Regulatory documents regulating the content of general education briefly. Law on Higher and Postgraduate Education
A number of didacticians (V. V. Kraevsky, I. Ya. Lerner) identify three main levels of formation of the content of education, which represent a certain hierarchy in its design: the level of general theoretical representation, the level of the academic subject, the level educational material.
Educational plans. At the level of general theoretical representation, the state standard for the content of general secondary education is reflected in the school curriculum. In the practice of general secondary education, several types of curricula are used: basic, standard and academic plan schools.
Basic Curriculum secondary school- this is the main state normative document, which is an integral part of the state standard of this level of education. It serves as the basis for the development of model and working curricula and the source document for school funding.
The basic curriculum as part of the standard of education for the basic school is approved by the State Duma, and for the full high school- Ministry of Education Russian Federation.
The curriculum of a general education secondary school is drawn up in compliance with the standards of the basic curriculum. There are two types of school curricula:
The actual curriculum of the school, developed on the basis of the state basic curriculum for a long period and reflecting the features particular school(one of the standard curricula can be adopted as the school curriculum);
A working curriculum developed taking into account current conditions and approved by the school's pedagogical council annually.
The structure of the curriculum of a secondary general education school is determined by the same factors as the content of general education as a whole.
First of all, in the curricula, as well as in the state standard of general secondary education, federal, national-regional and school components are distinguished.
The federal component ensures unity school education in the country and includes in full such educational areas as mathematics and computer science, and in part - the world, art, technology, in which training courses of general cultural and national significance stand out.
The national-regional component provides for the educational needs and interests of the peoples of our country represented by the subjects of the Federation and includes in full such educational areas as native language and literature, a second language and partly other areas, in most of which there are training courses or sections that reflect the national identity of culture.
The interests of a particular educational institution, taking into account the federal and national-regional components, are reflected in the school component of the curriculum.
The structure of the school curriculum is largely due to the need to reflect the invariant and variable parts in it. The invariant part (core) of the curriculum ensures that students are introduced to general cultural and nationally significant values in order to form their basic culture. The variable part, which takes into account the personal characteristics, interests and inclinations of students, allows you to individualize the learning process.
These complementary and relatively autonomous parts of the curriculum are not completely independent. As a result of their intersection in the curriculum of any educational institution, there are three main types training sessions: compulsory classes that make up the basic core of general secondary education; compulsory classes at the choice of students; extracurricular activities (optional electives).
The secondary school curriculum contains such cross-cutting lines of education as fundamental and technological. They are reflected in the curriculum in different ways depending on the type of school and the level of education. The fundamental component, the basis of which is the general scientific and general cultural preparation of students, is most fully implemented in primary and secondary schools. Technological education at school is a pre-professional general labor training. At the senior level, initial vocational training of schoolchildren is possible within the framework of profile education. The intersection of fundamental and technological areas of the curriculum constitutes polytechnic education.
The school curriculum also includes theoretical and practical training. Their intersection leads to the need to introduce laboratory and practical classes, educational and industrial practices. However, most types of practical classes are not available in the basic school. Therefore, in the curriculum at the first two levels of secondary school, there is no explicit division of education into theoretical and practical. It can take place at the senior stage of secondary school during initial vocational training in the form of work practice for schoolchildren.
The basic curriculum of a secondary general education school, as part of the state standard, covers the following range of standards:
Duration of study (in academic years) - general and for each of its steps;
Weekly teaching load for basic training courses at each level of general secondary education, compulsory classes at the choice of students, optional classes;
The maximum mandatory weekly study load for students, including the number of hours of study devoted to compulsory elective classes;
The total workload of a teacher paid by the state, taking into account the maximum teaching load, extracurricular activities, extracurricular work, division (partial) study groups into subgroups.
Traditionally, the secondary general education school in our country and in many other countries is built on a three-stage basis: primary, basic and complete. At the same time, two levels are actually distinguished in the basic school: the first (transitional from primary) and the second. This is due to the fact that, in terms of age features students in grades V and VI in many respects bear the features of an elementary school. But from the point of view of the organization of the educational process, these classes already belong to the main school, in which the subject differentiation of training courses reaches its maximum value, the volume of elective classes increases, training is conducted by different teachers (subject teachers), the mandatory workload increases, etc.
Each of the levels of the secondary general education school, deciding general tasks, has its own specific functions associated with the age characteristics of students. They are reflected primarily in the set of basic training courses and in the ratio of the basic core and classes of students' choice.
The basis of the basic curriculum of a secondary general education school is the implementation of the principle of continuity between its levels, when the studied courses receive their development and enrichment at subsequent levels. This principle finds expression in the linear and cyclic structure of the courses representing the educational field.
elementary School lays the foundations for the functional literacy of students, equips them with the basic skills of communication and educational work, introduces them to the principles of national and world culture, creating a basis for the subsequent development of educational programs of the basic school.
Content primary education is focused on the initial formation of the main aspects of personality culture: cognitive, communicative, moral, aesthetic, labor, physical. On this age stage these aspects of culture determine the structure of the curriculum. At the same time, within the framework of the formation of a cognitive culture, two independent courses are distinguished: the world around and mathematics. The selection of mathematics as an independent course is connected with its great role in cognition and communication.
The study of the native language is aimed at the formation of a communicative and aesthetic culture, literature and art - at the development of the moral and aesthetic principles of the individual. Labor and Physical Culture represented by the respective educational areas.
If desired, the school can start teaching students a second language already in grades I-IV. For schools with a non-Russian language of instruction, it is Russian as the state language of the Russian Federation, for schools with Russian as the language of instruction - National language of the republic where the school is located, for Russian schools located in the Russian-speaking region - foreign. To study these languages, you must use the hours allocated for compulsory elective classes and extracurricular classes.
In the basic school, after which students receive the right to choose a profession, they are given the opportunity to try their hand at different types activities and fields of knowledge.
At this stage, the differentiation of education develops, which does not affect the basic core of compulsory courses, which remains the same for schools throughout the country. The main school is not profile differentiated.
The basic curriculum of the basic school includes a functionally complete set of educational areas: native language and literature, second language, art, systems and structures (mathematics), systems of inanimate nature (physics and astronomy), matter (chemistry), earth (geography, ecology), self-managed systems (cybernetics, informatics), biological systems, person, society; labor, technique, technology; Physical Culture.
At the transitional stage of the basic school (grades V-VI), the "Nature" block can be represented by systematic courses or the integrated course "Natural Science", at the second stage (VII-IX grades) - by systematic courses in physics, chemistry, geography and biology. These courses, in terms of their status in the curriculum, are equivalent to such courses as mathematics, computer science, labor training, etc., representing separate educational areas.
The basic plan of the senior classes of the secondary school (X-XI grades) includes the same set of educational areas as the basic plan of the main school. However, the senior level (full general school) is built on the principle of profile differentiation. Compulsory elective classes reach their maximum volume.
Depending on the profile of the school, individual educational areas can be represented here by independent academic disciplines or integrated courses. Self-paced course time may be extended by hours devoted to compulsory classes of the student's choice. Within the framework of elective classes in the curriculum, those training courses, the compulsory study of which was completed in the basic school, may be resumed, or new ones may appear, related to the profile of the school and (or) providing initial vocational training for students.
For example, at the senior level, it is advisable to continue studying computer science by mastering new information technology. The course of informatics at this level can be significantly differentiated both in volume and in direction. For schoolchildren studying in humanitarian gymnasiums, this can be a course in computer editing and preparing manuscripts for printing (20-30 hours). For mathematical gymnasiums - a course in programming and computational mathematics (for 150 - 200 hours). Similarly, training can be differentiated in other areas.
The scientific and pedagogical validity of the curricula, the reflection in them of the basic laws of education opens up prospects for further improvement in the education and upbringing of schoolchildren.
The basic curriculum of general secondary education legislates the possibility of a more complete reflection in it national characteristics and traditions of culture not only in the courses of history, geography, language, art, but also in the courses of biology, labor and physical training students.
So, the basic curriculum expands the range of opportunities for each student, allows the school to develop their individual interests and inclinations.
Learning programs. The content of education, presented at the level of theoretical understanding in curricula, gets its concretization in academic subjects or training courses (disciplines).
Academic subject is a system scientific knowledge, practical skills that allow students to learn, with a certain depth and in accordance with their age-related cognitive capabilities, the basic starting points of science or aspects of culture, labor, production.
Since the subject of the joint activity of the teacher and the student in learning are the results scientific knowledge, then the specific difficulty that pedagogy encounters here is connected with the answer to the question of what should pass from the vast variety of scientific knowledge into the content of the academic subject.
The most common and accepted point of view is that the subjects of the general education school should be designed in accordance with the structure of scientific knowledge as a whole. This means that each fundamental scientific discipline must correspond to a subject. Consequently, the completeness and structural orderliness of the subject should be assessed, taking the structure of scientific knowledge as a standard. This approach in in general terms implemented in the practice of modern general secondary education.
According to another point of view, on the contrary, when determining the content of an academic subject, one should focus primarily on pedagogical considerations proper. At the same time, it is noted that it is not necessary to observe differences between scientific disciplines. This position is justified by the fact that existing system scientific disciplines is largely the result of historical development scientific knowledge and does not correspond to the laws of development of human cognitive abilities, and even more so to the structure of reality itself.
Another difficulty that one has to face in determining the content of an academic subject is related to the answer to the question of what and in what sequence should be studied within the framework of a separate academic discipline. The development of pedagogical theory and educational practice allows us to give the following answer to this question:
Highlighted as educational knowledge a certain content of a scientific discipline must be studied in the sequence of its historical emergence;
The sequence of presentation of educational knowledge should reproduce the logical structure state of the art development of scientific discipline;
The orderliness of the deployment of the content of educational knowledge should be a consequence of the patterns of development of the cognitive capabilities of the subject of learning.
So, at the level of an academic subject, the design of the content of education involves working on its individual elements, determining their goals and functions in the holistic context of the standard. At the same level, an idea is formed and concretized about the main forms of implementation of the content of the subject in pedagogical process, consistently recorded in the relevant regulatory documents - curricula.
Training program- a normative document that reveals the content of knowledge, skills and abilities in the subject, the logic of studying the main worldview ideas, indicating the sequence of topics, questions and the total dosage of time for their study. It determines the general scientific and spiritual value orientation of teaching the subject, assessments of theories, events, facts. The program determines the structure of the arrangement of educational material by year of study and within each school class. The completeness of assimilation of program knowledge, skills and abilities by students is one of the criteria for the success and effectiveness of the learning process.
The curriculum thus performs a number of basic functions. The first can be called descriptive, since the program is a means of describing the content of education at the level of the subject. The second is an ideological and ideological function. Its essence lies in the fact that the knowledge included in the program is aimed at shaping the spirituality and scientific outlook of schoolchildren. The curriculum performs this function in conjunction with programs in other subjects, which makes it possible to cover the content of education systematically, in its actual integrity, and to create a scientific picture of the world that is common in terms of worldview, to form a spiritual and value attitude to the phenomena of reality. Third function curriculum- regulatory, or organizational and methodological. It organizes the activities of the teacher in preparation for classes: the selection of material, types of practical work, methods and forms of teaching. The programs also organize the educational work of students: they determine the nature of their activity in studying the subject at school, at home, in the process of assimilation of free information.
Curricula can be standard, working and copyright.
Model curricula are developed on the basis of the requirements of the state educational standard for a particular educational field. Its creation is the result of a large and painstaking work of representatives of various fields of knowledge: specialists in a particular science, who determine the basic range of knowledge, skills and abilities; teachers and psychologists who form and distribute material by year of study in accordance with the age capabilities of children; methodologists who develop scientific and methodological support necessary for the effective assimilation of knowledge, skills and abilities.
The standard curriculum accumulates historical and pedagogical experience, reflects the requirements for the achievements of pedagogical and psychological sciences. With social, scientific and technological progress and the development of pedagogical science and practice, the need to revise curricula periodically arises.
Standard curricula are approved by the Ministry of Education of the Russian Federation and are advisory in nature. Based on the standard program, working curricula are developed and approved by the pedagogical council of the school.
They can be developed directly based on the requirements of the state standard for educational areas. AT work program unlike the typical one, the national-regional component is described, the possibilities of methodological, informational, technical support of the educational process, the level of preparedness of students are taken into account.
Author's curricula, taking into account the requirements of the state standard, may contain a different logic for constructing an academic subject, their own approaches to the consideration of certain theories, their own point of view regarding the phenomena and processes being studied. Such programs should have external reviews from scientists in the subject area, educators, psychologists, methodologists. If available, the programs are approved by the pedagogical council of the school. Author's curricula are most widely used in teaching courses of students' choice (compulsory and optional). Historically, two methods have developed in the construction of curricula: concentric and linear.
With the concentric method of deploying the content of educational material, the same sections of the program are studied at different levels of education or at different stages studying the same discipline. This method is often justified by the fact that one or another section of the training course, which is of fundamental importance for the subsequent presentation, nevertheless, due to the age characteristics of the students, cannot be deeply assimilated at this stage of education. The disadvantage of the concentric method is the slowdown schooling due to repeated return to the same material. For example, the section of physics "Work and energy" is studied in grades VI and VIII; section of biology "Cell" - in V and X classes.
With a linear method of deploying the content of educational material, there is no repeated return to the previously studied sections of the program. At the same time, the educational material is arranged systematically and sequentially, with a gradual complication, as if along one ascending line. Moreover, new knowledge is presented on the basis of already known and in close connection with it. This method provides significant time savings and is mainly used in the development of curricula in middle and high school. It should be noted that in the new curricula the linear arrangement of the material is strengthened due to some reduction in concentricity.
One should not mechanically separate and contrast these two ways of deploying the content of education, since they complement each other, and the evaluation of the curriculum in a particular discipline, built concentric or linear way depends on its place in the curriculum.
In real pedagogical practice, the order in which the content of education is deployed is sometimes made dependent on the abilities and interests of the students themselves. This is possible, for example, when classes with a specific profile of subjects (physical and mathematical, biological, chemical, etc.) are created within the framework of a general education school. In other words, this happens if the individual inclinations and interests of students are taken into account, if an elective principle is introduced into education. For this, various curricula of compulsory and optional disciplines for specialized classes are approved.
The overall structure of the curriculum contains mainly three elements. The first is an explanatory note, which defines the main tasks of the subject, its educational and developmental capabilities, the leading scientific ideas that underlie the construction of the subject. The second is the actual content of education: thematic plan, the content of topics, the tasks of their study, basic concepts, skills, possible types of activities. Third - some guidelines relating mainly to the assessment of knowledge, skills and abilities.
The specificity of each subject in terms of content, the nature of the application of knowledge in practice, and the types of activities determines the variability of program structures. Thus, the structure of the chemistry program for grade IX includes a topic, interdisciplinary connections, demonstrations, laboratory works, practical exercises, screen aids; in social science in grade X - topic, repetition, basic concepts, laws, interdisciplinary connections, basic concepts; on technology in the VIII grade - a topic, an approximate list of products, technical and technological information, interdisciplinary communications, practical work, demonstrations; on fine arts in III class - practical work(compositional activity, color, shape, proportions, structures, space), perception ( aesthetic perception reality, perception of art), basic requirements for knowledge and skills of students, demonstrations, interdisciplinary connections.
In the system of general secondary education great importance is given to the formation of general educational skills and abilities. This necessitated the creation of a special program in which, in dynamics, with consistent development and complication for each class, 4 groups of skills and abilities are considered:
Educational and organizational skills and abilities require the student to master the ways of performing each component learning activities(learning task, learning activities, self-control and self-assessment), as well as ways of independent transition from one component or stage academic work to another; ways of external organization of their educational work (workplace culture, rational order of classes, daily routine, etc.); ways to transfer knowledge to your classmates or younger students;
Educational-intellectual skills and abilities include ways of performing mental activity, setting and solving problems, as well as methods of logical thinking (based on formal and dialectical logic);
Educational and informational skills and abilities consist in mastering the methods and techniques of self-acquisition of knowledge, new, additional information, its storage;
Educational communication skills and skills consist in mastering by the student ways of building oral and writing depending on the goals and conditions of communication with another person (teacher, peer) in the course of educational work.
Mastering these skills and abilities allows students to effectively master the educational material in all subjects and creates conditions for their self-education in the present and continuous education in the future.
Educational literature. The design of the content of education at the level of educational material is carried out in educational literature, which includes textbooks and study guides. They reflect the specific content of the curricula.
Among all types of educational literature, a special place is occupied by a school textbook, which in its content and structure necessarily corresponds to the curriculum in the subject. Textbooks created on the basis of standard curricula are recommended by the Ministry of Education of the Russian Federation for all schools in the country.
D. D. Zuev studied the problem of the school textbook. He singled out and comprehensively described its functions:
Information function - providing schoolchildren with the necessary and sufficient information that forms their worldview, giving food for spiritual development and practical development of the world;
The transformational function is that the material in the textbook, being transformed taking into account the age characteristics of students and didactic requirements, becomes accessible to them, but does not exclude the problem and the possibility of its creative development;
The systematizing function implements the requirement of a mandatory systematic and consistent presentation of the material in the logic of the subject;
The function of consolidating the material and exercising self-control by children is manifested in the fact that the textbook provides an opportunity for re-study, verification by the student himself of the correctness of the concepts, ideas, images that have developed in him, the accuracy of the learned rules, laws, conclusions;
The integrating function is that the textbook helps the child to add to the knowledge presented in it additional information from related sciences;
The coordinating function contributes to the involvement in the process of working on the material of other teaching aids (maps, illustrations, transparencies, nature);
The developmental and educational function consists in the spiritual and value influence of the content of the textbook on students, the formation in the process of working on it of such qualities as diligence, mental activity, and the ability to be creative;
The educational function of the textbook is manifested in the fact that working with it develops such skills as taking notes, summarizing, highlighting the main thing, logical memorization necessary for self-education. (Zuev D.D. School textbook. - M., 1983).
The structure of the textbook includes text and extra-text auxiliary components. All texts are divided into description texts, narrative texts, reasoning texts. The extra-textual components include: the apparatus for organizing assimilation (questions and tasks, memos or instructional materials, tables and font selections, captions for illustrative material and exercises); actual illustrative material; orientation apparatus, including preface, notes, appendices, table of contents, indexes.
The educational text (as opposed to the text of the handbook) serves primarily the purpose of explaining the content, and not just informing. In addition, the educational text should have a certain emotional impact on the student, arouse interest in the subject of study. That is why, especially at the early stages of learning, the textbook language should use semantic metaphors, language stereotypes, etc., which is unacceptable in a strictly standardized scientific language.
Textbooks contain an exposition of the fundamentals of the sciences and at the same time organize independent educational activities of students in mastering the educational material. In other words, he teaches to learn. In this regard, it is subject to requirements relating not only to the construction of educational texts. These requirements are didactic, psychological, aesthetic, hygienic. The textbook should contain material of a high degree of generalization and, at the same time, specific, equipped with basic factual information. It should be a presentation of true science and at the same time be accessible to students, take into account the peculiarities of their interests, perception, thinking, memory, develop cognitive and practical interest, the need for knowledge and practical activities.
The textbook should be moderately colorful, provided with the necessary illustrations in the form of pictures, maps, diagrams, diagrams, photographs.
As already noted, the content of education at the level of educational material, along with textbooks, is revealed in various kinds of teaching aids: anthologies on literature and history; collections of problems in mathematics, physics, chemistry; atlases on geography, biology; collections of exercises in languages, etc.
Textbooks expand some aspects of the textbook and aim to solve specific learning problems (information, training, testing, etc.).
Prospects for the development of the content of general education. A model for building a 12-year general education school. (see The concept of the structure and content of general secondary education (in a 12-year school). - M., 2001).
The school as the most important social institution reflects the state and trends in the development of society and influences it. In turn, changes in the system of social relations actively influence education, require it to be mobile and adequately respond to the challenges of a new historical stage. The education system must be brought into line with the needs of Russia's development at the turn of the century and in the next two or three decades of the 21st century.
The success of transformations in Russia is largely associated with ensuring the transition from an industrial to a post-industrial information society.
In the emerging contours of the future society, education and intellect are increasingly classified as national wealth, and the spiritual health of a person, the versatility of his development, breadth and flexibility vocational training, the desire for creativity and the ability to solve non-standard tasks become the most important factor in the progress of the country.
Under these conditions, the renewal of the general education school becomes necessary to achieve a new quality of general secondary education.
Determinants of transition to 12-year general education.
Preserving the health of children. Over the past 15 years, the workload in basic schools has increased markedly, and its increase, along with other factors, has a negative impact on the health of schoolchildren.
The decrease in the number of teaching hours in some disciplines, while maintaining the same volume of educational material, led to an increase in homework and, accordingly, to overwork of children.
Curriculum overload educational institutions does not allow teachers to vary training, take into account individual characteristics students.
The transition to a compulsory 10-year basic and 12-year full secondary school creates conditions for reducing the daily teaching load through the rational use of the time reserves that have appeared, the reduction of educational material, and the use of health-saving technologies.
Improving the quality of general education. According to data from international comparative studies, in last years Russian school loses its positions in the level of training of students in a number of subjects.
There are no opportunities for generalization in senior class secondary (full) school of previously acquired knowledge about nature, society, man, which does not provide a new quality of education.
It requires the development of the content of the national-regional component of general education, its relationship with the federal and school components.
The transition to a new structure and content of general secondary education is aimed at solving these problems.
Achieving a new quality of education should become a means of socialization of students, the basis of their successful activities. In the conditions of science-intensive and high-tech industries, the requirements for scientific, technological and humanitarian training of young people are significantly increased. The importance of general education is growing as the basis for the development of cognitive abilities, general educational skills and abilities, without which all other stages of lifelong education are ineffective. Improving the quality of mass school education contributes to the development of domestic traditions in working with gifted children.
The updated structure of general secondary education makes it possible to more fully take into account the interests, needs and opportunities of participants educational process, rationally redistribute the educational material according to the levels of education, eliminate the existing disproportions in the components of the content of education, create conditions for the individualization of education.
Competitiveness domestic education. According to the Declaration of the Council of Europe (1992), the prevailing international practice is 12 years of schooling.
In most developed countries, general secondary education is provided for 12-14 years. Twelve-year general education has been introduced in all countries of Central and Eastern Europe, including the Baltic countries, as well as in Moldova, Ukraine, Belarus, and Uzbekistan. In our country, students must master programs similar in content in basic academic subjects in 10-11 years.
The introduction in Russia of the generally accepted duration of study in the world community in secondary school will prevent an increase in the technological gap with economically developed countries, ensure competitive training of graduates and provide them with additional opportunities to choose an individual educational program.
Influence of demographic and socio-economic factors. According to forecasts, in 2011 schools will not have 21 million students, as now, but only 13 million, which can lead to serious socio-economic consequences, primarily in the field of education. The transition to a 12-year school will mitigate the negative effects of the demographic decline. At the same time, a reduction in the number of schoolchildren will make it possible to avoid additional financial costs for ensuring this transition.
In the new socio-economic conditions, the problems of employment of school graduates and their social adaptation have become more acute. A ten-year period of compulsory education will make it possible to eliminate situations where a significant proportion of 15-year-olds find themselves "on the street", forming a "reserve" for involvement in criminal activities. The social status of a 16-year-old graduate (compared to a 15-year-old) contributes to a reasonable choice of professional activity, a higher degree of readiness for independent living. With a 12-year education, students graduate from school at 18-19 years old and will have all the constitutional rights of Russian citizens.
Continuity of levels of education. The transition to 12-year education creates the prerequisites for solving the problem of the continuity of education levels.
An increase in the period of study in a basic school contributes to an increase in the level of general education and socialization of those entering primary and secondary institutions vocational education.
Profile, in-depth study of a number of disciplines in the senior classes of secondary school allows to ensure sufficient preparation of graduates to continue their education. At the same time, profile training in the senior classes should not replace primary vocational education. In 2009, the number of secondary school graduates will be approximately 1.3 million, and today the number of places for entering vocational education institutions (primary, secondary and higher) is 1.7 million. This makes it possible to introduce admission to most higher education institutions at new principles entrance examinations(for example, centralized testing, etc.), contributing to the realization of equal rights to education, social justice.
The structure of the 12-year general education school. The organizational structure of the 12-year school is based on the periodization of personality development, the main content of which is the typology of the leading types of activities characteristic of different age periods.
In the preschool period, the child masters speech and communication skills, play and productive activity, during which pre-conceptual forms of thinking and creative imagination; intellectual and artistic abilities are laid and developed. By the end preschool age a cognitive interest is formed in the study of the surrounding world and the "image of oneself", as well as the foundations of volitional regulation, initiative, and independence. Given the psychological and age characteristics of preschoolers, it is unacceptable to transfer to preschool institutions the content and forms of organization of training and education, characteristic of educational institutions.
Stage I - primary general education (compulsory), grades I-IV. Starting age students - at least 6 years old as of September 1 (duration of study is 4 years). During this period there is an intense mental development, the formation of methods of educational activity, the ability to independently acquire knowledge and their application in solving cognitive problems, the communicative skills of children develop.
In grades I-IV, the formation of personality takes place elementary school student, identification and holistic development of his abilities, the formation of skills, motives and desire to learn. Students learn to read, write, count, master the elements of creative self-realization, the culture of speech and behavior, the basics of personal hygiene and healthy lifestyle life.
Stage II - basic general education (compulsory), V-X classes. The duration of training is 6 years. During adolescence, intense social development personality, the formation of moral standards. A teenager can set personally significant goals for himself, he has professional intentions, which are expressed in the primary orientation in various areas of professional activity.
The image of I is formed, which is the basis for self-determination. The basic school provides conditions for the development of knowledge about nature, society, man, develops skills and abilities in various types of subject-practical, cognitive and spiritual activities.
The increase in the age of graduates of the second stage provides a higher level of their socialization, corresponds to the age limit of expansion civil rights and legal liability. At this age, on the basis of developed forms of educational activity, the mechanisms of self-organization of the individual and general methods of theoretical thinking are formed, the methods of scientific knowledge are mastered, professional and cognitive intentions arise, and primary orientation in various fields of activity is carried out.
A ten-year basic school assumes a relatively completed education, which is the basis for continuing education in a complete secondary general education or vocational school, creates conditions for preparing students for choosing a profile and method further education, their social self-determination and self-education. Taking into account the individual abilities and inclinations of students, educational institutions can provide specialized training.
At the age of 16, students are more conscious about the choice of the profile of education in secondary school, further professional education.
Stage III - secondary (complete) general education (public), XI-XII classes. The duration of training is 2 years. On the basis of mastering the system of knowledge about nature, society and man, schoolchildren aged 16 to 18 years old can form a holistic worldview position, design their future, ways to achieve their goals. At this age, there is a desire for self-realization in public life, the ability to realistically assess their educational and professional opportunities and outline ways for further education and professional self-determination.
At the senior level, education is based on profile differentiation, including through individual educational programs. Profile education can be implemented in the following forms: specialized educational institutions, classes, groups and other forms. At the same time, non-professional general education classes may be preserved.
The definition of training profiles (science, humanitarian, artistic and aesthetic, etc.) is carried out on the basis of the cognitive interests and abilities of students, as well as taking into account the capabilities of the teaching staff of the educational institution, the structure of the regional educational system, traditions and characteristics of the socio-cultural environment.
The profile nature of the senior level is implemented on the basis of the state educational standard of secondary (complete) general education through the formation of individual educational programs.
Thus, the pedagogical functions of the secondary (full) 12-year-old school differ from the existing model in completeness, variability, level and profile differentiation, regionalization, individualization and practice-oriented orientation.
Questions and tasks
1. What is the essence of the content of education?
2. What is the historical nature of the content of education?
3. What are the factors that determine the content of education?
4. Describe the principles for selecting the content of general education.
5. What are the criteria for selecting the foundations of the sciences studied in the modern Russian school.
6. Give an analysis of the state educational standard of general secondary education.
7. Name the types of curricula and analyze the basic curriculum of a secondary school.
8. What is the ratio of science and academic subject?
9. What is the curriculum? What are its functions?
10. What are the types of training programs and how to build them?
11. What are the requirements for textbooks?
12. What are the prospects for the development of the content of general education?
Literature for independent work
1. Law of the Russian Federation "On Education". - M., 1996.
2. Zuev D. D. School textbook. - M., 1983.
3. The concept of the content of general secondary education: Recommendations for the formation of a new content. - M., 1993.
4. The concept of the structure and content of general secondary education (in the 12-year school). - M., 2001.
5. Lednev V. S. The content of education. - M., 1989.
6. Skatkin MN, Kraevsky VV The content of general secondary education: Problems and prospects. - M., 1981.
7. The structure of the content of continuing education and the curricula of a comprehensive school: Interim State Educational Standard / Ed. V.S. Ledneva. - M., 1993.
8. Shiyanov E. N., Kotova I. B. Development of personality in teaching. - M., 1999.
8. The content of education as the foundation of the basic culture of the individual. State educational standard.
Documents regulating the content of the general secondary
education
Basic personality culture schoolchildren include philosophical and ideological readiness, moral, aesthetic and physical culture of the individual, citizenship and patriotism, labor skills and abilities. Each of the listed components of the basic culture of the individual, in turn, is a complex system of knowledge and experience. So, in the structure of the moral culture of the individual, one can single out ecological culture, culture of interpersonal relations, legal culture, etc.
the purpose of education, expressing the interests of society (the formation of a person necessary and useful to society);
features of personality development: age, individual, environmental.
In modern pedagogical science and practice content of education defined as pedagogically adapted (i.e., adapted for transfer to students, taking into account the peculiarities of their age development) system of knowledge, skills, experience of creative activity and emotional-volitional attitude, the assimilation of which should ensure the formation of a comprehensively developed personality, ready to preserve and develop material and spiritual culture of society(I. Ya. Lerner, M. N. Skatkin).
The source of the content of education is the experience of mankind, fixed with material and spiritual culture. However, the experience accumulated by people is so huge that it is impossible to transfer it to the new generation in full. This dictates the need for a rational selection of the content of education.
State educational standard- a system of basic parameters accepted as the state norm of education, reflecting the social ideal and taking into account the possibilities of the individual and the education system to achieve this ideal (V. S. Lednev).
The main reasons for the standardization of the content of education in the country are that:
it is necessary to ensure a single level of education received in different types of educational institutions in Russia (meaning the minimum allowable level);
it is necessary to take into account the trends in the development of education in the world (on a national scale, it is more rational to do this centrally, using the latest scientific data).
In the state standard of general secondary education, there are three educational content component:
federal- the same for all schools in Russia;
national-regional - uniform for all schools in a particular region (region, territory, republic, national district, etc.) and reflecting its specifics;
school - reflecting the specifics of a particular school.
The educational standard defines:
requirements for the minimum necessary readiness of students within the specified content of education;
the maximum allowable amount of teaching load for schoolchildren.
The state educational standard performs a number of important functions, among which are:
social regulation function- ensuring the equivalence of education in all educational institutions of the same level (for example, the minimum level of education for a graduate of a basic school is the same, regardless of whether he studied in a village or city, in a regular school or in a gymnasium);
function of humanization of education associated with the approval with the help of standards of its personality-developing essence: the educational standard regulates only the minimum educational level, education that is higher than this level can be differentiated depending on the characteristics, needs, abilities of the student's personality;
control function is that the standardization of the content of education makes it possible to streamline educational systems, use uniform criteria for the quality of education, unify assessments, etc.;
the function of improving the quality of education is carried out on a national scale due to the ability to establish a lower limit of the level of education and the constant modernization of the educational standard in order to increase the minimum educational level.
Normative documents regulating the content of education - it is 1) educational plans; 2) learning programs; 3) educational literature.
The curriculum is usually in the form of a table, in which for each subject the number of lessons per week for each year of study is indicated. There are three main types of curricula:
basic curriculum schools (BUP) - the main regulatory document approved by the State Duma (for basic schools) and the Ministry of Education (for secondary schools);
model curricula– BUP options approved by the Ministry of Education or the regional education department (for the national-regional component) and recommended as a planning basis for schools;
curriculum of an educational institution- the curriculum according to which a particular school operates, drawn up on the basis of one of the standard plans in compliance with the standards of the BUP.
The school curriculum includes all three components of the content of education and is divided into two parts: invariant(“the core” of the curriculum, which is mandatory for all students and ensures the formation of a basic culture of personality among students) and variable(taking into account the personal characteristics, interests and inclinations of students). As a result of this division of the content of education in schools, three types of classes are distinguished: compulsory (for all students), compulsory by choice (having chosen a subject, the student is obliged to attend classes) and optional (those that are attended by students at will).
Study programs are divided into typical and workers. Model programs are approved by the Ministry of Education and are advisory in nature. Workers are those for which the school actually works. Work programs are developed on the basis of standard programs and educational standard; they are approved by the pedagogical council of the school.
A special group of curricula are copyright programs. Author's programs take into account the requirements of the educational standard, however, they may contain a different logic for constructing educational material, be directed not at the applied use of the studied sciences, be integrative, interdisciplinary in nature (combine, link several academic subjects). Most often, author's programs are created for optional courses or compulsory electives. Author's programs are approved by the pedagogical council of the school and (or) the program-expert council at the pedagogical university, the department of education.
Curricula consist of three main elements: 1) an explanatory note, which defines the main goals and objectives of the subject, its educational and developmental opportunities, as well as the main ideas underlying its construction; 2) the content of education (thematic plan, the content of topics, basic concepts, etc.; 3) some guidelines. Curricula contain requirements for learning, for the required level of learning material. The main criteria for learning are knowledge, skills and abilities (KAS).
Educational literature- these are textbooks, educational and teaching aids recommended by the Ministry of Education or the Main Department of Education of the region (for the regional component).
Textbook- this is the main educational book on a specific discipline, which sets out a system of basic knowledge in accordance with the requirements of the state educational standard, taking into account the peculiarities age development children and the peculiarities of the method of teaching this subject at school. The content of the textbook should fully disclose the typical program, and its title should correspond to the title of the subject.
Tutorial- A study book that is an addition to the textbook. Unlike a textbook, a textbook may not cover the entire discipline, but only a part of it, include not only generally accepted knowledge and provisions, but also hypotheses that have not yet been confirmed, various opinions. Textbooks include reading books, collections of tasks and exercises, atlases, etc.
Teaching aid- educational publication on the methodology of teaching any discipline or part of it. This educational literature is addressed to teachers.
Control
Pedagogy and didactics
Normative documents regulating the content of education SES is a system of basic parameters that are accepted as the state standard of education, reflecting the social ideal and taking into account the ability of a real person to achieve this ideal. Federal defines those standards, the observance of which ensures the unity of the space of the Russian Federation, the integration of the individual in the system of world culture, which is why it is considered basic. Professional interests of the individual.
4 ticket
- Professional interests of the individual
- Analysis and design of the content then in the discipline of prf. cycle
1 question. Normative documents regulating the content of education
GOS is a system of basic parameters that are accepted as a state norm, education, reflecting the social ideal and taking into account the ability of a real person to achieve this ideal.
The norms and requirements established by the standard are understood as a standard in assessing the quality of education.
The objects of standardization are the structure of education, the content, the volume of the teaching load, the level of training of trainees.
The standard of education includes - federal, national-regional, school.
Federal - defines those standards, the observance of which ensures the unity of the ped space of the Russian Federation, the integration of the individual in the system of world culture -> that's why it is considered basic.
National-regional- defines those standards that are within the competence of the regions (in language, literature, geography).
School - the specifics and focus of the individual educational institution.
Regulatory documents include: academic plan - a regulatory document that determines the composition of academic subjects, the order and sequence of their study by year, and so on. number of hours allotted for their study (weekly, annual).
There is a basic educational plan, a regional plan, a school plan.
Federal the component ensures the unity of school education in the country and includes in full such educational areas as mathematics and computer science, in which training courses of general cultural and national significance are distinguished.
National-regionalthe component provides for the educational needs and interests of the peoples of our country represented by the subjects of the Federation (native language and literature or sections reflecting the national identity of culture).
The interests of a particular educational institution, taking into account the federal and national-regional components, are reflected in the school component of the curriculum.
Curriculum structure:
- Invariant part (rarely changes).
- The variant part is the individual character of the development of students, taking into account their personal interests (electives).
The school curriculum also includes theoretical and practical training. Their intersection leads to the need to introduce laboratory and practical classes, educational and industrial practices.
Learning programs- this is a regulatory document that reveals the content of the zun to be assimilated is developed on the basis of the state.
Curricula are: typical (minimum images); workers; copyright.
Academic subject - this is a system of scientific knowledge, practical skills that allow students to learn, with a certain depth and in accordance with their age-related cognitive capabilities, the basic starting points of science or aspects of culture, labor, production.
2 question. Professional interests of the individual.
Interest is an emotional manifestation of a person's cognitive needs.
Interests force a person to actively seek ways and means of satisfying her thirst for knowledge and understanding. Satisfaction of interest in an object does not lead to its extinction, but causes the emergence of new interests that correspond to a higher level of cognitive activity.
indicators of the level of professional development of the individual:
By breadth: narrow (in one area), wide (versatile), the wider the range of interests of the individual, the better to communicate with her, the wider - the more interesting for oneself and others.
By content - interests for this activity, and for the society to which the individual belongs.
On the basis of the goal - direct, that is, they are caused by the emotional attractiveness of the object, indirect ones are determined by subjective significance and the coincidence of social significance.
According to the degree of stability - stable - long-lasting, unstable - constantly changing (for adolescents).
Inclination is a combination of combining interests.
An ideal is a model, goal, inclination concretized in an image or representation; thanks to ideals, a person is able to reflect the surrounding reality, but also change it. If the ideal is wrong, it leads a person to the fact that disappointment sets in - an illusory ideal
Beliefs are the highest form of personality orientation, prompting to act in accordance with the views, interests, ideals of the individual.
The totality of beliefs - the system of a person's views on the surrounding world is called - outlook . Its presence is an essential indicator of a person's maturity.
outlook - is based not only on the generalization of knowledge from various fields, but also relies on the views and beliefs that are passed down from generation to generation.
Orientation of interests to a certain field of activity, profession - technology, a certain scientific field, literature, art, etc. is carried out under the influence of the whole system of conditions in which the adolescent develops.
3 question. Analysis and design of the content of theoretical training in the discipline of the professional cycle
Theoretical training - this is the process of formation in students of educational concepts in the academic discipline of relation. to some branch of technical or technological knowledge that forms an idea about the subject
Maintenance goals: assimilation of ZUN on the subject, understanding of the mechanisms of the flow of labor processes, reproduction of information, application of knowledge in practice.
Teaching material (TM) of theoretical training(TO) is a part of a specific social experience to be mastered per unit of study time (lesson, lesson, topic, etc.). The mind is presented in various forms (the text of the textbook, the speech of the teacher, etc.). Teaching material classified according to the following criteria: by groups of technical knowledge; by the nature of the content; by value; according to the logic of disclosure; by level of absorption.
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Based on my lectures.
The documents regulating the content of education are the Federal State Educational Educational Standards, curricula, curricula, educational literature.
Academic plan fixes the recommended composition of subjects and the distribution of study time between them. It has the form of a table, in which, for each subject, the number of lessons per week for each year of study is indicated. There are three main types of curricula:
- the basic curriculum of the school (BUP) - the main regulatory document;
- model curricula - variants of the BUP approved by the Ministry of Education or the regional education department (for the national-regional component) and recommended as a planning basis for schools;
- curriculum of an educational institution - the curriculum according to which a particular school works, drawn up on the basis of one of the standard plans in compliance with the standards of the BUP.
Curricula are divided into standard and working. Model programs are approved by the Ministry of Education and are advisory in nature. Workers are those for which the school actually works. Work programs are developed on the basis of standard programs and educational standard; they are approved by the pedagogical council of the school.
The study programs consist of the following main elements:
- an explanatory note that defines the main goals and objectives of the subject, its educational and developmental capabilities, as well as the main ideas underlying its construction;
- the content of education (a thematic plan indicating the hours allocated for each topic, as well as the content of the topics studied).
To educational literature include textbooks, teaching aids and teaching aids. In the educational literature, the content of education is revealed in the most detail, and it also contains recommendations and didactic tools that ensure its assimilation.
Textbook- this is the main educational book on a specific discipline, which sets out a system of basic knowledge in accordance with the requirements of the state educational standard, taking into account the peculiarities of the age development of children and the peculiarities of the methodology of teaching this subject at school. The content of the textbook should fully disclose the typical program, and its title should correspond to the title of the subject.
Tutorial- an educational book, which is an addition to the textbook. Unlike a textbook, a textbook may not cover the entire discipline, but only a part of it, include not only generally accepted knowledge and provisions, but also hypotheses that have not yet been confirmed, various opinions. Textbooks include reading books, collections of tasks and exercises, atlases, etc.
Teaching aid- educational publication on the methodology of teaching any discipline or part of it. This educational literature is addressed to teachers.
Curriculum - a normative document that determines the composition of educational subjects; the order (sequence) of their study by year of study; weekly and annual number of teaching hours devoted to the study of each subject; structure and duration of the academic year.
In the practice of a modern general education school, several types of curricula are used: the basic curriculum, model federal and regional curricula, and the school's own curriculum.
The basic curriculum is the main state normative document, which is an integral part of the State Educational Standard. The basic curriculum for a basic school is approved by the State Duma, and for a complete secondary school - by the Ministry of Education of the Russian Federation.
The core curriculum defines:
● total duration of study (in academic years) and for each level;
● the maximum amount of teaching load of students, the composition of educational areas and subjects;
● study time allocated for mastering the content of education by grade, educational area and academic subjects;
● weekly teaching load for basic courses at each level of general secondary education, for compulsory classes of students' choice and for elective classes.
The basic curriculum serves as the basis for the development of standard federal and regional curricula and the source document for financing an educational institution.
The regional curriculum is developed by the regional educational authorities on the basis of the federal basic curriculum. It carries a regulatory burden at the regional level, is the basis for the development of the curriculum of an educational institution.
The curriculum of the school is drawn up in compliance with the standards of the basic curriculum. There are two types of such plans: the actual curriculum and the working curriculum. On the basis of the state basic curriculum for a long period, the actual curriculum is being developed. It reflects the characteristics of a particular school (one of the standard curricula can be taken as it). Taking into account the current conditions, a working curriculum is being developed. It is annually approved by the school's pedagogical council.
The structure of the curriculum includes:
● the invariant part, which ensures the familiarization of students with general cultural and nationally significant values, the formation personal qualities corresponding to social ideals;
● variable part, providing individual character development of schoolchildren and taking into account their personal characteristics, interests and inclinations.
In the curriculum of a general educational institution, these two parts are represented by three main types of studies: compulsory classes, which form the basic core of general secondary education; compulsory classes at the choice of students; extracurricular activities.
As an example, let us cite the basic curriculum of general educational institutions of the Russian Federation.
Basic curriculum of general educational institutions of the Russian Federation
The means of implementing educational standards in practice are educational programs, which are also called curricula. The term "educational program" is official, fixed in the Law of the Russian Federation "On Education".
Educational programs determine the content of education of a certain level and focus. In the Russian Federation, educational programs are implemented, divided into general education (basic and additional) and professional (basic and additional).
General educational programs are aimed at solving the problems of forming a general culture of the individual, adapting the individual to life in society, and creating the basis for a conscious choice and development of professional educational programs.
General education programs include preschool education, primary general education, basic general education, secondary (complete) general education.
Professional educational programs are aimed at solving the problems of consistent improvement of professional and general educational levels, training of specialists of appropriate qualifications.
Professional programs include programs of initial vocational education, secondary vocational education, higher professional education, and postgraduate professional education.
The mandatory minimum content of each basic general education program or the main vocational education program (for a specific profession, specialty) is established by the relevant state educational standard, he also determines the normative terms for their development in state and municipal educational institutions.
General educational programs are implemented in preschool educational institutions, educational institutions of primary general, basic general, secondary general education, including special (correctional) educational institutions for students, pupils with developmental disabilities, educational institutions for orphans and children left behind. without the care of parents (legal representatives).
Educational programs of special (correctional) educational institutions are developed on the basis of basic general education programs, taking into account the peculiarities of psychophysical development and the capabilities of students.
The educational programs of preschool, primary general, basic general and secondary general education are successive, i.e. each subsequent program is based on the previous one.
Let's take a closer look at what general education programs are implemented in schools. More often they are called curricula of a certain subject.
The curriculum is a normative document that outlines the range of basic knowledge, skills and abilities that must be mastered in each individual subject.
Curricula can be standard, working and copyright.
Model curricula are developed on the basis of the State Educational Standard for a particular discipline. They are advisory in nature.
Working curricula are created on the basis of standard ones, approved by the pedagogical council of the school. They reflect the requirements of the educational standard and the capabilities of a particular educational institution.
Author's curricula take into account the requirements of the educational standard, but may have a different logic of presentation of educational material, author's views on the phenomena and processes being studied. They are discussed (defended) at the school teachers' council or meetings of district methodical associations. After that, the programs are approved for use in educational process. Author's programs are most often developed for elective courses, electives.
The study programs are structurally composed of three main components. The first component is an explanatory note, which defines the target areas for studying this particular subject in the system of academic disciplines of a general education school, the main tasks of the subject, its educational opportunities, and the leading scientific ideas underlying the construction of the subject. The second component is the actual content of education: a thematic plan, a list of sections and topics for the course, basic concepts, skills, and possible types of classes. The third component is some guidelines on how to implement the program.
Historically, there have been two structural ways of presenting educational material in programs: concentric and linear. Recently, the spiral method of presentation has become widespread. There is also a mixed structure for the presentation of educational material.
The linear way of presentation is that the material of each subsequent stage of education is a logical continuation of what was studied in previous years.
With a concentric method of presentation, the material of a given level of education in a more complicated form is studied at subsequent levels. Concentrism is due to the need to take into account the age characteristics of students.
A characteristic feature of the spiral way of presenting the material is that the circle of knowledge on the original problem is constantly expanding and deepening. Unlike the concentric structure, in which the original problem is sometimes returned to even after several years, there are no such breaks in the spiral structure.
There is also a mixed way of presenting the material, which is a combination of the above approaches.
The specific content of the educational material is revealed in textbooks and teaching aids of various types: anthologies, reference books, problem books, books for additional reading, workshops, collections of texts, dictionaries, maps, atlases, teaching aids for students and teachers, educational and methodological complexes, workbooks and etc. The content of educational material is also recorded on electronic drives (video disks, video cassettes, computer programs).
Primary importance in the disclosure of the content of the material belongs to the textbook. A textbook is a book that lays out the basics of scientific knowledge in a particular academic subject.
The textbook performs two main functions: it is a source of educational information that reveals the content provided for by the educational standard in an accessible form for students; acts as a means of learning, with the help of which the organization of the educational process, including the self-education of students, is carried out.
The structure of the textbook includes text (as the main component) and extra-text (auxiliary) components.
Texts are divided into descriptive texts, narrative texts, reasoning texts. There are also main, additional and explanatory texts.
The main text, in turn, is divided into two components: theoretical-cognitive and instrumental-practical. The epistemological component includes: basic terms; key concepts and their definitions; basic facts, phenomena, processes, events; experiences; description of laws, theories, leading ideas; conclusions, etc.
The instrumental-practical component includes the characteristics of the main methods of cognition, the rules for applying knowledge, methods of mastering and independent search for knowledge; description of tasks, experiments, exercises, experiments; reviews, sections, systematizing and integrating educational material.
Additional text includes documents; textbook material; appeal to readers; biographical, ethnological, statistical information; reference materials outside the scope of the program.
The explanatory text includes subject introductions to the textbook, sections, chapters; notes, explanations; dictionaries; determinants; explanations for maps, diagrams, diagrams; pointers.
Except educational text, textbooks contain so-called extra-text components. The extra-textual components include the apparatus for organizing the assimilation of material; illustrative material; orientation device.
The apparatus for organizing the assimilation of the material includes: questions, tasks, memos, instructional materials, tables, font selections, captions for illustrative material, exercises.
Illustrative material includes subject and plot materials, documents, technical maps, diagrams, diagrams, plans, drawings, instructions, methods, graphs, reference books, illustrations.
The orientation apparatus includes a preface, a table of contents, notes, appendices, indexes, signal symbols.
An addition to the textbook are tutorials that deepen and expand its content.
There are certain requirements for educational literature, especially textbooks. The textbook should reflect the logic of science, the logic of the curriculum and the logic of the subject in unity. It should contain highly scientific material and at the same time be accessible to students, take into account the peculiarities of their interests, perception, thinking, memory. The formulation of the main provisions, conclusions should be distinguished by the utmost clarity and precision. The language of presentation of the material should be figurative, fascinating with elements of a problematic presentation. good tutorial informative, encyclopedic, encourages self-education and creativity.
