Modern problems of science and education. Center for training teachers for certification "Traditional Folk Doll"

NEW PEDAGOGICAL TECHNOLOGIES

Technology "Creative Workshop"

One of the priority directions of the modernization of school education is to change the attitude towards learning. Geopolitical, communication and technological transformations in society have involved in both direct and indirect communication a fairly large number of people of various professions, ages and interests. Accordingly, the need for the use of a foreign language has also increased. It became necessary to pay attention to the student as a subject of intercultural communication as a subject of the educational process. The main strategy of teaching proclaimed a personal - activity approach, when the personality of the student is in the center, his abilities, capabilities, inclinations and interests are taken into account.

In this regard, certain problems arise:

1. Insufficiently effective use of students' abilities to master a foreign language and speech development in general.

2. The conditions have not been fully created for secondary school graduates to achieve the minimum necessary and sufficient level of functional literacy, which can ensure their successful continuation of their education, as well as facilitate their adaptation to constantly changing living conditions.

H. The low activity component of learning does not contribute to the formation of the skills of speaking, reading, listening, writing and translation, the development of creative thinking.

4. Lack of socio-cultural knowledge both about the countries of the target language and about their own country, does not allow students to enter into a dialogue of cultures.

These problems can be solved. What is required for this?

A large role in the formation of interest in learning, according to E.I. Passova plays the creation of a problematic situation. With the "density of communication", the internal and external activity of students increases enormously. The more active the teaching methods, the easier it is to interest students in them. Naibol her productive and the technology of the Knowledge Building Workshop, a creative workshop, a pedagogical workshop developed by psychologists P. Langevin, A. Vallon, J. Piaget and others. In which the main thing is not to communicate and master information, but to teach methods of work. The main ideas: in the independent "discovery" of knowledge by studying its genesis and structure of the "construction" of knowledge by the student using the method of a critical attitude to existing information, information and independent solution of creative problems; pluralism of opinions, approaches, respect for opinion, alternative, etc .; within each assignment, schoolchildren are free to choose the methods of implementation; the mission of the teacher-master is to unblock the child's abilities, to create conditions for the disclosure and realization of his creative potential

The workshop is one of the main teaching, developing and educating forms. There are many definitions of workshop technology, but most of all I agree with V.M. Monakhova: "a pedagogical workshop is a model of joint pedagogical activity in the design, organization and conduct of the educational process, thought out in all details, with unconditional provision of comfortable conditions for students and teachers."

Workshop technology is characterized by the following basic principles:

1.the attitude of the teacher to the student as an equal

2. not a simple communication of knowledge as indisputable truths, but an independent "construction" of knowledge by a student with the help of critical thinking to the information being studied

3.The independence of solving creative problems

4. pluralism of opinions, approaches, respect for the opinion of others

5.the ability to work in a team

6.Critical thinking

7.Acting as a leader

The rule of the workshop is to do it your way, based on your abilities, interests and personal experience,

correct yourself. That is why there are no "exact methods" for conducting workshops, does each teacher have the right to design and create their own workshops?

History of origin:

In the 1920s, the scientific and pedagogical community showed a desire to get rid of everything that prevents a person from being free and happy. The personality was placed in the center of attention of the pedagogical community. Teachers, doctors, psychologists actively studied the personality of the child, looking for ways to develop it.

In the mid-1920s, the French Group for the New Education (GFEN) emerged in France. It included famous psychologists and educators at that time - Paul Langevin, Henri Vallon, Jean Piaget. They sought to oppose the conservatism of the traditional school with new intensive teaching methods and to translate these methods into practice.

In its manifesto, the French Group for the New Formation stated that its goal is to educate a free and critical thinking person. It was noted that the New Education movement stands for "the intellectual emancipation of everyone as a condition for the emancipation of all." At the same time, it was emphasized that GFEN does not completely reject the ideas of teachers who worked before them. Representatives of this movement argued that the basis of their philosophy is “the thoughts of genius predecessors, representatives of humanity: Rousseau, Pestalozzi, Montessori, Decrol, Makarenko, Korczak, Buckle, Frenet, Piaget, Neil, Battelheim - all those for whom a change in the methods of education and teaching is the most important task of civilization ”. The founders of GFEN denied the traditional attributes of the educational process: they allowed the student to listen not to the teacher, but to the classmate, allowed to make mistakes, sing out of tune, not be afraid to write badly, put forward the most reckless hypotheses at first glance and defend them, abandon them and put forward new ones. They proposed the thesis that "knowledge is creation and search in opposition to previously acquired knowledge, with a critical assessment of what can be accepted by everyone for a long time." At the same time, GFEN teachers insisted on the natural ability of all people to be creative. At the end of the 20th century, in 1989, a creative group of 350 teachers from France and other European countries - representatives of "French groups of new education "... At this meeting, the main provisions of the new technology proposed by the group - "Workshop" were formulated:

1. Challenge to traditional pedagogy. The student must be in an active position, reveal his inner potential, build his own knowledge.

2. Personality with a new mentality. The student must develop as an independent, creative,

responsible, constructively armed personality.

"Everyone is capable." Every child is capable of practically all types of activity, the only question is what methods will be used in the process of his education and development. It is necessary to move from equality in law to equality in practice.

Intensive learning and development methods. Not a simple communication of knowledge as indisputable truths, but the independent construction of knowledge using the method of critical thinking.

A new type of teacher. The teacher is not an authoritarian mentor, but a talented sculptor. The educator must treat the student as an equal.

Accurate calculation of psychological effects. The system of influencing the personality is developed so carefully that everyone who has joined it is surprised by what is happening to him: he was able to compose, draw, express his own thought.

Thus, at the turn of the 1980-1990s, representatives of GFEN proposed a technology that implements the pedagogical approach of this group, which was called "Workshop".

In the course of the workshops, the traditional question of knowledge, skills and abilities arises. It seems that in the didactic sense there is a lack of oral presentation by the teacher of the content of the issues being studied. The main action is that the workshop participants build their understanding of the problem, then put forward hypotheses, discuss them, reject them, formulate new ones, and after presenting them to the audience, they discover their mistakes and build new hypotheses. At the same time, there is no traditional transfer of a huge amount of knowledge from the teachers present to the students. One of the leading Russian scientists in the field of educational psychology, Nina Fedorovna Talyzina, believes that this is justified, because “knowledge can neither be assimilated nor stored outside the student's actions ... given knowledge ... The quality of knowledge assimilation is determined by the variety and nature of the activities in which knowledge can function. " The very activity of completing tasks in the course of the workshop requires the exertion of all cognitive forces, imagination, memory, thinking. An important feature of the workshop technology is that tasks are formulated broadly, with some understatement and uncertainty. But it gives scope to imagination, creative search. Pupils themselves formulate the goal of their activities, traditionally the educational process was focused on the assimilation of knowledge, then the technology of the workshop offers such a structure of the lesson that allows each student to build knowledge rather than assimilate.

In the workshops, the proposed tasks become the problems of the students themselves, they are less rigidly tied to school problems, they come into closer contact with the child's being. This approach is better than traditional teaching technologies, consistent with modern views on the need to develop competence in graduates of educational institutions. Consequently, the main task of the teacher is to help the student realize that he has creative, intellectual capabilities, abilities, as well as the potential for personal development. In the course of the workshops, mastering takes place. spiritual and intellectual self-development, emotional self-regulation and self-support, that is, components of the competence of personal self-improvement. As a result, the personal qualities necessary for a modern person, a culture of thinking and behavior are developing.

The technology got its name from the fact that it has a MASTER. The master only creates an algorithm of actions that unfolds the creative process. And everyone takes part in it, including the master. In workshop technology, the main thing is not communicate and master information, and convey ways of working.

In workshop technology, individual, pair and group teaching methods are used. However, they differ in many respects from the methods that have the same names and are included in other educational technologies.

Individual spa In the case of the traditional approach, sob is based on the initial activity of the teacher, on his word, initiative and on the subsequent independent work of the student. Applying a personalized learning method in workshop technology highlights the personality a student who himself, without the intervention of the teacher, comes into contact with the problem, himself concretizes it, formulates questions that require priority research. The child independently scoops out the first meaning from the new text, highlights the incomprehensible, worthy of subsequent discussion in a pair or group. He is responsible not only for his knowledge, but also for the organization of the process of cognition itself.

Paired the way of teaching in workshop technology is tantamount to working in dialogue. In this case, pairs can be either permanent or replaceable. During the dialogue, the new, replenished knowledge is compared with the existing ideas.

The group way of teaching plays an important role in workshop technology. Its application begins after an individual entry into the problem has already taken place, a primary understanding of the problem has been formed, some ways of its solution have been clarified, that is, individual and paired developments have been presented. At the second stage, their analysis is carried out, the search for the most effective way of research is carried out, and finally, usually after the socialization of the presentation by other groups of their findings, plans, making adjustments, the implementation of one of the planned paths begins.

A workshop is an unusual form of conducting training sessions. It consists of a sequence of interrelated stages. In each of them, the educational task guides the cognitive activity of the students. Pupils have a choice of ways to explore funds.

Thus, the workshop as a pedagogical technology is aimed at revealing the individuality of a person, realizing his right to the development of all abilities. With a clearly pronounced emphasis on the formation of methods of mental action, priority in the pedagogical technology of workshops is given to the development of creative abilities. Thus, the goal of the pedagogical technology of workshops is not a direct transfer of information, but a joint search for knowledge. A workshop often starts with updating the knowledge each of them on a given issue, which are then enriched with knowledge niyami comrades uppe. At the next stage, knowledge is corrected in talking with dgug oh group, and only after that point of view o6_classo /.At this moment ent knowledge again correct as a result of the comparison 1Vleniya_your position from pos by other groups. In the class, self-examination, self-assessment, reflection of the work and the process of cognition itself are organized. Training

the activity of schoolchildren in the process of completing assignments is an alternative to the simple transfer of information.

A workshop is an original way of organizing the activities of students in a small group (7-15) with the participation of a master teacher who initiates the search, creative nature of the students' activities.

Workshop types can be:

1) by the composition of the participants: for students, for teachers, mixed.

2) according to the goals and methods of activity: workshops of creative writing, building knowledge, opinions on self-knowledge, mixed.

3) by time: one-act (2-4 hours), long (weekly courses of immersion in the problem).

The teacher, who in the terminology of the workshops is called the master, has to abandon the usual functions of a lecturer, an authoritarian leader. The task of the teacher (master) in the course of the workshop is, first of all, to create an atmosphere of openness, benevolence, to appeal to the feelings of students, to challenge them to revelation, to work with them, not to give marks, not to scold or praise, but at the same time to give to feel the student's own achievement, even if it is small. Based on the analysis of scientific literature in the process of research, the main elements of technology were identified.

The main elements of technology: induction, self-construction, socio-construction, socialization, advertising, reflection.

Induction.

The backbone element of the workshops is a problem situation, the beginning, which motivates the creative activity of everyone. This can be a task around a word, object, picture. French teachers call the beginning of a workshop an inductor. With the inductor, the teacher begins to think over his workshop. An inductor is an individual task that requires each child to make an independent decision, his own vision of the problem.

Self-construction- this is an individual creation of a hypothesis, solution, text, picture. At this stage, students perform tasks: or related to the learning material being studied(educational objects, known methods of solving problems, etc.), or heuristic(on the creation of our own educational products, on the development of well-known provisions, confirmation of the ideas expressed and

proposals), or planning goals related to the organization of the educational process itself, determining the stages of work, etc.)

Socioconstruction. The most important element of technology is group work (small groups stand out in the classroom, are formed from students of different classes, often arise spontaneously, at the initiative of students). The master can adjust the composition of the groups; the master breaks down the task into partial tasks. The groups will have to come up with a way to solve them, and the students are free to choose the search, method, pace. At this stage, the same tasks can be applied as for individual work. Interaction with others provides an expansion of the source of experience, ideas by increasing the number of participants reflecting on the problem. The product of work in a pair (group) is a general solution, a project, a synopsis, a drawing, a diagram, etc.

Socialization: general discussion of what has been done individually, in a pair, in a group; consideration of all hypotheses, opinions. The discussion can be organized based on advertising-presentation works of students and the master (texts, diagrams, drawings, etc.) to the whole class (oral presentation or hanging posters in the class) and familiarizing all workshop participants with them. Everyone walks, reads, discusses, or reads aloud.

Break-comparison by all students of their work with the work of classmates. This is an inner awareness of the workshop participant of the incompleteness of their knowledge, which leads to emotional conflict and the need to acquire new knowledge. It is also here that the students' fulfillment of the corresponding tasks is organized.

Reflection- it is a reflection of the feelings that arose among the students during the workshop, leading to the improvement of the further work of the master and students; it is an analysis of success and failure at every stage of the workshop.

Workshop algorithms (according to A.A. Okunev):

Algorithm 1. Induction-self-construction-> socio-construction-socialization-advertising-gap -reflection.
Algorithm 2. Induction-panel-work with literature-discussion in pairs, and then in groups - posing questions - group choice of a question for research work - understanding the problem

(each) - socialization in the group - search for a hypothesis (each) - selection of the most probable hypothesis (in the group) - socialization - planning and conducting an experiment to test the hypothesis - presentation of conclusions and justification by a neighboring group - correction (in a group) - composing a problem to be solved based on the conclusion made (in the group) -exchange of problems and conclusions drawn between the groups -evaluation by each group

the conclusions presented to him and the possibilities of their use in solving the problem posed (socialization).

Algorithm 3. Master's word - individual work with the information received - work with literature (replenishment, clarification of information) - presentation (verbal, schematic, written, oral) of objects, concepts, ideas presented in the master's word (socialization) - compilation and collection of questions on the studied topic -selection of a question by each group-work with literature-chanel-word of the master-work of groups with documents-formulation of experience to test the hypothesis-collection and discussion of new information-formulation of conclusions-proof of conclusions-critical analysis of conclusions-socialization.

Algorithm 4. Inductor - creating a model of an object, concept, action, scheme,
picture - description of product properties - exchange of descriptions - reproduction of the model by description - exchange of built models - clarification of the description of the model - the master's word (the master offers his own algorithm of action) - use of the model in practice by each of the group members - exchange of tasks in the group - analysis of all completed tasks in the group - highlighting the conditions for the correct performance of tasks in the group - highlighting the correct performance of the task - exchange of tasks and models for them between groups - correction of models.

Algorithm 5. The master offers 2-3 topics-choice-everyone looks through the literature on the selected topic, formulates the research problem-publicizing the problem-everyone finds out everything he knows about this problem-creating groups on similar problems, formulating a common topic
research - creation of a databank - research plan - work according to plan: individual, steam room,

group-discussion in the group-design of the first result-presentation-each group, after getting acquainted with the results of the study of other groups, makes up a task for them (the master too) - work on the tasks-design and presentation of the second result
research - individual reflection on the problem - preparation and registration of individual results give an example of a new concept - groups exchange examples, provide their justification, offer solutions to problems associated with new concepts - groups receive their examples with the justification suggested by their neighbors - correction - groups present their examples on the blackboard-questions from other groups-correction-the groups at the blackboard talk about the points that they corrected-everyone writes down all the necessary information in his notebook-everyone at the blackboard performs the master's task on the new material. Analyzing the features of workshops as

pedagogical technology, it is important to note that the following approach is actively used in their construction and implementation: the educational process should be built from the standpoint of the personality's self-knowledge, assistance to its independent spiritual efforts, stimulation, awakening of the activity and creativity inherent in it from birth.

An important aspect of pedagogical technology is the education of the workshop participants. The process of upbringing consists in constant adjustment of subjective experience, comparing it with the experience of others, as a result of which there is a choice of one's own path, self-actualization.

Literature:

Mukhina I. A. "What is a pedagogical workshop." Workshops on literature: the integration of innovative and traditional experience: A book for a teacher. SPB, 2002

Pedagogical workshops: integration of domestic and foreign experience / Comp. I.A. Mukhina. - SPb., 1995.

Vygotsky L. S. Pedagogical psychology. - M .: Pedagogy, 1986. Pedagogical workshops "France - Russia" / Ed. E. S. Sokolova. - M .: New school. 1997.

Hesse G. Fav. works .- M .: Panorama, 1995.

Talyzina N.F., Formation of the cognitive activity of younger schoolchildren, Moscow: Education, 1988.

Valerie P. About art. - M .: Art, 1993.

Dewey J. Psychology and pedagogy of thinking.- Moscow: Labyrinth, 1999.

Vygotsky L. S. Pedagogical psychology. - M .: Pedagogy, 1986.

Danilov M.A., Skatkin M.N. Didactics.- Moscow: Education, 1975.

Zagashev I.O., Zair-Bek SI. Critical Thinking: Technology Development. - SPb .: Alliance delta, 2003.

Petrova G.B. Modern technologies in teaching literature - magnitogorsk, 2006

Petrova G.B. "Modern technologies in teaching literature" Magnitogorsk 2006

The ability to obtain, process information and use it today is a very valuable asset. Therefore, the task of the school in teaching is not only to give children knowledge, but also to teach pupils how to get it and master it on their own.
Consequently, the development of the intellect of schoolchildren, the creative potential of children, the education of spirituality and morality, legal culture, that is, the provision of a general procedure for self-development of the individual, should be provided technologically in the educational process, built on the personal inclusion of the student in the learning process.
With this method of teaching, a comfortable psychological well-being of teachers and students is ensured.
And if we consider that creativity is inherent in children by nature itself and that they love to compose, invent, fantasize, reincarnate, then it becomes clear that creative self-expression is necessary for children for normal development.
Literature lessons are designed to shape the needs of the individual for continuous improvement, develop creativity, creative independent thinking. The technology of creative workshops helps to realize this concept. Each child in the creative workshop has the opportunity to move towards truth in his own way. The primary task of the teacher is to adapt the educational process to the individual characteristics of schoolchildren. The student's abilities require optimal learning conditions for him.
Lessons "creative workshop" help to achieve the main goals of philological education:

1) the development of the intellectual and creative abilities of students, the formation of skills for independent learning activities, self-education and self-realization of the individual;
2) fostering a sense of responsibility in relation to the native word, sensitivity to the beauty and expressiveness of the native speech;
3) the formation of the spiritual world of a person, the formation of the inner need of the individual for continuous spiritual and moral improvement, which allows him to realize and realize his personal capabilities;
4) fostering a sense of beauty, culture of thinking and communication, emotional responsiveness, ability to experience and empathy, artistic taste and culture of speech of students;
5) (and most importantly) the formation of the need for systematic reading of works of art.

Studying in workshops is based on an activity approach, a collective way of teaching - only then the educational content is consciously assimilated, when it becomes the subject of active actions of the student, and not episodic, but systemic.
Classes in the workshops are based on the principles of cooperation, co-creation, joint search, independence, anticipatory search, employment of all students. Everyone contributes to the process of mastering new knowledge, practicing options for behavior in a situation of striving for success.

The organization of groups is carried out according to the following models:

Model I - only weak, only medium, only strong.
Model II - strong, medium and weak in each group.

Assignments for groups are compiled in accordance with the models of the groups formed for this lesson, according to the level of difficulty. The main setting of the creative workshop is "SUCCESS", "NO SUCCESS" does not exist.
This approach, in my opinion, contributes to the maturation of the functions of the child's psyche: what he does today with the help of others, tomorrow he will be able to do it himself, that is, one cycle ends, the student enters the zone of actual development, and the spiral is unrolled at a new level. And the teacher develops the motive of achievement in each student, strengthens the sense of competence and responsibility for what is happening.
Work in a creative workshop begins with a word, image, object, melody, text, drawing ... - and the formulation of the problem - the theme of the workshop. Further, each student independently puts forward his hypothesis, creates his own project, starting from the task. Before announcing the solution to the problem in front of everyone, the students think about it in a small group, i.e. training is based on the experience of the group members and assumes mutual learning. Most importantly, in the workshops, each student feels his / her intellectual well-being, satisfies the communicative need, and develops as a person.
The algorithm of the workshop work process can be represented as follows:
The beginning that motivates creative activity (problem situation, question, task).

Working with material (text, diagrams, paints, models, project).
Correlation of their activities with the activities of others.
The gap is an inner awareness of the need for a new search. Referring to reference books, textbooks, further research.
Creation. Collective creativity.

The result of the lesson-workshop on literature is the presentation of your vision of the problem, your image in an essay, in colors in a painting, in creative work in a lyrical or epic form (poem, story, book, script, etc.)
The workshop requires a lot of preparatory work, which is carried out in several lessons and allows you to expand the possibilities of the lesson organization of training .
I spend the first workshops in the 5th grade. They are preceded by a lesson on the chapter "Precious Dust" from the book of K.G. Paustovsky "Golden Rose". The final stage of the lesson is the answer to the question: "So what is precious dust." The answer sounds from the text: “Every minute, every casually thrown word and look, every deep or humorous thought, every imperceptible movement of the human heart, as well as the flying fluff of a poplar or the fire of a star in a night puddle - all these are grains of gold dust.
We are literary men, we have been extracting them for decades, these millions of grains of sand, collecting them imperceptibly for ourselves, turning them into an alloy and then forging our “golden rose” from this alloy - a story, a novel or a poem ”.
After that, the class decides what it will be, how it will be called and look like their piggy bank, which later, by the 11th grade, will turn into a "golden rose".
The result of the work of each workshop is a product of collective creativity with the following structure:

a circle of solved problems (records of students' answers, some interesting thoughts, etc.);
creative work on the computer;
students' own creativity (individual, collective compositions, works, drawings, sketches, newspapers, etc.).

All this, so that interest in the subject does not disappear, is necessarily preserved and used in further work.
Types of creative workshops, depending on the topic of the lesson and the age of the students

1. Creative workshops generalization and systematization of knowledge on the topic. The basic model of such lessons consists of the following steps:

1) reproductive tasks for repetition and consolidation of what has been learned;
2) the development of mental mechanisms underlying the creative abilities of students (memory, attention, thinking, imagination, speech);
3) solution of partial search problems of different levels (with a differentiated approach);
4) solving creative problems. Lesson "Russian folk tale", "Krylov's Fables" - grade 5.

2. The author and his work. Review topics, each group represents its author, direction, trend in literature, genre, etc. "Man in War" - 11th grade.
3. Scientific research. Provides work with literary material, deep analysis of major works. “M. Bulgakov. "Master and Margarita". Love and creativity in a novel "- Grade 11," IS Turgenev. Poetry. Prose. Poems in Prose "- Grade 10.
4. The system of images. The task of such lessons is to compare or contrast the main characters of the work, their personal, portrait characteristics. "The system of images of the novel" The Idiot "by FM Dostoevsky.
5. A work of fiction - a complex analysis of prose and poetic works of small volume. "The theme of the relationship between children and parents." KG Paustovsky "Telegram". (Annex 1)
6. Poetry workshop - compilation of thematic collections of poetry by famous authors, their defense, analysis of the author's poetic texts, composing their own, working with the theory of literature. “The main motives of M.Yu. Lermontov ".
7. Workshop - excursion. Correspondence (virtual) excursion to the homeland of writers and poets, through the cities described in the works. 2In the footsteps of Pechorin "- grade 10.
8. Integrated workshop. A lesson in literature, history, art. "The last destruction on the Borodino field" - grade 5.
9. Psychological workshop. “The psychological portrait of the heroes of the novel“ The Idiot ”by F.M. Dostoevsky "- grade 10.
10. Reading circle. Compilation of a quotation portrait of the author of the work, acquaintance and work with the favorite works of writers. “The author and his hero in the novel“ The Master and Margarita ”by Bulgakov.

New information computer technologies help the teacher to achieve educational and educational goals.

The use of information technology in creative workshops is necessary, and is motivated by the fact that they:

allow you to effectively organize group and independent work;
contribute to the improvement of practical skills and abilities of students;
allow you to individualize the learning process;
increase interest in literature kurok;
activate cognitive activity;
develop the creativity of students;
update the lesson.

Using information technology, I teach the following types of lessons:

the computer is used in demo mode (one computer is on the teacher's desk);
the computer is used individually (computer class);
the computer is used in individual remote mode (computer class with Internet access).

The material and technical base of our school allows us to organize work in any mode.
We use in the lessons of multimedia encyclopedias, Internet resources, school media library materials, as well as materials independently made by teachers and students, using universal toolkits for developing and editing various kinds of educational programs (Power Point - for creating presentations, Word text editor, tabular Excel processor - tests, Publisher for booklet creation)

1. Slide film (presentation)- visual information: illustrative, visual material (a set of slides - illustrations, photographs, provided with the necessary comments for work in the lesson).
This concretely visual basis of the lesson makes it bright, entertaining, informational and therefore memorable.

2. Interactive demo material(texts, tasks, reference schemes, tables, concepts). Creation of slides with a graphic image (during the study of the material, students create generalizing tables, diagrams, algorithms of actions, and at the stage of consolidation of what has been learned or at the stage of repetition of the past, they use these tables, diagrams for solving educational and cognitive tasks).

3. Educational control.

Computer tests, transformation and modeling of text, designed to control the level of mastering of knowledge by students, used at the stage of consolidation and repetition of the passed. Test control and the formation of skills and abilities with the help of a computer presupposes the possibility of quicker and more objective, than with the traditional method, to reveal the knowledge and ignorance of students. This way of organizing the learning process is convenient and easy to assess.

4. Independent search work- use of Internet resources, school library multimedia.

5 . Execution of creative and research, competitive works on a personal computer with the ability to check them by the teacher and for further use of this material in the educational process, participation in district, regional and federal competitions.
6. Electronic dictionaries- literary, explanatory, etc., I especially want to highlight the terminological dictionary.
7. Educational programs. They contribute to the formation of motivation for learning, stimulate initiative and creative thinking.
8. Participation in telecommunication projects.
9. Participation in Internet festivals.

The result of using new information technologies in literature lessons

increasing the effectiveness of teaching (development of the intellect of schoolchildren and the skills of independent work to search for information; a variety of forms of educational activities of students in the classroom);
implementation of an individual approach to training (work independently at an optimal speed for yourself);
expanding the volume of educational information presented;
ensuring flexibility in managing the educational process (tracking the process and the result of one's work);
improving the organization of the lesson (didactic material is always available in sufficient quantity);
improving the quality of control of students' knowledge and the variety of its form;
inclusion of students in collective activities in pairs, in groups;
increasing the child's interest in studying the subject and in learning in general), improving the quality of education, enhancing the creative potential of the student and teacher, including schoolchildren and teachers in the modern space of the information society, self-realization and self-development of the student's personality.

23.12.2014 15:21 Novik Natalya Gennadevna

Technology "Pedagogical workshop"

Novik Natalya Gennadevna

Explanatory note

This article examines the place of the "Pedagogical workshop" technology within the framework of the Federal State Educational Standard of OOO.

In accordance with the main reforms of the general education school, students should be involved "... in research projects and creative activities in order to learn to invent and understand, master new things, express their own thoughts, make decisions and help each other, formulate interests and realize opportunities." (From the National Education Initiative Our New School.)

Pedagogical workshop - this is one of the intensive learning technologies, which includes each of its participants in the "self-construction" of their knowledge through a critical attitude to the available information, to the incoming information and the independent solution of creative problems. From the existing pedagogical methods of work, the workshop approaches research and problem teaching methods that rely on logical contradictions and connections, the creative process in the workshop is based on the alternation of unconscious or not fully conscious creativity and its subsequent awareness. In the system of workshops, all problems are put forward by the participants, and the process of creativity itself is important in it.

Thus, the educational technology "Pedagogical workshop" meets the requirements of federal state educational standards and, implementing an activity approach, provides "the formation of readiness for self-development and continuous education; ... active educational and cognitive activity of students; construction of the educational process, taking into account the individual age, psychological and physiological characteristics of students. "

1. Introduction. The need to introduce FGOS LLC.

2. Modern pedagogical technologies.

3. Technologies "Pedagogical workshop".

3.1. The goals of the "Pedagogical workshop" technology.

3.2. Scientific substantiation of the "Pedagogical workshop" technology.

3.3. The essence of the technology "Pedagogical workshop".

3.4. Principles and rules of conducting a Pedagogical workshop.

3.5. Algorithm of the "Pedagogical workshop" technology.

3.6. Types of Teacher Workshops

3.6.1. The advantage of the technology "Pedagogical workshop" in the lessons of the Russian language and literature.

3.7. The results of the technology "Pedagogical workshop".

4. Technology "Pedagogical workshop" within the framework of the Federal State Educational Standard of OOO.

Technology "Pedagogical workshop"

Do not give fish to the hungry, but give him a fishing rod.

(German proverb)

In modern Russian society, there is a need to reform the education system so that the student becomes the central figure of the educational process. Therefore, the development of a new generation of educational standards is a challenge of the times in which we live. Since 2015, the Federal State Standard for Secondary (Complete) General Education has been introduced, and secondary school teachers must be ready to work with students who have already become familiar with new educational technologies. The technology "Pedagogical workshop" also belongs to such technologies.

Modern society sets before educational institutions the task of preparing graduates who are capable of:

Quickly adapt to changing life situations, independently acquiring the necessary knowledge, skillfully applying it in practice to solve a variety of emerging problems in order to be able to find your place in it throughout your life;

To think independently critically, to look for ways of rational solution of emerging problems, using modern technologies; clearly understand where and how the knowledge they acquire can be applied in the reality around them;

Competently work with information;

To be sociable, contact in various social groups, to be able to work together in different areas, in different situations;

Work independently on the development of one's own morality, intellect, and cultural level.

What does that require? First of all, the opportunity to involve each student in an active cognitive process, the ability to work together, in cooperation in solving various problems.

Preparing a successful graduate is the main task of the teacher. And such training is impossible without the introduction of new forms and methods of teaching.

Modern pedagogical technologies

There are many interesting definitions of the essence of educational technologies. For example, an explanatory dictionary gives the following:

Technology is a set of techniques used in any business, in art.

In other sources we find:

Technology- this is art, skill, skill, a set of processing methods, changes in state.

Technology- these are the ways of activity, and how the person participates in the activity. Any activity can be technology or art. Art is based on intuition, technology is based on science. It begins with art, technology ends, so that then the whole process begins again.

The development of educational technologies is associated with the humanization of education. The term "educational technologies" is more capacious than "teaching technologies", since it also implies an educational aspect associated with the formation and development of the personal qualities of trainees.

Modern pedagogical technologies include the following:

technology of organizing the independent activity of schoolchildren;
technology for organizing research activities of schoolchildren;
technology for organizing project activities of schoolchildren;
technology for the development of critical thinking;
dialogue technology;
technology "Pedagogical workshop";
case technology.

Technology "pedagogical workshop"

I would like to dwell on the “Pedagogical workshop” technology, since, having first met it in 2000, I have repeatedly attended master classes conducted by the teachers of APPO St. Petersburg, subject teachers. I believe that the use of the technology of pedagogical workshops in the lessons of the Russian language and literature makes it possible to effectively conduct various types of lessons.

One of the "discoverers" of the "Pedagogical workshop" technology in St. Petersburg was the teacher of literature I. A. Mukhina. She writes: "A pedagogical workshop is a form of teaching children and adults that creates conditions for each participant to ascend to new knowledge and new experience through independent or collective discovery."

The following can be formulated educational goals technologies "Pedagogical workshop":

Ø not to form a harmonious personality, but to create conditions for self-actualization and self-realization of the student;
Ø not to give knowledge on a specific subject or topic, but to provide an opportunity to construct your own knowledge, to create your own integral image of the world;
Ø not to control and evaluate what was done, but to realize the possibilities of self-assessment and self-correction;
Ø not to form a skill, but to help develop the skills of intellectual and physical labor, giving students the right to make mistakes and the right to cooperation.

In Russia, we first got acquainted with the technology of pedagogical workshops in 1990. At the St. Petersburg State University of Pedagogical Excellence, an attempt was made to adapt this technology to the practice of Russian school education. I. A. Mukhina, L. D. Furaeva, N. I. Khlebovich, Zh. O. Andreeva and others became the “pioneers” in the technology of pedagogical workshops. new education ". Psychologists P. Langevin, Henri Vallon, Jean Piaget and others stood at the origins of the movement. This technology is distinguished by its appeal to the child's “I”, to his interests and goals.

The essence this system is expressed in the following basic provisions:

A person with a new mentality is a person who is “independent, socially responsible and constructively armed,” capable of having a positive impact on his life and the world around him.
Everyone is capable: every child has the ability to practically all types of human activity: to master natural and humanitarian knowledge, visual arts, music and

etc. The point is only in what methods will be used in the process of its formation.

3. Intensive methods of teaching and personal development.

That is, the Workshop is a technology that requires the teacher to move to positions of partnership with students, non-violence, and the priority of the process over the result. This technology is aimed at "immersion" of the workshop participants in the process of search, cognition and self-knowledge. In a workshop, a teacher is a master. He does not transfer knowledge and skills to those who do not know and cannot, but only creates an algorithm of actions that unfolds the creative process. And everyone takes part in it, including the teacher-master himself. In the work of the workshop, the process itself is important, which introduces to the joy of creativity, to independent research activities. This gives a feeling of self-importance and respect for the uniqueness of another. That is why, probably, both children and adults perceive the process in the workshop as a piece of living life. The creators of the author's workshops say: "A workshop is not a lesson, living is taking place in a workshop."

In the article "What is a pedagogical workshop?" I. A. Mukhina gives the following principles and rules of running a workshop:

Value and semantic equality of all participants, including the master-head of the workshop.
Everyone's right to make mistakes: overcoming mistakes on their own is the path to truth.
Non-judgmental activity, the absence of critical remarks about any participant in the workshop create conditions for emotional comfort and creative relaxedness, realizing the principles of “pedagogy of success”. Assessment will be replaced by self-assessment and self-correction.
The representation of freedom within the framework of the adopted rules is realized, firstly, in the right to choose an activity at different stages of the workshop (provided by the head); secondly, the right not to participate at the stage of “product presentation”; thirdly, the right to act at its own discretion, without additional explanations from the head.
A significant element of uncertainty, obscurity, even mystery in assignments. Uncertainty gives rise, on the one hand, to interest, and on the other, psychological discomfort, a desire to get out of it, and thus stimulates the creative process.
Dialogue as the main principle of interaction, cooperation, co-creation. Not a dispute, not even a discussion, but a dialogue between workshop participants, individual groups, a dialogue with oneself, a dialogue with a scientific or artistic authority - a necessary condition for the personal development of cultural elements, a condition for ascending to new truths. Dialogue creates in the workshop an atmosphere of comprehending any phenomenon from different positions in different "colors", which only together give a feeling of the "rainbow" of the world. A true communicative culture is born.
Organization and restructuring of the real space in which the workshop takes place, depending on the task of each stage. This can be a circle of all participants, separate places for individual work, the ability to quickly present the creative "product" of each or a whole group, a space for improvisations, pantomimes, etc. Promotes a sense of freedom.
Decisive limitation of participation, practical activities of the master, the leader as an authority at all stages of the workshop. Its task consists, rather, in some fixation of what has been achieved by the participants. The Master does not ask or answer questions. In some cases, he can join in the work "on an equal footing" with the students - for example, in the workshop of creative writing. Each workshop for the manager is a diagnostic field, on the basis of which a new workshop is created or other necessary forms of work are included.

The construction of the workshop is technological, and, therefore, it is created according to a certain algorithm.

First stage.

"Inductor" - the first task of the workshop, aimed at creating an emotional mood, motivating the further activities of the participants. An inductor can be a word, image, phrase, object, sound, melody, text, drawing, etc. That is, everything that can awaken a feeling, cause a stream of associations, memories, sensations, questions. According to A.A. Okunev, an inductor is an alarm clock. “We are asleep, and suddenly something bursts into our life. An inductor is a moment of awakening that swings the pendulum of feelings. The main thing is that these feelings are evoked. Even if the inductor causes irritation, that's good too. "

Second phase .

This stage is associated with the creation, individually or in a group, of a creative product. It can be divided into two stages. Different sources call these stages differently. For instance, "Deconstruction and reconstruction". That is, something (text?) Is disassembled into details, and then used as the initial building material - it is possible with its own additives.

You can find such a division: "Self-instruction and socioconstruction".

"Self-instruction" - the individual creation of a hypothesis, solution, text, picture, project.

"Socioconstruction" is the combination of these elements into a collective product.

Stage three.

"Socialization" - this is the presentation of the created product to all participants (advertising and reading texts, exhibition of drawings, etc.) At this stage, everyone compares to himself, correlates his results with those of others and - masters all possible discoveries.

Sometimes after this stage, intermediate reflection is needed. This is important if, for example, we need to finish a lesson, but the workshop is not finished yet. Here, the participants in the work often have a need for new or additional knowledge - an information request.

Stage four.

This stage is not required in every workshop, but it is necessary if, after the socialization stage, workshop participants correct or supplement the created product. This is where new information is accessed and processed. What could it be? Glossary articles, works of critics, fragments of articles, statements of famous people. A workshop participant can continue or improve what he has written. Or maybe create a new product.

Fifth stage.

"Advertising" - presentation of the works of the workshop participants (and the Master). These can be texts, pictures, diagrams, projects, etc. The main condition of this stage: all written compositions are read, all drawings are on display, all invented scenes, pantomimes are played out. It is important to all workshop participants were listened to.

Sixth stage.

"Break" - best reflect the meaning of this concept words insight, insight, understanding. IA Mukhina writes: “A gap is a psychological state of a participant in a workshop, in which a new vision of an object, law, phenomenon, image, relationship is suddenly revealed to him. By means of "illumination" he comes to a qualitatively new turn of truth. If in a regular lesson a student is led by the teacher to a new one logically, gradually, in multi-stage and demonstrative ways, then in the workshop an independent conclusion, generalization, regularity or a new image appear most often as an insight. There is a gap between the old and the new.

The “gap” is a necessary and most important element of the workshop, its core. The main "break" is planned in advance by the head of the workshop. The technology of creating conditions for a break consists in the selection of paradoxical content offered to the workshop participants for comprehension. Experiencing a paradox leads the researcher's thought and emotions first to a state of impasse, then to a search for a way out of the impasse and, finally, to “insight” - “break”. Their number is different in the same workshop for each participant, since it depends on the degree of preparedness, psychological state, personal experience of a person, etc. Unplanned "breaks" can be added at any stage of the workshop. If a workshop participant does not experience a single "break", the workshop has not taken place for him. "

Seventh stage.

"Reflection" - what have I discovered today - in myself, in the text, in others? What question did you come up with? What did you not understand? That is, this is the stage of reflection of feelings, sensations that arose among students during the workshop. This is the richest material for reflection of the Master himself, for his improvement of the workshop design, for further work.

Other variants of the work algorithm are possible, subject to the general principles and rules of the workshop.

Workshop types

Currently, there are several types of creative workshops:

Knowledge building workshop;
Workshop of creative writing (or simply - writing);
Relationship building workshop;
Self-knowledge workshop;
Design workshop, etc.

In the lessons of the Russian language and literature, workshops for building new knowledge and workshops for creative writing are most often used.

If the students "passed" through knowledge building workshop , then the most complex theoretical concepts will "come to life" in the workshop process, contact with them will be life-giving, because workshop participants are given the right to master "living knowledge". The knowledge acquired by the student becomes his personal discovery, is "appropriated" by him.

Workshop of creative writing it is especially important for a teacher - language and literature teacher, because every year the number of "non-speaking" children increases, ie. who do not know how to correctly express their thoughts. And this workshop allows the student - the workshop participant - to apply their own life experience when performing a specific task.

The main task of the Master, leading the workshop of creative writing, is to help the workshop participants to find a sense of inner freedom, a harmonious state of mind. The workshop helps the student to some extent understand the state of spiritual upliftment of a poet, writer, artist, composer, sculptor at the moment of creative enlightenment. The experience gained here often becomes an unforgettable event in life, a fact of a spiritual biography, because the created works are evaluated positively by the Master and inspire students to further searches and success.

It is impossible to overestimate the importance of the technology of pedagogical workshops in the work of a language teacher. Very rarely, lessons taught in this technology are unsuccessful. Basically, teachers note the following advantages of workshops:

Work with the word becomes paramount in the workshop;

Workshops are a great way to develop your own "writing", which means getting ready to write;

Workshops "launch" associative thinking. This is a way for the manifestation of one's own ideas, feelings, thoughts, for understanding artistic creativity;

Being a reflective technology, the workshop in practice evokes, trains, develops the ability for analytical activity: for analyzing works and situations of communication, for comparing one's own and other people's thoughts, feelings, perceptions, attitudes; to introspection and self-control. These skills and abilities are necessary to educate a literate reader;

The senior pupils themselves more than once recorded the developmental influence of the workshops at the stage of reflection. These classes encourage analytical and creative activity, develop trusting relationships in the team, a respectful and joyful attitude towards the teacher and towards learning as work and creativity.

Workshop results

Workshop results are not programmed in detail by the master. This can be either the development of motivation for further knowledge, or the creation of completed projects based on the knowledge gained. We can say that the result of work in the workshop is not only real knowledge or skill, but also the very process of comprehending the truth and the creation of a creative product. In this case, the most important quality of the process is cooperation and co-creation.

Comments, thoughts, statements of people who have "passed" through various types of workshops help to understand the atmosphere, the specifics of the workshop:

Ø the school must make children able to live the moments of seeking knowledge, analyzing the situation and the moment of theoretical knowledge, so that when they leave school they can construct knowledge themselves;
Ø a person is aware of himself when he writes;
Ø It's time to refuse others to think for me;
Ø the task of the teacher is to create an atmosphere of openness in the classroom;
the child, of course, can (and should) make mistakes, but mistakes should not be ridiculed;
Ø often our clues are generally sinful, because they are far from what is happening in the child's head;
Ø instead of a hint, the master invents another situation so that the children develop what they have found right and abandon erroneous ideas;
Ø freedom of the teacher develops the freedom of the student;
Ø knowledge is not equal to obedience;
Ø there should be space for thoughts in the workshop;
Ø Is it not at school that children are made incapacitated?
Ø the teacher is not the master in the lesson, the master is the text. But usually the teacher aspires to this role;
Ø constant search - the usual state of the master;
Ø error - an opportunity to rise to a new level of knowledge;
Ø at the workshop the master is an invisible man. He speaks little, is more silent;

I believe that these statements can be called a reflection on the “Pedagogical workshop” technology itself.

Thus, the educational technology "Pedagogical workshop" meets the requirements of the Federal State Educational Standard of LLC and, implementing an activity approach, ensures "the formation of readiness for self-development and continuous education; ... active educational and cognitive activity of students; construction of the educational process, taking into account the individual age, psychological and physiological characteristics of students. "

Literature:

Modern pedagogical technologies of the basic school in the conditions of the Federal State Educational Standard / O.B. Dautova, E. V. Ivanshina, T.B. Kazachkova, O. N. Krylova, I. V. Mushtavinskaya. - SPb .: KARO, 2014.
Teaching. Communication. Creativity: Nine workshops. / T. Ya. Eremina. - SPb .: "Coryphaeus", 2000.
Literature teaching workshops. / ed. A. N. Sivakova. - SPb .: "Coryphaeus", 2000.
Workshop technology as a means of updating the educational process of the school. / O. N. Krylova, M. N. Timofeeva, O. Yu. Sorokina. Training to reduce violence. - SPb., 2002.
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Updated: 02/01/2020 16:26

Workshop technology

I do not agree to accept any truth other than from freedom and through freedom.

N. Berdyaev

The technology of the workshops is practiced by a group of French teachers “French group of new education”; it is based on the ideas of the free education of J.-J. Rousseau, L. Tolstoy, S. Freinet, the psychology of humanism of L. S. Vygotsky, J. Piaget, K. Rogers.

In the technology of workshops, the main thing is not to communicate and master information, but to convey the methods of work, whether it is natural science research, textual analysis of a work of art, research of historical primary sources, means of creating works of applied art in ceramics or batik, etc. To convey ways of work, and not specific knowledge - a very difficult task for a teacher. The more grateful are the results expressed in the mastery of creative skills by students, in the formation of a personality capable of self-improvement, self-development.

Classification characteristic

By application level: local + special subject.

By the main factor of development: sociogenic + psychogenic.

According to the concept of assimilation: associative-reflex + interiorization.

By orientation to personal structures: COURT + SUM.

By the nature of the content: penetrating, adapting.

By type of control: small group system + "tutor".

By organizational forms: alternative.

By approach to the child: free education.

By prevailing method: problem-search + dialogical.

In the direction of modernization: alternative.

Target orientations

Provide students with psychological means that allow them to personally develop themselves, to realize themselves and their place in the world, to understand other people, as well as the laws of the world in which they live, the perspectives of the “future” that will affect them.

Make a path from a culture of usefulness to a culture of dignity (a person is self-worth).

Conceptual considerations

Hypothesis: cultural forms should only be offered to the child, but not imposed.

Rejection of methods of coercion and forms of suppression of the dignity of students.

At the workshop, everyone is given the opportunity to advance towards truth in their own way.

The process of cognition is much more important and valuable than knowledge itself.

Unlike a lesson, knowledge is not given in workshops, but is built up.

The student has the right to make mistakes; an error is considered a natural step in the cognitive process; accurate knowledge follows mistakes.

Creative activity is a non-judgmental activity.

The master is for the disciple, not the disciple for the master.

Collaboration, co-creation, joint search.

A master - a gardener, growing a plant - a child, creating conditions for the realization of the natural inclinations inherent in it.

Features of the content

The workshop as a local technology covers a greater or lesser part of the content of the academic discipline. It consists of a series of tasks that direct the work of the children in the right direction, but within each task the students are absolutely free. Each time they are forced to make the choice of the path of research, the choice of means to achieve the goal, the choice of the pace of work, etc. A workshop often begins with updating everyone's knowledge of a given issue, which is then enriched with the knowledge of groupmates. At the next stage, knowledge is corrected in a conversation with another group, and only after that the group's point of view is announced to the class. At this moment, knowledge is once again adjusted as a result of comparing its position with the position of other groups.

Algorithm- this is the formalization of the technological process in the form of a sequence of some steps, blocks of activity that depend on the content of the cognitive area, but also have a supra-subject part, which is determined by the methods of student activity that are common to all areas.

In workshop technology, algorithms have been developed for typical supra-subject tasks, for example: finding an approach to solving a problem, doing homework, analogies, constructing theorems, freedom of creativity, teaching methods, methods of self-regulation, etc.

Algorithms differ in the level of complexity, duration of execution, connection with the areas of children's vital activity.

An example of an algorithm (it is divided into three small algorithm lessons, designed for 1-2 hours).

Algorithm A-1.

Panel (stage of actualizing knowledge in this area) - highlighting problems - working with literature - discussion in pairs - discussion in groups - posing questions in groups - presenting questions to the class - choosing a problem for research.

Algorithm A-2.

Problem presentation - grouping together to solve problems - each presenting his or her understanding of the problem to the group - each formulating a hypothesis for solving the problem - choosing the most likely hypothesis in the group - planning and conducting an experiment to test the hypothesis - formulating conclusions.

Algorithm A-3.

Presentation of the results of the work of the groups - compilation and exchange of questions based on the results presented - answers to questions and correction of the results - compilation of a series of tasks by groups to apply the results of their search - exchange of tasks between groups - acquaintance of groups with the solutions of their tasks presented by another group.

Panel gives everyone the opportunity to express their point of view on the problem to which the workshop will be devoted. During the conversation, everyone has thoughts both in support of the ideas expressed, and in their refutation. Everyone is invited to deal with this mass of questions at the second stage, when the student will work with literature. Of course, first, everyone rummages through the books, reads those passages that interest him. Then he will talk to a neighbor, and then in a group. The group will collect and record the information voiced on the panel, think it over and begin to create its new version, which will then be improved again at the next stage. Children can be provided with copies of historical documents with which scientists were working at the time when this problem was discussed. It is copies or the documents themselves, but not their processing, although it is also interesting to acquaint schoolchildren with different perceptions of the same documents by scientists.

So, the panel, the word of the master, work with documents - all this provides the group with the opportunity not only to formulate a version, but also to work with it, and at the next stage organize its experimental verification. But, of course, experience will not give full confidence in the truth of the chosen version, its logical justification, proof is necessary. Therefore, the guys build a chain of inferences and, relying on statements that they have agreed to be true, come to a conclusion about the truth of their version. However, a mistake can creep into the proof. Therefore, a critical analysis of all the work done (reflection) is necessary. In the last step, the groups present to each other everything they have done.

What is the ratio of the estimated amount of individual and group work? Practice shows that the best result is obtained by the optimal alternation of periods of individual and group thinking.

The proposed algorithms are not suitable for any content and not for any class. The workshop will be beneficial for the children if they already have the necessary educational and intellectual skills. Therefore, the technological line of classes includes special workshops in which children learn: a) to work at the first stage, the stage of perception; b) work with a hypothesis; c) understand the text; d) carry out a critical analysis of the text, reasoning, evidence; e) set experience, select material for experience, formulate a task, make observations, describe the result; f) perform comparison, generalization; g) ask questions. All these general educational workshops form general intellectual skills in children, without which serious thinking work is impossible.

The workshop lays the foundations for a lasting assimilation of knowledge. Further development and consolidation of knowledge occurs in other forms of work.

Features of the technique

A workshop is an original way of organizing the activities of students in a small group (7-15 students) with the participation of a master teacher who initiates the search, creative nature of students' activities.

The main methodological techniques are elements of technology: induction, self-construction, socio-construction, socialization, break, correction, creative construction of knowledge.

Induction. The backbone element of workshops is a problematic situation. A problem situation characterizes a certain mental - questioning state of the subject (student) that arises in the process of performing such a task, which requires the discovery (assimilation) of new knowledge about the subject, method or conditions for performing actions. The question should occupy, excite the mind of the researcher, be in the circle of his interests; present this unknown, show the need to work with it; to determine the range of means, objects that will allow you to start work and, through a period of ignorance, come to the discovery; add new knowledge to the existing knowledge and pose other problems for research. Such a problematic situation in workshop technology is called induction(inductor).

When composing an inductor, it is necessary to correlate it with feelings, thoughts, emotions that it can cause in children.

The wide inductor is designed for those whose learning is based on visual, auditory, and motor memory. It gives great freedom of choice to everyone to realize their desire for actualization.

An inductor in its embryonic state is in every child, it kind of tunes the body for self-development. If the student has no need to study science at all, then one inductor cannot be enough, a series of workshops is needed to form this cognitive need. There are many others, no less significant: the need to be a person, the need for self-affirmation, in communication, in self-expression, in emotional saturation, in freedom, in emotional contact, in physical activity, in play, etc. The workshop seeks to fulfill all these needs, but priority is given to the development of the cognitive need.

If there is no interest in the subject, the workshop directs actions to create a motive, to designate a goal and so that the children themselves discover that this goal is achievable for them. Realizing the possibility of solving a problem is a powerful means of stimulating interest.

Self-construction is an individual creation of a hypothesis, solution, text, drawing, project.

Socioconstruction. The most important element of the technology of workshops is group work (small groups are allocated in the classroom, formed from teachers -

different classes, often arise spontaneously, at the initiative of the children). The master can adjust the composition of the groups by adjusting the balance of psychological qualities of children (extra and introversion, type of thinking, emotionality, leadership, etc.). The wizard breaks down the task into a series of partial tasks. The groups will have to figure out a way to solve them. Moreover, the guys are free to choose a method, pace, search. Everyone is given independence in choosing the path to find a solution, given the right to make mistakes and to make corrections. The construction, creation of the result by the group is the socioconstruction.

Socialization. Any performance of a child in a group represents a comparison, verification, assessment, correction of individual qualities by those around him, in other words, a social test, socialization.

When a group reports on the completion of a task, it is important to insist that everyone is involved in the report. To play for the group is responsible and honorable. Everyone wants their group to perform well. It infects everyone. Work in small groups, in contrast to frontal work with the class, allows you to use the unique abilities of children, gives them the opportunity to self-actualize. To a greater extent, than individual and frontal work with the class, it allows you to take into account and include in the work various ways of learning for each of the children.

The gap. The closest to reflect the meaning of this word is insight, insight, understanding. Understanding is all: yourself, others, science. The gap- this is an internal awareness of the workshop participant of the incompleteness or inconsistency of old knowledge with new, internal emotional conflict, prompting to deepen into a problem, to search for an answer, to reconcile new knowledge with a literary source. The same process can be observed in the laboratories of scientists, researchers, when a long search leads them not only to the accumulation of information on the issue under study, but also to a different understanding, and sometimes to a break with the old theory, old justification.

Creation. The workshop provides students with a creative "experience of daring" rather than an "experience of obedience." To what extent does the workshop provide an opportunity to use his boldness, to what extent does the master demand obedience from him? What are their proportions in the workshop? Accepting a master's assignment is an act of disciple obedience. But in completing the assignment, the freedom of creativity, the guys themselves choose the path of its implementation, and one version does not exhaust the entire assignment. The master does not receive the answers planned by him at home, and sometimes the result of the assignment by the students leads to the breaking of the chains that bind the master himself.

Leading master position- this is, first of all, the position of a consultant and advisor who helps to organize educational work, to comprehend the presence of progress in the development of methods. With him you can discuss the reasons for failure, draw up a program of action.

When conducting a workshop, a master never seeks to simply convey knowledge. He tries to use the mind, thought of the child, make them active, awaken in him what is hidden even for himself, to understand and eliminate what prevents him from learning. All tasks of the wizard and his actions are aimed at connecting

the child's imagination, to create such an atmosphere so that he manifests himself as a creator. The master gently, democratically, imperceptibly guides the work of the children.

The form of the workshop as psychological training helps to get to the most secret in a person, to evoke from him what he would not want to show; this is the danger of the master's actions.

An amazing mission of the master: unlock human abilities, dismantle the debris in the person himself and in the world around him, remove that which hinders the realization of the creative potential inherent in nature.

Note. Close to workshop technologies are:

- studio A.N. Tubelsky (multi-age formations of children engaged in a free mode under the guidance of a teacher of very high qualifications);

- dives(according to G.K. Lozanov, I.P. Ivanov, M.P. Shchetinin) - lessons in a lesson and extracurricular form in one academic discipline lasting from one to several academic days. The full immersion mode presupposes a trip to a holiday home or a pioneer camp for a period of one to three weeks, because it is necessary to create an appropriate atmosphere of "intensive" personality;

- loop method learning, when the academic year is built on subject cycles.

Literature

1. Belova N. Lesson-workshop: invitation to search // Private school. - 1997. -№1.

2. Okunev A. How to teach without teaching. - SPb .: Piter-Press, 1996.

3. Pedagogy of our days / Comp. V.P. Bederkhanov. - Krasnodar, 1989.

4. Pedagogical workshops: integration of domestic and foreign experience. - SPb, 1995.