Content introduction chapter I. Theoretical and methodological foundations for the application of modern educational technologies in the field of vocational education

Chapter II
The practice of applying modern educational technologies in the field of vocational education


2.1. Analysis of the application of modern pedagogical technologies in the field of vocational education
In the second part of my thesis, I would like to analyze the use of modern pedagogical technologies on the example of the educational institution where I work as a teacher-technologist - the Kirovsky Restoration College.
After studying the programs, attending many classes of my colleagues and conducting a survey, I found out that in our college the old class-lesson teaching system is still mainly used. Having tried to figure out why the teachers of our college practically do not use new pedagogical technologies, I came to the following conclusions:
- programs are often designed in such a way that teachers barely have time to give students the necessary information. Unfortunately, such conditions do not contribute to the manifestation of creativity either among teachers or students
- The technical equipment of our educational institution is improving every year, but most of the classrooms are still not equipped with computers, projectors, new generation whiteboards.
These circumstances seem to me to be the main reasons why new pedagogical technologies are rarely used in our college. However, in our teaching staff there are teachers and masters who try to the best of their ability and ability to diversify classes, make them more useful, visual and informative for students. Some teachers use the method of projects, others use problem-based learning.
I would like to contribute to this process, and I have developed a mind map lesson, which I will discuss below.
High requirements are placed on graduates of secondary vocational schools when entering higher education institutions or finding a job. They must be able to adapt in the complex modern world: they need not only the acquired knowledge, but also the ability to find it on their own, to feel like competent people in any field, creative people in order to successfully establish themselves in life. A teacher can achieve good success in teaching only by increasing interest in his subject. To do this, it is necessary to use such a system of methods, which is aimed not at the presentation of ready-made knowledge, their memorization and reproduction by students, but at the independent mastery of knowledge and skills by students in the process of active cognitive activity. One of the reasons for the loss of this interest is some of the traditional techniques and teaching methods. To develop students' interest in the study of the discipline, it is necessary to use both traditional teaching methods using techniques that encourage students to practice and reflect; formation and development of cognitive interests and abilities; development of creative thinking, as well as elements of innovative technologies (elements of problem-based, student-centered learning, information and communication technologies, etc.).
The success of learning and the strength of knowledge are directly dependent on the level of development of students' cognitive interest in the subject. One of the important points in the lesson for the student is the understanding of the need for personal interest in obtaining knowledge, so that students can feel their competence not only as a result, but throughout the entire learning process, this is a condition for the developmental impact of learning on the student's personality. Therefore, a modern lesson should be based on a combination of specially organized activities and ordinary interpersonal communication, thus, through a personal communication plan in the lesson, taking into account the age and psychological characteristics of students, their readiness to expand the circle of communication, empathy with the problems of adults, the desire for self-affirmation is realized.
Modern educational technologies can help to achieve the set goals, such as: technology of level differentiation of education; group technologies; computer technologies of training; gaming technologies; technology of problem-based research education; learning intensification technologies based on schematic and symbolic models of educational material; cooperation pedagogy.
Of course, every teacher would like his subject to arouse deep interest among students, so that they can not only write lectures thoughtlessly, but also understand what is at stake, be able to think logically, so that each lesson is not a burden, but a joy for students and teachers. We are used to the teacher telling and the student listening and learning, but listening to ready-made information is one of the most inefficient ways of learning. Knowledge cannot be transferred from head to head mechanically (heard - learned). Therefore, it is necessary to make the student an active participant in the educational process. A student can learn information only in his own activity with interest in the subject. Therefore, the teacher needs to forget about the role of an informant, he must play the role of an organizer, coordinator of the student's cognitive activity, organize for the student all types of educational and cognitive activities in the lesson. It is necessary that the educational and cognitive activity of the student correspond to the educational material that needs to be learned. It is necessary that, as a result of the activity, the student independently come to any conclusions, so that he acquires knowledge for himself. The most important principle of didactics is the principle of self-creation of knowledge, which consists in the fact that knowledge is not obtained by students in a finished form, but is created by them themselves as a result of a certain cognitive activity organized by the teacher. Consequently, various types of pedagogical technologies contribute to the development of cognitive and creative interests of students.
The introduction of modern educational and information technologies does not mean that they will completely replace traditional teaching methods, but will become an integral part of them. After all, pedagogical technology is a set of methods, methodological techniques, forms of organization of educational activities based on the theory of learning and providing planned results. It is very difficult for a teacher to overcome the stereotypes of conducting classes that have developed over the years. There is a great desire to approach the student and correct mistakes, suggest a ready-made answer. Students also face the same problem: it is unusual for them to see a teacher in the role of an assistant and own work experience. Today, for the successful conduct of a modern lesson, it is necessary to rethink one's own position in a new way, to understand why and for what changes are needed, and, above all, to change oneself.