INNOVATION TECHNOLOGIES IN PRIMARY SCHOOL.

Senior lecturer of the Department of Foreign Languages Takuova Zarina Serikovna

Master's student Shubaeva Zhanel Zhanatkyzy

By innovative technologies in education, we understand the process of improving pedagogical technologies, a set of methods, techniques and teaching tools. Currently, innovative pedagogical activity is one of the essential components of the educational activity of any educational institution. It is innovative activity that not only creates the basis for creating the competitiveness of an institution in the educational services market, but also determines the directions of professional growth of a teacher, his creative search, and really contributes to the personal growth of pupils. Therefore, innovative activity is inextricably linked with the scientific and methodological activities of teachers and educational and research students. Innovations in education begin with respect for the individuality of the student and the transformation of the traditional model of the "teacher-student" relationship into a "person-person" model. At primary school age, there is an intensive development of such personality qualities as thinking, attention, memory and imagination. At this age, the social and personal development of the child begins, his entry into the life of society. Innovations in education should carry, first of all, the process of developing the confidence of a small person in himself, his abilities. It is necessary to reverse the authoritarianism of education in the thinking of teachers so that they can put the child on an equal level with themselves, be able to give the child the opportunity to adequately manage themselves and the world around them. At the same time, it is important to note that innovative technologies in education, first of all, should be aimed at creating a person who is determined to succeed in any field of application of their capabilities. Currently, innovative technologies occupy an important place in the professional activity of teachers. The need to use ICT tools in the work of primary school teachers is dictated by the age characteristics of students, namely the need for visual demonstration of educational material, processes and phenomena. The main directions of our work when using

ICTs are:

- multimedia lessons that are conducted on the basis of computer training programs: "Russian language lessons", "Mathematics lessons", "Lessons of the surrounding world" for grades 1-4;

- distance olympiads and competitions;

- telecommunication projects;

- lessons based on author's computer presentations in

the form of student reports. The practice of using ICT by primary school teachers allows us to draw the following conclusion: the use of ICT in the classroom has the following advantages over traditional teaching:

1. Modernity and relevance of educational material.

2. Availability of additional and related material.

3. Aesthetics and visibility.

4. The possibility of printing out the material for subsequent individual work.

5. The possibility of a block review of the topic, advancing knowledge.

6. Learning through gaming or practical activities.

7. Increasing students' interest in learning.

8. Clearer organization of the teacher's activities.

In general, the use of innovative technologies contributes to improving the quality of students' knowledge and skills. Innovation in teaching is associated with creative search based on existing experience, is aimed at ensuring the research nature of the educational process, the organization of search educational and cognitive activities. Innovative are the processes associated with the nature of interaction between the teacher and students, with their positions during training, when certain conditions are created for students to take an active and proactive position in the educational process: not just to assimilate program material, but to learn the truth by entering into an active dialogue with participants in the educational process; independently go beyond their own knowledge to finding ways to act in new situations, which is the main value and purpose of education; to form the ability to learn. We are engaged in educational research projects of primary school students. The main idea of the project method is the orientation of the educational and cognitive activity of students to the result that is obtained when solving a practical and theoretical problem. The project activity of students is a joint educational, cognitive, creative and playful activity that has a common goal, coordinated ways of activity aimed at achieving a common result. The use of elements of research activity in teaching allows us not so much to teach children as to teach them to learn, to direct their cognitive activity. With great interest, students participate in a variety of types of research work. The project method allows you to organize a truly research, creative, independent activity during the study time allocated to the study of the subject. The main goal of teachers using innovative technologies is: the education of moral and legal, emotional and aesthetic, intellectual, informational and communicative culture, as well as the culture of health of the younger student. They put each child in the position of an active participant, given the opportunity to realize individual creative ideas, teach how to work in a team. This leads to class cohesion, the development of students' communication skills. An atmosphere of shared passion and creativity is created. Everyone makes a feasible contribution to the common cause, acts at the same time as an organizer, performer, and expert of the activity, which means that he takes responsibility for the action performed.

Lessons using ICT have become familiar to students of my classes, and for me they have become the norm of work. The organization of the educational process in primary school, first of all, should contribute to the activation of the cognitive sphere of students, the successful assimilation of educational material and contribute to the mental development of the child. Therefore, ICT should perform a certain educational function, help the child to understand the flow of information, perceive it, remember it, and not in any way undermine health. ICT should act as an auxiliary element of the educational process, not the main one. Taking into account the psychological characteristics of a younger student, work with the use of ICT should be clearly thought out and dosed. Thus, the use of ITK in the classroom should be sparing. When planning a lesson (work), I carefully consider the place and method of using innovative technologies.

The use of ICT in primary school not only allows to increase the effectiveness of teaching, but also to use the teacher's time and effort more efficiently. How does this happen? Where can ICT help a modern teacher in his work? I would like to answer this question based on my own experience.

Selection of illustrative material for the lesson and for the design of stands, class (scanning, Internet; printer, presentation).

Selection of additional cognitive material for the lesson of the surrounding world, Kazakh language, mathematics, literary reading, acquaintance with scenarios of holidays and extracurricular activities.

Exchange of experience, acquaintance with periodicals, best practices of other teachers.

Creating presentations in the P-P program to improve the effectiveness of the lesson.

Conclusion

Lessons using innovative technologies are one of the most important areas of innovative work at school. Innovative technologies can be applied to almost any school subject. One thing is important – to find the edge that will make the lesson truly developing and informative. The use of innovative technologies makes it possible to make the lesson modern, contributes to a significant improvement in the quality of education.

Analyzing the experience of using innovative technologies in various lessons in elementary school, we can say with confidence that this allows:

provide positive motivation for learning;

conduct lessons at a high aesthetic and emotional level (music, animation);

provide a high degree of differentiation of learning (almost individualization);

increase the amount of work performed in the lesson by 1.5 – 2 times;

improve knowledge control;

rationally organize the learning process, increase the effectiveness of the lesson;

to form the skills of genuine research activity;

provide access to various reference systems, electronic libraries, and other information resources.

List of literature:

1)Kukushin V.S. Modern pedagogical technologies. Elementary school. Teacher's manual. Rostov n/A: publishing house “Phoenix", 2003.

2)Learning for the Future (with Microsoft support): studies. The manual. M.: Publishing and trading house “Russian edition", 2004.

3)Computerization of learning: Problems and prospects. Moscow: Znanie, 1986

4)Nikolaeva L.P., Ivanova I.V. Work with vocabulary words. M.: “Exam", 2008

5)Andreeva R.P. Etymological dictionary for schoolchildren. Ed. House “Litera", S.-Pb., 2005.

6)Volina V. Veselaya grammatika. M.: Alma-Press, 1999.