Technology of creative workshops article author. Modern problems of science and education

Tatyana Alyokhina
Technology "Creative workshops". Consultation for teachers

Technology« Creative workshops»

With the introduction of the Federal State Educational Standard for Preschool Education pedagogical The process has become even more intense and exciting, including for us, educators. The basic values ​​of the Standard are the preservation of the uniqueness and intrinsic value of preschool childhood as an important stage in the overall development of a person. What is behind these words? Now I am constantly looking for new methods and technologies, allowing to save for the child and help him realize his right to determine his own path of development; contributing to the formation of an active, versatile personality of pupils, the identification and implementation of children's abilities in the course of the main activity of preschoolers - in the game. The result of my work is a happy, harmoniously developing child. And since the main means of forming each small personality, the source of knowledge and social experience of children is the reality surrounding them, such forms of organizing children's activities have become popular for me, such as "work in creative workshops» .

First, this technology allows you to create in a group a constantly updated subject-spatial environment that works for the development of children creativity.

Secondly, work in creative workshops carries a sense of freedom creativity and fulfilling life experienced and remembered by its participants.

Thirdly, the subject-subject relations of an adult and a child are best provided here, and in the cognitive process freedom of choice is provided, the manifestation of individual aspirations and personality development, the opportunity to come to new knowledge and actively use it through individual or collective work.

For clearance creative workshops, I actively use my Creative skills, I make toys and decorative items with my own hands, they make my pupils desire create yourself, according to the model or with changes, additions, while developing their own idea and initiative. We share our thoughts, assumptions with each other, and each child is distinguished by his activity in studying and transforming the world around him, high self-esteem, openness, freedom in judgments and actions.

The subject of my workshops maybe the most varied:

-"Theatrical workshop» , where the children and I make attributes for the performance or heroes of the table theater, for example, from vegetables and fruits.

-« Layout Workshop» , in which we built models of rooms for the soul, a model of our city, models of ships, a gym, models "Seasons".

- « repair workshop» , allowed children to learn how to repair books spoiled by the dirty tricks of the old woman Shapoklyak demonstration posters, maps.

-« Good Deeds Workshop» , taught children to do things that come from the depths of the heart, for example, gifts to participants in the events of the Great Patriotic War or toys for orphans, postcards for the elderly.

-« Holiday Workshop» always the most exciting thing, because we arrange a group for any event or holiday. Not only children, but also their parents always take part in this work. In anticipation of the pre-holiday atmosphere, we are always learning something new: how to make Christmas trees, snowflakes for the New Year from various materials and in all sorts of ways, how to decorate windows by March 8 using stained glass paints, what kind of garlands, posters, etc.

- « Workshop of small talkers» , one of my favorite workshop children, because here children have the opportunity not only to make a product of their own creativity, but also digest it. We sculpted a wide variety of pies and pies, and then tried to guess who turned out or what happened, tasted and determined the filling, experimented with milkshakes and all this brought joy and the opportunity for children to learn the unknown and be inspired by new incarnations.

- « Workshop young artists » . Here, children have the opportunity to draw in all sorts of non-traditional ways and materials that they only know or have seen, or have ever been interested in. Thus, we create informative posters, posters, invitation cards, congratulatory and holiday signs, etc.

- "Cognitive workshops» give us the opportunity to first learn information from various sources, and then apply our knowledge in the design of, for example, lepbooks.

Technology« workshops» became close to me and I am happy to work on it. She allows me and the children to decide such questions: take part in the manufacture of a particular product creativity or not, or maybe today, I will observe, and next time I will decide what is best to do. Or I will help this child, and I will let him look at the blank folders, perhaps he will find interesting information for himself. Each participant in the activity can settle down where he wants, with whom he wants, perhaps in a pair or three to do one job, to move freely around the group. Creation cannot exist under pressure and violence, it must come from the heart, be free, bright and unique. Without parting with paints and pencils, the child imperceptibly learns to observe, compare, think, fantasize.

Recently, I began to often think about the fact that all my work with children is continuous creation, and also - this is real happiness, because it is children, and only they, who know how to selflessly love, inspire with their love, inspire and inspire confidence.

Related publications:

Consultation for teachers "Quest technology in work with preschoolers" Let the kids play. Plenty, satiety, not in short, Let the rain wash, Give how the flower opens. Let the kids play.

Consultation for teachers "The project as a technology of educational work with children of primary preschool age" PROJECT AS A TECHNOLOGY OF EDUCATIONAL WORK WITH PRESCHOOL CHILDREN Education is an industry aimed at the future. S. P. Kapitsa.

Consultation for teachers "Technology of the portfolio of a preschooler" In the conditions of constant updating of the education system, an important innovative direction is the introduction of modern ones into the educational process.

Master class for teachers of the preschool educational institution "Health-saving technology-bioenergy plastics" Master class for preschool teachers on the topic: “The development of fine motor skills as a means of stimulation speech development preschool children.

Master class for teachers “Notebook in ecological style. Scrapbooking technology MKDOU kindergarten "Chamomile" of the combined type r. Kargapolye village Master class for teachers

Speech at the district MO of technology teachers
on this topic
"Creative workshop of the teacher"
Author technology teacher: Pak Nina Mikhailovna
MBOU "Secondary school No. 8 MO" Akhtubinsky district "
A modern teacher is a professional, he combines love for work and for students. Pedagogical professionalism is defined, first of all, through the concept of pedagogical skill.
Pedagogical mastery is the teacher's possession of a system of psychological and pedagogical knowledge, skills, abilities and abilities for organizing the educational process and its effective implementation.
The skill of a teacher can be considered both as an ideal of pedagogical work that encourages teachers to improve themselves, and as a standard containing an assessment of effectiveness. pedagogical activity. Undoubtedly, one of the most important criteria of pedagogical skill in modern pedagogy is the effectiveness of the teacher's work, which is manifested in the one hundred percent success of schoolchildren and their steady interest in the subject, i.e. a teacher is then a master teacher if he knows how to teach all children without exception.
A creative workshop is a form of learning that creates conditions for the ascent of each participant to new knowledge and new experience through independent and collective discovery.
The creative workshop in our school is a methodological association of elementary school teachers. Our workshop is a place for comprehension of the secrets of the profession, for the growth of professionalism.
What gives the teacher participation in the work:
the teacher expands his teaching experience,
theory is being rethought. conclusions, through practical activities (in the light of the GEF).
this work contributes to a purposeful increment of experience.
develops activity, creativity, initiative.
There are many types of creative workshops. We believe that our MO is an analytical workshop.
School theme:
"Unified educational space as a condition for ensuring the quality of education".
The topic of MO work:
"Improving the efficiency and quality of education in primary school in the context of the implementation of the federal state educational standard for elementary general education".
The aim of the collaboration is:
- study and analysis of theoretical aspects of education, rethinking and using them in practice, i.e. explanation with practical examples.
The model of the pedagogical workshop corresponds to the following figure:

The main methods of the workshop are:
"gap" - comparison of the results obtained,
"creative process" - leading to the improvement of further work,
"reflection" - feelings that arise during the work of the workshop.
Workshop forms:
methodical meetings,
meetings - workshops,
round tables,
master classes,
creative report,
presentation of experience
visited lessons,
thematic discussion,
coursework and certification.
mentorship.
The result of the work is:
the very process of meetings - cooperation and co-creation of teachers;
communication and exchange of experience, which ultimately leads to an increase in the quality of the educational process;
creation of developments of lessons and presentations;
participation of teachers in methodological and distance competitions;
publication of articles, development of lessons and extracurricular activities;
orientation of teachers to self-control and analysis of pedagogical activity, evaluation of the results of the educational process;
presentation and generalization of work experience.
I would like to dwell on some effective forms of workshop work for the last academic year and this one.
1. Creative report.
Such a form as a creative report allows the teacher to make some analysis of the activity in one direction or another. Presentations of teachers on problems, using their own experience. Spiritual and moral education has become an integral part of the formation of a primary school graduate. One of the sessions was devoted to the subjects of "ORKSE". Teacher Pak N.M. shared her experience in the subject, offered her own forms of work, made suggestions on the activity approach in studying this subject. Nazarova N.v shared her experience, work on the formation of literate writing and suggested game exercises, a direction to improve the literacy of younger students.
2. Master class.
This becomes one of the effective forms in the formation of a creative teacher, in generalizing one's own experience and disseminating it.
Grishkova V.M. held a master class on the topic “Organization of group work. Evaluation of the process and results of group work in the lesson. It was a representation of several years of work experience. Master classes provide an opportunity to gain both theoretical and practical knowledge on the problem, as well as a guide to action.
3. Meetings - seminars, meetings - workshops.
An example of a methodological meeting this year is the seminar “The system for assessing students' knowledge. Self-assessment of knowledge by students. The following questions were considered: "Forms and methods of assessing knowledge on the Federal State Educational Standard", "Ensuring a comprehensive assessment of educational results", "Technology for assessing educational achievements". Teacher Marakulina O.E. showed an open music lesson in grade 3 and shared her experience on this issue. And then a seminar on the same topic was in the region (Grishkova V.M.). The teacher spoke about the experience of teachers in the district. All this makes it possible to methodically competently and effectively, based on experience, to build their activities.
3. The study of new technologies and the expansion of the field of activity applied.
Studying new modern educational technologies, we come to the conclusion that they are easy to comprehend and apply. But you need to know their basis. To do this, we get acquainted with new technologies and the techniques that provide them.
Design and research activities are one of the main effective technologies within the framework of the Federal State Educational Standard. The introduction of such technologies into the educational process guarantees the implementation of the main provisions of the activity and competence-based approaches. A meeting was held in order to diversify work in this direction and a lesson was given - a project in the 1st grade on the theme "New Year Tree" (Pak N.M.), followed by analysis and introspection.
4. Public lesson.
For a teacher, a lesson for colleagues is a school of creativity. Teachers carefully prepare for the reception of guests, discuss together, share opinions, give introspection and analysis of the lesson. Such an old form of teacher's creativity as a lesson shows that there are no limits to the creative approach, "insight", the embodiment of the teacher's ideas and the flight of creative thought, aimed at the quality education of students.
5. Thematic discussion.
Such a form must be carefully prepared. To conduct this form, teachers select material that focuses on different points of view on the problem. The effectiveness of this form lies in the fact that the horizons of teachers are expanding, different opinions are heard and, as a result, we come to the final conclusion and recommendations. "Pros and cons of group work", "Issues of overload of younger students" and other issues.
6. Mentoring.
There are many young teachers in our team. They are being worked on within the school. A teacher with work experience is assigned to young teachers. But all the methodological work of the MO is aimed at the formation of a competent, creative teacher. Young teachers remain in the profession, at school and make their first graduations.
7. Presentation of work experience outside of school.
If we return to the illustration of the pedagogical workshop model, then let us pay attention to the formation of a master from an apprentice "from practice to experience, an idea arises, and then one's own experience and practice develop." Of course, it cannot be said that we create new ideas in education, but we have our own experience and practice and are willing to share it.
personal websites of teachers,
participation in regional distance pedagogical competitions,
publication of methodical articles,
speeches at conferences.
Many teachers have their own websites on the Internet. They share experiences creative work with colleagues. Participation in distance competitions, the festival of pedagogical ideas "Open Lesson" provides an opportunity to present pedagogical skills and be evaluated by an independent jury.
Our teachers speak at meetings of the regional MO. We begin to accept in the regional scientific - practical conference. Pak N.M. Last year she presented her work experience on the problem "Educational opportunities of modern educational technologies of the activity type".
It is very good that the methodological center of the district provides an opportunity to present their work experience. Our teachers took part in the regional competition "Article of the Year - teachers exchange experiences", a remote competition of methodological developments "Teacher to teacher". We take part in pedagogical competitions of the regional ecological - biological center for healthy nutrition.
Primary school teachers in pedagogical activity use pedagogical projects:
"Formation of reader's competence in the lessons of literary reading",
"Activity approach as a condition for revealing the inner potential of the individual."
In the course of the workshop, the necessary environment for interaction is created, a trusting environment gives rise to a sense of community, collegiality, mutual respect, which is very important in modern life.
One of the wonderful qualities of the workshop is the feeling of freedom of creativity and a full life that its participants experience and remember.
I would like to end my speech with a parable.
“Once upon a time there was a sage who knew everything. One person wanted to prove that the sage knows far from everything. Clutching the butterfly in his hands, he asked: “Tell me, sage, which butterfly is in my hands: dead or alive?” And he thinks: “If the living one says, I will kill her, if the dead one says, I will let her out.” The sage, thinking, replied: "Everything is in your hands."
Everything is in our hands, dear colleagues. I invite you to join us and, together with us, master the specifics of lessons of various target orientations in the technology of the activity method.
Methodical work in a modern school is a holistic system of interrelated measures, actions and activities aimed at comprehensively improving the qualifications and professional skills of each teacher, at developing and enhancing the creative potential of the teaching staff, and, ultimately, at improving the educational process, achieving optimal level of education.

1

This article discusses the features of the use in the process of preparing students - future teachers of the technology of one of the modern educational technologies - the technology of creative workshops. The author defines this concept, highlights the characteristic features of the technology, as well as the algorithm for its use in the educational process. The presented theoretical model of using the technology of creative workshops in the classroom in the discipline "Designing and modeling children's clothing", which is included in the professional cycle of the main educational program for preparing students in the direction of training - 03/44/05 Teacher Education, profile - Technology and additional education, is a definite step forward in the development of pedagogical theory and practice in the chosen field. It contributes to the improvement of the preparation of students of the Faculty of Engineering and Technology for professional activity in general, as well as creativity in particular.

ability development

Modern educational technologies

creative workshop technology

1. Bundin, M.V. Formation of general cultural competencies among university students: tutorial/ M.V. Bundin, N.Yu. Kiryushin. - Nizhny Novgorod: Publishing House of the Nizhny Novgorod State. un-ta im. N.I. Lobachevsky, 2012. - 64 p.

2. Kazarova, O.A. Pedagogical workshop: first steps towards professional success / O.A. Kazarova // Psychology and pedagogy: methodology and problems of practical application. - Novosibirsk: LLC "Center for the Development of Scientific Cooperation", 2010. - No. 11-3. - S. 51-56.

3. Krasovskaya, L.V. Implementation of the pedagogical technology of workshops in the classroom according to the methodology of labor education / L.V. Krasovskaya // Technological education and sustainable development of the region. - Novosibirsk, 2014. - S. 18-24.

4. Modern pedagogical technologies of the basic school in the conditions of the Federal State Educational Standard / O.B. Dautova, E.V. Ivanshina, O.A. Ivashedkina, T.B. Kazachkova, O.N. Krylova, I.V. Mushtavinskaya. - St. Petersburg: KARO, 2013. - 176 p.

5. Fayzrakhmanov I.M. Socialization of pupils of middle classes of national schools on cultural traditions in the process of professional self-determination / I.M. Fayzrakhmanov, A.L. Fayzrakhmanova // Theory and practice community development. - 2013. - No. 10. - S. 206-208.

6. Akhmetov, L.G. Emotional component of communicational activity in the process of making a future teacher ready to competitive relations / L.G. Akhmetov, I.M. Faizrakhmanov, A.L. Faizrakhmanova // Middle-East Journal of Scientific Research. - P. 173-176.

The purpose of education is a person who has a certain set of knowledge, skills, professional and moral and ethical qualities. The minimum list of such requirements for a graduate educational institution formulated in state educational standards. New educational standards goals higher education in the very general view determine the formation of competencies modern man- general cultural and professional. The use of modern pedagogical technologies makes it possible to reach the results of mastering the basic educational programs declared by the standard.

Researchers present many types of modern pedagogical technologies, we consider the classification of O.B. Dautova, E.V. Ivanshina and others, who single out the technologies of case studies, dialogue interaction, the development of critical thinking and the technology of workshops, among which there are “pedagogical workshops”, “workshops for discussing problems”, “creative workshops”, “workshop plastics”, “workshops pedagogical interaction" and etc.

Theoretical and methodological foundations for the use of technology of creative workshops in the preparation of students

Of particular interest in the preparation of a future technology teacher is the technology of creative workshops (TTM), which we define as a dynamic, variable and integrative form of organizing professional training, carried out in a joint dialogue activity of a teacher-master with students, which is characterized by immersion in the creative process and a focus on creativity. self-education, self-development of the personality of each participant in the activity.

TTM makes it possible to solve a series actual problems higher education: problems of motivational, didactic and psychological spheres. In particular, when using TTM in the educational process, the problems of transition from the consumer attitude of the student to the activity of the teacher to the joint creative and creative and research are solved. cognitive activity. TTM promotes the disclosure and development of one's abilities through systematic immersion in a joint educational and cognitive creative activity.

The main features of the TTM organization are:

• the group is divided into subgroups - workshops for solving specific educational problems;
• each workshop receives a specific task;
• the duration of the creative workshop can vary from one lesson to the whole semester;
• tasks in the workshop are carried out in such a way that allows to take into account and evaluate the individual contribution of each member of the workshop;
• The composition of the workshop is constant for the entire period of work.

Different authors who have studied the technology of workshops offer their own stages of work, with some differences, but similar in meaning. After analyzing them, we developed the author's creative workshop algorithm, which is presented in Table 1.

Table 1

Algorithm for using TTM

	Preparatory	1. Distribution into groups - workshops
		2. Setting a creative cognitive or research task
		3. Briefing on the sequence of work (demonstration of samples, distribution of didactic material)
	Creative	1. Search and definition of the general concept of the workshop (main idea)
		2. Search for the shape of the product and its elements
		3. Search and definition of a color solution
		4. Search and definition of an ornamental solution
		5. Search and determination of optimal materials and tools
		6. Draft study of the concept of the workshop
	Technological	1. Development of a technological sequence for manufacturing a product
		2. Selection of materials and tools
		3. Manufacturing of products
	Final	1. Discussion of individual work results in the workshop
		2. Discussion and analysis of the overall results of the workshop
		3. Presentation of the work of the workshop

The model of using TTM in the classroom in the disciplines of the professional cycle in the preparation of students - future teachers of technology

As a result of the study of the theoretical and methodological foundations for the use of TTM in the training of future technology teachers, we have built and described a structural and content model for using this technology in the classroom in the disciplines of the professional cycle in the preparation of students.

The theoretical model developed by us for the use of TTM in the classroom in the discipline "Designing and Modeling Children's Clothing", which is included in the professional cycle of the main educational program for preparing students in the direction of training - 44.03.05 Pedagogical education, profile - Technology and additional education, is a definite step forward in development pedagogical theory and practice in the chosen field. It contributes to the improvement of the preparation of students of the Faculty of Engineering and Technology for professional activities in general, as well as creative ones in particular.

The model is an integral system with many interrelated elements (Figure 1). Its basis is the goal - the formation of the necessary amount of knowledge, skills and practical skills that will allow students to choose the best design and compositional solutions for creating children's clothing with high aesthetic and utilitarian properties. The component composition of our model included the algorithm for using TTM in the educational process. The model includes a block of indicators and criteria for the effectiveness of the use of TTM. So, we have combined all the indicators into two groups of effectiveness - psychological and functional.

The block of psychological effectiveness includes the following indicators and criteria:

• activity and independence: activity; cognitive interest; intellectual qualities;
• development of abilities: the level of development of creative abilities; cognitive; reflexive; communicative;
• professional orientation: the level of professional orientation.

In the block of functional efficiency, we included such indicators and criteria as:

• development of TTM: level of technology development;
• creating a situation of creativity: perception of comfort; emotional level; level of creative looseness;
• innovation productivity: level of productivity.

The result of a creative workshop can be dual:

1) internal result - acquaintance with new concepts, technologies, methods, etc.; awareness of the personal significance of the content; emotional experience and the formation of value relations to the content of the topic; new questions that require reflection, deepening in the topic;

2) external result - creative work in various forms (product or collection of products, drawings, sketches, collages, etc.).

Conclusion

The analysis showed that in a creative workshop, amazing intellectual and energy flows arise, drawing each of its participants into creative creation, which contributes to spiritual and moral development. The training of future technology teachers in a creative workshop makes it possible to realize the social and personal significance future profession, and also contributes to the formation of awareness of the achievement of goals, the development of creative potential and the ability to cooperate, co-create and self-realization.

The creative workshop acts as an innovative interactive form of organization of learning, which lies in the features of its structure and activities, contributes to the formation of a professional and creative personality of a future technology teacher.

Fig.1. The model of using the technology of creative workshops in the classes on the discipline "Designing and modeling children's clothing" in the process of training future technology teachers

Reviewers:

Akhmetov L.G., Doctor of Pediatric Sciences, Professor of the Department of Theory and Methods of Vocational Education, Yelabuga Institute of FSAEI HE "Kazan Federal University", Yelabuga;

Badaev V.S., Doctor of Pedagogy, Professor of the Fine Arts Department of the Naberezhnye Chelny Institute of Social and Pedagogical Technologies and Resources, Naberezhnye Chelny.

Bibliographic link

Faizrakhmanova A.L., Faizrakhmanov I.M. TECHNOLOGY OF CREATIVE WORKSHOPS IN THE PREPARATION OF THE FUTURE TEACHER OF TECHNOLOGY // Contemporary Issues science and education. - 2015. - No. 1-1 .;
URL: http://science-education.ru/ru/article/view?id=18502 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

Technology of creative workshops

Speech at the RMO teachers of fine arts. 03/24/15

From the experience of a teacher of fine arts at MBOU Lyceum No. 3 Vashchuk I.V.

H French educators and psychologists worked on the development of this technology as early as the beginning of the 20th century, and the official name of this team of like-minded people was the French New Education Group. The French Ministry of Education recognized this group in 1984. In the early 90s, this technology came to Russia and still does not lose its popularity.

Tasks of technology of creative workshops:

• Active perception by students educational material;
• Creative comprehension of educational material;
• Self-development of the student;
• Increasing interest in the learning process;
• Development of creativity;
• Raising the level of literacy;
• Improving the skills of reasoned conversation and writing;
• Development of social competence.

And, finally, it is worth mentioning separately the main task of this technology - the acquisition by the student of knowledge about himself. This means that in the process of learning, the self-esteem of the child changes for the better, he begins to ascend to the essence of his personality, comprehends the depths of his soul and mind.

Technology concept

Let's imagine a lesson conducted according to the technology of creative (French) workshops. Why workshops? Here lies one of the main foundations of technology - the teacher in these lessons ceases to be a teacher, educator, lecturer and lesson-giver. He becomes a Master, and this changes his behavior, goals, and tactics of the lesson. He creates special conditions for the educational and creative process, he comes up with tasks that do not imply a specific, bookish answer to the question. The master is rather a consultant, an assistant who organizes a lesson, promotes a new type of activity for children, and promotes cognition.

According to French teachers, the explanation of educational material by the teacher prevents the child from directly learning the subject, from coming to some conclusions and conclusions.

The task of the teacher-master is to create a special emotional atmosphere that will contribute to the transformation of the student into a creator. Using personal experience, the child makes a discovery in the subject. He does it himself, and the teacher creates the conditions, catalyzes the process of cognition.

The motto of the French workshops is "Do it your way".

The child does not receive knowledge, but acquires, nurtures, learns the problem based on his own experience.

The workshop involves the organization of students in small groups (8-15 people), the Master offers and guarantees the children the creative nature of the activity, directs them to search methods.

The very fact of group work contributes to the development of children's communication skills, gives them the opportunity to learn how to distribute responsibilities in a mini-team, learn to listen, argue, and use the advantages of a collective search.

At the beginning of the lesson, children receive the source material, the basis, using which they will make their discoveries. For this material, the teacher thinks over several tasks, for their implementation you will need search skills and a creative attitude.

Very important nuances

This technology does not rank children. She claims that everyone is capable of comprehending knowledge and, as a result, of a high result. At the same time, the creators of the technology note that everyone has their own time for this. The teacher should design the lesson in such a way as to give the children this opportunity. From here grows another unshakable rule of technology - freedom. The child is free to choose tools for cognitive activity, free to build his own work, etc. He should not be constrained by frames, he should feel open to creativity and self-expression.

The material is devoid of a logical construction: children are free to choose the sequence of presentation themselves, to understand the hierarchy of things. (! do not quite agree)

The process of cognition is of greater value than knowledge itself.

The student moves towards the truth in his own way.

The student has the right to make mistakes. Mistake is also an engine of knowledge.

Collective creativity is cultivated - joint work only enhances the effect of fruitful work.

The mark ceases to be an incentive for further work. However, it should be understood that one cannot do without evaluation at all, given that evaluation is a recognition of achievements or a critical look at what has been done, evaluation allows you to find out the opinion of others about the work done, to express your position. In a traditional school, a mark is a kind of control by a teacher of a student's knowledge, but during classes in the technology of pedagogical workshops, these concepts are divorced: control remains, and the mark is removed from the cognitive process itself. However, the teacher (master) must somehow note the work of the student, but how can one evaluate the creative process? Only a positive mark! And here again the principle of success is realized, the possibility of obtaining even the most negligent student of the highest mark, without which, unfortunately, a teacher in a Russian school cannot do.
As the analysis showed, workshops can be considered as a pedagogical technology that corresponds to modern approaches (competence-based, humanistic, subject-subject, cooperation pedagogy, success pedagogy). Of the current pedagogical methods of work, the workshop approaches research and problem-based teaching methods.

The fundamental difference, however, lies in at least two features of the workshop:

Problem-based learning is mainly based on logical contradictions and connections, and the creative process in the workshop is based on the alternation of the unconscious and not fully conscious creativity and its subsequent awareness;

The problem and direction of research in the lesson system, as a rule, is determined by the teacher, and in the workshop system, all problems are put forward by students. The degree of uncertainty in the tasks of the workshop is fundamentally more significant than in other methods of work.

Stages of the creative workshop

These steps are basic and it is very important to follow them:

• Induction (push). The essence of the stage is in the emotional mood for interesting work, in the motivation for creativity. By activating the sphere of the student's feelings, and even his subconscious, the teacher sets the child up for constructive and inspired work in the lesson. The main resource is the inductor. Its role is played by any information signal (drawing, object, word, text, sound), the task of which is to cause a stream of associations in the student.
• Deconstruction. Denotes the inability to complete the task with the available means. At this moment, the information field is formed with the help of the proposed material.
• Reconstruction. After deconstruction, chaos must be turned into a project for solving the problem. There is a discussion and promotion of a hypothesis, which is presented in creative projects - drawings, texts, poems, etc.
• Socialization. Important milestone. Here, students compare their received material with the results of the work of other groups, draw conclusions, discover patterns and connections.

At this stage, one task is given for the whole class, the answers are reported to everyone. The ability to speak, to convey information, to argue is important here. Master monitors the development of these moments.

• Advertising is a presentation of the results of work, expressed in the same schemes, projects, drawings. This material is to be defended by the students.
• Gap - is the culmination of the creative process and ends with insight (enlightenment). That is, students look more broadly at their knowledge, at their discoveries and understand that all the clues and conclusions are ahead, the student awakens interest in further, deeper knowledge.
• Reflection. At this stage, the student analyzes his activity in the lesson, his satisfaction with it, his emotional state.

The technology of creative workshops will help the teacher to get to know his students better, to see their potential in a different light, and for the children themselves, this is a breakthrough in self-realization in the classroom.

For many years now I have been working on the program of Boris Nemensky, which began to take root in education at about the same time as the technology of creative workshops. Comparing the technology principles of creative workshops and the program, one can see a lot in common. Nemensky and his like-minded people largely acted in the same direction and were largely based on the same principles as the creators of the technology of creative workshops.

The main thing both in the program and in technology is the principle of self-disclosure of the child, the release of his creative potential, the upbringing of a creative and caring personality.

The task of the teacher is to help him in this.

How can the teacher do this in the classroom?

The first is creating an environment in which you want to create, building friendships,

Then - the selection of a task that will help everyone open up, the choice of materials for fine art, a riddle, interest, the creation of motivation and a situation of success.

The happiest moments for me in the lesson are when I can sit down with a child and show him how to do it by example. At such moments I feel like that master, we are enveloped in a sweet feeling of joint creativity, while children often give me more. I listen to their opinion, respect their right to their own vision, learn from them. Creativity is such a subjective concept, which is difficult to evaluate somehow, there are no strict criteria, rules. It is important that the work was with internal warmth. It often happens that careful diligent work is devoid of this warmth and does not bring joy.

The child has the right to his own vision - that's why I try not to "edit" the work, while maintaining individuality. There are also cases when a child really wants to complete another task that is completely opposite to the topic of the lesson, then I also go to meet him, because I understand that creativity is a process where it is important not to “scare off inspiration”.

Creative workshops welcome the implementation of collective work, which is also an important part of the tasks under the Nemensky program.

Mark-assessment in the lesson - as prescribed in technology and as recommended by the program - only positive, only praise. At the same time, in the form of an assessment of work, it is important to listen to the opinion of classmates, from them the child hears advice and tips, which plays a big role in his socialization.

Difficulties and problems.

The most the main problem– time and number of children in the class.

Workshops still involve a limited number, up to 15 people, of children per lesson.

Time: 45 minutes is not enough for creative work. Creativity does not arise on its own, it is based on the experience of perception, on demonstration, in discussion, reflection. All this takes a third of the lesson, or even more.

A very offensive, but understandable problem is the age-related characteristics of children's creativity. The so-called "crisis" of children's creativity falls precisely on grades 5-7, i.e. those with which the subject teacher works.

In the process of this crisis, one might say, the final distribution of interests in the child takes place. Separate gifted "stars" stand out, who, most likely, will continue their studies in fine arts at an art school at a new level. The bulk of the children still cannot draw professionally, which is understandable, but they are no longer satisfied with their own “poor-quality” drawings, and hence, interest in the subject disappears.

But at the age of 7-10 years, all children are talented and everyone loves to draw! In order for there to be more such “stars” and so that interest in the subject does not disappear, the right way, in my opinion, is to increase the hours for drawing in elementary school and to create extracurricular activities for students in grades 7-8 instead of program mandatory hours.

23.12.2014 15:21 Novik Natalya Gennadievna

Technology "Pedagogical workshop"

Novik Natalya Gennadievna

Explanatory note

This article discusses the place of the "Pedagogical Workshop" technology within the framework of the Federal State Educational Standard.

In line with major reforms secondary school, students need to be involved "... in research projects and creative activities to learn to invent and understand, learn new things, express their own thoughts, make decisions and help each other, articulate interests and recognize opportunities." (From the National Education Initiative "Our new school".)

Pedagogical workshop - this is one of the intensive learning technologies, including each of its participants in the "self-construction" of their knowledge through a critical attitude to the available information, to the incoming information and independent solution of creative problems. Of the existing pedagogical methods of work, the workshop approaches research and problem-based teaching methods, which are based 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 creative process 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 for the introduction of GEF LLC.

2. Modern pedagogical technologies.

3. Technologies "Pedagogical workshop".

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

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

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

3.4.Principles and rules for conducting the Pedagogical workshop.

3.5. Algorithm of technology "Pedagogical workshop".

3.6. Types of Pedagogical Workshops

3.6.1. The advantage of the "Pedagogical workshop" technology 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 GEF LLC.

Technology "Pedagogical workshop"

Don't give a hungry fish, 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 in the educational process. Therefore, the development of a new generation of educational standards is a challenge to the times in which we live. Since 2015, the Federal State Standard of 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" belongs to such technologies.

Modern society sets the task of training graduates 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;

Independently think critically, look for ways to rationally solve emerging problems, using modern technologies; be clearly aware of where and how the knowledge they acquire can be applied in the reality around them;

Properly work with information;

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

Independently work on the development of their own morality, intellect, cultural level.

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

Preparation of a successful graduate - the main task 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 pedagogical technologies. For example, the explanatory dictionary gives this:

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 starts with art, ends with technology, and then the whole process starts 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 personal qualities trainees.

Modern pedagogical technologies include the following:

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

Technology "pedagogical workshop"

I would like to dwell on the “Pedagogical Workshop” technology, since, having first become acquainted with it in 2000, I have repeatedly attended master classes conducted by teachers of the Academy of Postgraduate Education in 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 "pioneers" of the "Pedagogical Workshop" technology in St. Petersburg was the teacher of literature I. A. Mukhina. She writes: "Pedagogical workshop is a form of education for children and adults that creates conditions for each participant to ascend to new knowledge and new experience through independent or collective discovery."

We can formulate the following 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 for constructing one's own knowledge, for creating one's own integral image of the world;
• Ø not to control and evaluate what has been 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 cooperate.

In Russia, the technology of pedagogical workshops was first introduced in 1990. in St. Petersburg state university pedagogical skills have made an attempt to adapt this technology into the practice of Russian school education. The “pioneers” in the technology of pedagogical workshops were I. A. Mukhina, L. D. Furaeva, N. I. Khlebovich, Zh. 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 "I" of the child, to his interests, goals.

Essence of this system is expressed in the following main provisions:

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

etc. The point is only 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 the position of partnership with students, non-violence, priority of the process over the result. This technology is aimed at "immersion" of workshop participants in the process of search, knowledge and self-knowledge. In the workshop, the teacher is the master. He does not transfer knowledge and skills to the ignorant and incapable, but only creates an algorithm of actions that unfolds the creative process. And everyone takes part in it, including the master teacher himself. In the work of the workshop, the process itself is important, which attaches to the joy of creativity, to independent research activity. This gives a sense of self-worth and respect for the uniqueness of the other. That is probably why both children and adults perceive the process in the workshop as a piece of living life. The creators of the author's workshops say: "The workshop is not a lesson, living takes place in the workshop."

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

• Value-semantic equality of all participants, including the master-master of the workshop.
• Everyone has the right to make a mistake: overcoming mistakes on their own is the path to the truth.
• Non-judgmental activity, the absence of critical remarks about any participant in the workshop create conditions for emotional comfort and creative relaxation, implementing the principles of "success pedagogy". Evaluation will be replaced by self-assessment and self-correction.
• The representation of freedom within the framework of the accepted rules is realized, firstly, in the right to choose activities at different stages of the workshop (provided by the leader); 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, ambiguity, even mystery in tasks. Uncertainty gives rise, on the one hand, to interest, and on the other hand, psychological discomfort, the desire to get out of it, and thus stimulates the creative process.
• Dialogue as main principle 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 scientific or artistic authority - necessary condition personal assimilation of elements of culture, a condition for ascent to new truths. Dialogue creates in the workshop an atmosphere of comprehension of any phenomenon from different positions in different “colors”, which only together give a sense 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 may be a circle of all participants, separate places for individual work, the ability to quickly present the creative “product” of each or the whole group, space for improvisation, pantomime, etc. Promotes a sense of freedom.
• Decisive limitation of participation, practical activity of the master, leader as an authority at all stages of the workshop. Its task is, rather, to fix what the participants have achieved. The master does not ask questions and does not answer them. In some cases, he can get involved in work "on an equal footing" with students - for example, in a creative writing workshop. 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, 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. A word, image, phrase, object, sound, melody, text, drawing, etc. can serve as an inductor. That is, everything that can awaken a feeling, cause a stream of associations, memories, sensations, questions. According to A. A. Okunev, the inductor is an alarm clock. “We are sleeping, and suddenly something breaks into our life. The inductor is the moment of awakening, which swings the pendulum of feelings. The main thing is that these feelings are evoked. Even if the inductor causes irritation, this is also good.

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. AT different sources these stages are called by different names. For example, "deconstruction and reconstruction". That is, something (text?) is parsed into details, and then used as the original construction material- you can with your additives.

You can also find this division: "self-instruction and socioconstruction".

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

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

Third stage.

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

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

Fourth stage.

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

Fifth stage.

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

Sixth stage.

"Gap" - best reflect the meaning of this concept of the word enlightenment, insight, understanding. I. A. Mukhina writes: “Gap” is the psychological state of a workshop participant, in which a new vision of an object, law, phenomenon, image, relationship suddenly opens up to him. Through "illumination" he comes to a qualitatively new turn of the truth. If in an ordinary lesson the teacher leads the student to the new logically, gradually, in many stages and convincingly, then in the workshop an independent conclusion, generalization, pattern or new image appears most often as an insight. There is a gap between the old and the new.

"Gap" is a necessary and most important element of the workshop, its core. The main "gap" is planned in advance by the head of the workshop. The technology for creating conditions for a break consists in the selection of paradoxical content offered to the workshop participants for comprehension. The experience of the 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 "illumination" - "break". Their number is different in the same workshop for each participant, as it depends on the degree of preparedness, psychological state, personal experience person, etc. Unplanned "breaks" can be optional at any stage of the workshop. If a participant in the workshop does not experience a single “break”, the workshop has not taken place for him.”

Seventh stage.

"Reflection" - what did I discover today - in myself, in the text, in those around me? What question did you come out with? What didn't you understand? That is, this is the stage of reflecting the feelings, sensations that arose in the students during the workshop. This is the richest material for the reflection of the Master himself, for his improvement of the design of the workshop, for further work.

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

Workshop types

Currently, there are several varieties of creative workshops:

• Knowledge building workshop;
• Workshop of creative writing (or simply - writing);
• Relationship building workshop;
• Workshop of self-knowledge;
• 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” during the workshop, 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, “assigned” to him.

Creative Writing Workshop is especially important for a language teacher, because every year the number of “non-speaking” children increases, i.e. incapable of expressing their thoughts correctly. And this workshop allows the student - a participant in the workshop - to apply their own life experience in the performance of a specific task.

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

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

Work with the word in the workshop becomes paramount;

Workshops are a great way to develop your own "writing" and thus prepare for composing;

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

Being a reflective technology, the workshop evokes, trains, develops the ability for analytical activity in practice: to analyze the works and situations of communication, to compare one's own and others' thoughts, feelings, perceptions, attitudes; to introspection and self-control. These skills and abilities are necessary for the education of a competent reader;

High school students themselves have repeatedly recorded the developing impact of workshops at the stage of reflection. These classes encourage analytical and creative activity, develop trusting relationships in the team, respectful and joyful attitude towards the teacher and teaching as work and creativity.

Workshop Results

The results of the workshop 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 the very process of comprehending the truth and creating a creative product. At the same time, the most important quality of the process is cooperation and co-creation.

To understand the atmosphere, the specifics of the workshop, comments, thoughts, statements of people who have “passed” through various types of workshops help:

• Ø the school should make children able to live the moments of searching for 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 stop having others 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 tips 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 is true that they have found and abandon erroneous ideas;
• Ø the freedom of the teacher develops the freedom of the student;
• Ø knowledge is not equal to obedience;
• Ø in the workshop there should be space for thoughts;
• Ø Isn't it at school that they make children incompetent?
• Ø the teacher in the lesson is not the master, the master is the text. But usually the teacher claims this role;
• Ø constant search - the usual state of the master;
• Ø mistake - an opportunity to climb a new level of knowledge;
• Ø at the workshop, the master is an invisible man. He speaks little, is silent more;

I believe that these statements can be called a reflection on the very technology of "Pedagogical Workshop".

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:

1. 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. - St. Petersburg: KARO, 2014.
2. Teaching. Communication. Creativity: Nine workshops. / T. Ya. Eremina. - St. Petersburg: Corypheus, 2000
3. Pedagogical workshops on literature. / ed. A. N. Sivakova. - St. Petersburg: Corypheus, 2000
4. 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. - St. Petersburg, 2002
5. http://festival.1september.ru
6. http://l-chigir.narod.ru

• Back
• Forward

Updated: 01.02.2020 16:26