This article discusses the implementation of innovative technologies in the process of training students of a pedagogical university. The purpose of the study: to develop a set of didactic games for students - future teachers and experimentally prove the effectiveness of its implementation to enhance their creative pedagogical development. The experimental study was attended by full-time, part-time and evening students (n=286) of the Pedagogical Institute. Students of the experimental group implemented a set of special didactic games (n=14) in extracurricular activities during the school year. Didactic games were implemented by students independently on the basis of a university-wide student scientific society at the center of the council of students and student scientific initiatives. Didactic games for research and practical implementation were differentiated by target, long-term and structural features. The obtained statistical data in the study (p<0.05) proved the effectiveness of introducing a variety of didactic games in extracurricular time of students without the participation of teachers, in the mode of independent control over the process of their conduct. The didactic games implemented during the school year had a significant positive impact on creative pedagogical development through raising the level of creative well-being, communication skills and pedagogical improvisation of students. The study revealed new scientific data on the processes of increasing creative extracurricular activities of students and patterns that exist in the studied pedagogical science on this issue. This is one of the key conditions for improving the quality of professional training of future teachers.

Проблема и цель. В исследовании раскрывается актуальная проблема подготовки буду-щих учителей на основе применения инноваций в образовательном процессе вуза. Цель статьи -выявить эффективность реализации синектического метода в обучении для процесса форми-рования комплекса компетенций студентов. Методология. В качестве методологического обоснования авторского исследования рас-сматривается компетентностный подход. Решение исследовательских задач обеспечивалось комплексом взаимодополняющих теоретических методов по анализу отечественной и зарубеж-ной педагогической теории, практики и опыта в области внедрения инноваций; общенаучных методов, таких как классификация, моделирование, сравнение, сопоставление и обобщение; экс-периментальных методов с привлечением диагностического инструментария, математико-статистической обработки и экспертных оценок.Для экспериментальной части работы создан специальный диагностический инструмен-тарий по выявлению продвинутого, базового, порогового и недостаточного уровней сформиро-ванности комплекса компетенций по деятельностному и рефлективному индикаторам.Наговицын Роман Сергеевич -доктор педагогических наук, доцент, декан факультета педаго-гического и художественного образования, Глазовский государственный педагогический инсти-тут им. В. Г. Короленко. E-mail: gto18@mail.ru Замолоцких Елена Геннадиевна -доктор педагогических наук, профессор, первый проректор, Московский социально-педагогический институт. E-mail: e.g.zamolotskih@mail.ru Рассолова Елена Александровна -доктор педагогических наук, профессор, ведущий консуль-тант судебного состава по гражданским делам, Судебная коллегия по гражданским делам Вер-ховного Суда РФ. E-mail: relenaa1@mail.ru Фарниева Марьяна Герсановна -кандидат педагогических наук, доцент кафедры педагогики и психологии, Московский социально-педагогический институт. E-mail: marianna7007@mail.ru Оборотова Светлана Алексеевна -заведующая сектором учебно-методической работы управ-ления подготовки научно-педагогических кадров высшей квалификации, Институт стратегии развития образования Российской академии образования. E-mail: oborotova73@mail.ru © 2011-2018 Вестник НГПУ Все права защищены Постановка проблемыСовременное образование под воздей-ствием реформ российской школы находится на очередном этапе реформирования: форми-рование механизмов обеспечения качества об-разования, базирующихся на инновационных изменениях. Понятие «инновация» в переводе с латинского обозначает обновление, измене-ние, ввод чего-то нового, введение новизны. Внимание педагогическим инновациям уделя-ется отечественной педагогике с конца ХХ века [3]. В образовательно-воспитательном процессе нововведения осуществляются: в со-держании образования; методиках, технологиях, формах, методах, приемах, средствах; организа-ции; управлении [7]. Инновационные педагоги-ческие технологии предполагают бесконечное разнообразие подходов и отношений, усили-вают целенаправленность обучения, углубляют мотивацию учебной и общественно полезной деятельности, осуществляют интенсификацию учебного процесса и пр. [2]...

In Russia, it has been claimed that there is a problem with the number of graduates who do not have a career in the subjects in which they majored. Research shows that those whose education was supported by government grants were not, as a consequence, less committed to a career in their specialties. English translation © 2014 M.E. Sharpe, Inc., from the Russian text © 2013 "Sotsiologiia obrazovaniia." "Monitoring tselenapravlennosti professional'noi kar'ery stipendiatov pravitel'stva Moskvy," Sotsiologiia obrazovaniia, 2013, no. 6, pp. 40-51. E.G. Zamolotskikh is a doctor of pedagogical sciences and the vice rector for academic work at the Moscow M.A. Sholokhov State University of the Humanities. E.B. Puchkova is a candidate of psychological sciences and the head of the department of management and the psychology of administration at the same University. L.V. Temnova is a doctor of psychological sciences and the head of the laboratory of information educational technologies in the faculty of sociology at Moscow M.V. Lomonosov State University.

Introduction. Communicative competence is an integral part of human existence and the main area of professional activity of students – future educational psychologists. Nevertheless, an insufficiently studied issue is the introduction of individually differentiated technologies to improve this process in the practice of vocational training. The purpose of the study is to develop a model of individually differentiated technology for the formation of students' communicative competence and experimentally prove the effectiveness of its implementation in the implementation of professional training of bachelors. Materials and methods. The study involved 168 students of 3-4 courses enrolled in the direction of training "Psychological and pedagogical education" (bachelor's degree). Students of the experimental group in educational and extracurricular activities in the process of professional training implemented the author's individually differentiated technology, and students of the control group used the teaching technologies stated in the work programs of the disciplines. Mathematical and statistical processing of the results obtained was carried out using the Pearson chi-square. Results. The implementation of the individually differentiated technology was based in the theoretical aspect on the synergy of radically differentiated, individually combinatorial and individually modifying approaches, and in practical terms on the training system, including communicative-dialog, activity-oriented and personality-oriented interaction technologies. Significant changes were found for the general cultural (p<0.01), general professional (p<0.05), professional (p<0.05), social (p<0.05), and additional (p <0.01) components. The highest level of effectiveness of the author's development was revealed in the ability of students to work in a team, tolerantly perceive social, cultural, confessional, ethnic and personal differences, and the ability to conduct consultations, professional interviews, trainings to enhance the professional self-determination of students. Findings. The study proves the need to rethink the values of communication in higher education and technologies for involving students in this process. The data obtained showed that the implementation of professional training according to the author's technology allows increasing the level of students' communicative competence from the threshold to the advanced stage.