Methodological development example of design. What is methodological development. Methodological development plan

Instructions

Make a plan for the methodology. It should include an introductory part, a breakdown by periods or stages of activity. Think about which existing methodological developments should be included in each section, which of them have already been tested, and which are yet to be tested.

In the introductory part, indicate what goals can be achieved using your methodology. Goals should be for the entire course as a whole, and for each period of time, and for each individual lesson. Write what is new about your method and how it differs from previous methods, if any. If no one has dealt with this issue at all, indicate why you are interested in this topic and this methodology.

Any technique must answer two questions: what is needed and how to do it. All parts of the methodology should be devoted to answering these questions. Each part should talk about some stage of the activity. For example, in the method of teaching drawing to preschool age, each part tells what the teacher teaches children throughout the year, every quarter, every month and in every lesson, what preliminary work should be done before each lesson, what materials children are taught to use in this or that stage. It is necessary to build any other method in exactly the same way.

At the beginning of each section, indicate what goals and objectives are at this stage of work, what a person working using this method should know, and what those with whom he works according to the principles you propose should already be able to do. Indicate in general what techniques should be used at this stage of work and why. Break the section into separate chapters that cover smaller steps of work or more limited periods of time. In pedagogical methodology, as a rule, the topics of individual lessons are also given, indicating the work methods used, visual materials, preliminary work, etc. It is appropriate to provide detailed notes of lessons and activities. Those who will work according to your methodology can come up with their own topics, but they will solve the same problems, so they simply need an example.

Prepare samples of visual materials. If these are materials that are produced industrially, give them a general list and a separate list for each lesson. If these are your own developments, you must attach photographs of layouts or drawings to the methodology. For a technique that you plan to publish online, you can prepare and archive a computer presentation that your followers can download from your website.

At the end of the work, provide a list of references. For small methodological developments devoted to solving one specific problem, this may not be necessary. When writing large methods, it is advisable to do this, because in any case you used the works of your predecessors at least to understand where they were wrong.

In order for the educational process to be structured and fully provided with all necessary materials, teachers and teachers prepare various specific documents. In this article I would like to talk about how to write a methodological development, what it is and why you need to do it at all.

Terminology

Initially, you need to understand what exactly will be discussed now. The first question that may arise in everyone’s mind is: “What is methodological development?” So, here's the guide. It describes various methods and elements that may be useful for conducting a lesson or extracurricular activity. Important points:

1. You can prepare a methodological development in relation to just one lesson, topic, or the entire course in its entirety.
2. This document can be either individual or prepared by a whole team of specialists, that is, it can be collective.

The main goal of methodological development is the pedagogical and professional improvement of the teacher when preparing lessons or courses.

Important points

• The total volume of the document (the so-called “clean text”) must be at least 16 sheets of information typed on a computer. And this is not counting the title page and bibliography.
• You also need to remember that the margins should be: 3 cm on the left, 2 cm on the top, bottom and right.
• The page number is placed centered at the bottom. The symbol itself must be Arabic (that is, “1”, “2”, “3”, etc.).
• The font must be Times New Roman, size 14, single. If the work contains tables, the font of the text written in them is Times New Roman, 12th.
• Text alignment should be to the width of the page.
• The red line is indented by five characters.
• All headings are in bold font (Times New Roman, size 14), preferably placed in the center of the page.

It is important to remember that all illustrations must be designated by the term “Figure” or “Fig.”, They are all numbered in order. The main part can be divided into sections and subsections.

The main rules for creating a methodological development

It is worth saying that methodological development is simpler than it seems at first glance. After all, it is not at all difficult to do if a person is fluent in the material. After all, in this document it just needs to be properly structured and presented in a form that is easy to read and use. When creating a methodological development, you must adhere to the following important rules:

1. The content of the work must clearly correspond to the purpose, as well as the subject matter.
2. The essence of creating a methodological development is to provide information about the most rational and effective organization of the educational process in a particular discipline.
3. All developed methods must be creative work, and not copying parts of textbooks, manuals and other pre-existing educational documents.
4. The language in the text should be concise, simple and understandable. However, it is also important to use appropriate professional terminology.
5. All methods, techniques and forms of presenting educational material should be “illustrated” with references to your previously applied teaching experience.
6. This document must describe all the aids that the teacher uses when presenting the material to students. These could be cards, diagrams, tables, instructions for laboratory work, etc.

When looking through the options for how to write a methodological development, it is worth remembering the main thing: everything written must correspond to reality. Thus, there is no need to describe this or that teaching method if there is no possibility of its logistical support. And most importantly, methodological development must answer the questions: “How to teach? How can I ensure that the student best understands the material proposed by the teacher?”

Briefly about the structure

When considering recommendations for writing and formatting methodological developments, you must also remember that the presentation of the material should be structured. So, it is very important to remember that any serious work must consist of the following elements (and methodological development is no exception):

• Title page.
• Annotation.
• Content.
• Introductory part, or introduction.
• The main part, where all the material will be presented.
• Conclusion (possibly along with conclusions).
• List of literature used in the work.
• If necessary, they may be present in the application.

Title page

Now it’s worth figuring out how to correctly format all of the above parts of the methodological development. So, the document begins with the title page. It is formatted as follows:

1. At the top is written the name of the institution where this document is being submitted (the name is indicated in accordance with the issued license).
2. The title of the work itself is written in the center of the sheet.
3. A little lower from the title, on the right side, you must indicate the following information about the author: place of work, position held, and full name.
4. In the center at the very bottom you need to indicate the city and year, that is, where and when this methodological development was created.

It is important to note that there are no strict requirements for the design of the work title. So, here you can experiment with various design features (however, within the limits of what is permitted, because the methodological development is an official document).

annotation

We look further at the recommendations for the design of methodological development. At this stage, it is important to talk about what an annotation is and how it should be formatted correctly. After all, people are often afraid of this word and are at a loss when it comes to writing an annotation. So, this is just a brief explanation of what will be outlined later in the document. It is important to remember what needs to be specified in this case:

• The main thing is to talk about the problem or feature that the developed methodology is devoted to.
• It is necessary to highlight those questions that can be answered in the text below.
• Potential users of this development are also indicated.

The abstract itself should not be large. 10 sentences will be enough, where you need to state the whole point.

Introduction

Let's move on, understanding how to write a methodological development. This is followed by a table of contents, and writing it is not difficult. Next on the list is the introduction. This is a very important section of the entire work, where it is also necessary to briefly and clearly talk about what is special about this work.

1. Initially, the novelty of this work, its uniqueness and necessarily relevance are outlined. Here you need to tell what guided the author when choosing this topic, what makes it special.
2. Next, you need to describe the purpose of the work.
3. The next most important point is the conditions for applying this work, that is, it is necessary to tell when and in what cases the recommendations set out in the document can be applied.
4. You can also indicate possible difficulties and risks.

The volume of the introduction should not exceed 2 pages of text typed on a computer.

Main part

We continue to talk about how to write a methodological development of a section of OOP (that is, the main educational program) or simply independent work (regardless of other educational documents). So, it’s time to understand how to format the main part of the work. This is where all the material prepared by the teacher is presented.

• It is important to reveal the specifics of methodological development.
• You must also adhere to existing requirements, taking into account the specifics of the discipline.
• It is important to present the material logically so that the author’s intention is as clear as possible.

Conclusion

This is the last main part of the work. This is where certain conclusions are drawn and recommendations can also be made. In this section, it is important to talk about where and how everything outlined in this methodological development will be put into action. The volume of this text is up to one page.

Everything else that wasn't mentioned

The list of references is compiled in alphabetical order, with all regulatory documents submitted first. Here you can also indicate links to Internet sources (at the very end of the list).

If the work contains applications, they are submitted after the list of references. Each individual application is numbered with an Arabic numeral and given a name (“Appendix 1”, “Appendix 2”, etc.).

Most often, you will also need to write a review of the methodological development. So, they come in two types:

• Internal.
• External.

In the first case, the review is written by an employee of the same institution where the teacher works, in the second - by a specialist from another educational institution, but always in accordance with the profile and specifics of the methodological development itself.

You will need

• - experience in the topic;
• - notes of lessons conducted;
• - results of pedagogical experiments.

Instructions

Choose a topic. Experienced teachers who have been working on topics that interest them for a long time do not have problems with this. A novice teacher or educator needs to carefully approach this issue: the topic must be in demand, relevant to society and interesting to other teachers.

Determine the purpose of work on this topic. Ultimately, this will be the goal of this methodological development. The purpose largely depends on what exactly you are writing. For a separate note, a small goal will be enough that can be achieved during one lesson - for example, updating knowledge on a certain topic, developing one or more skills. Larger developments require larger goals.

If you are just starting to work on a large topic, conduct an initial experiment or diagnostic. Find out to what extent students possess the qualities you would like them to develop. Formulate provisions regarding what needs to be done to ensure that these required qualities reach a high level of development in the entire group. Based on these data, determine the direction of work.

Study the literature on this topic. Write down what you disagree with and what you would like to take for your work. Make a work plan and start accumulating material. After you have taught the required number of lessons on the topic, organize a diagnostic or the resulting experiment and see how effective your proposed technique is.

After the material has been collected, proceed to the preparation of methodological development. Some sections can be started early. For example, an annotation where you need to indicate the topic and purpose.

Write an introduction. In this part, you need to indicate why you chose this particular topic, how important it is, what your predecessors did in this, and how their methods were developed in your work. A brief review of the available literature can be given. The introduction is a fairly short part, it takes no more than 2-3 pages.

The main part is the most voluminous and must be divided into several smaller sections. First, you need to indicate how important the topic you propose is, how much time you devote to studying it, what knowledge you give to students and what skills you develop in them. Indicate the connection of this lesson or section of the program with other parts of the course, with other academic disciplines. Offer readers the methods and forms of teaching that you used in your work. Here you can talk about the results of diagnostics or initial and resulting experiments.

In conclusion, draw conclusions and explain why it is better to use the methods you propose. In a separate section, provide a list of references used. Compose applications. In appendices you can provide drawings and sketches of visual material, tables, graphs. You can visualize the results of experiments and indicate them in applications. The number of applications is usually not limited; the more there are, the more convenient it will be for your followers to use your technique.

Author's (private) methods should not repeat the content of textbooks and curricula, describe the phenomena and technical objects being studied, or cover issues presented in general pedagogical literature.

The material should be systematized and presented as simply and clearly as possible.

The language of methodological development should be clear, concise, competent, and convincing.

Methodological development must take into account the specific material and technical conditions for the implementation of the educational process.

Orient the organization of the educational process towards the widespread use of active forms and methods of teaching.

Methodological development should reveal the issue “How to teach?”

Structure of methodological development:

General structure:

Title page

Review (external, internal)

Introduction (explanatory note)

Standard

Graphological structures

Technological map (if the lesson manual is for the teacher)

Main part

Conclusion (tests, standards for tests)

List of used literature.

Applications (additional material).

The annotation (review) briefly indicates what problem the methodological development is devoted to, what issues it reveals, who may be useful (1 page).

The introduction (explanatory note) reveals the relevance of this work, i.e. the author answers the question why he chose this topic and what is its place in the content of education (1-2 pages).

In the conclusion (1-2 pages) the results are summed up on the problematic issues that were posed by the teacher when starting to compile the methodological development. General requirements for the design of methodological development

The total volume of methodological development (excluding applications) must be at least 24 sheets of computer text (font 14 Times New Roman). If the methodological development is the development of one lesson, then at least 10 sheets.

The volume of the main content is at least half of the entire manuscript.

The volume of applications is not limited, but they must correspond to the text (links to them in the text are required).

The list of sources used should contain 10-15 names. If the development is only practical in nature and does not require theoretical references, then the list of sources used can be omitted.

The number and volume of sections is not limited.

The answer is simple: those who know how to work often do not know how to write. Meanwhile, the experience of our experimental sites shows that any teacher can describe his developments if he gets a little help in this.

(Template recommendations for teachers on creating methodological development)

annotation

This material will help the reader-teacher write your own methodological development. Heads of methodological services of educational institutions can use this template to conducting a training seminar on the creation of teaching materials.

1. Introduction

This work was written to help teachers of experimental sites for problem-based learning based on OTSM-TRIZ. The examples provided here illustrate the techniques used in this pedagogical approach. However, the author hopes that other teachers who want to describe their methodological developments will also find useful advice here.

The recommendations are described in the form of a template. By replacing the template text with the author’s text in accordance with these recommendations, the teacher will be able to create his own methodological development. This approach was borrowed from my supervisor, Professor V.V. Guzeev, whose dissertation research template was the basis for my own Ph.D. thesis.

2. Composition and content of methodological development

Subject

Usually the topic is built on the principle: subject of research - object of research. The order of the parts of the title may vary.

The object indicates the area to which your development belongs, and the subject indicates what aspects, features you are going to change, the distinctive features of your technique. In other words, an object is the closest supersystem in which you work, and an object is that subsystem or feature that your work changes and improves.

Sometimes the wording itself indicates the GOAL - why this object needs to be improved.

Usage Models “Point of View” (SUBJECT) as a means

integration of speech development and natural history courses (OBJECT)

to form a systemic perception and emotional attitude towards the world around us (GOAL).

The integration of natural history and speech development courses has been done before you, in this case this is the area in which you want to say your new word (object). But using the point of view model as a means to integrate these courses is something new that you have developed (subject).

The subject may have varying degrees of novelty, formulations such as “problems of using the technique...”, “features of using the technique... in the conditions...” are possible. In this case, the methodology itself will be the object (if it already existed before you), and the problems of its application, the features of its use in some new conditions will be the subject of research.

You may not be able to accurately formulate the topic right away. This is normal: if you are solving a pedagogical problem, you are not required to immediately know by what means it will be possible to solve it. Therefore, the goal and object are important at the input, and the object can become clearer later. Recommendations for formulating goals are given below.

Author information

Example: Ivanova, Anna Petrovna, primary school teacher at school No. 1, N, teacher of the 1st category, [email protected]

Conditions of use

In this section please indicate

— Student population, characteristics of the population (if any).

— The program within which your methodology is applied.

Example:

— Primary grades (1-2).

— Speech development course as part of the Russian language course

— Methodology for compiling a descriptive story from a picture (Murashkovska I.N., Valums N.P.).

Relevance, purpose and objectives

A well-formulated goal largely determines the success of the entire work. You should not formulate goals in “general terms”: to develop thinking and imagination - the fact of achieving such a goal cannot be verified. Let us indicate the requirements for the formulation of goals and objectives:

1. The goal must be formulated very specifically, so that it can be divided into understandable tasks, the results of which can be verified.
2. The goal must be considered in the general system of goals, i.e. Not only the goal should be clear, but the subgoals (tasks) with the help of which it will be achieved and the supergoals to achieve which your goal is needed.
3. Objectives indicate the changes that should happen to the student and manifest themselves in his behavior or in the results of his work (for example, in the texts he writes) as a result of applying your methodology. They are described by perfective verbs: teach how to write riddles like...; teach to distinguish between the name and meaning of a sign; teach how to use the system operator to write questions about a historical event, etc. We advise teachers who are familiar with OTSM-TRIZ to describe changes using the “element – ​​feature names – feature values” model.

Below are several steps that are useful to take in order to formulate high-quality goals and objectives. This fragment of text (in italics) does not need to be included in the methodological development; it is needed in the process of working on the material.

To correctly formulate your goals and objectives, try doing the following:

1. Answer the question: “what are you going to change with your development?” Describe the expected result: WAS... – IS... And then remove those changes that you did not achieve or achieved using another technique, leave only those that directly relate to your work.

Example: WAS: children give an oral answer about a natural object, haphazardly, using cliches, talk without pleasure, speak with difficulty. – BECOME: children compose a coherent, emotional, imaginative story, examine objects from different angles, use their own comparisons, and tell stories with enthusiasm.

2. Make a chain of “WHY?”, this will help you see the supersystem of goals.

Example. Children know how to compose a coherent, complete story - Why? – To perceive the world around us holistically and systematically. - For what? – To be conscious of the world around you. - For what? – To be able to change the world around us.

Children compose a figurative story using their own comparisons - Why? – To build your own emotional relationship to the world around you. - For what? – To better understand yourself and the world around you.

3. Make a chain “FOR THIS?”, this will help you see the subsystems of goals.

Children compose a figurative story - for this they highlight the most striking fragments of the whole; build metaphors...

By completing this exercise, you will be able to obtain material for three points of methodological development (see below).

1. We get the rationale for the relevance of your work from the chain “WHY?” see point 2 ( example: “It is important to teach a child to navigate in the modern dynamic world, to form his own emotional attitude to what surrounds him. The development of figurative speech and associative thinking is one of the main tools for developing an emotional attitude towards the world. No less important is the formation of a holistic, systemic perception of the surrounding world, which is necessary for a person to detect and solve the problems that arise before him. Together, systemic and figurative descriptions allow one to emotionally experience and appropriate ways of systematically perceiving the world."
2. The purpose of the work is from comparing the initial situation (Was) with expectations (BECAME) see point 1 ( example: “Teach the construction of a figurative story about an object based on the use of the “Point of View” model”).
3. Tasks - from the chain “WHAT?” see point 3 ( example: “Teach to identify the characteristics of objects on whose behalf the story is built; teach to identify signs of surrounding objects that are important from the point of view of the storyteller, teach to build figurative comparisons on behalf of the storyteller; teach how to build systemic comparisons on behalf of the narrator, combining images into a single system”).

Facilities

Models, tools, methods

Indicate the models, tools, methods that are used in your development.

Example: Models used: “Element – ​​name of the feature – value of the feature”, “Point of view”, morphological analysis.

Visual aids

Describe the visual aids you use. If well-known manuals described earlier are used, list them and provide links to the materials in which they are described.

Example: the manual “Circles of Lull” is used (link).

Description of the technique

The description of the methodology can be performed in various forms - it depends on its content.

The main problem of the description is that most of the methods we use are not implemented within one or several lessons, but require a more flexible training system. There is often a situation when the transition to a new stage provides a series of exercises from the previous stage, which can be carried out in any sequence. In this case, it is convenient to represent the stages in the form of a diagram ( rice. 1). If your methodological development fits into a clear sequence of steps, there is no need for a diagram.

For example (Fig. 2) a fragment of the description of the methodology is shown, which shows how individual exercises are connected to each other. The “compare an object on behalf of some wizard” exercise may be offered in different sequences, but they precede the system comparison. Empathy can be introduced in parallel with the “What is it like?” exercise. “Systemic empathy” must be preceded by empathy and systemic comparison.

For readers who are not familiar with OTSM-TRIZ pedagogy, we will explain the content of Figure 2. In the methods of developing speech and imagination, images of wizards are used, personifying the methods of transforming objects (Murashkovska I.N., Sidorchuk T.A.). Deli-Come divides objects into parts and combines the parts into a whole; Giant-Little One reduces or increases the size of objects, Lag-Run-Run moves objects along the time line.

Table 1. Composition of the method

Examples

Often in methodological developments, examples occupy the lion's share of the reader's space and attention. This sometimes leads to completely different results than the author expected. We have encountered cases where a teacher, having read the methodological material, is sincerely convinced that this material can only be used with the examples described in it. To use the “Picture without Stuttering” he needs the same picture with ducks, and the exercise “what does it look like?” must be done exclusively with a class key and glasses. The methodological development should be written in such a way that your colleagues do not copy it one-to-one, but can adapt it to the conditions of their educational process without violating the technology you propose.

Examples illustrate and make your proposals clearer and more specific. But in no case do they replace them.

Example. Let's play the game "What does it look like?" At the initial stage, use objects familiar to children with an interesting shape (for example, a key, glasses, a tree branch, an umbrella, etc.). Then move on to objects with other bright signs (a faucet with dripping water - sound, a burning light bulb - temperature, etc.).

Diagnostics

Diagnostics is a topic that requires separate discussion. As a rule, teachers’ methodological developments do not provide diagnostics; instead, they give examples of children’s works or statements. This enlivens the description of the technique, makes it more readable, but does not make it possible to evaluate the result. So, in lessons on speech development you can always expect 1-2 bright works, but this says absolutely nothing about the value of the methodology used in the lesson. Talented children write brightly and without special training, sometimes the teacher’s intervention only spoils the matter.

If the result of your methodological development can be represented by the creative products of students, it is necessary to show the work of at least 2/3 of the students in the class. This does not mean that you should waste time retyping children's essays or problems created by children. It is enough to attach photocopies of them to the description of the methodology. When publishing your design, we will decide how to illustrate it with children's work.

Another option is to use previously developed diagnostics. In this case, it is necessary to cite sources.

If you decide to offer your own diagnostics of the results of using your technique (for which you immediately deserve special thanks), then you need to answer two questions:

1. By what objects did you evaluate the results of your work? It can be

- observed behavior of children (children ask to conduct such lessons more often, bring additional material, play games suggested by the teacher during recess - such observations indicate an increase in motivation);

- products of children’s creative activity (essays, rules derived by children, tasks invented by them, etc.);

— results of performing special tasks, etc.

2. What characteristics will you evaluate?

It can be

- the presence of certain statements by students in the process of work,

- certain types of behavior of students (for example, if a child collects a piggy bank, practically without asking for help from the teacher and classmates and gets a result, one can judge independence in this type of activity); if a student uses systematic comparisons in the text, one can judge the maturity of the ability to make such comparisons);

— the number of correct answers to the proposed tasks; number of errors of a certain type, etc.

If you evaluate work in points, under no circumstances consider the arithmetic average as the result for the class. Two students who caught the flu that day, did not complete the work and received unities, will negate the results of at least four excellent students. Just count the number of twos, threes, fours, fives, etc. and the percentage of the number of this grade to the number of students who did the work. If the work is assessed, for example, on a ten-point scale, you can count the number of students whose results fall within certain intervals (for example, 0-5; 6-10; 11-20, etc.). The results can be reflected in a diagram.

conclusions

Briefly review what your work was about. What problems have you not yet been able to solve? Set yourself goals for the future.

Please do not forget that today many teachers in different parts of the country are waiting for your materials.

Bibliography and links

This list should contain all the materials that you used when creating your own methodological development.

— Materials posted on Internet sites (in this case, the address of the material on the network is given, for example, Murashkovska I.N., Valums N.P. Picture without hesitation. URL http://trizminsk.org/e/2312.htm)

- Materials placed on CDs (example description: Nesterenko A.A., Belova G.V. Knowledge workshop: tools for problem-based learning based on OTSM-TRIZ // Effective educational technologies [Electronic resource]. - Electronic text , graphics, sound, video data (57.2 MB) - M.: LLC "Distance Technologies and Education", 2008. - Issue 1. - 1 electronic optical disk (CD-ROM) : sound ., color; 12 cm – 9.72 Mb.)

In the text of the article, references can be made to the publication numbers in the list, preferably indicating pages, or you can use the European system (full name of the author, year when the material was published), for example (Ivanov I.I., 2007, p. 34).

If you are using ideas from colleagues that were communicated in a private conversation, instead of a link in brackets you can write (Ivanov I.I., private message)

3. References

1. Guzeev V.V. The apparatus of scientific research and the structure of a candidate's dissertation // School technologies. – 2004. – No. 2. – P. 117-133; Pedagogical technologies. - 2004. - No. 2. - P. 88-108.
2. Guzeev V.V. Educational outcomes planning and educational technology. – M.: Public education, 2000, 240 p.