«заманауи сын-тегеуріндер мен қОҒамның жаһандану жағдайында қазақстандағы білім мен ғылымның инновациялық Ҽлеуеті»
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БІЛІМ МЕН ҒЫЛЫМНЫҢ ИННОВАЦИЯЛЫҚ ҼЛЕУЕТІ» халықаралық ғылыми-тәжірибелік конференция материалдары 28-29 қазан, 2016 ж.
ҚАЗАҚСТАН РЕСПУБЛИКАСЫ БІЛІМ ЖҼНЕ ҒЫЛЫМ МИНИСТРЛІГІ МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РЕСПУБЛИКИ КАЗАХСТАН MINISTRY OF EDUCATION AND SCIENCE OF THE REPUBLIC OF KAZAKHSTAN І.ЖАНСҤГІРОВ АТЫНДАҒЫ ЖЕТІСУ МЕМЛЕКЕТТІК УНИВЕРСИТЕТІ ЖЕТЫСУСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ ИМ. И.ЖАНСУГУРОВА ZHETYSU STATE UNIVERSITY NAMED AFTER ІLYAS ZHANSUGUROV
ЖАҒДАЙЫНДА ҚАЗАҚСТАНДАҒЫ БІЛІМ МЕН ҒЫЛЫМНЫҢ ИННОВАЦИЯЛЫҚ ҼЛЕУЕТІ» халықаралық ғылыми-тәжірибелік конференция МАТЕРИАЛДАРЫ III том 28-29 қазан МАТЕРИАЛЫ международной научно-практической конференции «ИННОВАЦИОННЫЙ ПОТЕНЦИАЛ НАУКИ И ОБРАЗОВАНИЯ КАЗАХСТАНА В УСЛОВИЯХ СОВРЕМЕННЫХ ВЫЗОВОВ И ГЛОБАЛИЗАЦИИ ОБЩЕСТВА» III том 28-29 октября MATERIALS of the international scientific-practical conference "INNOVATIVE POTENTIAL OF SCIENCE AND EDUCATION OF KAZAKHSTAN IN CONDITIONS OF GLOBALIZATION AND MODERN CHALLENGES OF SOCIETY" volume III October, 28-29 Талдықорған, 2016 2
БІЛІМ МЕН ҒЫЛЫМНЫҢ ИННОВАЦИЯЛЫҚ ҼЛЕУЕТІ» халықаралық ғылыми-тәжірибелік конференция материалдары 28-29 қазан, 2016 ж.
КБЖ 72: 74.00 321
Редакция алқасы; Редакционная коллегия: Қ.М.Баймырзаев (бас редактор), М.Ж.Мальтекбасов (бас редактордың орынбасары), Мехмет Акиф Сөзер, Плахотник О.В., Бахтаулова А.С.. Еditorial colleague: Baimyrzayev K.M. (editor-in-chief), Maltekbasov M.Zh. (deputy of editor-in-chief), Mekhmet Akif Sozer, Plakhotnik O.V., Bahtaulova A.S. 321 «Заманауи сын-тегеуріндер мен қоғамның жаһандану жағдайында Қазақстандағы білім мен ғылымның инновациялық ҽлеуеті» атты халықаралық ғылыми-тәжірибелік конференцияның материалдары. –Талдықорған, І.Жансҥгіров атындағы ЖМУ, 2016. 403б. международной научно-практической конференции
И.Жансугурова, 2016. 403 с. Мaterials of the international scientific-practical conference "Innovative potential of
2016. 403 р. ISBN 978-601-216-369-8 Жинақ материалдары білім беру мен ғылым саласында инновациялық зерттеу жҧмыстарымен айналысатын ғалымдарға, докторанттарға және магистранттарға арналған. Материалы сборника предназначены ученым, докторантам и магистрантам, занимающимися исследованиями инноваций в образовании и науке.
Collection of materials is intended for scientists, Master and Doctor students, who are interested in innovative research in education and science.
ӘОЖ 001: 37.0 (063) КБЖ 72: 74.00
ISBN 978-601-216-369-8
© І.Жансҥгіров атындағы Жетісу мемлекеттік университеті, 2016 3
БІЛІМ МЕН ҒЫЛЫМНЫҢ ИННОВАЦИЯЛЫҚ ҼЛЕУЕТІ» халықаралық ғылыми-тәжірибелік конференция материалдары 28-29 қазан, 2016 ж.
UDC 37.013.46 INNOVATIONS IN CONTEMPORARY EDUCATION Chavdarova – Kostova S.G. Sofia University “St. KlimentOhriski”, Bulgaria, schkostova@abv.bg
Educational innovation – what is it? Such question is directed not only to the definition of this term but also to its content and structure. When we talk about innovations we think about some ideas that characterized with: Non-standard decision; Something new as idea; Improvement of the product, the process, the approach. Innovations are necessary for economical, technical and social development. They are so closely connected, that the development of the one influences more directly or indirectly on the other. Educational innovations are more directly connected to the social development but they are very dependant from the innovations in technology, especially when it is speaking of ICT in the classroom. It`s important to note that there is a difference between innovation as idea and innovation as reality or practice. One new idea could become an innovation if there are necessary conditions to its development as an instrument of the practice.In the education a product of some innovational activity could be new content, curriculum, method, form of organization of the educational process etc. One of the most important factors for the innovational activity is the national policy. Conditions for innovations are built on the base of the national policy that defines and national priorities. Such conditions could be pointed in the acts or other normative documents. In the context of education it`s possible to talk about ―innovational educational policy‖ that influences on all educational institutions in the state. But here it could be put one interesting question – how it is possible to develop an innovation in the state educational system where the normative base is one and the same for all? It means – what kind of innovations are possible at the school level? There are some answers of this question in different school sub-systems: School curriculum; Educational technologies; Inside organization; Material and cultural environment; Interaction teacher – pupils; Interaction school – family; Interaction school – out-of-school institutions etc. One specific innovation is the so called author`s school - with original curriculum, learning content, organization of work etc. From this point of view some private schools could be seen as innovation when there are differences in the learning content and organization from the state schools. The present day put another aspect of the innovation in the context of the marketing. It is necessary to make innovations in the conditions of concurrence to have a success at the market space. In the pedagogical sphere, knowledge is some kind of ―goods‖ and the education – as ―service‖ of ready products that consumers seek and use. From this point of view parents are consumers that could attach conditions to the quality of the product ―education‖. It`s very important to take into account the needs of the parents as
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БІЛІМ МЕН ҒЫЛЫМНЫҢ ИННОВАЦИЯЛЫҚ ҼЛЕУЕТІ» халықаралық ғылыми-тәжірибелік конференция материалдары 28-29 қазан, 2016 ж.
clients of educational services. One possibility in this direction is educational innovations to be presented to parents as a form of popularization. The success of educational innovation depends on its correspondence to the two kind of needs: needs of the children and the parents (personal approach) and needs of the state and the society (community and national approach). The needs could be interpret and as: needs to be unique and needs to be as others. Each of these kinds of needs requires special attention when we plan, make a design and organize some educational innovation. Another aspect of the innovation is its interpretation as evolution or revolution. The speed of the innovation could be: fast (as revolution); slowly and gradually (as evolution). In the case of educational reform on the national level it could be seen as national, state, institutional, educational innovation. Realization of such innovation has the support of the state – financial, material, organizational and it facilitates the process of the change. The effectiveness of the innovation depends also from the personal factor - if people support and actively participate this innovation to become a reality. Innovations also could have different directions: from top to the bottom – radical changes, planning and organization on a large scale; from the bottom upwards – self initiative, more lower levels, the results are predominantly local, without radical changes on the higher level . The main questions that could be done are: From where it is necessary to start changes – innovations?Who could be the initiator of an innovation? These questions are closely related with the problem of the person`s readiness to be innovator, to see another possibilities for realization of the processes or to make something – directed to the products or people. The innovation is related with experimentation. From this point of view it is very necessary the innovation to be well-founded, the process of the experiment, the analysis of the experience. This is very important for the educational system because in it the innovations – experiments are directed to personal development, mainly of children. Here the accent should be point on the responsibility of the initiators of innovations – experiments. Responsibilities for the quality of the process and the results (that could be good or not so good) no matter what kind of innovation is – ―external‖ (as direction outside – inside) or ―internal‖ (as direction inside – outside). The process of realization of innovation could come into collision with different kind of stereotypes. Each innovation destroys available stereotypes about the normality of the thing and the processes. The innovation could be a reason for conflicts, it is possible to make mistakes or not to have a success. Also not each innovation could be useful for people – directly or indirectly. The success of the innovation depends on the well done work at team, acceptance from persons that realize it as a value and its usefulness for the development of the person, organization, community, society. The effectiveness of the innovation depends also from the quality of the professional qualification of the people that initiate and that realize it. Innovations need raising the qualification of people to understand its sense and meaning, the procedures of its happening. This is very important for educational sphere because innovations touch different subjects – school principals, teachers, children, parents. Teachers must be well prepared to apply successfully new innovation – by seminars, courses, study visits etc. They need to know requirement of the innovation. Otherwise the process of realization of the innovation could not be effective. If educational innovation was initiated on
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БІЛІМ МЕН ҒЫЛЫМНЫҢ ИННОВАЦИЯЛЫҚ ҼЛЕУЕТІ» халықаралық ғылыми-тәжірибелік конференция материалдары 28-29 қазан, 2016 ж.
the state level, this should be engagement of the state to prepare teacher to apply it. If educational innovation was initiated on local or on school level, teacher preparation should be engagement of the local authorities or school principal. After 2000 it could be outline some main groups innovations in education: Insertion of informational and communicational technologies In large number in schools. They have big educational potential for developing student`s interest and raising the motivation for learning; Creating different electronic resources and using such resources for school works – electronic platforms, textbooks, presentations etc. Different kinds of reform on state level in different countries – to improve the quality of education, to raise the competitive status of students and state economies. A variety of school – based experimental activities as parts of dissertations on the base of personal initiated innovations or successful teacher work of so called teachers – innovators. There work is mainly orientated to the creation of good methodic decisions that could be used directly in the everyday school life. Some forms of out-of-class or out-of-school activities that were forgotten but now again are very actual (in fact they are not innovations but for the nowadays teachers or students they have characteristics of innovation). In the history of pedagogical theory and practice we could find such very good ideas that could be restored and used in the present days; Innovation in the sphere of the civic education; Innovations in the sphere of the global education; Innovations of the sphere of the patriotic education; Innovation of the sphere of the intercultural education; Interactive methods of teaching; Work on projects etc. Educational innovations are not only at schools. They are also in out-of-school institutions and their activities, in the activities of the non-governmental organizations that work with children. Important place for innovations in education is the school management. There, the innovations could be defined as purposeful, planned and controlled changes in the organization of the school life for improvement of all its components and factors that has influence on it. Innovations in educational management could be on the school level with local influence and importance. Innovationsin educational management on the state level have influence in fact on all educational system. This is not only influence but also it contains compulsory requirements to the management body of the schools because it reflects the state educational policy that is valid for all schools. The main aim of educational innovations in management of the school is to make changes not only in the organization, but also in the content and the process of teaching. Many subjects are involved in such kind of educational innovations – pedagogical and non-pedagogical staff, student, parents, other subjects outside of the school that has administrative influence on its government. In this case innovation is not only some kind of change in the working conditions, but also it is a change in the thinking of people that are involved in it. At the end, it`s necessary to mark the importance all people that join to realize any kind of innovation to be very well informed about needs of its introducing in the school life. They should be motivated to work actively to achieve the goals and to finish successfully their activities for realization of the innovation. When the innovation become a traditional part of the school life it gradually pass over its status to be ―new‖ to a status to be a ―norm‖.
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БІЛІМ МЕН ҒЫЛЫМНЫҢ ИННОВАЦИЯЛЫҚ ҼЛЕУЕТІ» халықаралық ғылыми-тәжірибелік конференция материалдары 28-29 қазан, 2016 ж.
DESIGNING OF AN INNOVATIVE EDUCATIONAL ENVIRONMENT ON HUMANITARIAN GROUNDS Frolovskaya M. Altai State University, Barnaul, Russia, marinanik63@mail.ru Sultanova G. Zhetysu State University named after I.Zhansugurov, Taldykorgan, forisk@mail.ru
At present innovative educational institutions are being established in which the objectives of development and use of innovative projects and innovative educational programs and technologies are realized to improve the quality of education. Specific features of innovative universities have been determined: - clearly expressed idea of the innovative development of education, adopted educational ideology (the concept); - emphasis of innovative activity as a special subject of organization and management (which is expressed in a variety of practice change projects, the organization of project activities, achieving of innovative results, evaluation of the university for quality changes); - providing special forms of support, innovative activity support, organization of teacher training in the field of innovative activity and the use of teacher training as a tool and resource for solving the problems of university‘s innovative development; - cooperation and dialogue of the university with environment, including participation in grants and programs, organization of training centers for other universities‘ teachers, arranging events of regional and Russian scale, participating in the activities of professional associations. These four criteria are correlated with the requirements of the federal standards of higher education in Russia: requirements for the purpose, the structure of the educational program, the conditions for its implementation, organizing and conducting practical training. The question arises: modern innovations linked to development of foreign educational ideas? Thus, the implementation of the competence approach in high school is one of the educational innovations. The purpose of higher education in the framework of the competence approach is the acquisition a particular set of competencies by students. Revision of competencies, increase or decrease of their list, gives little change to the quality of vocational education, which is now defined by "final" result – students‘ level of mastering the content of scientific knowledge. However, the "final" result essentially depends on the quality of educational process in high school. The reality of professional-pedagogical sphere is increasingly leaning towards instrumental- utilitarian education of professional functionary. Market dictates its own conditions, "human-factor model actively affirms, quickly reaching pragmatic purposes, essentially unrelated to the context of life-purpose" [2, 351]. High school is considered as a preparation for life, "screwing in a future profession", "turning of common knowledge into narrow professional business" (V.S. Bibler). To reduce the vocational education to labor market service is not available. Acquisition of knowledge prescribed in the standard, acquisition of specialized competencies is an indicator of specialist training in a particular professional field that cannot be considered as knowledge. It is interesting to note that when we discuss about "training" and "education" different concept are used, and different language for discussing innovations. 7
БІЛІМ МЕН ҒЫЛЫМНЫҢ ИННОВАЦИЯЛЫҚ ҼЛЕУЕТІ» халықаралық ғылыми-тәжірибелік конференция материалдары 28-29 қазан, 2016 ж.
The key words of training are the result, control, established norms, discipline, production, basic items. The following words are opposed to them: process, self-esteem, image, interaction, understanding and meaning. The purpose of education, particularly innovative one is the development of man, capable of asking questions to himself. In this regard, the humanitarian content of higher education innovation becomes the implementation of "teacher-student" interaction in which education becomes a process of becoming human, the ability to be and to become (M. K. Mamardashvili), to be educated is to strive to create own image of the world. So, is innovation having new ideas on the initiative of the participants in educational practice? Referring to the interpretation of the word "innovation", from linguistic point of view, it means "new formation". L.S. Vygotsky considered new formation as other quality, features which previously there were not in a ready forms.The birth of a new image characterizes certain stages of development, first of all, a person's identity. But the new "does not fall from the sky," wrote a prominent psychologist, it appears natural, prepared by the whole course of previous development. So, innovation is a new (and for the workers of higher education) image of development idea, image of the educational process‘s organization and management, image of models of activities, image of interaction and dialogue. In general, this is an image of the university development, built by the direct participants. The way of development that leads to new formations is achieved, first of all, by the quality of educational process in high school and the nature of its relations "Teacher - Student". The educator, whose professional world image of humanitarian orientation can make pedagogical process as a humanitarian practice that focuses on the development of a student‘s world image. A.N. Leontiev considered "The image of the world" as an integrated, multi-level system of the individual‘s views about the world, other people, himself and his activities [1]. The professional world image of a teacher can be considered pedagogical culture, teacher‘s attitude towards the pedagogical process, to himself and other participants, including a axiological foundations (values and meanings), the ontological component (interaction of pedagogical process‘s participants), methodology (principles of pedagogical thinking style) [3]. Professional image of the world is accompanied with pedagogical outlook, view of the world, self - concept of the teacher. The scientific picture of the world - is an integral way of scientific knowledge, a generalized image of "become" culture, including base categories, methods and techniques. At the same time, it is a way to systematize modern knowledge. Presented in monographs and textbooks, picture of the world serves as a model of theoretical understanding of a teacher‘s activities. The problem is that the teacher in his practice often separates himself from the educational process, remaining in the position of "the world and I." Absolutely objectified view of the world can be replicated, as well as any formal generalized knowledge. It is for all, quite functional. The limited training, on the basis of educational standards, is found at once, when we understand the meanings (A.N. Leontiev) of activities of a teacher and student. Most likely, a professional teacher is not person who was trained to "own" subject and its development technology, but the one who helps others (and himself) to get out of subject into human activity, life values and meanings. To organize innovative process of theoretical knowledge comprehension in the way of humanitarian practices means the transition from the value - to the meaning, from the subject – to a
knowledge. The "entry" into the world of "become" culture, the formation of a scientific picture of the world can be one of the conditions of professional world image formation of both a teacher and a student. In this case, the picture of the world will be understood not only in the ontological way (principles, methods, forms), but also acquires valuable feature, as well as pedagogical world outlook. World outlook, with its structural components: intellectual, emotional and volitional,
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