Innovations in curriculum
Using reforms as a tool to destroy the school experience. Prospects of curricula for the implementation of innovations. Integration of teachers into the process of general educational development. Support of initiative staff by the school administration.
| Рубрика | Педагогика |
| Вид | статья |
| Язык | английский |
| Дата добавления | 16.05.2020 |
| Размер файла | 20,7 K |
Отправить свою хорошую работу в базу знаний просто. Используйте форму, расположенную ниже
Студенты, аспиранты, молодые ученые, использующие базу знаний в своей учебе и работе, будут вам очень благодарны.
Размещено на http://www.allbest.ru/
Innovations in curriculum
Atakifiyev Elvin Mubariz
Since the existence of schools, planned innovations or reforms are used as a tool for breaking the school experience, and are thus intended to take into account changing living conditions. Curriculum plans for implementation of planned innovation are the best example. These implementation measures are not always successful, they are just tire balance of experiences in this area. Fylahas shown that if reforms are given a chance, many things need to emerge together. For example, if only new materials or curricula are assigned, this is not enough. Other methodologies, other organizational dimensions, and didactic key ideas should be included in this. Actually, innovation takes place in a very7 long way. However, when viewed by the body, the mix of scientific intelligence and the content of specific curriculum content is a long process.
Mine goal article. To consider- some of the positive details of innovative curricula most widely used in the educational process in the modem period. Show that to use the curriculum successfully, you need not only the smallest details, but also an underscore of the main goal and wide areas of coverageof the topic.
Earlier in the early 1990s, some of the lesson plans were outof date.
“In addition to organizational development, the lesson is the true cause of education, upbringing and education, yet the goal is to further improve the school's development, namely the rise of school achievements and qualities” (Schrats 1995, 269).
Previous studies have already revealed that innovations in the lesson plan are conditional on lessons.
It has become clear that the innovations in the school's daily life can never be a major coup because the existing norms and practices are endangered and this leads to a harsh criticism of what has been so far. In any case, the content of the clear edged innovation should be known, and it can separate only one part responsible for it. Most school pedagogical reforms are very ideal and innovation that promotes optimal projects frustrate teachers and therefore have a terrifying and motivating impact.
Another aspect is how to clarify and formulate the curriculum objectives, reflect the benefits and background, and described in terms of teachers. This is a very positive impact when it comes to lightening and freezing for teachers. In this regard, the content and practical layout of the curriculum are very helpful in accelerating the meaning of specific guidelines and examples and eliminating fear. Also, limitation of one-on-one requirements may, on the one hand, eliminate suggestions and suggestions on the one hand and, on the other hand, eliminate misunderstandings and uncertainties.
However, the curriculum should clarify for its own formation: Guidance lines and curricula are most appropriate at the; time, not just the smallest dimensions for it, but also the main objectives and broad areas of the theme that are
clearly outlined. Not only the abundance of material but also the pressure on the instructor is restricted to them, and the feeling of confidence in their work is usually limited, and in general they should be given the opportunity and conditions to go to their own creative and relevant pupils.
Innovations are the most effective and achievable when the understanding of the development process and the personal impact of participation are involved. Various activities, including sessions, point-of-view, intra-school conferences and improvements, internet surveys should be intensified and exchanged during common development. The purpose of these events is to educate teachers in the first time of the renewal period, to provide information about the current state of development and integrate them into the development process.
If the relevant subjects are “transported” and, to be more apparent, there is more chance of renewal in daily school life.
If he believes that teachers are taken seriously and confidence grows, then the subject is replaced by both, and both conditions make it easier for adopting pedagogical and other innovations and finally identifying them. Innovative projects in the curriculum remain unclear and incomprehensible unless they are professionally crafted, codified, or operated. They are also featured in a specially-expanded work project. Here you also need to refer to the impulses referring to the subjects, and then show the next development path, which is important step by step. At the same time, pedagogical innovation requires a time-lapse of chance; Heinz has distinguished a few moments: the most difficult moments of innovation and the favorable moments of adopting new pedagogical ideas, such as the fact that schools are already thinking about their respective directions.
Holtappels speaks of the “paradigm that refers to the weight” in relation to the “correct time” change.
An equally weighted system of a school can interfere with external factors and internal organizational problems. Crashing for change results in dissatisfaction with the work of school members, and certain situations or events are no longer considered as tolerable or useful. These mental states or their impacts (eg, students' failure, stupidity, depressed parental support) can lead to a change in demand, which can lead to “equal weight (ie the quality of the school that has agreed). From the overlapping analysis of factors that hinder the innovation process, we can talk about the development of a new direction in the re-creation of weight” (Holtappels 1995, p. 38).
School structure and innovations
Innovations are a crucial step to encourage, advance, and support accelerated innovation. The pedagogical-organizational, self-renewal capabilities of any school, especially the teaching staff, depend on the innovation potential, the development of school-based identity, and above all, the pedagogical management of the school leadership.
School administration
One of the important signs of ordinary understanding of organizations is the independence of personality and the relevance of the instructions in the bureaucracy model. Here, service tips lead to succession of innovations; school change is implemented by managing the application, for example: a new key line for a subject. The efficiency of the innovations implemented is justified in rational-practice strategies, hence the reasons for innovation are intelligent and forward-looking.
Management and Rational-Practice Strategies have certain limitations in school innovation, and often they need to be settled by dividing innovations into their own values, motives, and skills, skills, abilities and spatial areas. If school leadership plays a decisive, impetuous role at this time, innovations have only one chance at school. One of these is the fact that innovations are concentrated in psychological support, with confidence and sincerity of teachers by the encouragement, admonition and respect of the school leadership. On the other hand, it is important to understand that managers, as well as ideas, impulses, and also accelerate the development of the demand, should pay attention to the development of these innovations through the board. It is of paramount importance to adopt and develop the collective powers and their acceptance by the colleagues and their own personal experiences. Dynamic development at this time should be so intense that other teachers should also involve themselves in attending, because they can innovate in their personal experience. At the same time, there is a commitment to the school administration to support the recruiting and recruiting staff who are looking for new initiatives.
The most consistent goal of management is to create a comprehensive learning culture at school. This allows the instructors to make new experiments, to live up to the new perspectives in the lesson, to get acquainted with alternative methods, and thus achieve consistent and best understanding of innovation. Nevertheless, the establishment of a complex school-based infrastructure for co-operation and communication is a prerequisite, which accelerates problem-solving. Not just the way of co-operation and learning of the culture of learning, it is often necessary to lay the foundations of information in many cases. The so-called conditions are based on the development of general positive innovation climate by the school and its leadership (school-based mobilization, communication and co-operation), and the spread of innovations in school is largely dependent on school morale, norms and culture in the board, and spirit of the organization. If you are talking about “Errors in the culture”, tolerance in the board plays a crucial role and allows them to talk about personal problems without damaging their authority.
Parents
Finally, in this acquired innovation process, parents also have their own share. Only then can it be that if parents and children under the supervision of the school are informed about innovation, they should go forward with frequent work with their parents. The main purpose of all of these activities is that you need to better communicate school work to parents, to facilitate a pedagogical dialogue, and to strengthen the impact of parental involvement in their school work.
Innovations and teachers
The curriculum depends on the role that teachers in the learning process play in the overall implementation process. The new pedagogical lesson is being developed by newer skills development and new experiences in the learning process of time intensity. The goal here is to alter the placement of examples of substantive operations that have been practiced so far. Traditional training for changes often has problems. To make the innovations more effective in the school life, it is essential that teachers have sufficient time to study, such as training and testing in everyday practice, and that will give them a sense of freshness. If these factors are taken into consideration, it is advisable to spread the experience to teachers. If all this happens with the help of colleagues, it is very important because the information obtained by the board is as important as communication in the same situation.
Conclusions. Even if the aforementioned favorable conditions are met, the condition of innovations in general is not so easy in such schools. Heinh said: There are many progressive, but some of the weakening effects of stable development. For example, such innovative developments are under pressure, and maybe even an inattention causes mistakes. If closer parts of the school system are increasingly important, traditional basic pedagogical ideas are important. Cuttings in the source of the assistive means also slow down the development and limit motivation. Finally, there are some difficulties that arise as a result of the didactic thinking of teachers, while self-justifiable habits are exposed and strongly influenced and gradually change. In view of all this, it can be concluded that innovations are assigned to long-term time horizons, being developed with long-term tolerance, considerable support and tolerance, inspiration and examples of new didactic thinking. These conditions are now being channeled to the development of a positive climate of innovation by the school and its leadership, and the spread of innovations in school is largely dependent on the school morale, the norms and culture of the board, and the spirit of the organization.
school curricula innovation educational
References
1. ISB(2005 a): Glossar. Begriffe im Kontext von Lehrplдnen und Bildungsstardats, S. 30.
2. Die Anforderungsszufen fьr die Zielklasse Wisse waren.
3. Tillmann K. J. Lehrplдne und alltдgliches Handeln von Lehrer, 1997.
4. Schlegel P. S. Zur Situation der empirischen Lehrplanforschung, 2003. S. 41.
5. BMBF, Zur Entwicklung nationaler Bidungsstandards, 2003. S. 36.
6. Der Lehrplan der ehemaligen DDR, Vollstдdt, 1995. S. 17-42.
7. Heinisch T Bedingungen fьr eine erfolgreiche Umsetzung curricularer Innovationen in der Schule, 1994. S. 10.
Abstract
The article notes that since schools exist, planned innovations or reforms are used as a tool to destroy traditional school experiences and, thus, are designed to adapt to changing living conditions. Curriculum perspectives for the implementation of planned innovations are the best example. These implementation measures are not always successful, they are the usual counterbalance to the experiments in this area. Experience shows that if reforms provide a chance, many components will appear objectively. For example, defining only new materials or curricula is insufficient. Other methodologies, other organizational aspects and didactic key ideas should also be included.
It is noted that other aspects of this process are how to clarify and formulate the objectives of the curriculum, reflect the advantages and prerequisites and describe it from the perspective of teachers. In this regard, the content and practical design of the curriculum greatly helps teachers to accelerate students' understanding of specific instructions and examples and eliminate their anxiety.
Innovation is most effective and achievable when involved in the process of developing thinking and personal influence with participation. Various activities, including intermediate sessions, school conferences, online surveys, should be strengthened and shared during general development. The purpose of these activities is to train teachers in overcoming the effect ofprimacy, providing them w ith the necessary information about the current state of development and integrating them into the process of generaleducationaldevelopment.
It is also noted that an equally balanced system of training can interfere with the positive effects of external factors and the solution of intra-organizationalproblems. Weakening change processes lead to dissatisfaction with the school students 'learning, and certain situations or events are no longer considered tolerable or helpful. These mental states or their consequences (for example, failure of students, lack of education, parental care) can lead to changes in the educational process.
Dynamic development should be so intense that other teachers should be involved in the innovative learning process, as hy can innovate in their personal experience. At the same time, the school administration must support proactive staff on a mandatory basis.
Finally, there are some diffi culties that arise as a result of the didactic thinking of teachers, while self-justified habits are influenced and strongly influenced, and gradually change. In view of all this, it can be concluded that innovations are assigned to longterm time horizons, developed with long-term tolerance, considerable support, inspiration and examples of new didactic thinking.
Key words: innovation, school, educationalinstitution, education plan, teachers, innovative projects.
Наголошується, що оскільки школи існують, заплановані інновації або реформи використовуються як інструмент для руйнування традиційного шкільного досвіду і, таким чином, призначені для адаптації в мінливих умовах життя. Перспективи навчальних планів для реалізації запланованих інновацій є найкращим прикладом. Ці заходи з реалізації не завжди успішні, вони є звичайною противагою дослідів у цій галузі. Досвід показує, що якщо реформам надати шанс, то багато складових компонентів з'являться об'єктивно. Наприклад, визначення тільки нових матеріалів або навчальних планів є недостатнім. Сюди мають бути включені також інші методології, інші організаційні аспекти та дидактичні ключові ідеї.
Зазначається, що інші аспекти в цьому процесі полягають в уточненні та формулюванні цілей навчальної програми, відтворенні переваг і передумов, а також описі з позиції вчителів. У зв'язку із цим зміст і практичне оформлення навчального плану дуже допомагає вчителям прискорити осмислення учнями конкретних вказівок і прикладів та усунути їх тривожність.
Інновації є найбільш ефективними й досяжними, коли учні залучені в процес розроблення розуміння. Різні види діяльності, у тому числі проміжні сесії, внутрішньошкільні конференції, інтернет-опитування, повинні бути посилені та проводитися в ході загального розвитку. Метою цих заходів є навчання вчителів подолання ефекту первинності, надання їм необхідної інформації про поточний стан розвитку та інтеграція їх у процес загального освітнього розвитку.
Так само зазначається, що однаковою мірою збалансована система навчання може заважати позитивним впливам зовнішніх факторів і вирішенню внутрішньоорганізаційних проблем. Ослаблення процесів зміни призводить до незадоволеності навчанням учнів школи, і певні ситуації або події більше не вважаються терпимими або корисними. Ці психічні стани або їх наслідки (наприклад, невдача учнів, ненавчених, батьківська опіка) можуть привести до зміни освітнього процесу.
Динамічний розвиток має бути настільки інтенсивним, що й інші вчителі мають бути залучені в інноваційний процес навчання, бо вони можуть вводити нововведення в свій особистий досвід. Водночас адміністрація школи має надавати підтримку ініціативному персоналу в обов'язковому порядку.
Зрештою, є деякі труднощі, які виникають у результаті дидактичного мислення вчителів, у той час як самовиправдані звички піддаються сильному впливу і поступово змінюються. Зважаючи на все це, можна зробити висновок, що інновації присвоюються довгостроковим часовим горизонтам, які розробляються з довгостроковою терпимістю, значною підтримкою, натхненням і прикладами нового дидактичного мислення.
Ключові слова: інновація, школа, навчальний заклад, навчальний план, вчителі, інноваційні проекти.
Отмечается, что поскольку школы существуют, запланированные инновации или реформы используются в качестве инструмента для разрушения традиционного школьного опыта и, таким образом, предназначены для адаптации в меняющихся условиях жизни. Перспективы учебных планов для реализации запланированных инноваций являются лучшим примером. Эти меры по реализации не всегда успешны, они являются обычным противовесом опытов в этой области. Опыт показывает, что если реформам предоставить шанс, то многие составляющие компоненты появятся объективно. Например, определение только новых материалов или учебных планов является недостаточным. Сюда должны быть включены также другие методологии, другие организационные аспекты и дидактические ключевые идеи.
Отмечается, что другие аспекты в этом процессе заключаются в том, как уточнить и сформулировать цели учебной программы, отразить преимущества и предпосылки и описать ее с позиции учителей. В связи с этим содержание и практическое оформление учебного плана очень помогают учителям ускорить осмысления учащимся конкретных указаний и примеров и устранить их тревожность.
Инновации являются наиболее эффективными и достижимыми, когда учащиеся вовлечены в процесс разработки осмысления. Различные виды деятельности, в том числе промежуточные сессии, внутришкольные конференции, интернет-опросы, должны быть усилены и проводиться в ходе общего развития. Целью этих мероприятий является обучение учителей преодолению эффекта первичности, предоставление им необходимой информации о текущем состоянии развития и интеграция их в процесс общего образовательного развития.
Также отмечается, что в равной степени сбалансированная система обучения может мешать положительным воздействиям внешних факторов и решению внутриорганизационных проблем. Ослабление процессов изменения приводит к неудовлетворенности учебой учеников школы, и определенные ситуации или события больше не считаются терпимыми или полезными. Эти психические состояния или их последствия (например, неудача учащихся, необученных, родительская опека) могут привести к изменению образовательного процесса.
Динамическое развитие должно быть настолько интенсивным, что и другие учителя должны быть вовлечены в инновационный процесс обучения, так как они могут вводить новшества в свой личный опыт. В то же время администрация школы должна оказывать поддержку инициативному персоналу в обязательном порядке.
Наконец, есть некоторые трудности, которые возникают в результате дидактического мышления учителей, в то время как самооправданные привычки подвергаются воздействию и сильному влиянию и постепенно изменяются. Ввиду всего этого можно сделать вывод, что инновации присваиваются долгосрочным временным горизонтам, разрабатываемым с долгосрочной терпимостью, значительной поддержкой, вдохновением и примерами нового дидактического мышления.
Ключевые слова: инновация, школа, учебное заведение, учебный план, учителя, инновационные проекты.
Размещено на Allbest.ru
...Подобные документы
History of school education system in the USA. The role of school education in the USA. Organisation of educational process in American schools. Reforms and innovations in education that enable children to develop their potential as individuals.
курсовая работа [326,6 K], добавлен 12.01.2016Italy - the beginner of European education. Five stages of education in Italy: kindergarten, primary school, lower secondary school, upper secondary school, university. The ceremony of dedication to students - one of the brightest celebrations in Italy.
презентация [3,8 M], добавлен 04.04.2013The education system in the United States of America. Pre-school education. Senior high school. The best universities of national importance. Education of the last level of training within the system of higher education. System assessment of Knowledge.
презентация [1,4 M], добавлен 06.02.2014School attendance and types of schools. Pre-school and elementary education. Nursery schools and kindergartens which are for children at the age of 4 - 6. The ideal of mass education with equal opportunity for all. Higher education, tuition fees.
реферат [20,5 K], добавлен 01.04.2013Transfer to profile training of pupils of 11–12 classes of 12-year comprehensive school its a stage in implementation of differentiation of training. Approaches to organization of profile education and their characteristic, evaluation of effectiveness.
курсовая работа [39,4 K], добавлен 26.05.2015Disclosure of the concept of the game. Groups of games, developing intelligence, cognitive activity of the child. The classification of educational games in a foreign language. The use of games in the classroom teaching English as a means of improving.
курсовая работа [88,5 K], добавлен 23.04.2012Modern education system in the UK. Preschool education. The national curriculum. Theoretical and practical assignments. The possible scenarios for post-secondary education. Diploma of higher professional education. English schools and parents' committees.
презентация [3,3 M], добавлен 05.06.2015Studying the system of education in Britain and looking at from an objective point of view. Descriptions of English school syllabus, features of infant and junior schools. Analyzes the categories of comprehensive schools, private and higher education.
презентация [886,2 K], добавлен 22.02.2012Investigation of the main reasons English language jelly. Characteristics of the expansion content Total Physical Response; consideration of the basic pedagogical principles of its use in teaching language inostannomu junior and senior school age.
курсовая работа [40,2 K], добавлен 21.02.2012The history of the use of the interactive whiteboard in the learning. The use of IWB to study of the English, the advantages and disadvantages of the method. Perfect pronunciation, vocabulary. The development of reading, writing, listening and speaking.
презентация [1,3 M], добавлен 23.02.2016Development of skills of independent creative activity in the process of game on the lessons of English. Psychological features of organization of independent work and its classification. Development of independence student in the process of teaching.
курсовая работа [35,8 K], добавлен 03.04.2011Direction of professional self - development. Features of emotional sphere. Personal qualities of the social teacher and teacher of self-knowledge. The concept of vital functions as a continuous process of goal-setting, operations and human behavior.
презентация [2,5 M], добавлен 08.10.2016The development in language teaching methodology. Dilemma in language teaching process. Linguistic research. Techniques in language teaching. Principles of learning vocabulary. How words are remembered. Other factors in language learning process.
учебное пособие [221,2 K], добавлен 27.05.2015The employment of Internet in teaching Foreign Languages. The modern methods of teaching 4 basic skills. The usage of Internet technologies for effective Foreign Languages acquisition. Analysis of experience: my and teachers of Foreign Languages.
курсовая работа [2,3 M], добавлен 30.03.2016Study the history of opening of the first grammar and boarding-schools. Description of monitorial system of education, when teacher teaches the monitors who then pass on their knowledge to the pupils. Analysis the most famous Universities in Britain.
презентация [394,4 K], добавлен 29.11.2011Involvement of pupils to study language as the main task of the teacher. The significance of learners' errors. The definition of possible classifications of mistakes by examples. Correction of mistakes of pupils as a part of educational process.
курсовая работа [30,2 K], добавлен 05.11.2013Применение теории лексического прототипа для обучения разграничению синонимов на примере английских синонимичных глаголов "to damage", "to destroy", "to ruin" при изучении иностранного языка в школе. Практическое применение теории лексического прототипа.
дипломная работа [783,4 K], добавлен 21.01.2017The impact of the course Education in Finland on my own pedagogical thinking and comparison of the Finnish school system and pedagogy with my own country. Similarities and differences of secondary and higher education in Kazakhstan and Finland.
реферат [15,2 K], добавлен 01.04.2012Planning a research study. Explanation, as an ability to give a good theoretical background of the problem, foresee what can happen later and introduce a way of solution. Identifying a significant research problem. Conducting a pilot and the main study.
реферат [26,5 K], добавлен 01.04.2012The basic tendencies of making international educational structures with different goals. The principles of distance education. Distance learning methods based on modern technological achievements. The main features of distance education in Ukraine.
реферат [19,1 K], добавлен 01.11.2012
