Are innovations in education considered new? Modern innovations in education

More and more often we come across the word “innovation” - not only in education, but in all spheres of human life. Innovation is a requirement of the time and is becoming a characteristic feature of our lives.

Innovations in education

Innovation in education is understood in in a broad sense as introducing something new (innovation), as changing, improving and improving the existing one. The novelty of any means is relative, both personally and temporally. It always has a concrete historical character. The idea, concept, technology are objectively new for a certain stage (for example, the class-lesson system of Ya. A. Komensky was new at one time). Born at a specific time, progressively solving the problems of a certain stage, an innovation can quickly become the property of many, a norm, generally accepted mass practice, or become obsolete, obsolete, and become a brake on development at a later time. Therefore, the teacher needs to constantly monitor innovations in education and carry out innovative activities.

The science and practice of innovation have already accumulated certain experience and categorical concepts. Let's consider the main ones, such as innovation, innovation, innovation, innovation process, innovative result, innovation, innovative activity.

Novation(from Latin novatio - renewal, change) is interpreted as something created or made for the first time, appearing to replace the previous, newly discovered, insufficiently familiar and little known at the present time.

Concept innovation defines the targeted, productive introduction of changes to the system or its structure, contributing to radical improvement and transition of the system from one state to a qualitatively new one. Innovation must be considered in social and psychological aspects:

• as the creation of an objectively new product that is socially significant for society. This includes theoretical research pedagogical phenomena: concept development, identification didactic means and conditions, the discovery of new laws and patterns, the formulation of new principles. Results scientific research are expressed in the discovery of objectively new ideas, processes or phenomena that are significant for society;
• as the creation of a subjectively new product that is significant for the individual and his growth. At the same time, already familiar pedagogical ideas and technologies are applied and varied in new combinations with a creative result. Innovations include: modernization, modification and rationalization.

Modernization (from the French modeme - modern) is aimed at changing the phenomenon in accordance with modern requirements by introducing various improvements in the structure and technology of the updated process.

Modification (from the French modification - change) provides for modification in order to transform the updated process, the result of which is the formation of its new characteristics.

Rationalization (from Latin rationalis - reasonable) is expressed in the improvement of all structures of the updated process.

Innovation is treated as new in a certain form activities. This concept appeared in ethnography in the 19th century and meant the introduction of elements of one culture into another. Then this concept began to be found in the field material production in the 20th century The area of ​​new knowledge in the science of innovation, which studies the patterns, principles, methods and criteria of innovation in a certain type of activity, has been defined as innovation.

Psychological and pedagogical innovation became the subject of study about fifty years ago, which for this area is initial period. Research into new things in pedagogy is carried out with the aim of theoretical analysis the structure of the innovation process, in which it becomes possible to conditionally differentiate integral aspects of the problem for a more detailed consideration.

Innovation process is a complex dynamic neoplasm. A process (from Latin processus - advancement) is a set of sequential actions to achieve a certain result. The innovation process begins with an idea and consists of: the genesis of innovation, activity and content innovation, organizational and managerial innovation and vital and personal growth.

Category innovation associated with new means, methods, technologies, programs. Innovation must guarantee maximum result innovations at minimal cost in optimal implementation mode.

However, it is necessary to realize that innovation as the creation of a new phenomenon, invention or method can bring not only positive results, but also undesirable consequences. Therefore, one cannot identify the new only with the progressive and modern, because it is not always effective and allows one to obtain creative results. Therefore, when introducing innovation, it is very important not only a high level of innovation, the skill of a research specialist, but also experimental testing of hypotheses, technologies, their constructiveness (and not destructiveness) and the social significance of the new product.

At the same time, it is important to take into account possible resistance to innovation. It occurs for various reasons:

• social, when society is not prepared organizationally, morally and materially;
• personal, when innovation for some creators turns not into the joy of implementation, but into anxiety and the threat of a serene, innocent existence or even unemployment.

It often happens that an innovation is not in demand due to the immaturity of social conditions and social needs and therefore does not find worthy recognition. It is born, as it were, before the possible time of implementation. There is a popular wisdom about the difficulties of introducing a progressive new thing and the difficulties of its recognition in society: “First they say that this is nonsense, then - “but there is something in it” and, finally, when the idea becomes clear and mastered - “who didn’t know that?”

In connection with the introduction State standard education, an acute contradiction arises, which manifests itself in the relationship between innovation and standards. The concepts of norm and tradition are very stable in social experience. They save social experience, and innovation changes. The use of both in combination creates conditions for interaction and joint functioning. Innovation is expressed not in deviation from the norm, but in its unusual application. Innovation is manifested in the rationalization of norms and even the creation of innovation, taking into account the mentality of a given society and traditions in culture, science and practice. Thus, the concept of “innovation” characterizes the process of mastering an innovation, implementing a new scientific idea or technology.

Comparing traditional didactic technologies with innovative ones, one can notice that the former have a certain procedural solution algorithm, while the latter are based on a free communication and improvisational system, often including information with one or two unknowns. Thus, it is advisable to consider innovation as the result of creating not only objectively, but also subjectively a new product that is significant for society and for the individual. Innovations include:

• educational innovative models, development of conceptual innovations in science and their implementation in practice;
• subject-specific variable standards of curricula and the creation of the possibility of choosing them depending on verification conditions;
• reconstruction and modification famous destinations in teaching, the introduction of new elements into existing norms and traditions;
• the process of creating, developing and implementing new technologies that have not previously been used in training, including variability in the organization and ensuring the innovation process in specific social conditions for their practical adaptation and implementation.

Under innovative pedagogical activities refers to the development and implementation of various innovative educational programs, on the basis of which the following are carried out:

• new philosophical and pedagogical, psychological and pedagogical approaches to understanding the child, his education, upbringing and development;
• new conceptual pedagogical ideas for constructing the content and methods of education;
• new forms of organizing the life and activities of a child at school, as well as the work of teachers, management and self-government, interaction of the school with parents and the social environment.

To the main functions of innovation activity teachers include progressive (so-called defect-free) changes in the pedagogical process and its components: a change in goals (for example, a new goal is the development of the student’s individuality), a change in the content of education (new education standards - see Chapter 2), the introduction of new teaching aids (computer training - see Chapter 3), new models of teaching (see Chapter 3), new ways and techniques of teaching (V.F. Shatalov), putting forward new ideas for the development of schoolchildren (V.V. Davydov, L.V. Zankov) and etc.

To the base classification of pedagogical innovations can be put certain criteria: 1) associated with the area in which innovations are carried out; 2) the way the innovative process occurs;

3) breadth and depth of innovative activities; 4) the basis on which innovations appear and arise.

According to the first criterion, the following innovations can be distinguished: 1) in the goals and content of education, 2) in the forms, methods and means of teaching, 3) in the organization of training, 4) in the system and management of the pedagogical process.

According to the second criterion, they can be divided into: a) systematic, planned, pre-conceived; b) spontaneous, spontaneous, accidental.

According to the second criterion, we can talk about: a) massive, large, global, strategic, systematic, radical, fundamental, significant, deep, etc.; b) partial, small, minor, etc.

The novelty of the created product, as well as its objective value and significance, is what unites the concepts of “innovation” and “creativity”. Creativity is understood as activity, the result of which is the creation of new material and spiritual values, as well as a person’s ability to carry out such activities.

The term “innovation” is often used together with "innovation". Innovation is often considered not only as a characteristic of activity, but also as a personality quality close to initiative. In this understanding, this is a concrete expression of the feeling of the new, which allows us to timely notice the emergence of something new and progressive in life, to see the unusual in the familiar. This feeling includes: the need for creativity, vigilance in searching for problems, professional flair, readiness to perceive innovation, and emotionality. Indicators of the formation of such a feeling: readiness to create something objectively and subjectively new, personally or socially significant (that is, readiness for creativity), the ability to capture and implement the slightest progressive changes in practice, etc. It is impossible to participate directly in innovative activity without a sense of unfolding prospects . To have a sense of the new means to look forward, to see today what will come tomorrow. Currently, this requirement is becoming more and more relevant for any person in general, and especially for a teacher. The feeling of newness associated with innovation affects primarily the emotional, motivational sphere, and innovation itself affects the substantive and practical sphere.

Innovation is always an integral attribute of education. A teacher cannot do without constant renewal and self-improvement. Historical analysis processes of educational development shows that innovation is a feature inherent not only in modern education, but also in schools of any time. After all, the school, firstly, reflects changes in society, and secondly, it itself produces and accelerates them. The same can be said about human society of all times: innovation and variability are characteristic of it as a whole.

But now the rate of change is accelerating, and significant, fundamental changes occur repeatedly during the life of one generation. Thus, it is in our time that innovation comes to the fore and becomes the most significant feature. Due to the uniqueness of individuality and experience, each teacher can “reach” universal human values ​​in his activities only in his own unique way.

There are reasons that led to the intensification of innovation processes in Russia in the early 90s - this is the beginning of a change in the educational paradigm throughout the world. Go to humanistic paradigm is expressed in the reorientation of education from past experience to the future - it becomes a tool for reforming society; in replacing the natural scientific method with the theory of transformative practice, in changing the main task of education - the rejection of knowledge about existing world and its laws and awareness of the need to equip it with a methodology for innovation.

Innovations, or innovations, are characteristic of any professional human activity and therefore naturally become the subject of study, analysis and implementation. Innovations do not arise by themselves; they are the result of scientific research, advanced pedagogical experience of individual teachers and entire teams. This process cannot be spontaneous; it needs to be managed.

Dictionary S.I.  Ozhegova gives following definition new: new - created or made for the first time, appeared or emerged recently, to replace the previous one, newly discovered, relating to the immediate past or present, not familiar enough, little known. It should be noted that the interpretation of the term says nothing about progressiveness, about the effectiveness of the new.

The concept " innovation » translated Slatin language means "renewal, innovation or change". This concept first appeared in research in the 19th century and meant the introduction of certain elements of one culture into another. At the beginning of the 20th century there arose new area knowledge, innovation - the science of innovation, within the framework of which the patterns of technical innovations in the field of material production began to be studied. Pedagogical innovation processes have become the subject of special study in the West from about the 50s and the last twenty years in our country.

In relation to the pedagogical process, innovation means the introduction of new goals, content, methods and forms of teaching and upbringing, and the organization of joint activities between teacher and student.

People have been talking about innovation in the Russian educational system since the 80s of the 20th century. It was at this time that in pedagogy the problem of innovation and, accordingly, its conceptual support became the subject of special research. The terms “innovations in education” and “pedagogical innovations,” used as synonyms, were scientifically substantiated and introduced into the categorical apparatus of pedagogy.

Pedagogical innovation - innovation in teaching activities, changes in the content and technology of training and education, aimed at increasing their effectiveness.

Thus, the innovation process consists of the formation and development of the content and organization of the new. In general, the innovation process is understood as complex activities on the creation (birth, development), development, use and dissemination of innovations. In the scientific literature, the concepts of “novation” and “innovation” are distinguished. To identify the essence of these concepts, let's make a comparative table. 3.1.

Table 3.1 The concepts of “novation” and “innovation”

So, innovation is precisely a means ( new method, methodology, technology, program, etc.), and innovation is the process of mastering this tool. Innovation is a purposeful change that introduces new things into the environment. stable elements, causing a transition of the system from one state to another.

It is also necessary to distinguish between concepts such as “innovation” and “reform”. Let's look at the differences between these concepts in Table.  3.2.

Table 3.2 The concepts of “reform” and “innovation”

Innovation in this way is understood as the result of innovation, innovation process is considered as the development of three main stages: idea generation (in certain case - scientific discovery), development of ideas in the applied aspect and implementation of innovations in practice. In this regard, the innovation process can be considered as a process of bringing a scientific idea to the stage of practical use and the implementation of related with this change in the social and pedagogical environment. Activities that ensure the transformation of ideas into innovations and form a management system for this process are innovative activities.

There is another characteristic of the stages of development of the innovation process. The following actions are distinguished:

 determination of the need for changes;

gathering information and analyzing the situation;

pre-selection or independent development innovations;

decision-making on implementation (development);

 the actual implementation itself, including trial use of the innovation;

institutionalization or long-term use of an innovation, during which it becomes an element of everyday life
practices.

The combination of all these stages forms a single innovation cycle.

Innovations in education are considered innovations that are specially designed, developed or accidentally discovered as a result of pedagogical initiative. The content of innovation can be: scientific and theoretical knowledge of a certain novelty, new effective educational technologies, made in the form of technological description a project of effective innovative pedagogical experience, ready for implementation. Innovations are new qualitative states of the educational process, formed when the achievements of pedagogical and psychological sciences are introduced into practice, using advanced pedagogical experience.

Innovations are developed and carried out not by government bodies, employees and organizations of the education and science system.

There are different types of innovations, depending on the basis by which they are divided:

1)

2)

3)

4)

5)

6) by source:

external (outside educational system);

internal (developed within the educational system).

7) by scale of use:

single;

diffuse.

8) depending on functionality (Table 3.3):

Table 3.3 Classification of innovations in education depending on functionality

9)

10) based on the intensity of innovative change or level of innovativeness (Table 3.4);

Table 3.4 Classification of innovations in education based on the intensity of innovative change or level of innovativeness

11) on reflection before innovation(Table 3.5);

Table 3.5 Classification of innovations in education according to comprehension before introducing innovations

Based on the above, we can formulate the basic pattern of innovation design: the higher the rank of innovation, the greater the requirements for scientifically based management of the innovation process.

For a complete and accurate representation of the specifics of innovation processes occurring in modern Russian educational space In the education system, two types of educational institutions can be distinguished: traditional and developing. Traditional systems are characterized by stable functioning, aimed at maintaining the once established order. For developing systems search mode is typical.

In Russian developing educational systems, innovative processes are implemented in the following directions: the formation of new educational content, the development and implementation of new pedagogical technologies, creation of new types of educational institutions. In addition, the teaching staff of a number of Russian educational institutions is engaged in the implementation of innovations that have already become history pedagogical thought. For example, alternative educational systems beginning of the twentieth century M. Montessori, R. Steiner, etc.

The development of higher education cannot be achieved otherwise than through the development of innovations, through the innovation process. In order to effectively manage this process, it must be understood, and therefore known. The latter involves studying its structure or, as they say in science, structure. Any process (especially when it comes to education, and even its development) is a complex dynamic (moving, non-static) formation - a system. The latter is polystructural, and therefore the innovation process itself (like any system) is polystructural.

The activity structure is a combination of the following components: motives - goal - objectives - content -
forms - methods - results. Indeed, it all begins with the motives (motivating reasons) of the subjects of the innovation process (rector, teachers, students, etc.), determining the goals of innovation, transforming goals into a “fan” of tasks, developing the content of innovation, etc. Let’s not forget that all of the above-mentioned components of activity are implemented under certain conditions (material, financial, hygienic, moral-psychological, time, etc.), which, as is known, are not included in the very structure of activity, but if ignored, the innovation process would be would be paralyzed or ineffective.

The subject structure includes the innovative activities of all subjects of the development of the educational institution: the rector, vice-rectors and his deputies, teachers, scientists, students, parents, sponsors, methodologists, university teachers, consultants, experts, education officials, certification services, etc. This structure takes into account the functional and the role relationship of all participants in each stage of the innovation process. It also reflects the relationships of participants in planned private innovations. It is enough for the director to now write in a column the functions of each of the named subjects and arrange them in order of importance of the tasks performed winemaking process roles, this structure will be seen as instantly weighty and significant. The level structure reflects the interconnected innovative activities of subjects at the international, federal, regional, district (city) and university (institution) levels. It is obvious that the innovation process at a university is influenced (both positive and negative) by innovation activities at higher levels. For this influence to be only positive, it is necessary special activity managers to coordinate the content of innovation and innovation policy at each level. In addition, we draw the attention of managers to the fact that managing the development process of a particular university requires consideration of it at least at five levels: individual, small group level, university (institute) level, district and regional levels. The substantive structure of the innovation process involves the birth, development and mastering innovations in teaching, educational work, organization of the educational process, university management, etc. In turn, each component of this structure has its own complex structure. Thus, the innovative process of education may involve innovations in methods, forms, techniques, means (that is, technology), in the content of education or its goals, conditions, etc.

Life cycle structure. A feature of the innovation process is its cyclical nature, expressed in the following structure of stages that each innovation goes through: emergence (start) - rapid growth (in the struggle with opponents, routineists, conservatives, skeptics) - maturity - development - diffusion (penetration, spread) - saturation (mastery by many people, penetration into all links, areas, parts of the educational and management processes) - routinization (meaning a fairly long-term use of an innovation
va - as a result of which for many people it becomes a common occurrence, the norm) - crisis (meaning the exhaustion of opportunities to apply it in new areas) - finish (the innovation ceases to be such or is replaced by another, more effective one, or is absorbed by a more general effective system Some innovations go through another stage, called irradiation, when by routinization the innovation does not disappear as such, but is modernized and reproduced, often having even more powerful influence on the school development process. For example, the technology of programmed training before and after the widespread use of computers in universities with access to the Internet).

Specialist in the field of pedagogical innovation, Academician V.I.  Zagvyazinsky, who studied, in particular, the life cycles of various innovative processes, notes that very often, having received positive results from the development of an innovation, teachers unreasonably strive to universalize it, to extend it to all areas of teaching practice, which often ends in failure and leads to disappointment and cooling film innovation activities.

One more structure can be identified (very close to the one just described). This is the structure of the genesis of innovation, taken from the theory of innovation in the field of material production. But if there is a teacher, it is enough developed imagination quite amenable to transfer to innovative processes at a university: the emergence -
development of an idea - design - production (that is, mastery in practical work) - use by other people. The management structure assumes interaction of four types of management actions: planning - organization - management - control. As a rule, the innovation process at a university is planned in the form of a university development concept or - most fully -
but - in view of the university development program, then the activities of the university staff are organized to implement this program and control over its results. Particular attention should be paid to the fact that the innovation process at some point can be spontaneous (uncontrollable) and exist due to internal self-regulation (that is, all the elements of the given structure seem to be absent; there can be self-organization, self-regulation, self-control). However, the lack of management complex system, as an innovation process at a university, will quickly lead to extinction. Therefore, the presence of a management structure is a stabilizing and supporting factor for this process, which, of course, does not exclude elements of self-government and self-regulation.

Each component of this structure has its own structure. Thus, planning (which actually boils down to the preparation of a university development program) includes a problem-based indicative analysis of the university’s activities, the formation of a university development concept and a strategy for its implementation, goal setting and the development of an operational action plan.

For managers who find it difficult to immediately switch to a capacious four-component structure of management actions, we can offer its previous, more voluminous variety, also called organizational structure innovation process at the university. It includes the following stages: diagnostic - prognostic - actual organizational - practical - generalizing - implementation.

In addition to those mentioned, in any innovation process it is not difficult to see such structures as the creation of innovations and the use (mastering) of innovations; a complex innovation process that underlies the development of the entire school, consisting of interconnected micro-innovation processes.

The more often a manager turns his analytical and overall management activities to these structures, the sooner they will be remembered and become self-evident. In any case: if the rector identifies a situation where the innovation process at a university is not proceeding (or is proceeding ineffectively), the reason needs to be looked for in the underdevelopment of some components of a particular structure.

Knowledge of all structures is necessary for the rector also because it is the knowledge of all structures that the rector needs also because it is the innovation process that is the object of management in a developing university, and the leader is obliged to thoroughly know the object that he will manage.

All of the above structures are organically intertwined with each other not only by horizontal, but also by vertical connections, moreover: each component of any structure of the innovation process is implemented in the components of other structures, that is, this process
systematic

The head of any university, especially one that is going through a period of development, i.e. The educational institution in which the innovation process is organized is obliged to carry out all transformations on an impeccable legal basis. Legal norm- an important and necessary tool for management activities.

Of course, any norm - legal, administrative-departmental, moral - limits freedom. But the freedom of action of a modern leader presupposes, first of all, his high legal culture. Without normative regulation, normal activities of a university are impossible. Reliance on law and morality in a university that implements innovations is one of the most important conditions ensuring the safety of students and teachers.

Documents are used in the innovative activities of higher education various levels- from acts international law, federal laws before the decisions local authorities authorities, decisions of the Ministry of Education and Science of the Russian Federation, municipal and regional education authorities, governing bodies and officials of the university itself.

The meaning, content and application of any regulatory legal acts are primarily determined by the rights and freedoms of a person and citizen established by the Constitution Russian Federation. Pedagogical innovations should contribute to the fullest implementation of the right to education, the right of everyone to freely dispose of their abilities to work, choose an activity, profession, and other rights and freedoms disclosed in Chapter 2 of the first section of the Constitution of the Russian Federation. The priority of international and federal norms over regional, local, departmental and intra-university norms is obvious.

Federal legislation establishes that generally accepted international norms related to human rights have precedence over the laws of the Russian Federation and directly give rise to the rights and responsibilities of citizens of the Russian Federation.

Today, under the conditions of increased independence of universities, its leader has the opportunity to rely directly on the norms of the law, including international law. This kind of management practice is in itself innovative.

The central place in the regulatory and legal support for the development of a university belongs to the Law of the Russian Federation “On Education”. Knowledge of the Law allows the head of a university to defend the interests of his team in all innovative activities, to protect them from any encroachment by anyone, from incompetent interference in the pedagogical and managerial processes independently implemented by the university.

Increased competence and the implementation of the principle of university autonomy mean at the same time an increase in the responsibility of teaching staff and the rector for the results and consequences of any, but especially innovative activities. The university, in accordance with the procedure established by the legislation of the Russian Federation, is responsible for:

Failure to perform functions within its competence;

Implementation of the full scope of educational programs in accordance with the curriculum and schedule of the educational process;

The quality of education of its graduates;

Violation of the rights and freedoms of students, students and university employees;

Life and health of students and workers during the educational process.

We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

Innovation in the field of education is everything related to the introduction of advanced pedagogical experience into practice. The educational process, which occupies modern science leading place, aimed at transferring knowledge, skills, and abilities to students, at the formation of personality and citizenship. Changes are dictated by time, changes in attitudes towards training, education, and development.

The importance of innovation in education

Innovative technologies in education make it possible to regulate learning and direct it to the right direction. People have always been frightened by everything unknown and new; they have a negative attitude towards any changes. Stereotypes that exist in the mass consciousness, affecting familiar image life, lead to painful phenomena, interfere with the renewal of all types of learning. The reason for people’s reluctance to accept innovations in modern education lies in the blocking of life’s needs for comfort, safety, and self-affirmation. Not everyone is ready for the fact that they will have to re-study theory, take exams, change their consciousness, and spend personal time and money on it. Once the update process starts, it can only be stopped using special techniques.

Methods of introducing innovations

The most common ways to check the effectiveness of reforms launched in education are:

• Method of specifying documents. In order to evaluate innovations in the education system, the possibility of extensive introduction of innovations into the educational process is suppressed. A separate school, university, or educational institution is selected, and an experiment is conducted on their basis.
• Piecewise embedding method. It involves the introduction of a separate new innovative element.
• “Eternal experiment” involves evaluating the results obtained over a long period of time.

Parallel implementation presupposes the coexistence of the old and new educational processes and an analysis of the effectiveness of such a synthesis.

Problems of innovation implementation

Innovative technologies in education are “slowed down” for various reasons.

1. Barrier to creativity. Teachers, accustomed to working according to old programs, do not want to change anything, learn, or develop. They are hostile to all innovations in the educational system.
2. Conformism. Due to opportunism, reluctance to develop, fear of looking like a black sheep in the eyes of others, or appearing ridiculous, teachers refuse to make unusual pedagogical decisions.
3. Personal anxiety. Due to lack of self-confidence, abilities, strengths, low self-esteem, and fear of expressing their opinions openly, many teachers resist any changes in the educational institution until the last possible opportunity.
4. Rigidity of thinking. Teachers of the old school consider their opinion to be the only, final, and not subject to revision. They do not strive to acquire new knowledge and skills, and have a negative attitude towards new trends in modern educational institutions.

How to embrace innovation

Innovative behavior does not imply adaptation; it implies the formation of one’s own individuality and self-development. The teacher must understand that innovative education is a way to educate a harmonious personality. “Ready-made templates” are not suitable for him; it is important to constantly improve your own intellectual level. A teacher who has gotten rid of “complexes” and psychological barriers is ready to become a full-fledged participant in innovative transformations.

Education technology

It is a guide for the implementation of the goals set by the educational institution. This is a system category that is focused on didactic use scientific knowledge, organization of the educational process using empirical innovations of teachers, increasing the motivation of schoolchildren and students. Depending on the type of educational institution, they use different approaches in education.

Innovation in universities

Innovation in higher education imply a system consisting of several components:

• learning objectives;
• content of education;
• motivation and teaching tools;
• process participants (students, teachers);
• performance results.

The technology refers to two components related to each other:

1. Organization of activities of the trainee (student).
2. Control of the educational process.

When analyzing learning technologies, it is important to highlight the use of modern electronic media (ICT). Traditional education involves overloading academic disciplines with redundant information. In innovative education, the management of the educational process is organized in such a way that the teacher plays the role of a tutor (mentor). Besides classic version, the student can choose distance learning, saving time and money. The position of students regarding the option of studying is changing; they are increasingly choosing non-traditional types of acquiring knowledge. Priority task innovative education becomes the development of analytical thinking, self-development, self-improvement. To assess the effectiveness of innovation at the top level, the following blocks are taken into account: educational and methodological, organizational and technical. Experts are involved in the work - specialists who can evaluate innovative programs.

Among the factors hindering the introduction of innovations into the educational process, the leading positions are occupied by:

• insufficient equipment of educational institutions with computer equipment and electronic means (some universities do not have a stable Internet, there are not enough electronic manuals, methodological recommendations for performing practical and laboratory work);
• insufficient qualifications in the field of ICT of teaching staff;
• inattention of the management of the educational institution to the application in the educational process innovative technologies.

To solve such problems, retraining of teachers, seminars, video conferences, webinars, creation of multimedia classrooms, and educational work among students on the use of modern computer technologies should be carried out. The optimal option for introducing innovations into the higher education system is distance learning through the use of global and local world networks. In the Russian Federation, this method of teaching is in its “embryonic” state, in European countries it has long been used everywhere. For many residents of villages and villages remote from large cities, this the only way obtain a diploma of specialized secondary or higher education. In addition to taking entrance exams remotely, you can communicate with teachers, listen to lectures, and participate in seminars via Skype.

Innovations in education, examples of which we have given, not only “bring science to the masses,” but also reduce the material costs of getting an education, which is quite important given the global economic crisis.

Innovations in preschool education

Innovation in before school education are based on the modernization of old educational standards, the introduction of the second generation Federal State Educational Standards. A modern teacher constantly tries to educate himself, develop, and look for options for the education and development of children. A teacher must have an active civic position and instill love for the homeland in his students. There are several reasons why innovation has become necessary for preschool education. First of all, they help to fully satisfy the needs of parents. Without innovation, it is difficult for preschool institutions to compete with other similar institutions.

To determine the leader among kindergartens, a special competition for innovations in education has been developed. Holder high rank“The best kindergarten” receives a well-deserved award - a huge competition for a preschool institution, the respect and love of parents and children. In addition to the introduction of new educational programs, innovation can occur in other areas: working with parents, with personnel, and in management activities. When used correctly, a preschool institution functions without failures and ensures the development of a harmonious personality in children. Among the technologies that represent innovation in education, examples include the following:

• project activities;
• student-centered learning;
• health-saving technologies;
• research activities;
• information and communication training;
• gaming technique.

Features of health-saving technologies

They are aimed at developing preschoolers’ understanding of healthy way life, strengthening the physical condition of children. Considering the significant deterioration of the environmental situation, the introduction of this innovative technology in preschool education is relevant. The implementation of the methodology depends on the goals set by the preschool institution.

1. The main task is to preserve the physical health of children. This includes health monitoring, nutrition analysis, and the creation of a health-preserving environment in the educational institution.
2. Improving the health of preschool children through the introduction of breathing, orthopedic, finger gymnastics, stretching, hardening, and hatha yoga.

In addition to working with ordinary children, the development of children with developmental disabilities is also ensured by modern innovations in education. Examples of projects for special children: “Accessible environment”, “Inclusive education”. Increasingly, in classes with children, educators use color, fairy tale, and art therapy, ensuring the full development of children.

Project activities

According to the new educational standards, both educators and teachers are required, together with students, to participate in project activities. For preschool institutions, such activities are carried out together with the teacher. Its goal is to solve a specific problem, to find answers to questions posed at the initial stage of work. There are several types of projects:

• individual, frontal, group, pair (depending on the number of participants);
• gaming, creative, informational, research (according to the method of conduct);
• long-term, short-term (by duration);
• including cultural values, society, family, nature (depending on the topic).

During the project work, the children educate themselves and gain teamwork skills.

Research activities

When analyzing innovations in education, examples can be found in research. With their help, the child learns to identify the relevance of a problem, determine ways to solve it, choose methods for an experiment, conduct experiments, draw logical conclusions, and determine the prospects for further research in this area. Among the main methods and techniques necessary for research: experiments, conversations, modeling situations, didactic games. Currently, for beginning researchers, with the support of scientists, leading higher educational institutions of the Russian Federation hold competitions and conferences: “First steps into science”, “I am a researcher”. The kids get their first experience public protection performed experiments, conducting scientific discussions.

ICT

Such innovations in professional education in the age of scientific progress have become especially relevant and in demand. The computer has become a common sight in preschool institutions, schools, and colleges. A variety of exciting programs help children develop an interest in mathematics and reading, develop logic and memory, and introduce them to the world of “magic and transformations.” Those animated pictures that flash on the monitor intrigue the baby and concentrate his attention. Modern computer programs allow the teacher, together with the children, to simulate different life situations and look for ways to solve them. Taking into account the individual abilities of the child, you can tailor the program to a specific child and monitor his personal growth. Among the problems associated with the use of ICT technologies, the leading position is occupied by the excessive use of computers in classrooms.

Methodology of personality-oriented development

This innovative technology involves creating conditions for the formation of the individuality of a preschooler. To implement this approach, corners for activities and games and sensory rooms are created. Eat special programs on which they work preschool institutions: “Rainbow”, “Childhood”, “From childhood to adolescence”.

Game techniques in remote control

They are the real foundation of modern preschool education. Taking into account the Federal State Educational Standard, the child’s personality comes to the fore. During the game, children get acquainted with various life situations. There are many functions performed by games: educational, cognitive, developmental. Innovative game exercises believe:

• games that help preschoolers identify certain characteristics of objects and compare them with each other;
• generalization of objects according to familiar characteristics;
• exercises during which kids learn to distinguish reality from fiction

Inclusive education

Thanks to innovations introduced in recent years into the educational process, children with serious health problems have received a chance for full-fledged education. The Ministry of Education of the Russian Federation has developed and tested a national project, which indicates all the nuances of inclusive education. The state has taken care of equipping not only the children, but also their mentors with modern computer equipment. Using Skype, the teacher conducts distance lessons and checks homework. This type of training is important for psychological point vision. The kid understands that he is needed not only by his parents, but also by his teachers. Children with problems with the musculoskeletal and speech apparatus, who cannot attend regular educational institutions, are trained with tutors according to individual programs.

Conclusion

Pedagogical innovations introduced in educational institutions modern Russia, help to implement the social order: to cultivate in schoolchildren and students a sense of patriotism, civic responsibility, love for native land, respect for folk traditions. Information and communication technologies have become commonplace in kindergartens, schools, academies, and universities. Among the latest innovations affecting educational institutions: the implementation of a unified state exam online, sending exam papers by pre-scanning. Of course, Russian education still has many unresolved problems, which innovation will help eliminate.

Innovations in the education system: problems and trends.

“The difficulty of a teacher’s work is to find a way to each student, to create conditions for the development of the abilities inherent in each one. The most important thing is that the teacher must help the student realize himself as an individual, awaken interest in knowing himself, life, the world...”

V.F.Shatalov

Today, the concept of innovation in education is considered as renewal and innovation. But what is the purpose of this process? Of course, everything new that is created for the education system is used to improve the effectiveness of learning outcomes. This means that the current standards of educational schools are outdated and new approaches are required in teaching the modern younger generation. And the main reason for the issue of introducing innovations in education is the crisis of the entire educational system. “In a broad sense, creating something new is innovation.” Thus, education at its core is already an innovation.

The question arises: if innovative processes in education have such a positive effect on the humanization and individualization of the younger generation, then why does the “progressive part of humanity” represented by teachers stubbornly stand on the old, traditional pillars of education?

I think that innovation in education, first of all, should be aimed at creating an individual who is determined to succeed in any area of ​​application of his capabilities. By innovation I mean significant changes in one or more points:

2. teaching methods,

3. forms of quality control of training.

The main vector of an innovative approach to learning is the personality-oriented interaction between teacher and student. Innovation is becoming the most optimal means of increasing the effectiveness of education. The very essence of innovation in education lies in the search and successful application of new approaches to teaching the younger generation. Any innovations must meet the requirements of modern society and information technology. Quality education school-wide, is the main instrument for the development of the entire society. How to achieve quality?

It is necessary to introduce innovations into the educational process. Society is developing rapidly. This necessitates an organization of the education system and the educational process itself that could prepare today's students for life in rapidly changing conditions.

What is innovation? Innovation means any new idea, new method or new project, which is deliberately introduced into the system traditional education. Innovation is akin to innovation, and presupposes the presence of a person (in in this case the teacher) has constant motivation to make any changes. Pedagogical innovation is an innovation in pedagogical activities, changes in the content and technology of teaching and upbringing, with the goal of increasing their effectiveness, “the process of improving pedagogical technologies, a set of methods, techniques and teaching aids.” Innovation in education refers to the process of improving pedagogical technologies, a set of methods, techniques and teaching aids.

Innovative technologies in education are diverse: this includes organizational work with children and the formation healthy personality, and the education of patriotism, and the holding of Olympiads, and an individual approach to learning. Traditional teacher (monopolist in transmission necessary knowledge) leaves the stage. He is being replaced by a teacher-researcher, educator, consultant, project manager, teacher with an innovative style of thinking, capable of creative and professional activity, self-determination and self-development.

IN in this context the school mentor continues to play a fundamental role: the teacher, class teacher, project organizer, In the innovation space, the requirements for the mentor’s personality are increasing. He must now not only know a lot, but also be informed about the latest knowledge news. Not just competent, but a professional in the deepest sense: intellectual capabilities are associated with the ability to master the latest technological advances, including information ones. True innovations are long-forgotten old truths in a different interpretation of teaching methods and techniques.

Only the lazy do not criticize the modern school education system. It has its pros and, of course, cons (as with any other system). Definitely, the modern school education system needs improvement. Let's try to figure it out. Innovations in teaching include new teaching methods, including multimedia programs and proprietary developments.

About the cons

Innovative teaching methods, in addition to their positive aspects, also contain disadvantages, which are usually visible when they are implemented in practice. To the undoubted disadvantages modern education one can also attribute, in fact, the fact that, moving away from Soviet education, it is not very close to education oriented to the Western value system. The modern school education system can definitely be called transitional. Schools are underfunded, especially rural ones. Also UNT. Both teachers and students are dissatisfied. Education is replaced by training and coaching. UNT tests are not well thought out. The delivery forms are not suitable for all children (maybe alternative ones need to be developed?). Opportunities in school education individual approach minimal. At school, they do not pay too much attention to the child’s talents and/or his abilities and inclinations. Many teachers position their subject as the main one, which interferes with the child’s orientation. The assessment system is very imperfect. Often both student and teacher work for and for assessment. The approach is average, because everyone needs to be taught. The teacher physically cannot interview everyone and devote enough time to them. Students are overloaded with classes, they receive a lot of things that they will never need in the future. It is a mistake to believe that innovations in school are only fundamentally new and large-scale changes in the education system, such as the introduction of the UNT, electronic diary etc. Modifications of standard pedagogical techniques and methods for the purpose of increasing students' performance in mastering certain material, can also be called innovations

ICT is an excellent technology for improving the education system, but in practice it does not always and not everywhere increase motivation to study other subjects; rather, on the contrary, the child reorients himself only, most often, to subjects using ICT and to those where they are indispensable . ICT increases labor efficiency only in the early stages of its implementation, when students are interested in new types of activities. At the moment, these once innovative teaching technologies are becoming more and more commonplace and are being ranked on par in terms of effectiveness with traditional ones.

Absolutely all schools most of of time are forced to select or compile, organize and systematize programs and curricula in accordance with the introduced principle of variability to the detriment of the educational process itself; in other words, there is less and less time left to communicate with children. The organization of inspections and accreditations of educational institutions by education departments in practice turns the educational process into a kind of “leapfrog” of teachers and students: instead of the process of cognition, only bureaucratic obligations are qualitatively fulfilled. Personal orientation and ensuring the comfort of the educational process for the child resulted in a significant drop in the authority of the teacher in the eyes of the student, since the “conflict-free” process also implies the elimination of many forms of “punishment”: from being left for a repeat year of study to an unsatisfactory grade in the journal. And since didactic innovative teaching technologies are aimed mainly at independent work, students may not fully master the material or place the wrong emphasis on what they are studying and, as a result, choose the wrong direction in its development.

As for the portfolio system in psycho-pedagogical technology, here the child’s assessment of his activities may become completely inaccurate and may not correspond to the actual quality of the work. In addition, maintaining a portfolio takes time, and the learning process suffers because of this.

About the advantages

The amount of school knowledge is quite diverse, which gives the graduate a relatively broad outlook. The child learns to work, build relationships and communicate in a team. Necessary communication skills are developed. Thus, it is integrated into social system. During the learning process, the child learns to communicate with people of his own and other genders. School graduates have the opportunity to continue their education and receive good job.

Of course, the innovative processes taking place in education today have their advantages. For example, information and computer technologies are designed to make it easier for students to master software technologies for future profession.

Speaking about modern pedagogical technologies, we must take into account that true innovations in the field of pedagogy are a reflection of long-forgotten, old pedagogical truths in a different interpretation of teaching methods and techniques. Innovation in education is a complex process. Ways to increase the effectiveness of education are a problem for all teachers. One of the important areas is the development and implementation of new pedagogical technologies. The positive aspects of innovative technologies are undeniable and their correct implementation will certainly lead to colossal achievements in the education system. The introduction of innovative technologies makes it possible to improve the quality of education and the level of training of schoolchildren

Let's look at some innovative technologies, methods and forms .
Personally oriented technologies. This includes technologies of differentiation and individualization. Therefore, a differentiated approach to training should be carried out on individual level, allow the child’s personality to develop, better assimilate required material and develop creative potential in subject activities.

Integrated classes. Integrated classes are classes in which material from several subjects is combined around one topic. Features of an integrated lesson - clarity, compactness, conciseness, logical interdependence of educational material at each stage of the lesson, a large informative capacity of the material takes place in the form of an entertaining, exciting game.
Research activity and practical work . Their goal is to obtain educational information from primary sources. Students learn to work with historical documents, textbooks, and periodicals.
Interactive approaches. The difference between interactive exercises and tasks and regular ones is that they are aimed at learning new things. For example: creative tasks, work in small groups, educational games, use of public resources (excursions, inviting a specialist), studying and consolidating new material (working with visual aids, “student in the role of teacher”, “everyone teaches everyone”), discussion of complex and controversial issues and problems, problem solving (“decision tree”, “brainstorming”).
Learning through teaching– a teaching method in which students, with the help of a teacher, prepare and teach a lesson.
Paired learning technology– one of the types of pedagogical technologies in which one student teaches another student. Communication between two students occurs in the form of dialogue.
Small group work- one of the most popular strategies, as it gives all students (including shy ones) the opportunity to participate in work, practice cooperation and interpersonal communication skills. Lessons according to the Singapore method go like this: students sit face to face, work is done in teams of 4 people, the group location changes more than once per lesson, independent search information. Each team member contributes to the work during the lesson. Many people are no longer able to simply sit in the back desks, not paying attention to both the teacher and what is happening in the class. Each student takes part in the lesson, expressing his opinion or assumption on any issue.
Information and analytical innovative activities at school really motivates the lowest level of unpreparedness among teachers, the desire to improve programs and projects of the educational process, choose more advanced teaching methods, more creative methods in educational activities, allows you to objectively, impartially track the development over time of each child individually, class, parallel, school in in general.

Analysis and diagnostics during testing in intellectual development monitoring technologies helps to identify shortcomings in the assimilation of the material, “blank spots” in students’ knowledge of the subject and subsequently eliminate them.

Educational innovative activities at school helps to spiritually orient the individual in the direction of creation in accordance with the humanistic orientation of education, to form a patriotic consciousness and develop organizational skills. It is implemented in the form of involving students in additional forms Personal development: participation in cultural events

Didactic innovative teaching methods They help, first of all, to master the material in accordance with the student-oriented technology. Various ways the presentation of the material affects all possible images of its perception and assimilation in a particular child. There is also a change in activity, which significantly sharpens attention during work. Both already known and proven techniques and new ones can be implemented here. This - independent work with the help of an educational book, a game, design and defense of projects, training with the help of audiovisual technical means, the “consultant” system, group, differentiated teaching methods - the “small group” system, etc. Usually, various combinations of these techniques are used in practice.

Psychological and pedagogical innovative teaching technologies help the student learn to evaluate his own strengths and the quality of his activities.

Information Technology. These include computer programs and the Internet. The computer is used to illustrate the material. The computer and the Internet also help to participate in remote competitions and conferences
The introduction of ICT into the content of the educational process implies the integration of various subject areas with computer science, which leads to the informatization of students’ consciousness and their understanding of the processes of informatization in modern society

Information technology is not only a technology that involves the introduction of computers into education, but also any process related to information processing.

The use of new information technologies in educational institutions is not only new technical means, but also new forms and methods of teaching, a new approach to the learning process. In accordance with the informatization program, our school pays special attention to the development of information support for the school. The use of ICT in lessons and in extracurricular activities solves many pedagogical problems: 1. Allows the presentation of educational material in a more accessible and understandable way, increases the degree of visibility; 2. Makes the learning process more interesting, varied, intense; 3. Promotes the implementation of developmental education, builds skills research activities students; 4. Allows the teacher to short time obtain an objective picture of the level of mastery of the material being studied and correct it in a timely manner. At the same time, it is possible to select the level of difficulty of the task for a specific student; 5. Allows for a differentiated approach to training; 6. Causes a high degree of emotionality in students, enlivens the educational process; 7. Increases motivation and cognitive activity of students. And as a natural consequence of all these components, there is an increase in the quality of students’ knowledge and their creative activity.

Of course, there are certain difficulties. And they, first of all, concern the teacher’s readiness to work on modern equipment. Not only does the teacher have to learn how to work with an interactive whiteboard, that is, master it software and opportunities, but also then find time to prepare for lessons. But all these, as they say, are temporary difficulties. If you have a strong desire to learn how to work with an interactive whiteboard and other modern equipment easy enough. But then you will feel all the advantages of using all their technical capabilities in your lessons. The increase in mental workload in children forces teachers to think about how to maintain students’ interest in the subject being studied. And the computer is a huge help here. At school he is a kind of intermediary between teacher and student. And its main advantage is that it allows you to work with each individual individually. And individualization of training is known to improve the quality of training. Of course, this does not mean that the computer should be used everywhere and forget about traditional textbooks and oral explanations from the teacher. The use of a computer is advisable for diagnostic testing of material mastery, during teaching, when working with lagging students, and when practicing elements of the material being studied.

Active use V educational process Information and communication technologies (ICT) are one of the key conditions for education. It is not without reason that this problem receives the closest attention. state level. But there are factors that hinder the implementation of innovation.

Lack of proper funding.

Insufficient competence (lack of information, in particular) of representatives of higher education authorities in the district.

Unlike large cities, parents do not have the opportunity to purchase the necessary educational literature, and “obtaining” all the necessary textbooks and workbooks falls on the shoulders of already overburdened teachers.

As strange as it may sound, there is no social order as such on the part of parents: teach what you want.

Lack of preparedness for innovative activities of teaching staff

Weak and practically absent technical information base.

Personal factors: free time to read; strong-willed; perhaps the teacher’s temperament, character traits, etc.

Economic: lack of real market relations in education, therefore, does not stimulate the teacher’s personality to develop.

Material: lack of funds due to individual reasons.

In my opinion, modern school today is actively searching for innovative technologies and ways of development, because it should be one of the first to respond to changes taking place in the world. On this path, any innovation, any proposal or initiative should be worth its weight in gold. It is possible that it is worth remembering some old methods and forms of work and taking from them the positive things that they brought. But, perhaps, the fundamental issue in this matter will be the compliance of the material base of educational institutions today. It is impossible to teach counting on wooden abacus when a child encounters electronics, computers, etc. at every step in everyday life. Therefore, the main trend in the development of innovative education (without diminishing the importance of others) is equipping schools with modern computer and multimedia equipment, improving the qualifications of teachers throughout academic year, generalization and dissemination of the experience of teachers who are actively introducing innovations into practice, increasing their interest in mastering computer programs, Creating a methodological information base, accessibility and the ability to access the information network for every teacher of an educational institution. Thus, the experience of modern schools has the widest arsenal of application of pedagogical innovations in the learning process. The effectiveness of their use depends on the established traditions in the educational institution, the ability teaching staff perceive these innovations, the material and technical base of the institution. Naturally, schools cannot overcome this path alone. They need help at the state level.

2. Criteria for pedagogical innovations.

3. Pedagogical science and advanced pedagogical experience.

1. Innovations in education: essence, reasons, types.

Innovation(from lat. in - V, novAnds - new; from English innovation - innovation, novation) is an innovation, an innovation. Innovative pedagogical processes are studied by the science of pedagogical innovation.

A.I. Prigozhin, who studies the problems of the formation of innovations in pedagogy, considers innovation as a process of purposeful activity of people - innovators.

Innovation pedagogical are considering in the following senses.

1. A purposeful change in the educational process or educational environment that introduces sustainable innovation and improvement individual characteristics its parts, components and the entire educational systems as a whole. For example, the introduction of specialized training into the school education system; introduction of the Unified State Exam; preparation for the transition of the education system to bachelor's, master's, and specialty degrees;

2. The process of mastering (implementing) innovations in the educational process (methods, techniques, technologies, programs, etc.). For example , application of developmental learning technologies in school education; development and use of civic education curricula; use of interactive techniques, etc.

3. Search for ideal methods and programs, their implementation in the educational process and their creative rethinking. For example, the methodology for assessing results and achievements in interactive teaching methods is specific and meets all the necessary modern requirements for assessment, and is used in school as innovative.

Thus, innovative processes in the education system– these are controlled processes of creating, perceiving, evaluating, mastering and applying pedagogical innovations. The innovation process reflects complex activities for the formation and development of the content and organization of the new, which is carried out by workers and organizations of the education and science system.

Factors for the spread of pedagogical innovations: social conditions (attitude in society towards pedagogical ideas), private social conditions (media, educational institutions, educational authorities), personal factors (personal characteristics of the creators of the innovation and its propagandists).

There are reforms and pedagogical innovations. Reform in education called innovations (transformations) in the field of education, which are organized and carried out by government authorities.

During the reforms in the field of education there may be the following changes:

V social status education and the level of financing of the education system;

in the structure of the education system; in the content of education;

in the use of information technologies in education, in technical support of the educational process;

in the teacher-student relationship;

in forms, methods of teaching;

in internal organization school activities.

Purely pedagogical innovations include the following innovations:

in the internal organization of school activities;

in teacher-student relationships;

in teaching methods;

in pedagogical thinking and style of activity.

The need for innovative educational activities is due to:

the need for a radical renewal of the education system, as a means of updating educational policy;

searching for new organizational forms and training technologies;

changing the nature of teachers’ attitudes towards the very fact of mastering and applying pedagogical innovations, etc.

As sources of ideas for school renewal may speak:

the needs of a country, region, city, district as a social order,

implementation of social order in laws, directive and regulatory documents of federal, regional or municipal significance,

achievements of the complex of human sciences;

best teaching practices;

intuition and creativity of managers and teachers as a path of trial and error;

experimental work;

foreign experience.

Types of innovations in education grouped for different reasons. First classification of innovations is based on the correlation of the new to the pedagogical process taking place at school. Based on an understanding of this process, the following types of innovations are distinguished:

for the purposes and content of education;

in methods, means, techniques, technologies of the pedagogical process;

in forms and methods of organizing training and education;

in the activities of administration, teachers and students.

Second classification of innovations in the education system is based on the use of the sign of scale (volume). Here are the following transformations:

local and individual, unrelated to each other, and complex, interconnected;

systemic, covering the entire school (or educational institution).

Third classification carried out on the basis of innovative potential. In this case, the following are distinguished:

modifications of the known and accepted, associated with improvement, rationalization, modification (educational program, curriculum, structure);

combinatorial innovations;

radical transformations.

Fourth classification of innovations is based on a grouping of features in relation to its predecessor:

A) innovations: replacing, canceling, opening;

b) retrointroduction.

Considering the system of basic concepts of pedagogical innovation, we can highlight three blocks in the structure of innovation processes in the education system.

The first block is the creation of something new in pedagogy.. Here we consider such categories as what is new in pedagogy, the classification of pedagogical innovations, the conditions for creating something new, the criteria of novelty, the measure of readiness to master and use something new, traditions and innovation, the stages of creating something new in pedagogy, and the creators of the new. At the same time, the development of the categorical field of the theory of the new in pedagogy (“new”, “old”, “innovation”, “innovation”, etc.) is of great importance. These concepts are studied pedagogical innovation.

The second block is the perception, mastery and evaluation of new things: pedagogical community, assessment and types of processes of mastering new things, conservatives and innovators in pedagogy, innovative environment, readiness of the pedagogical community to perceive and evaluate new things. These concepts studies pedagogical axiology.

The third block is the use and application of new. This block studies the patterns and types of introduction, use and application of new things. This block of concepts is associated with the doctrine of implementation, which is called pedagogical praxeology.

M. M. Potashnik notes that innovation process in education has a complex structure, it polystructural(diverse in its structure). The author identifies the following hierarchy of structures:

activity structure - a set of components: content - forms - methods - results;

subjective structure - the activities of all subjects of development: the director, his deputies, teachers, scientists, students, parents, sponsors, methodologists, university teachers, consultants, experts, employees of educational authorities, certification services, etc.;

level structure - innovative activities of subjects at the international, federal, regional, district (city) and school levels;

structure of the life cycle, expressed in stages: emergence (start) - rapid growth (in the fight against opponents, routinists, conservatives, skeptics) - maturity - mastery - diffusion (penetration, spread) - saturation (mastery by many people, penetration into all parts of the educational - educational and management processes) - routinization - crisis - irradiation (modernization of innovation);

management structure - the interaction of four types of management actions: planning - organization - management - control. As a rule, the innovation process in a school is planned in the form of a concept for a new school or a school development program, then the activities of the school staff are organized to implement this program and monitor its progress;

The organizational structure of the innovation process includes the following stages: diagnostic, prognostic, organizational itself, practical, generalizing, implementation.

By its essence innovation processes systemic: they include many components, but their simple sum is insufficient without structural connections and patterns that characterize the innovation process as a whole.

In understanding the essence of innovation processes there are two problems of pedagogy:

1. the problem of studying, generalizing, and disseminating pedagogical experience 2. the problem of introducing the achievements of psychological and pedagogical science into practice.