Goals and objectives of methodological work
Methodological work is an important condition for improving the quality of the pedagogical process. Having gone through all forms of methodological work, organized in a certain system, educators not only improve their professional level, it becomes a need for them to learn something new, learn to do something that they do not yet know how to do. There are many definitions of the concept of “methodological work” in the literature.
K.Yu. Belaya suggests understanding: methodological work is a holistic system of activities aimed at ensuring the most effective quality of implementation of the strategic objectives of the preschool educational institution.
The task of the senior teacher of a preschool educational institution is to develop a system, to find accessible and, at the same time, effective methods of improving pedagogical skills.
The goal of methodological work in preschool educational institutions is to create optimal conditions for the continuous improvement of the level of general and pedagogical culture of participants in the educational process.
Pedagogical culture is the professional culture of a person engaged in teaching activities, the harmony of highly developed pedagogical thinking, knowledge, feelings and professional creative activity, contributing to the effective organization of the pedagogical process.
Main objectives of methodological work:
- develop a system of providing assistance to each teacher based on diagnostics and forms of work.
- include every teacher in creative search.
Particular tasks can be identified:
- Formation of an innovative orientation in the activities of the teaching staff, manifested in the systematic study, generalization and dissemination of pedagogical experience in the implementation of scientific achievements.
- Increasing the level of theoretical training of teachers.
- Organization of work on the study of new educational standards and programs.
Enrichment of the pedagogical process with new technologies, forms in the education, upbringing and development of the child.
- Organization of work on the study of regulatory documents.
- Providing scientific and methodological assistance to the teacher on the basis of an individual and differentiated approach (by experience, creative activity, education, categoricalness).
- Providing advisory assistance in organizing self-education for teachers.
The main criteria for the effectiveness of methodological work, in addition to performance indicators (level of pedagogical skill, teacher activity), are the characteristics of the methodological process itself:
- consistency - compliance of goals and objectives in the content and forms of methodological work;
- differentiation - the second criterion for the effectiveness of methodological work - presupposes a large share in the system of methodological work of individual and group lessons with educators, based on their level of professionalism, readiness for self-development and other indicators;
- stages – indicators of the effectiveness of methodological work.
The organization of high-quality methodological work in a preschool institution is ensured by a senior teacher. The quality of the educational process in a preschool educational institution depends on his professional competence, active personal position, and professional abilities. These include:
1. Analytical
Analysis:
- the state of the educational process, the implementation of the educational program;
- the level of professional competence of teachers, improvement of their qualifications, certification;
- advanced pedagogical experience;
- the latest research in the field of pedagogy and psychology;
- effectiveness of methodological work.
Methodological activities of a preschool teacher
In this paragraph you will get answers to the following questions:
· What does the concept of “methodological activity” include?
· What does the teacher’s methodological activity consist of?
· What is the “methodological service” of a preschool educational institution?
· What are the functions of the methodological service of the preschool educational institution and what tasks is it designed to solve?
Methodological activity is usually defined as an activity of generalization and dissemination of pedagogical experience. In the book “Modern School Management,” edited by M.M. Potashnik (M., 1992) defines:
Methodological work is a holistic system of interrelated measures, actions and activities, based on the achievements of science, best practices and a specific analysis of teachers’ difficulties, aimed at comprehensively improving the professional skills of each teacher and educator, at generalizing and developing the creative potential of the teaching staff as a whole, and ultimately - to achieve optimal results in the education, upbringing and development of specific children.
In connection with the identification in the structure of the main general education program of preschool education of the main directions of children's development (physical, cognitive-speech, social-personal, artistic-aesthetic), it is required that preschool educational institutions have specialists who can assist educators and parents in their implementation, taking into account age, individual characteristics of the child, providing an integrated approach to the development of educational areas available to preschoolers. The job responsibilities of such specialists (music director, physical education instructor, speech pathologists, etc.) include methodological functions in certain areas. All these specialists are included in the methodological service of the preschool educational institution.
The methodological service of the preschool educational institution is a unit that provides a set of conditions that develop the professional competence of teachers in the implementation of the basic general education program of preschool education at the level of modern requirements.
The purpose of the methodological service:
· create organizational and pedagogical conditions in the educational institution for the implementation of the basic general education program of preschool education;
· carry out continuous education of teachers;
· develop their creative potential.
The main tasks of the methodological service:
· provide methodological support to participants in the pedagogical process on issues of education, training and development of children;
· plan and organize advanced training and certification of teaching staff;
· identify, study, generalize, disseminate and implement advanced pedagogical experience;
· provide teaching staff with the necessary information about the main directions of development of preschool education, modern requirements for the organization of the pedagogical process, educational and methodological literature on the problems of teaching, upbringing and development of children;
· determine the content of the subject-development environment and educational and methodological equipment of the basic general education program of preschool education;
· conduct pedagogical monitoring.
The methodological service interacts with psychological, medical services, other departments, self-government bodies of preschool educational institutions and works in close relationship with the municipal methodological service.
In pedagogical practice, a whole system of methodological services at different levels has developed. For example: city, district (district) methodological services and methodological service of an educational institution (school, kindergarten). In a preschool educational institution, methodological work is carried out by a senior teacher or deputy head for educational and methodological work.
The task of methodological activity is to create an educational environment in an institution where the creative potential of the teacher and teaching staff would be fully realized.
Experience shows that most teachers, especially beginners, always need help - from more experienced colleagues, managers, senior preschool teachers, and from the professional teaching community. Currently, this need has increased many times due to the transition to a variable education system. Teachers now need special additional training and constant methodological support in order to competently and consciously build a holistic educational process, taking into account the diversity of interests and capabilities of children in the practice of teaching and upbringing.
In August 1994, the Ministry of Education issued a letter “On the forms of organization and areas of activity of methodological services in the education system of the Russian Federation” No. 90-M. The letter highlights the main directions in the activities of methodological services, implemented in such areas as information, diagnostic and prognostic. innovative and experimental, areas of educational content, advanced training, certification.
Thus, methodological activity is an essential component of the educational infrastructure (along with scientific support, training and retraining of personnel, formation of an educational environment, etc.). It is designed to support the normal course of the educational process - to promote its renewal.
The content of the teacher's methodological activity is the creation of work programs; planning educational work with children; creation of visual, didactic and control materials; creating teaching experiences; generalization of “own” work experience in areas of professional activity; participation in scientific and practical conferences and seminars.
The leading areas of methodological activity that directly contribute to the formation of professional competence among teachers are: advanced training, accumulation and generalization of “own” work experience in areas of professional activity.
The system of continuous professional development for each preschool teacher involves different forms: training in courses, studying the experience of teachers, self-education, participation in the methodological work of the city, district, kindergarten. Systematic improvement of the psychological and pedagogical skills of the teacher is carried out in advanced training courses every five years. During the inter-course period of active pedagogical activity, there is a constant process of restructuring knowledge, i.e., the progressive development of the subject himself occurs. And here the decisive role is given to the self-education of the teacher. It performs the following functions: expands and deepens the knowledge acquired in previous course training, promotes understanding of best practices at a higher theoretical level, and improves professional skills.
Self-education is the independent acquisition of knowledge from various sources, taking into account the interests and inclinations of each specific teacher.
In modern conditions, a teacher is primarily a researcher, possessing scientific psychological and pedagogical thinking, a high level of pedagogical skill, a certain research courage, developed pedagogical intuition, critical analysis, the need for professional self-education and the reasonable use of advanced pedagogical experience, i.e. forming its innovative potential.
Motivations for self-education may include the following:
· keep abreast of the latest changes in the science and practice of your professional activities;
· a competitive specialist with opportunities for career growth.
Sources used in the self-education process:
· literature (methodological, popular science, fiction, etc.;
· video and audio information on various media, distance learning;
· courses, seminars and conferences;
· discussions, trainings, briefings, master classes, experience exchange events;
· conducting research and search activities;
· participation in Olympiads and projects;
· study of information and computer technologies;
· involvement in the work of the Internet community in the area of interest in one’s professional activities.
The listed sources of knowledge can contribute to the simultaneous development of personal and professional growth.
In a teacher’s personal plan for self-education, the desired results of work must be predicted .
It can be:
· preparation of articles, reports, scripts;
· participation in scientific, practical and Internet conferences, pedagogical festivals, etc.
· development of new organizational forms and methods of work;
· preparation of the author's partial program;
· conducting trainings, seminars, conferences, master classes, summarizing experience on the problem (topic) under study;
· development of methodological manuals in one or several areas of work;
· development of a set of electronic lessons, united by subject topics or teaching methods;
· development of a set of didactics in the area (visual material, didactic games and manuals);
· creation of a data bank of games, riddles, poems;
· development of a set of thematic parent meetings and events;
· project of a personal methodological web page;
· development of lesson notes using information technology, etc.
The most effective way to show the results of teaching activities is to post materials on the Internet. This allows the teacher to accumulate his work in a virtual pedagogical library, where his colleagues can view it, use its results, add to it, leave feedback and discuss it. In this case, invaluable teaching experience becomes independent of time and space.
Rating assessment of the teacher's methodological activities:
· presence and implementation of a self-education plan;
· introduction of new pedagogical technologies; generalization of one's own experience;
· preparation and holding of an open event (in a traditional form or using innovative technologies);
· visiting and analyzing open events of colleagues;
· participation in the work of methodological associations, pedagogical councils;
· participation in the work of a temporary creative team or research laboratory;
· speeches at scientific, scientific-practical conferences, at pedagogical readings;
· publication of theses and articles; teaching aids, educational and methodological materials (developments, recommendations;
· review of methodological developments;
· participation in competitions of pedagogical and professional skills, in methodological exhibitions;
· preparing students for competitions;
· development of an original program, didactic tools, computer programs;
· leadership of the circle;
· course preparation, internship;
· participation in regional, all-Russian, international programs.
Types of methodological work
Analysis of the psychological and pedagogical literature of scientific research allows us to identify different types of methodological work. According to the definition of S.Zh. Goncharova, “methodological activity is a specific type of educational activity, the content of which is the systemic unity of creating a method, its testing, introducing the method (obtaining methods), and applying methods.”
In the process of methodological activity, these spaces are interconnected into 3 stages of methodological activity, which are a single chain of certain elements, in which each stage has a final product: method, technique, guaranteed result.
It is possible to identify the main actions of the senior educator in each of these spaces.
When creating a search for a method of working with children: description, comparison, identification of patterns, expert opinion on significance, etc.
When introducing the method into the work of teachers: information, training, dissemination, experimental work, reproduction, etc.
When applying a methodology or method, the main emphasis is on control over the implementation of the main provisions and correction of this methodology.
Methodological office-center for methodological work in preschool educational institutions.
The center of all methodological work of the preschool educational institution is the methodological office. He plays a leading role in assisting teachers in organizing the educational process, ensuring their continuous professional self-development, generalizing best practices, and increasing the competence of parents in matters of raising and educating children.
The methodological classroom of a preschool institution meets such requirements as information content, accessibility, aesthetics, ensuring motivation and activity in development, and content. The implementation of the information and analytical function of managing a preschool institution determines the formation of an information data bank in the methodological room, where sources and content are determined.
All manuals and materials of the method room are intended for differentiated assistance to educators in their work with children to improve the qualifications of teaching staff, as well as to collect, study and generalize the best work experience.
In the methodological office of the preschool educational institution, exhibitions are regularly organized: ongoing and occasional. Permanent exhibitions are, for example, the following: “New Literature,” “Introduce children to nature (by season),” “To help the teacher,” and others. Only the title of the section is constant, but the material and content change.
The topics of exhibitions are very diverse, but when designing them, some recommendations are followed:
If there is a regulatory or instructional document on this topic (regulations, instructions, etc.), then a plan for its study, recommendations for teachers on working with it, experience of working with this document from other preschool educational institutions, etc. are presented.
Methodological recommendations on this topic.
Work experience related to this topic.
Literature on this topic.
Visual material related to this issue: list of equipment, diagrams, drawings, samples of crafts, paintings, slides, videos, etc.
In addition, the methodological room presents new material from various sources, attracting the attention of teachers to the problems of education and training, helping to prepare for competitions, informing about events and changes in preschool education, making them think about pedagogical situations, and reflect on their work.
