What does p in mean in technology. Technology. Dictionary of financial terms

The activities of individuals and organizations now increasingly depend on their knowledge, one of the most valuable resources of modern society, and the ability to use it effectively. However, the means designed to represent knowledge are still quite imperfect and often force people to look for solutions to the same problems again and again.

To optimize the search for the necessary information, various online services are being created these days. Thus, using Wiki technology in 2001, Wales and Sanger opened the Wikipedia website. Wikipedia is a multilingual, public domain, freely distributed encyclopedia published on the Internet. This "public" encyclopedia is a prime example of the rapid growth and accumulation of knowledge in the distributed environment of the Internet. It is created by the collective work of volunteer authors using Wiki technology.

Before Wikipedia, many methods of group communication were invented on the Internet: chat, web forum, blog. These technologies allow you to exchange information and somehow organize it, but none of them allows you to create a full-fledged, dynamically updated site. There are currently 253 language sections on Wikipedia.

The Ukrainian part of Wikipedia currently contains over 70 thousand articles, and the Russian part - over 250 thousand. Their growth rate is one of the highest (1000 articles per month). Obviously, not all Ukrainian- and Russian-speaking Internet users know about Wikipedia, but if you consider how many of these users are scientists and students, you can expect a significant increase in the rate of completion of these resources.

During its development, the Wikipedia project, despite concerns related to the unprofessionalism of the authors, possible vandalism, and the spontaneity of creating individual articles, made it possible to create a fairly high-quality product - a complete and objective multilingual encyclopedia, freely accessible to everyone. The success of Wikipedia demonstrated that Internet users demand reliable encyclopedic information. Therefore, the online encyclopedia project today is already a serious source of reference information and knowledge, which, unlike traditional sources, has a remarkable feature - efficiency.

The success of Wikipedia has given rise to a wide variety of other necessary projects that work on similar principles and serve to create other types of educational and reference publications.

Wiki technology and its main characteristics

Wiki is a technology for building a website that allows users themselves, through a web interface, to actively participate in the process of editing its content - correcting errors, adding new materials. Wiki technology does not require the use of special programs, registration on the server, or knowledge of HTML. The term Wiki also refers to the software that is developed to create such sites.

The information presented in Wiki has a non-linear navigation structure. Each page usually contains a large number of hyperlinks to other pages. The first wiki, WikiWikiWeb, was developed in 1994 and first appeared on the Internet in 1995. The first Wiki site was the Portland Specimen Repository, created by Ward Cunningham, where fragments were collected program code. The largest and most famous Wiki site is Wikipedia. Today, Wiki technology is used to create reference books, knowledge bases, and develop documentation. Modern Wiki engines allow you to work not only with texts, but also with spreadsheets, calendars, image galleries, files, etc. Using the Wiki principle, you can build mapping services. Development of Wiki applications for the corporate environment has appeared (for example, Confluence, Jot, Near-Time).

Wiki is designed to solve a simple and natural problem - to give every visitor the opportunity to participate in the development of content. Participate not only as a commentator, but also as a full-fledged author and editor - along with the administration and staff of the project. To do this, two things are necessary: ​​firstly, the user must have the technical ability to make changes to the pages of the site, and secondly, this process should not require special knowledge and skills.

Wiki technology makes it possible to accumulate the knowledge of mankind, presenting it in an electronic interoperable form, to provide navigation through this knowledge base and a means of updating it. At the same time, communities of various sizes and thematic focus can use Wiki, creating knowledge bases from global Wikipedias and electronic encyclopedias of large corporations to easily updated reference systems of small organizations, enterprises and educational institutions. Wiki is a fairly complex system for collecting and structuring information. Its main characteristics are:

— provides support for multi-user work;

it is possible to repeatedly edit any text using the Wiki environment itself (website);

— changes appear immediately after they are made;

— each Wiki article has its own unique name;

— the language of this markup is quite simple and does not require special knowledge;

- It is possible to return to a previous version.

Compared to CMS (Content Management Systems), Wiki technology has the following differences:

— The title of the article is also a hyperlink for external systems.

— Articles are created and edited almost at any time by any user.

— Articles available for editing are located directly in the web browser.

- Each article provides access to view and edit page history/versions, which supports searching for existing discrepancies.

— Each article gives the user access to the discussion page for that article.

Wiki provides greater user rights when editing content, no hierarchy, and freer access to information. In addition, pages created in Wiki technology enable interoperability and knowledge reuse.

Wiki engines

Wiki engines are software used to create Wiki sites. Wiki engine is a set of programs used to convert Wiki markup into a readable representation in HTML.

MediaWiki is a software mechanism for creating websites using Wiki technology, developed specifically for Wikipedia by the German student M. Manske. This is one of the most powerful Wiki engines, written specifically for Wikipedia and used in many other projects of the Wikimedia Foundation. MediaWiki is written in PHP and uses relational base data (you can use MySQL, PostgreSQL); supports memcached and Squid programs.

MediaWiki provides an interface for working with the page database, differentiation of access rights to system administration, as well as the following capabilities:

— process text both in its own format and in HTML and TeX formats (for formulas)

— upload images or other files, etc.

A flexible extension system allows users to add their own capabilities and programming interfaces. The next versions of MediaWiki continue to be developed. For example, new features included in the experimental version of MediaWiki include support for PostgreSQL and a system for approving completed and verified articles. In version 1.7.0, support for Oracle was removed due to the lack of movement in the development of this area.

There are many Wiki engines that have their own characteristics and advantages. In the table on p. 59 provides an overview of modern Wiki engines. The choice of Wiki engine depends on the required set of functions and capabilities (version control, access restrictions, RSS feeds with information about page changes, subscription to changes specific pages etc.), what platform it will be based on and how it will all work, etc. First of all, you need to determine what will be used: Wiki on own server or a Wiki service provided by an external organization. Many people recommend MediaWiki for creating online encyclopedias. WackoWiki, Confluence and NPJ are often used to create knowledge bases. For personal use WikidPad or deskDo are used. TiddlyWiki and deskDo allow you to use Wiki technologies in the absence of the Internet.

Methodology for creating articles for Wikipedia

There is a "90-9-1" theory that estimates percentage Wiki users, dividing them into three groups: 1) readers - 90%; 2) those who occasionally contribute something, 9%; and 3) those who actively work on content on the Wiki - only 1%. It's the 1% of users who do most of the work, but it's helpful for the rest of us to know how they can join this group.

The openness of the technology did not lead, as many feared, to the destruction and damage of materials: Wiki stores all the changes that have occurred to all articles since their creation, so you can compare them at any time different versions the same article, edit the page again or simply return to old version. This makes it easier to fix the damage than it is to cause it. In addition, administrators always have the opportunity to block changes individual pages(in particular, the most controversial ones).

Wiki pages are articles whose content is plain text, where you can use HTML tags or special Wiki markup that is more convenient for text documents than HTML. Using a link or button, any visitor to a Wiki site can edit and save a modified version of the text of any existing page or create a new one. The procedure for publishing text on Wikipedia is reduced to two buttons - “Edit” and “Save”.

The rules for creating Wikipedia articles aimed at creating high-quality texts are quite simple, but several conditions must be met:

2. When writing any article, you should strive for a neutral presentation and reflect all known points of view.

3. It is necessary to indicate sources of information to confirm the accuracy of the information.

There are two types of articles that do not comply with the neutrality policy: articles that clearly conflict with the requirements of neutrality and articles that do not describe all opinions or are not detailed enough. In the first case, the article must be marked as biased (((POV))). The non-neutral part of the information in such an article is subject to correction or deletion. In the second case, the article should only be considered incomplete, no matter how impartial and detailed the information already available in it may be.

A certain part of Wikipedia articles are automatically created “blanks”. There are three types of links on Wikipedia - to existing articles, to unwritten articles, and to external web resources. In order to create a hyperlink to an article, simply when adding Wiki markup, enclose the title of the article you want to link to in double square brackets - [[Title of Article]]. If the article the link points to does not exist, the link will still be created, but its text will be red instead of the usual blue. By activating this link, you can go to the article template and write it, actually editing the template.

When any author marks a term or expression in the text as a link to a non-existent article, Wikipedia automatically generates a new template article containing the text: “The article has not been written yet, you can write it.” Authors who access this link expand the content of the “dummy”.

Almost any page on a Wiki site can be edited. In order to make changes to the article, you must:

— make the desired changes to the text of the article;

— for control purposes, view the list of edits made (the “Made edits” button);

— make sure that the edits are correct by previewing the text of the article (the “Preview” button);

— fill in the field “Briefly describe the essence of your edit” and click the “Save page” button.

Search on Wikipedia

Today there are many national Wikipedias and projects. Search this set information resources manually is quite labor intensive. Qwika is a search engine focused on processing Wiki sites. Its task is to cover all major Wikipedias in all fairly common languages, translate them and provide quick search. Currently, the system indexes the following resources:

— English-language Wikipedia and all the name areas in its composition (Chat, Image, User, etc.).

— English-language Wikipedias (machine translation of popular Wikipedias in other languages).

— Wikipedia in other languages.

— Tourism project WikiTravel.

— Cached versions of all pages in both the original language and machine translation.l

Gladun Anatoly, senior researcher, candidate of technical sciences of the International Scientific and Educational Institute


information technology center


and systems of NASU;


Rogushina Yulia, senior researcher


employee, candidate of physical and mathematical sciences of the Institute software systems NASU

technology). Application of knowledge in production for the material sphere. Technology means creation material resources(for example, machines, automatic machines) for the purpose of their use by humans.

Great definition

Incomplete definition ↓

TECHNOLOGY

TECHNOLOGY) As the concept is used in sociology, it covers all forms of production techniques, including manual operations, and is not synonymous with the concept of machinery, as is represented in some popular concepts. In the sociology of work and employment, this term also means physical organization production, that is, the way production equipment is arranged in an enterprise, and thus covers the division of labor and organization of work that are part of or a necessary condition for an efficient production process. Production technologies and production organization are social products, consequences of human decision-making; Thus, technology can be seen as the result of social processes. Sociologists working within the "human relations" tradition (see: Human Relations School) focused on the relationship between technology, on the one hand, and worker morale and alienation, on the other, especially the direct interaction of worker and machine and the influence of technology to working groups. This kind of interaction and influence, they have shown, has a certain limited effect on people's morale. Later, technology came to be seen as an aspect of social class and class relations. Within the Marxist labor process approach, technology was understood as a manifestation of relations between social classes. It was argued that within capitalist economies, in order to mitigate the consequences of the inevitable conflict between the interests of workers (labor) and management (capital), new production technologies are developed that dominate and control employees. Within the framework of some Weberian theories of class, the “work situation” is considered as a criterion of class position, the main determining factor of which is technology. See also: Automation; Flexible specialization; Dequalification; Scientific Management; Alienation; Post-Fordism; Sociotechnical systems; Labor process; Fordism.

Ushakov's Dictionary

Technology

technology, technologies, pl. No, wives(from Greek techne - art and logos - teaching). A set of sciences, information about methods of processing this or that raw material into a manufactured product, into a finished product. Metal technology. Chemical Technology. Wood technology.

| The set of processes of such processing. Simple technology.

Modern economic dictionary. 1999

TECHNOLOGY

(from Greek techne - art and logos - word, teaching)

Encyclopedia of fashion and clothing

Technology

(from Greek techne - art, skill, skill and logos - word, teaching) - a set of methods for processing, manufacturing or processing forms of raw materials, materials, semi-finished products or products (including clothing) in the production process; scientific discipline, developing and improving such techniques and methods in various industries. T. are also called the operations of processing, processing, storage, transportation, as well as a description production processes, instructions for their implementation, technological rules, requirements, maps, graphs, etc.

(Terminological dictionary of clothing. Orlenko L.V., 1996)

Culturology. Dictionary-reference book

Technology

a set of methods of processing, manufacturing, changing the state, properties, shape of objects carried out in the process of producing certain products.

Forensic encyclopedia

Technology

(from Greek techne - art, skill, skill and lygos - word, teaching)

a field of scientific knowledge that identifies and studies physical, chemical, mechanical and other laws in order to determine and use in practice the most effective and economical production processes. Scientific basis of technological expertise.

Dictionary of economic terms

Technology

(from Greek techne - art and logos - word, teaching)

a method of converting matter, energy, information in the process of manufacturing products, processing and processing materials, assembling finished products, quality control, management. Technology embodies methods, techniques, mode of operation, sequence of operations and procedures; it is closely related to the means, equipment, tools, and materials used. The set of technological operations forms a technological process. Modern economic science uses the term “technology” in such combinations as “technology of teaching, educational process, treatment, management.”

Westminster Dictionary of Theological Terms

Technology

♦ (ENG technology)

(Greek technologia - systematic processing)

the introduction of techniques and processes, methods and procedures to transform the natural world into the human world in order to meet human needs and desires. In high-tech societies, moral and ethical components occupy an important place.

Thesaurus of Russian business vocabulary

Technology

Syn: technique

encyclopedic Dictionary

Technology

(from the Greek techne - art, skill, skill and...logy), a set of methods of processing, manufacturing, changing the state, properties, form of raw materials, materials or semi-finished products carried out in the process of production; a scientific discipline that studies physical, chemical, mechanical and other laws operating in technological processes. Technology also refers to the extraction, processing, transportation, storage, and control operations themselves, which are part of the overall production process.

At the moment, almost every person at home has a computer, and almost everyone has the Internet. A network containing millions of Web pages with a large amount of information. Previously, such pages could only be created by one person, the developer. And the people who used these pages were only consumers. But Wiki technology has recently appeared. Technology that allows other users not only to take for themselves new information, but also make your own amendments on these pages.

Many websites that exist today use Wiki technology. For example, the most famous site based on this technology is Wikipedia. Widely used online encyclopedia. On this site, people all over the world can add their notes, amendments, create their own useful and interesting pages, and of course gain new knowledge for themselves. Lots of people use this site different statuses and ages: schoolchildren in their essays, students in their research.

Wiki technology is used in many professions: doctors, teachers, engineers and many others.

A page on medicine based on Wiki technology has already been created. Thanks to this site, a person will receive information on treatment for any disease, applicants medical institution will take on additional knowledge that goes beyond training; doctors from different parts of the world can share their knowledge and experience.

Or Wiki services allow journalists to create internal sites, exchange information with colleagues and audiences, and collectively work on joint projects and individual texts. And all this in real time, without wasting precious minutes on calls and endless emails.

That's why Wiki pages are convenient.

It's good that they came up with something like this useful thing, and that is why we want to study it better, namely to study the history and concept of a Wiki page and, of course, try to make a small contribution to the development of Wikipedia ourselves.

Goal of the work:

1. Master the technology of creating Wiki pages.

1. Define Wiki technology.

2. Study the history of the emergence of Wiki technology.

3. Find the most common Wiki portals.

4. Consider the technical basis of Wikipedia.

5. Create your own Wiki page.

Download:

Preview:

MINISTRY OF EDUCATION AND SCIENCE OF THE RF

FEDERAL STATE BUDGET

EDUCATIONAL INSTITUTION OF HIGHER

EDUCATION "MORDOVIAN STATE

PEDAGOGICAL INSTITUTE

NAMED AFTER M.E. EVSEVIEV"

Faculty of Physics and Mathematics

Department of Informatics and Computer Science

Essay

Wiki technology. Algorithm for creating a wiki page

Teacher: T.V. Kormilitsyn

Saransk 2017

1. Definition of Wiki technology

5.2. Algorithm for creating a Wiki page

5.2.3. Create an article

5.2.4. Start the article correctly

5.2.5. Heading styling

5.2.6. Quotes

5.2.7. Footnotes

5.2.8. Lists

5.2.9. Templates

5.2.10. Template card

5.2.14. Writing an article

Conclusion

Introduction

At the moment, almost every person at home has a computer, and almost everyone has the Internet. A network containing millions of Web pages with a large amount of information. Previously, such pages could only be created by one person, the developer. And the people who used these pages were only consumers. But Wiki technology has recently appeared. Technology that allows other users not only to take new information for themselves, but also to make their own amendments on these pages.

Many websites that exist today use Wiki technology. For example, the most famous site based on this technology is Wikipedia. Widely used online encyclopedia. On this site, people all over the world can add their notes, amendments, create their own useful and interesting pages, and of course gain new knowledge for themselves. This site is used by many people of different statuses and ages: schoolchildren in their essays, students in their research papers.

Wiki technology is used in many professions: doctors, teachers, engineers and many others.

A page on medicine based on Wiki technology has already been created. Thanks to this site, a person will gain information on treatment for any disease, applicants to a medical institution will gain additional knowledge that goes beyond the scope of training, doctors from different parts of the world can share their knowledge and experience.

Or Wiki services allow journalists to create internal sites, exchange information with colleagues and audiences, and collectively work on joint projects and individual texts. And all this in real time, without wasting precious minutes on calls and endless emails.

That's why Wiki pages are convenient.

It’s good that they came up with such a useful thing, and that’s why we want to study it better, namely, study the history and concept of a Wiki page and, of course, try to make a small contribution to the development of Wikipedia ourselves.

Goal of the work:

1. Master the technology of creating Wiki pages.

Tasks:

1. Define Wiki technology.

2. Study the history of the emergence of Wiki technology.

3. Find the most common Wiki portals.

4. Consider the technical basis of Wikipedia.

5. Create your own Wiki page.

Let's look at various dictionary definitions.

In popular dictionaries (Ozhegov, Ushakov, Dahl) there was no definition of Wiki technology. After all, Wiki technology appeared relatively recently, namely in 1995.

Then let's look at more modern dictionaries.

Wiki technology usually has two properties:

1. Anyone can edit Wiki pages, and anyone can undo edits.

2. Creating new Wiki pages is quite simple because no knowledge or use of HTML is required

(There are exceptions to both rules) - This is the definition given to us by Oddmuse.org.

Wiki (English wiki) is a technology on the basis of which a website is created, the structure and content of which users can independently change using the tools provided by the site itself. Text formatting and pasting various objects produced using Wiki markup. Wikipedia and other projects of the Wikimedia Foundation are built on the basis of this technology. - Wikipedia gives us this definition.

Wiki is a technology for creating websites that are ideal for creating a knowledge base, technical specifications and preparing various documents that are being worked on collaboration several users. -This is the definition given to us by wikia.com

2. The history of Wiki technology

At the end 1980s Ward Cunningham (American programmer, one of the pioneers in the fieldpatterns And extreme programming) started developing the concept of the wiki. I put it into practice for the first time in the middle1990s On March 25, 1995, the first Portland Sample Repository site for software code running on this technology was opened, for which the firstwiki engine WikiWikiWeb.

Cunningham borrowed the word "Wiki" from the Hawaiian language meaning "quick." Cunningham originally described a wiki as "the simplest online database that might work."

Later, an English backronym was coined for this word:

What

Know

Is...

In translation we get: “I know that...”

This is understandable, Wiki was created for processing information by a large number of people.

■ Wiki offers all users to edit any page or create new pages on the Wiki site using a regular web browser without any extensions.

■ The wiki supports connections between different pages by almost intuitively creating links to other pages and displaying whether those pages exist or not.

■ A wiki is not a carefully crafted site for casual visitors. Instead, a wiki seeks to engage visitors in a continuous process of creation and collaboration that constantly changes the appearance of the site.

The creation of this Wiki page has taken a big step in development.

3. The most common Wiki portals

IN given time There are already many sites based on Wikitechnology. The most common are:

Wikipedia and other projects of the Wikimedia corporation (Wiktionary, Wikiquote, etc.) are worldwide Internet encyclopedias.

“Lurkomorye” - unlike Wikipedia, which describes everything, this encyclopedia modern culture, folklore and subcultures

"Wikilab" - invites researchers to unite to conduct joint scientific activity directly on the site

“Russian Writer” - about Russian-speaking poets, writers, their works and translations from the past to the present.

“Rodovod” is an open family tree.

“Wikipedia is a free, publicly accessible, multilingual universal Internet encyclopedia. May be useful to a wide range of readers - from schoolchildren to doctors of science.” This site itself gives us this definition.

At the moment, this is the most widespread Internet encyclopedia based on Wiki technology. Everyone who has the Internet knows about this encyclopedia. It is based on the fact that anyone can contribute to this site. In principle, every Internet user can create and edit Wikipedia articles, and in the vast majority of cases, even without registering on the encyclopedia website. All changes made by such volunteers to any article in this encyclopedia immediately become visible to all visitors to the site.

Wikipedia is created by volunteers from all over the world in 282 world languages. It contains more than 20 million articles.

Few people know that in addition to performing the function of an encyclopedic reference book, Wikipedia has become the main object of media attention as an online source latest news due to the fact that the information in the articles is constantly updated.

Several language versions have published a selection of Wikipedia articles in optical disc versions. And in 2009, artist Rob Matthews printed out 5,000 pages of selected articles from the English section of Wikipedia and bound them into a hardcover book. As he wrote in the explanation for this project: “Reproducing Wikipedia in a degraded physical form makes it easier to question the wisdom of its use.”

4. Technical basis of Wikipedia

To create a wiki environment you need specialBY - wiki engine is a set of programs used to convert wiki markup into a human-readable representation in the HTML language. It private view content management systems, quite simple in its design and functionality, because almost all actions for structuring and processing content are done manually by users.

Job Wikipedia and other sites Wikimedia Foundation (a non-profit organization that provides the material basis for a number of online communities that create freely distributed content) is based on the engineMediaWiki.

MediaWiki is one of the most full-featured wiki engines, written specifically for Wikipedia and used in many other projects of the Wikimedia Foundation, private and government organizations.

This engine provides an interface for working with a database of pages, differentiation of access rights to system administration, the ability to process text both in Wikitext’s own format and in HTML and TeX formats (for formulas), the ability to upload images and other files, as well as other features. A flexible extension system allows users to add their own new features and programming interfaces.

The MediaWiki logo is a yellow flower with four square brackets in it. This symbolizes the markup language used, which uses square brackets to create links, which is much simpler than traditional HTML syntax.

5. Practice of implementing Wiki pages on Wikipedia

5.1. Basic concepts and terms of Wikipedia

First, let's get acquainted with the terms that we will use.

Wiki markup is a markup that allows you to easily and quickly mark up structural elements and hyperlinks in the text; format and design individual elements.

Tags mark pages for quick search the desired page.

Version is one of the saved edits of the wiki page.

Current version is the latest version of the wiki page that is currently visible on the site.

5.2.1. Select a topic for an article

Our topic of the article will be: “site privetstudent.com”

5.2.2. Search to see if such an article already exists

We searched keywords the topic we have chosen using the search field. There is no separate article on this topic.

5.2.3. Create an article

When searching for such an article, Wikipedia suggests creating a page on this topic. In order to do this, you need to click on the red link. An input field will open here.

5.2.4. Start the article correctly.

The article begins by repeating the title and highlighting it in bold. To do this, use the tag: "text".

After that, we write the definition through a dash, indicating internal links on Wikipedia where possible. After all, on Wikipedia, all pages are interconnected. In order to indicate a link in Wikipedia, you must first enter the exact title of the Wikipedia article in double square brackets, and through a vertical dash the text that the user will see.

For example: [[Title of the Wikipedia article|what the user will see]]

((site card | websitename = privetstudent.com

| site logo = [[File:Logo privetstudent.png|200px|Logo of the site privetstudent.com]]

| url = [ http://privetstudent.com privatestudent.com]

| screenshot = [[File:Home page of the site privetstu-dent.com.jpeg|250px|Home page “privetstudent.com”]]

| commercial = Yes

I type = [[Educational sites (Internet)|educational sites]]

| reg = Free

| language = [[Russian|Russian]]

| date_of_launch =[]

| current status = Working and developing))

"""privetstudent.com""" - free Russian-language, replenished by registered users [[educational sites (Internet)|educational sites]], with high-quality student works.

History ==

The website privetstudent.com appeared in the fall of 2012.

Functionality ==

The site server is located in Germany. The company privetstudent.com is registered in an offshore zone in Panama.

On the website privetstudent.com, users can download a variety of student works: essays, term papers, theses, presentations.

After registration, the user can add his work to the public domain.

The main difference from other similar sites is the minimum of advertising.

* [ http://privetstudent.com/ Official site]

5.2.5. Heading styling

After the brief description, you need to create descriptive headings. If there are more than four headings, Wikipedia will automatically collect the content.

To create an n-level heading, the title name is framed with n equal signs. (n from 2 to 5; from 2, since the first level heading is the title of the article, is placed automatically)

For example: ==Heading 2==

5.2.6. Quotes

Sometimes you can use quotes in an article. For quotes on Wikipedia there is a special design, so to apply it the quote is framed like this:

For example: ((beginning of quotation)) “Quote” ((end of quotation|source=who said))

5.2.7. Footnotes

When quoting in the Notes section, footnotes are usually included. To create a footnote, use a paired tag - , indicating the name of the source (site) between the tags. And in the “Notes” section itself, created manually, a tag is installed

For example: Source

Notes==

5.2.8. Lists

In order to create a bulleted (numbered) list, before each list item you need to enter * (#)

For example:

*Point 1 #Point 1

*Point 2 #Point 2

(To create text in italics, we frame this “text”)

5.2.9. Templates

There are some templates on Wikipedia. They can be viewed on a separate site on Wikipedia. To insert the “Educational Site” template, in the last section we write: ((Educational Sites)). At the end of the article we get the following table template:

5.2.10. Template card

In the description there is a template card:

After entering the information on the side of the page you will get:

Links must be included in the article

You also need to indicate the category in the last section. They are displayed at the bottom of the article. Wikipedia has a page with all the categories.

Wikipedia is an international encyclopedia with sections in dozens of languages. To link articles in different languages, you need to create an inter-wiki (a link to an article in a foreign language Wikipedia). It is displayed to the left of the article. But before that, you need to make sure that the article in a foreign language has the same topic that we are writing about.

For example: [[language code:Title of article in foreign language]]

5.2.14. Writing an article

All you have to do is click on the “Record page” button, and the article is already on the Internet. The site administrators will check it soon. If there is something wrong, they will point it out, correct it, and if the page is completely unusable, they will delete it.

Conclusion

In the course of this work, we were able to get acquainted with such a new concept as Wiki technology, consider its features, technical basis, and the most popular wiki portals were also found and studied. As a result, it was noticed that the most popular among them today is the Wikipedia portal. We were able to contribute to this knowledge repository by adding pages of this portal with your own article.

This contribution may be small, but it is significant. After all, if each person makes his own page, then Wikipedia will expand several thousand times more.

List of used Internet resources

1. Free electronic encyclopedia Wikipedia: Quick Start Guide.

URL :http://m.wikipedia.org/wiki/Wikipedia:Quick Guide %D 1 %81 %D 1 %82%D0%B0%D 1 %82%D 1 %8C%D 1 %8E (date of access 09.2011-04.2012)

Developmental education;

Problem-based learning;

Multi-level training;

Project-based teaching methods;

§2. PERSONALITY-ORIENTED TRAINING. Page 67

§4.

Differentiation options.

Static pair. In it, two students are united at will, changing the roles of “teacher” and “student”; Two weak students, two strong ones, a strong one and a weak one, can do this, provided they are mutually psychologically compatible.

Dynamic couple.

Variation pair. In it, each of the four group members receives their own task, completes it, analyzes it together with the teacher, conducts mutual training according to the scheme with the other three comrades, as a result, each learns four portions of educational content.

A module is a target functional unit that combines educational content and technology for mastering it. The content of training is “canned” in completed independent information blocks. The didactic goal contains not only indications of the amount of knowledge, but also the level of its assimilation. Modules allow you to individualize work with individual students, dose assistance to each of them, and change the forms of communication between teacher and student. The teacher develops a program that consists of a set of modules and progressively more complex didactic tasks, providing for input and intermediate control that allows the student to manage learning together with the teacher. The module consists of cycles of lessons (two- and four-lesson). The location and number of cycles in a block can be any. Each cycle in this technology is a kind of mini-block and has a strictly defined structure.

INNOVATIVE TECHNOLOGIES

S.N. Lysenkova discovered a remarkable phenomenon: in order to reduce the objective difficulty of some questions in the program, it is necessary to anticipate their introduction into the educational process. Thus, a difficult topic can be addressed in advance in some connection with the material currently being studied. A promising topic (following the one being studied) is given at each lesson in small doses (5-7 minutes). The topic is revealed slowly, sequentially, with all the necessary logical transitions.

Another feature of this technology is commented control. It combines three student actions: thinking, speaking, writing. The third “whale” of S.N.’s system Lysenkova - supporting diagrams, or simply supports - conclusions that are born before the eyes of students in the process of explanation and presentation in the form of tables, cards, drawings, drawings. When a student answers a teacher’s question using support (reads the answer), constraint and fear of mistakes are removed. The scheme becomes an algorithm for reasoning and proof, and all attention is directed not to memorizing or reproducing a given thing, but to the essence, reflection, and awareness of cause-and-effect dependencies.

Gaming technologies.

Play, along with work and learning, is one of the activities not only of a child, but also of an adult. The game recreates the conditions of situations, some type of activity, social experience, and as a result, self-government of one’s behavior is developed and improved. In a modern school that relies on the activation and intensification of the educational process, gaming activities are used in the following cases:

As an independent technology;

As an element of pedagogical technology;

As a form of a lesson or part of it;

His extracurricular activities.

Place and role gaming technology, its elements in the educational process largely depend on the teacher’s understanding of the function of the game. The effectiveness of didactic games depends, firstly, on their systematic use, and secondly, on the purposeful construction of their programs, combining them with ordinary didactic exercises. Gaming activities include games and exercises that develop the ability to identify the main characteristic features objects, compare, contrast them; games that develop the ability to distinguish real from unreal phenomena, cultivating the ability to control oneself, speed of reaction, ear for music, ingenuity, etc.

Business games came to school from the lives of adults. They are used to solve complex problems of mastering new material, developing creative abilities, and developing general educational skills. The game allows students to understand and study educational material from different perspectives. Such games are divided into simulation, operational, role-playing, etc.

In simulation, the activities of any organization, enterprise or its division are imitated. Events and specific types of human activity can be simulated (business meeting, discussion of a plan, holding a conversation, etc.).

Operating rooms help to practice the performance of specific specific operations, for example, the skills of public speaking, writing an essay, solving problems, conducting propaganda and agitation. In these games, the corresponding workflow is simulated. They are carried out in conditions that simulate real ones.

In role-playing, tactics of behavior, actions, performance of functions and responsibilities of a particular person are worked out. For such games, a situation scenario is developed, and the roles of the characters are distributed among the students.

Gaming technologies.

Unlike games in general, a pedagogical game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result. The functions of the game in the educational process are to provide an emotionally uplifting environment for the reproduction of knowledge, facilitating the assimilation of the material. During the learning process, the game models life situations or conditional interactions of people, things, phenomena - in mathematics lessons, dramatized relationships of characters - in reading and history lessons. For example, when studying the topic “Clothing at different times,” children receive homework in history: dress paper dolls in clothes from different eras, cut them out of paper, color them, come up with dialogues for conversation.

Gaming technologies.

Unlike games in general, a pedagogical game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result. The functions of the game in the educational process are to provide an emotionally uplifting environment for the reproduction of knowledge, facilitating the assimilation of the material. During the learning process, the game models life situations or conditional interactions of people, things, phenomena - in mathematics lessons, dramatized relationships of characters - in reading and history lessons. For example, when studying the topic “Clothing in different times,” children receive homework on history: dress paper dolls in clothes from different eras, cut them out of paper, color them, and come up with dialogues for conversation.

The technology of all business games consists of several stages.

1. Preparatory.Includes the development of a scenario - a conditional display of the situation and the object. The scenario includes: educational purpose of the lesson, characteristics
problems, justification of the task, business game plan, description of the procedure, situations, characteristics of the characters.

2. Entering the game. Participants, game conditions, experts, the main goal are announced, the formulation of the problem and the choice of situation are justified. Packages of materials, instructions, rules, and guidelines are issued.

3. Game process. Once it begins, no one has the right to interfere or change the course. Only the leader can correct the actions of the participants if they move away from the main goal of the game.

4. Analysis and evaluation of game results.Expert presentations, exchange of opinions, students defending their decisions and conclusions. In conclusion, the teacher states the results achieved, notes the mistakes made, and formulates the final outcome of the lesson.

Problem-based learning technologies

Such training is based on students acquiring new knowledge when solving theoretical and practical problems in problematic situations created for this purpose. In each of them, students are forced to independently search for a solution, and the teacher only helps the student, explains the problem, formulates it and solves it. Such problems include, for example, the independent derivation of a law of physics, a spelling rule, a mathematical formula, a method for proving a geometric theorem, etc. Problem-based learning includes the following stages:

• awareness of the general problem situation;
• its analysis, formulation of a specific problem;
• decision (putting forward, substantiating hypotheses, sequential testing of them);
• checking the correctness of the solution.
  The “unit” of the educational process is the problem -

hidden or obvious contradiction inherent in things, phenomena of the material and ideal world. Of course, not every question to which a student does not know the answer creates a genuine problem situation. Questions like: “What is the number of residents in Moscow?” or “When was the Battle of Poltava?” are not considered problems from a psychological and didactic point of view, since the answer can be obtained from a reference book or encyclopedia without any thought process. A task that is not difficult for a student (for example, calculating the area of ​​a triangle) is not a problem if he knows how to do it.

These are the rules for creating problem situations.

1. Students are given a practical or theoretical task, the completion of which will require the discovery of knowledge and the acquisition of new skills.

2. The task must correspond to the intellectual capabilities of the student.

3. The problem task is given before the new material is explained.

4. Such tasks can be: assimilation, formulation of a question, practical actions.

The same problem situation can be caused by different types of tasks.

There are four levels of learning problems.

1. The teacher himself poses a problem (task) and solves it himself with active attention and discussion by students (traditional system).

2. The teacher poses a problem, the students independently or under his guidance find a solution; he also directs an independent search for solutions (partial search method).

3. The student poses a problem, the teacher helps to solve it. The student develops the ability to independently formulate a problem (research method).

4. The student poses the problem himself and solves it himself (research method).

In problem-based learning, the main thing is the research method - such an organization academic work, in which students become familiar with scientific methods of acquiring knowledge, master elements of scientific methods, master the ability to independently obtain new knowledge, plan a search and discover a new dependence or pattern.

In the process of such training, schoolchildren learn to think logically, scientifically, dialectically, creatively; the knowledge they acquire turns into beliefs; they experience a feeling of deep satisfaction, confidence in their capabilities and strengths; Self-acquired knowledge is more durable.

However, problem-based learning is always associated with difficulties for the student; it takes much more time to comprehend and find solutions than with traditional learning. High pedagogical skills are required from the teacher. Apparently, it is precisely these circumstances that do not allow such training to be widely used.

DEVELOPMENTAL TRAINING

§ 1. BASICS OF DEVELOPMENTAL TRAINING

The methodology of developmental education is a fundamentally different structure of educational activity, which has nothing in common with reproductive education based on drilling and rote learning. The essence of its concepts is to create conditions when the development of the child turns into the main task for both the teacher and the student himself The method of organization, content, methods and forms of developmental education are focused oncomprehensive development of the child.

With such training, children not only master knowledge, skills and abilities, but learn, first of all, how to independently comprehend them, they develop a creative attitude to activity, and develop thinking, imagination, attention, memory, and will.

The core idea of ​​developmental education isadvanced development of thinking,which ensures the child’s readiness to independently use his creative potential.

Thinking can be productive and reproductive, creative and primitive. Characteristic featureproductive thinkingin comparison with the reproductive one is the possibility of independent discovery of knowledge. Creative thinking characterizes the highest level of human development. It aims to achieve a result that has never been achieved before; the ability to act in different ways in a situation where it is unknown which of them can lead to the desired outcome; allows you to solve problems in the absence of sufficient experience.

Mastery of knowledge acquisition techniques lays the foundation for a person’s activity and awareness of himself as a cognizing subject. The emphasis should be on ensuringtransition from unconscious to conscious activity.The teacher constantly encourages the student to analyze his own mental actions, to remember how he achieved the educational result, what mental operations he performed and in what sequence to achieve this. At first, the student only talks, verbally reproduces his actions, their sequence, and gradually develops in himself a kind of reflection on the process of learning activity.

A distinctive feature of developmental education is the absence of traditional school grades. The teacher evaluates the work of schoolchildren according to individual standards, which creates situations of success for each of them. A meaningful self-assessment of the achieved result is introduced, carried out using clear criteria received from the teacher. The student’s self-esteem precedes the teacher’s assessment; if there is a large discrepancy, it agrees with him.

Having mastered the self-assessment method, the student himself determines whether the result of his educational actions corresponds to the ultimate goal. Sometimes test work specifically includes material that has not yet been studied in class, or tasks that are solved in a way unknown to the child. This makes it possible to assess the developed learning skills, determine the ability of children to evaluate what they know and what they do not know, and monitor the development of their intellectual abilities.

Educational activities are initially organized in an atmosphere of collective reflection, discussion and joint search for solutions to the problem. The basis of training is actually laiddialogue communicationboth between the teacher and students, and between them.

Interaction between parties to the educational process

The following recommendations can be given regarding the methods of interaction between participants in the educational process in the developmental education mode.

1. Traditional for modern school The version of didactic communication “teacher-student” is used only to pose a problem.

1. Work in pairs “student-student”. She is especially important
   in the area of ​​self-control and self-esteem.
2. Group work in which the teacher acts as a consultant. Gradually, collective actions contribute to the individual solution of educational problems.
3. Intergroup interaction, organized by generalization, derivation of general patterns, formulation of fundamental provisions necessary for the subsequent stage of work.
4. Discussion of a particular problem by the student at home with his parents, and in the next lesson a story in class about this, the students’ points of view on the problem.
5. Individual work of the student, including mastering the techniques of independent search for knowledge, solving problematic creative problems.

The actions of a teacher in the educational process of a traditional school resemble a guide through unfamiliar terrain. In a developmental school, the emphasis shifts to the actual educational activities of students, and main task teachers become a kind of “service” for the teaching of schoolchildren.

Functions of the teacher in developmental education

1. Function of ensuring individual goal setting,those. ensuring the student understands why they need to do this and what expected result they should focus on. The purpose of the teacher’s activities must be consistent with the purpose of the students’ activities.

1. Maintenance function.In order to direct the learning of schoolchildren from the inside, the teacher must become a direct participant in the general educational search action.

The function of ensuring reflective actions of learning
cov.The goals of reflection are to remember, identify and realize
the main components of the activity, its meaning, methods, problems, ways to solve them, anticipate the results obtained, etc.

As we see, the focus of the teacher’s attention is not on explaining new material, but on searching for methods for effectively organizing the educational and cognitive activities of schoolchildren in obtaining it. For a teacher, what is of great value is not the result itself (does the student know or not?), but the student’s attitude to the material, the desire not only to study it, to learn new things, but to realize oneself in cognitive activity, to achieve what he wants.

The basis of the structure of the educational processin the developmental education system is the educational cycle, i.e. block of lessons. Training cycle is a system of tasks that guide students’ activities, from goal setting to modeling theoretical generalizations and their application in solving specific practical issues.

A typical scheme of the educational cycle consists of indicative-motivational, search-research, practical (application of activity results at previous stages) and reflective-evaluative acts.

Indicative-motivational actincludes setting a learning task together with children and motivating students for upcoming activities. At this stage, it is necessary to achieve in children a feeling of conflict between knowledge and ignorance. This conflict is understood as another educational task or problem.

IN search and research actThe teacher leads students to independently comprehend new material (missing knowledge), formulate the necessary conclusions, and record them in a model form that is convenient for memorization.

Reflexive-evaluative actinvolves creating conditions where the student makes demands on himself. The result of reflection is the student’s awareness of the insufficiency of the available methods of mental action or knowledge.

§ 2. TECHNOLOGIES OF DEVELOPMENTAL TRAINING.

The most famous and popular system of developmental education is L.V. Zankova, technology D.B. Elko-nina-V.V. Davydov, technologies for the development of creative qualities of the individual, etc.

To use these technologies, special training is required for a teacher who is ready to work in constant experimentation, since each of them has to be constantly adapted not only to the different ages of children, but also to different initial levels of their development.

Let's consider ways to implement these technologies in the educational process.

Developmental education system L.V. Zankova

Its main principles are the following:

• training must be conducted at a high level of difficulty;
• theoretical knowledge should play a leading role in training;
• progress in studying the material is ensured at a rapid pace;
• schoolchildren must themselves be aware of the course of mental actions;
• strive to include the emotional sphere in the learning process;
• The teacher must pay attention to the development of each student.

L.V. system Zankova assumes the formation of cognitive interest in schoolchildren, flexible structure lesson, building the learning process “from the student,” intensive independent activity of students, collective search for information based on observation, comparison, grouping, classification, clarification of patterns, etc. in a communication situation.

Central locationThe task is to clearly distinguish between the different characteristics of the objects and phenomena being studied. Each element is assimilated in connection with another and within a specific whole. The dominant principle in this system is the inductive path. Through a well-organized comparison, they establish in what ways things and phenomena are similar and in what ways they are different, and differentiate their properties, aspects, and relationships. Then the different aspects and properties of the phenomena are identified.

Methodological goal of any lesson- creating conditions for the manifestation of cognitive activity of students. Features of the lesson are:

1. Organization of cognition - “from students”, i.e. what they know or don't know.
2. The transformative nature of the student’s activity: observations are compared, grouped, classified, conclusions are drawn, patterns are identified.
3. Intensive independent activity of students associated with emotional experience, which is accompanied by the effect of surprise of the task, the inclusion of an indicative-exploratory reaction, the mechanism of creativity, help and encouragement from the teacher.
4. Collective search directed by the teacher, which is provided by questions that awaken students’ independent thoughts and preliminary homework.
5. Creating pedagogical communication situations in the classroom that allow each student to show initiative, independence, and selectivity in ways of working; creating an environment for the student’s natural self-expression.
6. Flexible structure. The identified general goals and means of organizing a lesson in developmental education technology are specified by the teacher depending on the purpose of the lesson and its thematic content.

Elkonin-Davydov technology

It focuses on the formation theoretical schoolchildren's thinking. They learn and get used to understanding the origin of things and phenomena.real world, abstract concepts reflecting their interrelation, verbally formulating their vision of various processes, including theoretical thinking itself.

Educational process aimed at obtaining internal results, characterized by achieving an abstract level of thinking. In the educational process, the student takes the position of a researcher, a creator, capable of reflectively considering the reasons for his own actions. At each lesson, the teacher organizes collective mental activity - dialogues, discussions, business communication between children.

At the first stage of training, the main method is the method of educational tasks, at the second - problem-based learning. The quality and volume of work are assessed from the point of view of the subjective capabilities of students. The score reflects personal development student, the perfection of his educational activities.

Features of training contentare reflected in the special structure of the educational subject, modeling the content and methods of the scientific field, organizing the child’s knowledge of the theoretically essential properties and relationships of objects, the conditions of their origin and transformation. The basis of the system of theoretical knowledge is substantive generalizations. It can be:

• most general concepts sciences that express cause-and-effect relationships and patterns, categories (number, word, energy, matter, etc.);
• concepts in which not external, subject-specific features are highlighted, but internal connections (for example, historical, genetic);
• theoretical images obtained through mental operations with abstract objects.

Methods of mental action and thinking are divided into rational (empirical, based on visual images) and rational, or dialectical (related to the study of the nature of the concepts themselves).

The formation of basic concepts of an academic subject among students is structured asmovement in a spiral from the center to the periphery.In the center there is an abstract general idea of ​​the concept being formed, and on the periphery this idea is concretized, enriched and finally turns into a formulated scientific and theoretical one.

Let's look at this with an example. The basis of teaching the Russian language is the phonemic principle. The letter is considered as a sign of the phoneme. For children starting to learn a language, the object of consideration is the word. It is a meaningful generalization, representing a complex system of interconnected meanings, the carriers of which are morphemes consisting of certain phonemes. Having mastered the sound analysis of a word (meaningful abstraction), children move on to learning tasks related to sentences and phrases.

By performing various educational activities to analyze and transform phonemes, morphemes, words and sentences, children learn the phonemic principle of writing and begin to correctly solve specific spelling problems.

The peculiarities of the methodology in this system are based on the organization of purposeful educational activities.Purposeful learning activities (TLC)differs from other types of educational activities primarily in that it is aimed at obtaining internal rather than external results, at achieving a theoretical level of thinking. CUD is a special form of child activity aimed at changing oneself as a subject of learning.

The teaching methodology is based onproblematization.The teacher not only informs children of the conclusions of science, but, if possible, leads them along the path of discovery, forces them to follow the dialectical movement of thought towards the truth, and makes them accomplices in scientific research.

A learning task in developmental learning technology is similar to a problem situation. This is ignorance, a collision with something new, unknown, and the solution to a learning task consists in finding a general method of action, a principle for solving a whole class of similar problems.

In developmental education, as already noted, the quality and volume of work performed by the student are assessed not from the point of view of its compliance with the teacher’s subjective idea of ​​the feasibility and accessibility of knowledge to the student, but from the point of viewsubjective capabilities of the student.The assessment should reflect his personal development and the perfection of educational activities. Therefore, if a student works to the limit of his capabilities, he certainly deserves the highest mark, even if from the point of view of the capabilities of another student this is a very mediocre result. The pace of personal development is deeply individual, and the teacher’s task is not to bring everyone to a certain, given level of knowledge, skills, abilities, butbring the personality of each student into development mode.

Bibliography.

Salnikova T.P. Pedagogical technologies: Textbook / M.: TC Sfera, 2005.

Selevko G.K. Modern educational technologies. M., 1998.

Modern pedagogical technologies.

Currently, the concept of pedagogical technology has firmly entered the pedagogical lexicon. Technology is a set of techniques used in any business, skill, art (explanatory dictionary). There are many definitions of the concept " educational technology" We will choose the following: this is a structure of the teacher’s activity in which all the actions included in it are presented in a certain sequence and integrity, and implementation presupposes the achievement required result and is predictable. Today there are more than a hundred educational technologies.

Among the main reasons for the emergence of new psychological and pedagogical technologies are the following:

The need for a deeper consideration and use of the psychophysiological and personal characteristics of students;

Awareness of the urgent need to replace ineffective verbal

(verbal) way of transferring knowledge using a systematic - activity-based approach;

The ability to design the educational process, organizational forms of interaction between teacher and student, ensuring guaranteed learning results.

Why have none of the innovations in recent years produced the expected effect? There are many reasons for this phenomenon. One of them is purely pedagogical - the low innovative qualification of the teacher, namely the inability to choose the right book and technology, conduct an implementation experiment, diagnose changes. Some teachers are not ready for innovation methodologically, others – psychologically, and still others – technologically. The school was and remains focused on mastering scientific truths contained in programs, textbooks and teaching aids. Everything is reinforced by the dominance of the teacher's power. The student remained a captive subject of the learning process. IN last years teachers try to turn their face to the student, introducing student-centered, humane-personal and other teaching. But the main problem is that the process of cognition itself is losing its attractiveness. The number of preschool children who do not want to go to school is increasing. Positive motivation for learning has decreased, children no longer show any signs of curiosity, interest, surprise, desire - they don’t ask questions at all.

The same technology can be implemented by different performers more or less conscientiously, exactly according to instructions or creatively. Results will vary, but will be close to some average statistical significance characteristic of this technology.

Sometimes a master teacher uses elements of several technologies in his work and uses original methodological techniques. In this case, we should talk about the “author’s” technology of this teacher. Every teacher is a creator of technology, even if he deals with borrowings. The creation of technology is impossible without creativity. For a teacher who has learned to work at the technological level, the main guideline will always be the cognitive process in its developing state.

Traditional technology.

Even placing students in a classroom at desks in a traditional school does not contribute to the learning process - children are forced to see only the back of each other's heads all day long. But always see the teacher.

Currently, the use of modern educational technologies that ensure the personal development of the child by reducing the share of reproductive activity (reproduction of what remains in memory) in the educational process can be considered as a key condition for improving the quality of education, reducing the workload of students, more effective use school time.

Modern educational technologies include:

Developmental education;

Problem-based learning;

Multi-level training;

Collective education system;

Technology for studying inventive problems (TRIZ);

Research methods in teaching;

Project-based teaching methods;

Technology of using gaming methods in teaching: role-playing, business and other types of educational games;

Collaborative learning (team, group work;

Information and communication technologies;

Health-saving technologies, etc.

PERSONALITY-ORIENTED TRAINING.

Personality-oriented technologies place the student’s personality at the center of the entire educational system. Providing comfortable, conflict-free conditions for its development, realizing its natural potential. The student in this technology is not just a subject, but a priority subject; he is the goal of the educational system. And not a means of achieving something abstract.

Features of a personally-oriented lesson.

1. Design of didactic material different types, type and form, determining the purpose, place and time of its use in the lesson.

2. The teacher thinks through opportunities for students to express themselves independently. Giving them the opportunity to ask questions, express original ideas and hypotheses.

3.Organization of exchange of thoughts, opinions, assessments. Encouraging students to supplement and analyze their peers’ answers.

4.Use of subjective experience and reliance on the intuition of each student. Application of difficult situations that arise during the lesson as an area of ​​application of knowledge.

5.Striving to create a situation of success for each student.

TECHNOLOGIES OF PERSONALLY-ORIENTED TRAINING.

1. Technology of multi-level training.

The abilities of students were studied in a situation where time for studying the material was not limited, and the following categories were identified:

Incapable; who are unable to achieve a predetermined level of knowledge and skills even with large amounts of study time;

Talented (about 5%), who are often able to do what everyone else cannot cope with;

About 90% are students whose ability to assimilate knowledge and skills depends on the expenditure of study time.

If each student is given the time he needs, corresponding to his personal abilities and capabilities, then we can ensure guaranteed mastery of the basic core curriculum. For this we need schools with level differentiation, in which the student flow is divided into groups that are mobile in composition. Taking possession program material at the minimum (state standard), basic, variable (creative) levels.

Differentiation options.

Formation of homogeneous classes from the initial stage of training.

Intraclass differentiation in the middle level, carried out through the selection of groups for separate training at different levels.

2. Technology of collective mutual learning.

2. Technology of collective mutual learning.

It has several names: “organized dialogue”, “work in shift pairs”.

When working with this technology, three types of pairs are used: static, dynamic and variational. Let's look at them.

. Static pair.In it, two students are united at will, changing the roles of “teacher” and “student”; Two weak students, two strong ones, a strong one and a weak one, can do this, provided they are mutually psychologically compatible.

Dynamic couple.Four students are selected and given a task that has four parts; After preparing his part of the task and self-control, the student discusses the task three times, i.e. with each partner, and each time he needs to change the logic of presentation, emphasis, tempo, etc., and therefore, turn on the mechanism of adaptation to the individual characteristics of his comrades.

Variation pair.In it, each of the four group members receives their own task, completes it, analyzes it together with the teacher, conducts mutual training according to the scheme with the other three comrades, as a result, each learns four portions of educational content.

Advantages of collective mutual learning technology:

• As a result of regularly repeated exercises, logical thinking skills are improved. understanding;
• in the process of mutual communication, memory is activated, mobilization and updating of previous experience and knowledge takes place;

Each student feels relaxed and works at an individual pace;

Responsibility increases not only for one’s own successes, but also for the results of collective work;

There is no need to slow down the pace of classes, which has a positive effect on the microclimate in the team;

• an adequate self-esteem of the individual, one’s capabilities and abilities, advantages and limitations is formed;
• discussing the same information with several interchangeable partners increases the number of associative connections, and therefore ensures more durable assimilation

3. Collaboration technology.

Involves training in small groups. The main idea of ​​learning in cooperation is to learn together, and not just help each other, to be aware of your own successes and the successes of your comrades.

There are several options for organizing collaborative learning. Basic ideas inherent in all options for organizing small group work. – common goals and objectives, individual responsibility and equal opportunities for success.

4. Modular training technology

Its essence is that the student completely independently (or with a certain amount of assistance) achieves specific learning goals in the process of working with the module.

Module - This is a target functional unit that combines educational content and technology for mastering it. The content of training is “canned” in completed independent information blocks. The didactic goal contains not only indications of the amount of knowledge, but also the level of its assimilation. Modules allow you to individualize work with individual students, dose assistance to each of them, and change the forms of communication between teacher and student. The teacher develops a program that consists of a set of modules and progressively more complex didactic tasks, providing for input and intermediate control that allows the student to manage learning together with the teacher. The module consists of lesson cycles (two- and four-lesson). The location and number of cycles in a block can be any. Each cycle in this technology is a kind of mini-block and has a strictly defined structure.

INNOVATIVE TECHNOLOGIES

Any pedagogical technology has means that activate and intensify the activities of students, but in some technologies these means constitute the main idea and the basis for the effectiveness of the results. These include the technology of promising advanced learning (S.N. Lysenkova), game-based, problem-based, programmed, individual, early intensive learning and improving general educational skills (A.A. Zaitsev).

Technology of promising advanced learning.

Its main conceptual provisions can be called a personal approach (interpersonal cooperation); focus on success as the main condition for children's development in education; preventing mistakes rather than working on mistakes that have already been made; differentiation, i.e. accessibility of tasks for everyone; mediated learning (through knowledgeable person teach the ignorant).

S.N. Lysenkova discovered a remarkable phenomenon: in order to reduce the objective difficulty of some in program proposals, it is necessary to anticipate their introduction into the educational process. Thus, a difficult topic can be addressed in advance in some connection with the material currently being studied. A promising topic (following the one being studied) is given at each lesson in small doses (5-7 minutes). The topic is revealed slowly, sequentially, with all the necessary logical transitions.

First, strong, then average, and only then weak students are involved in the discussion of new material (a promising topic). It turns out that all the children teach each other a little.

Another feature of this technology is