DOI: 10.15293/1812-9463.2101.11
УДК 341.92+371
Velichko Evgeniya Valerievna
Director of the MCU KIMC, Master’s student of the program “Management of educational Innovations», Institute of Pedagogy, Psychology and Sociology of the Siberian Federal University; Krasnoyarsk, Russia. E-mail: velichko.e@kimc.ms ORCID: https://orcid.org/0000-0002-0700-2311
Ageeva Nadezhda Semyonovna
Deputy Director of the MCU KIMC, Master’s student of the program “Management of Educational Innovations”, Institute of Pedagogy, Psychology and Sociology of the Siberian Federal University Krasnoyarsk, Russia. E-mail: ageeva.n@kim.ms
ORCID: https://orcid.org/0000-0003-4531-3628
Terentyeva Olga Nikolaevna
Deputy Director of the MCU KIMC Master’s Degree program “Management
of Educational Innovations”, Institute of Pedagogy, Psychology and Sociology,
Siberian Federal University Krasnoyarsk, Russia. E-mail: pon_7@list.ru
ORCID: https://orcid.org/0000-0002-7553-0386
INTRODUCTION AND DISSEMINATION OF INNOVATIONS DURING THE PANDEMIC: THE EXPERIENCE OF EDUCATIONAL ORGANIZATIONS IN KRASNOYARSK
The educational process, not only in our country, but also in the world, has undergone drastic changes since March 2020. The total transition from traditional classroom classes to distance education occurred due to the threat of the coronavirus pandemic (COVID-19). The changes affected not only the learning process, but also the innovative activities that were implemented in educational organizations. The purpose of this article is to describe and analyze the experience of spreading innovations in schools in the city of Krasnoyarsk during the pandemic to identify related problems and ways to solve them. The main idea of the work is to study the transformation of the phenomenon of educational innovations in school education in the context of universal distance learning. Within the framework of the study, the possibility of organizing distance learning and conducting innovative activities during the pandemic was monitored. The survey was conducted for all educational organizations in the city of Krasnoyarsk. Secondary analysis and interpretation of the survey results, systematization and classification of the theoretical and factual materials used, analysis of management practices and experience of educational organizations in the conditions of extreme transition to remote mode were carried out, which together made up the author’s research result. In the course of the work, the key problems faced by the education system of the city of Krasnoyarsk during the transition to remote operation were also identified.
Keywords: innovation, pandemic, distance learning, loosening, polylingualism, developmental education, distance work techniques.
References
1. Grebentsova G. V. Recommendations for the implementation of educational programs of primary general, basic general, secondary general education with the use of e-learning and distance educational technologies / G. V. Grebentsova, A.V. Eremeeva, Yu. A. Bitinsh, R. V. Mitrokhin, T. A. Zhikhareva. – Krasnoyarsk: MCU KIMTS, 2020. 17 p. (In Russian).
2. Cabina A. Organization of distance learning for children of primary school age, taking into account their age characteristics. Methodological recommendations [Electronic resource]. (In Russian). URL: https://znanio.ru/media/organizatsiya-distantsionnogo-obucheniya-detej-mladshego-shkolnogo-vozrasta-s-uchyotom-ih-vozrastnyh-osobennostej-2609099.
3. Petryaeva E. Yu., Vachkova S. N. Accessibility of education in the period of distance learning: online marathon of open expert interviews. Electronic scientific journal “Homo Cyberus”, 2020, no. 2 (9). (In Russian).
4. Saprykina D. I., Volokhovich A. A. Problems of transition to distance learning in the Russian Federation through the eyes of teachers. Moscow: HSE, 2020. 32 p. (In Russian).
5. Smolyaninova O. G., Korshunova V. V. Mediation in education in the context of pedagogical education modernization: the experience of Siberian federal university. Bulletin of pedagogical innovations, 2018, vol. 3, issue 51, pp. 5–13.
6. Turnuklu A. et al. Helping students resolve their conflicts through conflict resolution and peer mediation training. Procedia Social and Behavioral Sciences, 2009, vol. 1, pp. 639–647. DOI:10.1016/j.sbspro.2009.01.113.
7. Watson N. T., Rogers K. S., Watson K. L., Liau-Hing Yep C. Integrating social justice-based conflict resolution into higher education settings: Faculty, staff, and student professional development through mediation training. Conflict Resolution Quarterly, 2019, vol 36, issue 3, pp. 251–262. doi:10.1002/crq.21233
8. Korshunova V. V. Practice-oriented approach to training tutors at the Siberian Federal University. Journal of Siberian Federal University. Humanities and Social Sciences., 2019, vol. 12 (2), pp. 164–174. DOI: 10.17516/1997-1370-0386.
9. Gromyko Yu. V. Project consciousness: a guide to programming and design in education for strategic management systems. M.: Institute of the textbook Raideia, 1997. 560 p.
10. Slobodchikov V. I., Gromyko Yu. V. Russian education: development prospects. Head teacher. 2000. no. 2. p. 3–12.
11. Safonova K. I., Podolsky S. V. Project activities of students at the university: principles of project selection and criteria for the formation of project groups. Society: sociology, psychology, pedagogy. 2017. no. 9. pp. 52-61.
12. Galkina N. V. The problem of psychological functions of reflection in game learning. Game modeling: methodology and practice. 1987. no. 1. p. 38–48.
