Keyword: «инновация»

The 21 century is the century of innovative development of preschool education system, when the quality of education is determined by the level of innovative activities of preschool educational institutions. Radical changes, taking place in the domestic preschool education, made theorists and practitioners scrutinize the innovative processes and define scientific and theoretical foundations of innovation management in preschool educational institutions. This defined the purpose of the study: to determine the features, modern approaches, principles and mechanisms of innovation processes management in modern preschool educational institutions. The article presents an overview of the main achievements of pedagogical theory and practices for management innovations in the field of preschool education. The author systematizes the information about the main models of origin and values of the innovation process continuous development in preschool educational organizations from the viewpoint of system, process and qualimetry approaches, describes the main functions (information analysis, design, methodological, organizational, motivational and target, monitoring, diagnostic and prognostic) and management principles (directive regulation of rights and options of pre-school organizations as an innovative system, integration, comprehensiveness, creativity and flexibility, marketing orientation, manageability, system and context orientation, functionality). The author presents the main subsystems of innovative preschool organizations(objects and subjects of management, information product as a result of innovation), new mechanisms of innovative processes management in the kindergarten (innovation management and marketing, innovative methodological work, innovative management technologies and management innovations that are significantly different from current practice and for the first time used in a specific educational organization (e.g., a three-level technology of innovation management, technology of qualimetrical evaluation, etc.).

The glaring contradictions observed today in the field of synonymy study at school consist in discrepancy of requirements to knowledge, abilities, skills and subject competences which have to be formed in this language area, and the real level of the given phenomenon understanding by pupils due to very limited time of its consideration and the narrow range of studied aspects. This explains the importance of continuing the methodological search for improvement and intensification of the system of work with synonymy at different stages of school philological education, emphasizes the relevance of the study. Thus, the purpose of this article is to identify the actual problems of studying synonymy in modern school and to determine ways of solving them by means of innovative technologies. A comprehensive approach to the methodological understanding of synonymy was used during the study, based on the combination of all modern approaches to the organization and content of school linguistic education: personality-oriented, practice-oriented, system-activity, competence approaches. As a result of the study, we offer an innovative system of work with synonymy in the middle and high school on the basis of cooperative interaction of students. The effectiveness of this interaction, enhanced by the problematization of learning as an essential element of interactive technology, is shown at different stages of learning educational material: at the stage of its introduction, consolidation, systematic repetition. The interactive learning technology has great potential for a radical transformation of learning synonymy, because it is able to integrate the elements of other technologies mutually complement and reinforce the training effect of each other on a new quality level since they are aimed at achievement of the common goal, but have unique opportunities in the updating of educational material, in the organization of students’ observation and research, in representation of results and analytical discussion. The article contains specific methodological recommendations and general theoretical conclusions, it may be interesting for scientists and methodologists involved in the optimization of school learning lexical phenomena, and for teachers-practitioners.