing.

New requirements for preschool education as the first link in lifelong education: education using modern information technologies(a computer, interactive board, tablet, etc.).

Tasks of teachers: to keep up with the times, to become for the child a guide to the world of new technologies, a mentor in the choice computer programs,

to form the foundations of the information culture of his personality,

improve the professional level of teachers and the competence of parents.

III Health-saving technologies

Health-preserving technology is a system of measures that includes the interconnection and interaction of all factors of the educational environment, aimed at preserving the child's health at all stages of his education and development, the formation of the necessary knowledge, skills, and abilities for a healthy lifestyle.

IV Technology research activities

The purpose of research activity is to form in schoolchildren the main key competencies, the ability for a research type of thinking.

V Technology "Teacher's Portfolio"

Modern education needs a new type of teacher (thinking creatively, owning modern technologies education, methods of psychological and pedagogical diagnostics, methods of independent design of the pedagogical process in the context of specific practical activities, the ability to predict its final result, which should have a dossier of successes, which reflects everything that is joyful, interesting and worthy of what happens in the life of a teacher. Such a dossier can be a portfolio of a teacher.

VI Personality-oriented technology

Personality-oriented technologies place the child's personality at the center of the entire school education system, ensuring comfortable conditions in the family and school institution, conflict-free and safe conditions for its development, realizing existing natural potentials, creating conditions for personality-oriented interactions with children in a developing space that allows the child to show own activity, to realize oneself most fully.

Vii Game technology

It is built as a holistic education that covers a certain part of the educational process and is united by a common content, plot, character.

Conclusion

A technological approach, that is, new pedagogical technologies guarantee their successful learning in school.

Creation of technology is impossible without creativity. For a teacher who has learned to work at a technological level, the cognitive process in its developing state will always be the main reference point.

The use of innovative pedagogical technologies contributes to:

improving the quality of education;

professional development of educators;

application of pedagogical experience and its systematization;

use of computer technologies by pupils;

preserving and strengthening the health of pupils;

improving the quality of training and education.

In the “Explanatory Dictionary” by V. Dahl, the word “teacher” is defined as a mentor, a teacher, that is, it emphasizes two of its main functions - guiding the acquisition and implementation of social experience to students and transferring the knowledge accumulated by mankind. These functions have been the main ones for the teacher throughout the history of mankind.

The teacher is the organizer of the educational process at school. He is a source of knowledge for students both during lessons, extra classes and consultations, and outside the educational process. Each teacher, giving lectures, talks to parents of students and the public, is a promoter of pedagogical knowledge.