What is pedagogical innovation? Archimedes once claimed that if he had a lever, he could move the Earth. The innovation was that he proposed the idea of revising the basis of the world. It is difficult to imagine modern education without computer technology, the World Wide Web. In order for children to feel in demand in modern conditions, innovations in the educational system are needed.
Theoretical aspects
Pedagogical innovation is a young science. In our country, they began to talk about it only in the second half of the last century. At the moment, pedagogical innovation is at the stage of empirical search and development.
Initially, it was a movement of innovative educators, but now scientists have also joined it. They began to pay special attention to innovations in the domestic educational system.
Innovation of pedagogical activity involves the development of a knowledge system that will help the school fulfill the social order.
Methodological aspects of pedagogical innovations
Scientists are trying to identify the basic principles, patterns, create a conceptual apparatus, choose the means, as well as the boundaries of the use of innovations in education. The methodological foundations of pedagogical innovation is a system of knowledge and activities that relate to the structure and base of the doctrine of the creation, study, and use of pedagogical innovations.
The methodological apparatus of innovation can become an effective means of analysis, explanation, and design of the modernization of domestic education. Despite the introduction of second-generation federal standards into kindergartens, schools, secondary and higher educational institutions, there is no consistency and integrity in the processes of mastering and using the announced innovations.
Terminology
The concept of pedagogical innovation has several interpretations. For example, this term means the doctrine of the creation of pedagogical neoplasms, their evaluation, implementation in practice. Scientists note a significant difference between the concepts of "innovation" and "innovation". If the second concept in pedagogy is considered as a method, some idea, technology, means, then innovation is the process and result of applying this innovation.
Important points
Thanks to the construction of new ideas, it is possible to manage the educational process not only at the school level, but also within the region, country.
It is not enough just to create something new. Pedagogical innovation, despiteits sophistication and attractiveness cannot be mastered without the consistent organization of innovative processes. At the stage of their implementation, the creators will have problems, so it is important to find ways to solve them in advance. In order to introduce new methods, forms, technologies, teachers must understand the algorithm for introducing, mastering, and applying these innovations.
Key concepts
What is pedagogical innovation associated with today? The lever of education is innovative processes, which are usually considered in three aspects:
- psychological and pedagogical;
- socio-economic;
- organizational and managerial
The general situation and conditions under which innovations are implemented depend on them. Existing conditions can speed up or slow down this process, which can be not only spontaneous, but also consciously controlled.
It is important to note the unity of the three components of the innovation process: development, creation, use of innovations.
Pedagogical innovation in education, unlike didactics, singles out the three-component process as an object.
Innovation
It is a set of measures used to ensure the innovation process at a certain level of education. What functions does this innovation in pedagogical activity have? Pedagogical innovation is represented by the followingcomponents:
- meaning;
- technology;
- methods;
- forms;
- learning tools;
- control system.
Its peculiarity is the cyclic nature, which is manifested in the structure of the stages that innovation goes through: emergence, growth in the fight against opponents, maturity, development, distribution, rutization, crisis, completion.
Process structure
Management of the innovation process is possible only with knowledge of its structure, the main laws of its implementation. In pedagogy, there are several approaches to identifying individual elements of innovation activity. M. M. Potashnik noted the complexity of the structure of innovations, the diversity of their structures. He proposed a whole hierarchy of structures: subjective, active, managerial, content, organizational. Let's take a closer look at each of them.
The activity structure contains the following components: motive - goals - main tasks - content aspect - methods - results.
The process begins with motivating teachers, students, identifying the purpose of the innovation being introduced, highlighting narrow tasks, creating content.
The mentioned components are implemented in specific conditions: moral-psychological, temporary, material, hygienic, financial.
The subject structure is the innovative activity of all development subjects: directors, deputies, scientists, teachers, sponsors, parents, teachers, methodologists, experts, consultants, employees of the attestationservices.
The subject structure takes into account not only the role and functional purpose of the participants, but also their attitude to the proposed innovations.
The management structure is associated with the interaction of four options for management actions: planning, organization, leadership, control.
Specific classification
Currently, pedagogical innovations are divided into types and subtypes:
- in relation to the structural elements of innovation in goal setting, content, methods, forms, tools and technologies, evaluation and control of results;
- in the field of developing the abilities of teachers and students;
- on the scope of pedagogical application;
- options for interaction between innovation participants;
- functionality;
- methods of implementation;
- of socio-pedagogical significance;
- degrees of planned transformations.
Conclusion
The modern education system is in the process of serious modernization and improvement. Without a serious approach to change, innovation cannot be expected to be effective. For example, among the effective methods that have already been tested at all levels of education, one can include a student-centered approach to learning. In the educational system functioning during the existence of the Soviet Union, teachers did not have the opportunity to identify talented children andcreate optimal conditions for their development and self-improvement.
New educational standards introduced in educational institutions have made it possible to change this situation for the better. Due to the fact that now the teacher performs the function of a mentor, he has the opportunity to conduct an early diagnosis of giftedness. For each child, the teacher selects his own optimal path of intellectual development, which makes it possible to activate the self-education of the younger generation.
Among the innovations that have successfully “taken root” in schools, we can also mention the methodology of different levels of differentiation. On its basis, ninth graders are offered pre-profile education, thanks to which they get the opportunity to choose their own areas of study for the senior level of education.
Teenagers attend several elective courses at once, choose those that they like best. As part of the professional orientation of graduates of the main stage of education, they are offered a special course, within which they get an idea of modern speci alties.
