home Botany book What is the purpose of the writer talking about it? Vladimir rural school has become the most comfortable in the country. The need for fundamental change

What is the purpose of the writer talking about it? Vladimir rural school has become the most comfortable in the country. The need for fundamental change

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What should be a modern rural school? Is it possible to change something in it now? How to do it? - such questions are probably asked by many who have ever visited a typical rural school in the rural outback.

The rural school occupies a special position in the structure of the village - it is much more than just a school. This is a cultural, social and economic phenomenon, because it largely determines the life of the village, or at least strongly influences it. School and society in the countryside are inseparable. Being organic part In general, the rural school reflects all the contradictions, problems, values inherent in the rural dweller, helps in overcoming social differences, maintaining the principle of social equality of the rural society. Therefore, the school cannot lag behind changes in society, remain old in terms of the quality of education. Today we need a different education.

Today, the Russian education system is in a state of modernization. Particular attention is paid to the rural school and the reform of the country's agricultural sector. To ensure availability and achieve high quality general education for citizens living in rural areas, an integrated approach has been developed (restructuring the network of rural schools), which takes into account the special socio-cultural status of rural schools, the national and demographic characteristics of Russian regions, the accumulated positive experience and traditions of rural education.

In modern rural society, general educational institutions of various types are distinguished: primary, basic, secondary (full) schools, general educational institutions "School - kindergarten", gymnasiums, lyceums, schools with in-depth study of individual subjects, education centers. The predominant type educational institutions in the countryside - secondary (full) school

I want to dwell on this type of school as a general educational institution for preschool and junior children. school age"School-Kindergarten". In connection with the restructuring of educational institutions carried out in the Bokhan district, out of 26 primary and 11 kindergarten schools, this moment only three kindergarten schools remained as independent legal entities - these are Vershininskaya, Kharagirgenskaya and Shuntinskaya schools-kindergartens. These are three completely independent institutions that have managed to keep up with the times and new requirements.

An important factor in the socio-cultural life of the village is the organization of interaction between the school and other structures: if the school is far from the problems of rural life that concern people, it can hardly count on the active support of people. In the same place, where the school shows not just interest, but takes a lively part in their solution, prerequisites are created for helping the school and its wards. Such interaction with all structures of the rural society provides an excellent educational space, fills it with a special eventfulness (cohabitation, empathy, common interests, concerns) of all participants in joint life.

In the village of Kharatirgen, according to the 2002 census, there were 523 people. now the number of inhabitants has increased - it has become 574, children preschool age also became more: it was 47, it became - 61. The village is growing, there must be a promisingvillage development program, as well as schools. At the moment, 54 children are taught and brought up in the Kharatirgen school - kindergarten: 34 in primary school and 20 children in kindergarten. In the future, 50 people will study in primary school by 2015, and the enrollment of preschool children at the moment is only- %, if 5 years ago there was no question of any queue in preschool, then today there are 27 children on the waiting list. The school administration and the public raised the question of the need to open kindergarten. This question has been answered positively. Starting from 2012, the construction of a kindergarten for 60 places will begin in the village of Kharatirgen for the amount of 72 million rubles allocated from the regional and local budgets.

One of the most serious troubles of rural schools is the small number of pupils. The average class size in a rural school is 15, and in some small rural schools there are only 5 students per teacher (there are also 3). In small schools, teachers are still forced to unite children of different ages in one lesson, teaching them at the same time in several programs. Methodists can invent all kinds of teaching technologies in groups of different ages as much as they like - all the same, the effect will be low. A small school does not provide an age-appropriate development of the student.

The staffing problems of rural schools are also well known, although in many respects they converge with urban ones. The teaching staff is aging But the main thing here is not quantitative, but qualitative indicators. The qualifications of rural teachers are often lower than those of urban ones. There is a lack of highly qualified specialists.

Addressing these issues is essential. So in our school we actively began to deal with these problems. Four teachers of the school received in absentia higher education. The school has a teacher of the highest category Honorary Worker education of the Russian Federation, 2 teachers of the 1st category, teachers constantly work on self-education, share their experience at district, cluster, district seminars and scientific and practical conferences.

Rural basic schools first of all, they are actively saturated with equipment. Thus, thanks to participation in various international, federal, republican programs and projects to create a unified educational information environment, a significant step has been taken to bring schools into the information world. At present, the number of computers in rural schools has increased significantly, there are modern computer classes. In parallel with the supply of modern computer equipment to schools, it is being connected to the World Wide Web. At the moment, all rural schools, including primary ones, are connected to the Internet, the scope of new information technologies. In this case, of course, it is more difficult for primary schools, they are given less equipment of various kinds. We have to find additional ways of solving the strengthening of the material base.

The rural school, as an educational institution, has always been aware of the vital need for establishing contacts between the school and the village, and, if possible, strengthened this connection. Practice has shown that the establishment of cooperation is a multi-complex, bilateral, lengthy process, depending on many factors. Chief among them is the initiating role of the school. Gum, where cooperation took place and became the norm of interaction between the school and the village, there wasmutual enrichment of each other, which, above all, had a positive impact on the socialization of children. To keep up with the times and new requirements, our kindergarten schools began to actively attract sponsors. Thus, in 2004, the Kharatirgen kindergarten school named after its eminent fellow countryman Ignatiev I.A., whose relatives help in strengthening the material and technical base, purchase computer equipment, educational and fiction. Thus, at the moment there is an informatics classroom in elementary school, which has 4 units of a computer, 3 printers, a copier, a scanner. After-school and kindergarten groups are provided with TVs. 1) UO - players, music centers, that. of course, it also has a positive effect on the quality of education.

Creation of educational and cultural centers that unite under one roof a school, a house of culture, as well as active work with institutions additional education, is another way to restructure the network. It is they who become the institutions that unite the villagers, working during the day - in school mode, in the evening - organizing the leisure of all children and adults. Various interest clubs, physical education classes, etc. begin to work in full force.

In recent years, our elementary school has been cooperating very closely with the KFOR, with institutions of additional education in the Bokhan district: Youth and Children's Centers. On the basis of our school, there are circles “Skillful Hands” and “Young Chess Player”, which involve children not only of primary school, but also school graduates, children of grades 5-8 studying at the Khokhor secondary school. Tournaments in chess and checkers for the Ignatiev prize were repeatedly held.

This academic year, in April, we have planned a regional chess tournament among elementary grades. On the basis of the KFOR there are sections for freestyle wrestling and archery. This gives positive results. Firstly, the children are busy with work in the evening, and secondly, quite a lot of children from disadvantaged families are employed. On the basis of the KFOR, regional and district archery competitions have been held more than once. In December, 201 Og on the basis of the KFOR, regional competitions in freestyle wrestling were held. For two years of work of the freestyle wrestling section, the guys showed excellent results: they repeatedly became prize-winners and winners of district, district, regional competitions. Among them are our students of Kharatirgen Primary School.

Thus, in rural areas, the school is increasingly perceived as Education Centre where they are obliged to raise a child, teaching the best, to give good knowledge. The student-centered developing educational environment of the school should provide all subjects educational process ability to meet physiological needs; needs for security and confidence in the future.

The ability to meet social needs through the assimilation of group norms and ideals. Satisfaction and development of the need for significant transformative activity in accordance with interests and inclinations, the need to maintain and increase self-esteem, self-actualization And the demand for cultural institutions among the villagers is only increasing. After all, employment in the leisure sector

for the population - not only a way of recreation, but also the opportunity to realize themselves as a person - through attending events as a spectator, through the activities of various circles and associations, holding and participating in various events and competitive programs aimed at all segments of the population, has a positive impact on condition of the villagers.

Rural residents in the second half of the 11th century could receive education in:

Parish and literacy schools with 1-2 year term of study;

Zemsky schools

There were still a few rural schools created by peasants at their own expense - communities and individual groups of peasants hired teachers and provided premises for classes (or jointly rented a hut for such a school). Most often, the training was conducted by literate peasants, sometimes teachers from the "educated", who moved from village to village. These were called "walking" ("located", "walking") teachers.

Primary education at the beginning of the 20th century was represented by the following main educational institutions:

One-class schools (zemstvo rural schools, parochial and parochial schools; the term of study is three years);

Two-class schools (ministerial exemplary schools and second-class parochial schools; the term of study is five years);

Multi-class schools (county and city; training - three and six years, respectively).

The activities of these educational institutions were regulated by the “Regulations on Primary Public Schools” dated May 25, 1874. At the beginning of the 20th century, about 57.2 thousand primary school teachers (32.1 thousand men and 25.1 thousand women) worked through the Ministry of Public Education.

The second half of the 19th - early 20th century was marked by a "breakthrough" in primary education rural population. This is evidenced by the statistics of the number of illiterate recruits drafted into the army (TSB, 1929-1930 ..):

1875 - 79%

1880 - 78%

1885 - 74%

1890 - 69%

1896 - 60%

1900 - 51%

1905 - 42%

1913 - 27%

Church schools

Before the reform of 1861, almost the only educational institution in the countryside of the Russian Empire was the parochial school. One of the first legislative acts state power on the education of the rural population (which constituted the vast majority of the population of the country at that time) was the imperial Decree of January 26, 1804, providing for the establishment of primary schools in villages and villages. The decree made the education of the villagers an indispensable duty of the clergy. Rural priests actively created schools at churches and until the early 60s of the 18th century were almost the only teachers in rural schools. At the same time, they not only taught children, but also supported schools "with their meager means."

The activities of parochial schools were regulated by the "Rules on parochial schools" of 1884. According to the Rules, both one-class (2-year) and two-class (4-year) parochial schools were created (at the beginning of the 20th century, they became 3- and 5-year schools, respectively). In 1902, the "Rules" replaced the "Regulations on Church Schools of the Office of the Orthodox Confession". In accordance with the "Regulations", church schools included:

primary schools for primary education children and adults (they were divided into literacy schools, parochial and Sunday schools);
teacher's (second-class and church-teacher's) schools, which prepared teachers for elementary schools.

Paragraph 1 of the "Regulations" stated that the main tasks of church schools were primary and secondary education, as well as the religious and moral education of students in the spirit of the teachings and traditions of the Russian Orthodox Church.

In 1915, there were 40,530 parochial schools, which accounted for almost a third (32.8%) of all educational institutions in the country.

Zemstvo school

Zemstvo reform allowed local governments (Zemstvos) to create elementary schools. Zemstvos could, with the permission of the district school council, open schools and maintain them economically (rooms, heating, lighting, equipment, supplies of books and stationery, teachers' fees). Academic work was under the jurisdiction of county school councils and inspectors of public schools. The county school council (managed schools, gave permission for their opening, transfer and closure, appointed and dismissed teachers) included one representative each from the Ministry of Public Education, the Ministry of Internal Affairs, the Spiritual Department, city government, as well as two vowels elected at the county zemstvo assembly. The chairman of the county school council was elected from among its members. The provincial school council consisted of the bishop (chairman), the governor, the provincial director of schools and two representatives of the provincial zemstvo.

Zemstvo schools were of two types:

Zemstvos also organized professional (handicraft and agricultural) and special (teacher's, veterinary, medical) schools with a training period of 3-5 years. In some elementary schools, two-year agricultural departments were opened and experimental plots were created to gain knowledge about agronomy. Zemstvos organized repetition classes, libraries and reading rooms, and readings. Zemstvos allocated funds for the organization of "people's libraries" at schools.

Zemstvo school funding was mixed: from the Zemstvo and the peasant community. The teacher was paid by the zemstvo, but the community paid for his housing, the construction and repair of buildings, the procurement of firewood, and the housing of teachers came at the expense of the community.

The standard monthly salary of a zemstvo teacher at the beginning of the 20th century was 30 rubles; after 5 years of service: 37 rubles 50 kopecks; 5 rubles were paid extra by the provincial zemstvo and 2 and a half by the county. A state-owned apartment or payment for rented housing was envisaged. In rural schools, teachers most often came from the same peasants themselves. For example, in 1880, among teachers in elementary schools, children of peasants accounted for 36%, children of clergymen - another 36%, children of burghers - 10%.

As a rule, there was a watchman on the staff of a rural zemstvo school.

An important role in the development of zemstvo schools was played by trustees - or in the usual terms "sponsors". Zemstvos diligently selected them from among landowners, manufacturers and wealthy peasants.

By 1877, there were already about 10,000 zemstvo schools, in 1910 - more than 27,000 (27,486, of which 75% were one-complete with 3 years of education, the rest - two-complete and 4 years of education), and by 1913 - over forty thousand primary schools - another third of total number educational institutions of the country. The share of appropriations for schooling in the zemstvo budget increased during this time from 14.5% to 30%. In areas where there were no zemstvo schools, funds were often allocated to support parish schools. Zemstvo institutions were better provided financially. Their buildings were immediately built as educational ones. In addition to the classroom and other necessary premises, they provided an apartment for the teacher (and where two teachers worked, two).

Zemstvos tried to cover as many children as possible with education: families in which two or more boys grew up were asked to send one to school without fail, and they were given cash subsidies to parents. A graduate of a zemstvo school could enter a teacher's seminary, a medical assistant's school, or another educational institution. They tried to send the most capable students of the zemstvo to gymnasiums, they allocated scholarships for them.

Approximate program of a four-year zemstvo school:

law of God

Church Slavonic language,

Arithmetic,

subject conversations,

Story,

Geography,

world science,

Drawing and drawing,
Gymnastics (needlework for girls).

Under the editorship of the largest Russian sociologist Zhan Terentyevich Toshchenko, in 2016, the fundamental monograph "The Meanings of Rural Life (An Experience of Sociological Analysis)" was published. In it, on the basis of all-Russian studies in 2012-2016, conducted by sociologists of the Russian State Humanitarian University, using and comparing with statistical information, with data from the Institute of Sociology of the Russian Academy of Sciences, VCIOM, Levada Center and others, including regional research organizations, an attempt was made to reveal the meanings the life world of the inhabitants of the modern Russian village, the dynamics of post-Soviet transformations in the countryside.

Conducted research work very valuable. We publish from it the chapter "Rural school: are there any prospects?".

TO THE HISTORY OF EDUCATION IN THE RUSSIAN VILLAGE

The fate of a rural school only at first glance seems to be connected with modern realities. In fact, the rural school has been an integral component of village life since ancient times. One of the biggest misconceptions about old village- the idea of the illiteracy of the peasants, of their isolation from the book culture.

Let's make a small digression into the past of a rural school.

The modes of existence of book culture in the peasant environment were very diverse. Thus, there was a tradition of preservation and inheritance of old handwritten and early printed books; there were periodicals of the most varied nature; popular literature brought to the village by an ofenei peddler.

From the 18th century about a fifth of the male peasants received literacy certificates. Thus, according to the 1785 census, in eleven volosts of the Arkhangelsk province, 17.1% of households had a competent owner; in Kholmogory district - 18.6%, in Onega - 16.4%. At the same time, it should be borne in mind that these figures are rather underestimated, since some peasants hid their literacy from the authorities; others did not want to sign official documents (Old Believers); often peasants declared themselves illiterate, who knew how to read and write, but did not know how to write well. According to Soviet historian S. S. Dmitriev, a significant part of the petitions of the XVIII century. was written either by the peasants themselves, or rewritten by a scribe according to a draft text compiled by the peasants themselves. Note that the available data did not include information on female literacy.

The conductors of book culture were the church, the school, the family. ABCs and primers, psalters and chapels were published by church printers and used to teach peasant children both directly in families and with the assistance of the priest of the local parish. As for schools, then, with restrictions for peasants to study in state educational institutions, private initiative was of particular importance. In the first half of the XVIII century. the so-called. "free" schools, organized on the initiative of "walking people" (who came to the village without permission), exiles, retired soldiers and ensigns, invited to the homes of individual peasants to teach their children. In the second half of the XVIII century. part of the peasant children were taught by the noble landowners Sheremetyevs, Golitsyns, Yusupovs, Orlovs, Rumyantsevs and others. However, most often a “free school” arose, in which education was paid for by wealthy peasants who had the opportunity to support it at their own expense, and officially permitted by the Order of public charity. But for all the importance of such initiatives, they were local and did not cover the entire territory of Russia.

In addition, the Old Believers contributed to an increase in the number of free peasant literacy schools, especially in places far from the official church and state schools. Schools for boys and girls were created in their sketes, in which peasant children who were not related to the schism also studied. In the 19th century the craving of the peasants for literacy and for reading is only growing. At the same time, the entire peasant population was still far from being covered by education. As before, not all peasants had the opportunity and need to place their children in parochial and state (state) schools, which, as a rule, exist in large rural settlements. Rescued accumulated in the XVIII century. the experience of creating private free schools, to which in the XIX century. mobile learning centers (mobile schools) have been added in small settlements. They taught reading, writing, elementary arithmetic, basic prayers. The school stayed in one settlement for three or four months until the children mastered the planned course, then moved to another. There were mobile schools at the expense of peasant communities, and then, seeing the success of these schools, they began to be supported by zemstvos. School business should not be built uniformly, the zemstvo leaders believed. It should be noted that such an experience has not lost its relevance so far.

Among the sources of the late XIX century. Of interest are the materials of the Ethnographic Bureau of Prince V.N. Tenishev. His extensive program for the versatile study of folk life included about five hundred items. Since information from the localities was received directly from the peasants of many provinces, the reliability of the results of Tenishev's research was exceptionally high. They noted the interest of peasants (both literate and illiterate) in reading, spoke about the authority of the printed and written word among them.

By the second half of the XIX century. there were three types of schools in rural areas: private (supported by landowners or wealthy peasants); parochial and government. The peasants willingly sent their children to schools, but at the same time criticized them for not teaching them how to better manage. Quite often, children were taken away after two or three grades with four grades. But even in this case, we can talk about the initial level of literacy of part of the peasant population.

A special role in the spread of literacy among the peasants was played by zemstvo schools (one-class public schools of the Ministry of Public Education), which began to operate in 1864 after the abolition of serfdom. They were called one-class because during all three years of study, children divided into three groups simultaneously studied in the same classroom with one teacher. Since the beginning of the XX century. two-complete schools appeared with four years of education, with two classes (two departments per class) and two teachers. In zemstvo schools, children of both sexes aged 8–12 years old were educated free of charge without restrictions on class and religion. The school was taught on a permanent basis by folk teachers, as well as visiting priests of the law. Among the subjects of study were: the Russian language, calligraphy, arithmetic, the Law of God and the Church Slavonic language. Since the late 1900s zemstvos moved to the creation school networks, designed to achieve universal education of peasants within 5-15 years. The success of zemstvo schools contributed to the formation of sustainable literacy skills among the rural population.

Artist V.E. Makovsky "In a rural school", 1883

Until now, in the scientific literature there is a stereotype about the ignorance, savagery of the peasant of the XVIII-XIX centuries. I would like to fully quote the words of the peasant Ivan Inin (author of popular prints under the pseudonym Kassirov): “Can it really be assumed that our people, with all their sound mind, which is recognized by Europe, with all their deep all his artistic flair and poetry, which affected the creation of such beautiful epics and fairy tales, with all his moral virtues and purely Christian ideals, expressed in his life "in God's way" and in his relations with all other peoples - in his faith, patience, meekness, gentleness and kindness , in love for the fatherland and the state, in its obedience to fate, diligence and readiness to generously do good to all those in need, even criminals - is it really possible, I say, to allow this people to read and listen to one sheer vulgarity and rubbish for a whole century ? .

All the above facts testify to the active position of the peasantry in relation to reading and literacy. This was expressed, firstly, in the desire to educate their children, and voluntarily, not under duress (especially since there were few state schools at that time). Secondly, many literate peasants themselves sought to educate other neighboring children, investing a lot of strength and warmth in the educational process. Thirdly, a considerable number of peasants responded to the requests of scientific societies, zemstvo surveys, including the state of school affairs in their area.

However, in general, most of the peasants remained illiterate.

SOVIET EXPERIENCE OF ELIMINATION AND ILLITERACY IN THE VILLAGE

After October revolution In 1917, the Soviet government took control of the task of introducing universal primary and secondary education in the countryside. To understand this process, the work of A.M. Bolshakov “The Village” (1917–1927) is an extremely important source. Having studied essentially all the most important aspects of village life, he Special attention given to the school. According to the researcher, “if the rifle helped the working people to gain power, then only the school will help them produce cultural revolution» . Noting the great difficulties that the schools of the Goritskaya volost faced after the revolution (material, financial, personnel), the author emphasized the changes in the “building of the school business”, first of all, in the position of public schools. Bolshakov called the attitude of the peasantry towards the new Soviet school "a waiting attitude": on the one hand, the peasants saw that the school "greatly develops their children"; on the other hand, they noted that "the same guys do not have much of the good that the former school gave: firmness in counting, literacy in writing, clarity in handwriting."

Here are just some of the opinions of the peasants: “They teach only trinkets. Paper and pencils spoil” (drawing, diagrams); “They wander through the fields and forests, only in vain they tear up their shoes” (excursions); “They will learn how to plow and plant a garden and at home” (work in school gardens); “They teach weaker against the former” (counting, literacy, handwriting); “Previously, the student read to his elders, but now he goes and doesn’t take off his hat” (lack of firm discipline in the spirit of pre-revolutionary times). It should be noted that these statements paint the whole picture. school life. Peasants notice new forms of school work (excursions, diagrams, work in school gardens, lack of official spirit - strict discipline), but reading, counting, writing are traditionally left as priorities for it. Indirectly, these statements once again emphasize the relative literacy of the pre-revolutionary peasantry. They can compare and actively defend their position in the organization of school affairs.

However, it turned out to be much more interesting for the peasants the new kind schools, which A. M. Bolshakov wrote about - schools of peasant youth (ShKM). It was a new kind of educational work in the countryside. The author wrote: “The correct target setting helps to consolidate the acquired knowledge through living labor. Here the student not only studies, but also practically works on the farm of his father and his village. This unusually lively adaptation of the SHKM to the conditions of the countryside and its growth did a lot in terms of popularizing, strengthening and growing these schools. And indeed, if the first ShKM appeared in 1924, then three years later there were already 500 of them in the Russian Federation.

Having appeared, ShKM immediately won the sympathy of the peasants. "Shekamyata" - this is how the peasants called the children who studied at this school - not only demonstrated good academic performance, but also successfully worked on the farms of their father, their village, district, individually and collectively. A. M. Bolshakov emphasized: “This is truly a labor school, and some surprise of this labor school lies in the fact that it adapts so well to peasant farming. And there are often cases when the agricultural impact of the school on the district is more successful than the activities of the local agronomist. ShKM was a rural school of the second stage (after the initial four years), teaching children aged 12–14. The existing combination of the rural school of the 1st level and the School of Education made it possible to show students the peculiarities of rural life and instill in them an interest in working in agriculture.

However, SCM was only one of many new forms of rural education that emerged in the 1920s. and corresponding to the then diversity of ways of rural life. Among them were: schools with an agricultural bias, rural elementary schools, communal schools (like boarding schools), experimental stations, agro-towns. They existed along with the traditional schools of the 1st and 2nd levels (allowing children to receive a 7-year education), but they were distinguished by a clearly defined focus on the education of agricultural workers, the training of farmers and social activists.

It should be noted that the busy school construction in the village coincided with the implementation of an unprecedented educational project Soviet power- Educational program. The implementation of this project began with the "Decree on the elimination of illiteracy among the population of the RSFSR", signed by the Chairman of the Council of People's Commissars V. I. Lenin in 1919.

Under the leadership of the All-Russian Extraordinary Commission for the Elimination of Illiteracy (VChK Likbez), created in 1920, the process of training illiterate and semi-literate adults, primarily industrial workers and peasants, was organized. In rural areas, each settlement with more than 15 illiterate people had its own literacy school (liqpunkt). The term of study in such a school was 3-4 months. The training program included reading, writing, counting, allowing students to read printed text, make short notes, distinguish between whole and fractional numbers, percentages, to understand diagrams and diagrams, and also to understand the ongoing socialist policy. For adult students, the working day was reduced while maintaining wages. Likpunkts were supplied with writing materials and teaching aids specially designed for the purpose of teaching adults (for example, you can call the "Workers' and Peasants' Primer" (1924) by V.V. Smushkov). Classes were held not only in school premises, but in reading rooms (red corners), sometimes at the teacher's house. By 1936, about 40 million illiterate people had been trained. According to the 1939 census, the literacy of persons aged 16 to 50 approached 90%.

Since the 1930s the unification of education, including rural education, began within the framework of a single labor school. By 1932, there were about 130,000 rural schools of the first stage, and 22,500 incomplete secondary schools. There were about 450,000 rural teachers. . One should take into account the fact that for a long time teachers in rural schools did not receive state salaries: their salaries were completely dependent on the incomes, first of the rural community, and then of collective farms and state farms.

The above statistics show that it was not immediately possible to overcome the diversity of forms of rural education. Later, in accordance with the Decree of the Council of People's Commissars of the USSR and the Central Committee of the All-Union Communist Party of Bolsheviks “On the Structure of Primary and Secondary Schools in the USSR” dated May 15, 1934, it was decided to finally eliminate various forms of education and establish uniform levels: the first - children 8–13 years old; the second - children aged 14–17. Thus, the rural school was partially deprived of its peculiarity associated with the orientation of its graduates to work in agriculture. However, in practice, it was still not possible to unify the rural school to the end. As before, rural schools strove to combine elementary literacy skills and agricultural practices in teaching children.

This, in particular, manifested itself in the 1950s, in the opening of the biological and agronomic direction of training in the framework of specialized education in schools. In the Law of the USSR "On strengthening the connection between school and life and on the further development of the system public education in the USSR” dated December 24, 1958, the idea of including labor education and training in the educational process was again confirmed, which was especially important for a rural school. In practice, this was reflected in the growth in the number of rural schools, the improvement of their material and technical support in connection with the opening of school workshops for the education of girls and boys. As part of the interaction between schools and agricultural enterprises, schoolchildren organized production units and teams. In addition, the question was again raised about the need for different types and types of rural schools in accordance with territorial features and local specifics. Schools with an extended day, boarding schools were opened in the village, the delivery of children from remote rural settlements.

But the beginning of the transformation of the rural school became very complicated in the 1960s, when a massive outflow of the rural population to the cities began. The rural school faced staffing problems, shortage of teachers, declining student numbers and new enrollment related to plans to continue education in urban schools.

In the 1970-80s. the rural school essentially performed the functions of preparing students (through profiling, individual education) for moving and studying in the city, which made it possible to talk about the loss of the features of rural education, its connection with the rural way of life and culture. Along with the change in its functions, the basis of the socialization of the rural community gradually began to be undermined.

So, by the 1990s, the rural school had practically lost its original connection with the rural world. Yielding to urban schools in terms of its material and technical equipment, staffing, it also turned out to be a hostage to migration, demographic and political processes.

THE LOOK OF A MODERN RURAL SCHOOL

Rosstat data show the dynamics of changes in the number of schools since the 1990s. to the present (see Table 1).

Table 1. Number of state and municipal general education organizations (at the beginning of the academic year; thousand)

As can be seen, if in cities and urban-type settlements the rate of population decline educational institutions relatively smooth (from 21.1 thousand to 18 thousand), then in rural areas we can talk about a reduction of almost two times (from 48.6 thousand to 26.1 thousand).

If we look at the number of students in the same period, at the beginning of the 1990/91 academic year, 20,852,000 pupils entered secondary schools (5,903,000 of them went to rural schools). By the 2010/11 academic year, the number of students has decreased significantly - up to 13569 thousand people. (3808 thousand people, respectively). However, already in 2013/14 year, there is some growth - up to 13,783 thousand people. the total number of school students. At the same time, the process of reducing the number of students in rural schools continues (3615 thousand people). And only in 2014, along with an increase in the total number of students to 14299 thousand people, a slight increase in the number of students in rural schools (3724 thousand people) began (see Table 2).

Table 2. Number of students and teachers in state and municipal general education organizations (at the beginning of the academic year; thousand people)

As for the number of teachers, for the period from 2000 to 2013. it decreased by 40% - from 1751 to 1042 thousand people, and in 2014 - to 1061 thousand people. (see Table 2). Thus, the statistics show a steady downward trend since the 1990s. both the number of rural schools and the number of pupils and teachers.

What are the reasons for this state of affairs?

First of all, the rural school responds to migration processes associated with a change in the share of the urban and rural population in the total population of the Russian Federation (see Table 3).

Table 3. The share of urban and rural population in the total population of the Russian Federation (estimated at the end of the year; in percent)

It should be noted that starting from the turning point in 1961, the proportion of the urban population in the total population for the first time exceeded the rural population. Moreover, especially significant rates of its growth fall on the thirty-year period from 1959 to 1989. .

As for the rural population, over the past 5 years (2010-2014), due to the migration outflow, its number has decreased by 751.2 thousand people.

The migration flow of the rural population rushed not only to cities, but also to larger villages. As a result, at present, almost half (48%) of all rural settlements in the country are the smallest, in which 3% of the rural population lives, which has led to the mass liquidation of small, but significant educational and healthcare institutions for people. According to official data, the size of settlements was determined by the number of inhabitants, which determines the concentration only in large settlements of various kinds of services, including educational ones. However, the concentration of educational institutions in large rural settlements, carried out in order to save resources, has led to a decrease in their territorial accessibility. Thus, the average access radius of a rural school increased from 12.6 km in 1990 to 17.3 km in 2014. So, since 1990, there has been a shift in the center of gravity in education to cities and large rural areas. settlements, violating the established culture of an ungraded rural school. Along with the process of reducing the total number of rural schools, there was a decrease in the number of small rural settlements. And this once again confirmed the well-known fact that the Russian reformers of the rural school do not want to reckon with: "No school - no village."

The reduction in the total number of rural schools is also caused by ongoing demographic processes that have provoked a reduction in the number of students. From the early 2000s to 2013 The demographic crisis caused a decrease in the number of students by 6.7 million people, i.e. more than 33%. During the same period, the number of general education institutions decreased by 30%, of which 23% were in rural schools.

At the same time, if we return to the data on the number of schoolchildren (see Table 2), we can see that the consequences of the “demographic hole” were quite clearly manifested in the period from 2005 to 2010. In the last five years the situation has improved somewhat, which, however, has not been reflected in the growth in the number of schools. In addition, by 2018 the increase in the number of students per 1 teacher from 10.9 to 13 people. should lead to further layoffs of 200,000 teachers, although demographics cohorts of school-age children have increased.

This means that there is reason to believe that the changes taking place in the field of education do not so much follow the migration and demographic “logic” as the logic of ongoing reforms that are ambiguous and cause not only serious criticism, but also rejection and rejection.

TO BE CONTINUED

NOTES

Gromyko M. M. The world of the Russian village. M .: Young Guard, 1991. S. 272.

There.

Dmitriev S.S. The peasant movement and some problems of the general history of Russia in the first half of the 19th century. (to the publication of collections of documents on peasant movement 1796-1849) // Issues of archiving, 1962. No. 2.

Gromyko M. M. The world of the Russian village. M.: Young Guard, 1991. S. 278–279.

Kislyakov N. Wandering teachers and mobile schools in Kursk province// Northern Bulletin, 1888. No. 3. S. 48–50.

Gromyko M. M. The world of the Russian village. M.: Young Guard, 1991. S. 295–301.

Inin I. About folk-lubok literature. To the question of what people read. (From the observations of a peasant over reading in the village) // Russian Review. 1893. No. 9–10. pp. 242–258.

Bolshakov A. M. Village. 1917–1927 M .: Worker of Education, 1927. S. 227.

Ibid., p. 247.

There.

Ibid., p. 249.

Ibid., p. 250.

Organization of education in rural areas of Russia ( Historical outline) / O. E. Kosheleva, P. V. Mashkova, M. V. Boguslavsky, A. M. Tsiryulnikov. Moscow: Pedagogy, 1993.

Public education in the USSR. Comprehensive school. Collection of documents // Comp. A. A. Abakumov, N. P. Kuzin, L. F. Litvinov. M .: Pedagogy, 1974. S. 167.

Ibid., pp. 53–61.

Naryadkina L. A. school reform 1958 and national education // Basic Research. 2005. No. 4. S. 35–36.

Russian Statistical Yearbook - 2015. Stat. Sat. / Rosstat. M., 2015.

Regions of Russia. Socio-economic indicators. 2015. M.: Rosstat, 2015.

Bulletin of statistics. M., 1972. No. 6. S. 84.

Bondarenko L. V. Development rural areas Russia: assessments, opinions, expectations // Sociological research, 2016. No. 3.

There.

Action Plan (“ road map”) “Changes in industries social sphere aimed at improving the efficiency of education and science”. Decree of the Government of the Russian Federation of December 30, 2012 No. 2620-r.

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Russia is a country of dying villages (,)

The school in the village of Lesnikovo, 30 kilometers from Gus-Khrustalny, twice became the best rural school in the country. And this year she received the title "The most comfortable school in Russia". What is so special about her? I went there to find out for myself.

Like at home

old wooden houses, a couple of shops and a two-story brick school with an attached kindergarten - such pictures in the countryside every 50 kilometers.

Inside, the school also does not impress with super-modern technical equipment and European-quality repair. Everything is for children, not for inspection commissions. At the entrance there is a table for table tennis, on the walls there are stands with the achievements of students and graduates, as was fashionable in the 90s. The corridor of the second floor is decorated with a painted forest with a huge elk and a wolf, near the stairs - a picture of a person's life, from birth to maturity. The painting was created by a specially invited artist. There are floral curtains on the windows, fresh flowers here and there. In general, nothing "over". But cozy, clean and warm.

As soon as I entered the building, the children vied with each other to say hello and ask: “Who are you to?”. No turnstiles like in the city.

Director Mikhail Ovechkin knows each student by name and remembers how each of them studies. This is understandable - there are only 39 students here, 14 more are preschoolers. And every teacher knows the students the same way. There are nine of them here.

Mikhail Ovechkin proudly shows the new boiler room that appeared near the school, a computer room, an attached block for preschoolers and ... a new restroom. Until recently, all this was not. For example, the toilet was outside, but the school was heated with firewood.

The feeling of comfort within the walls of the school is created not by equipment and not by new repairs, although we have both, - the director said. - Everything is based on communication with children. We are equal with them. For example, we do not worry about flowers and drawings on the walls, because we let the children know that the school belongs to them as well as to the teachers. And, you see, no one will spoil your own. In order to show that they are rightful owners here, back in the 90s we created our own Republic “Little Country” at school. She has her own anthem, coat of arms, rules and rights, each child has a special passport of a citizen of the Republic. And she, of course, has her own president, whom the children choose themselves. There is an academic council, which includes the students themselves, which monitors the progress of children. You could say we are self-governing.

Phones? What for?

One of the main rules in school is to do everything together. Therefore, even in the garden, where children plant cabbage, carrots and beets for the school canteen, everyone works together. Even the director comes out to plant and dig potatoes!

I didn't see a single child during recess. mobile phone hands. And this is not because children do not have smartphones. The school has a clear rule - to get the phone only in extreme cases.

Due to the fact that our classes are small, classes, in fact, can be called individual, - shared the teacher of mathematics Irina Yantsen. - And in the classroom they can ask any questions that arise.

"Why show that I'm a bad student?"

I caught one of the five graders.

Do you have a mobile phone?

Of course, everyone has them now, - answered Kirill Bochin.

Will you show what your friends write there?

It's at my house, I don't need to take it. My friends are all here, and I don’t want to be distracted once again. I can not understand something in my studies.

What time do you come to school? Do your lessons start at 8:30?

By 8 am. Here all the guys come in advance. We repeat lessons. Each of us homework they ask, so it’s impossible to be late, not to learn - too. They can then take them out on the line in front of everyone, scold a little and ask how I will improve. Why show everyone that I'm a bad student?

As a result, children win competitions at various levels, and there are medalists among the graduates. True, the school is the main one, that is, there are only 9 classes. Despite this, children have recently begun to learn a second foreign language - in addition to German, Lesnikov's children learn the basics of English.

The school has its own small canteen, a workshop with carpenter's locksmith's mini-shops, and such that, as it seemed to me, there are even more machines than the number of students.

In addition to studying, they go in for sports and play Timurovites, helping the elderly and veterans, although they may not know this word. I left there in high spirits. I wanted to go back to school.

Innovation, being necessary condition development of education, play an important role in the formation and improvement of the domestic system of public education.

In accordance with the existing socio-economic conditions, in Russia until the last decades of the XIX century. the problem of the development of public education is in fact the problem of the education and enlightenment of the peasants, who constituted the overwhelming majority of the country's population and are the least enlightened part of the people.

In studies on the history of education, it is noted that before the 2nd half of XVIII in. the upbringing of peasant children in Russia was carried out in the family and the peasant community with the support of the church, which was engaged in religious and moral education (D.I. Latyshina, V.M. Velichkina).

The problem of the education of peasants and common people is first raised in Russian social thought of the 18th century. (I.T. Pososhkov, M.V. Lomonosov, N.A. Radishchev, etc.). It is analyzed most deeply in the work of A.Ya. Polenov "On the serfdom of the peasants in Russia" (1766, first published in 1865). One of the sections of this essay is devoted to the description.

The first large-scale project of creating a system of public education in Russia, an attempt to implement which was undertaken, was developed by F.I. Jankovic de Mirievo. According to the “Charter of public schools” approved in 1786 by Catherine II, in each provincial town it was supposed to open main public schools, designed for 5 years of education, and in district centers and villages - small public schools (2 years). The project was only partially implemented, because in its implementation, local authorities, as a rule, shied away from the maintenance of public schools.

The first schools in Russia accessible to the common people were parochial schools, which appeared in 1804 and lasted until 1918, being the most common type of Russian schools.

Parish schools were initially focused on religious and moral education with a minimum level of education. As a rule, children were taught by church ministers who did not have pedagogical training (the basics of pedagogy began to be taught in theological seminaries only in the mid-1860s), using ineffective teaching methods, and the content of education basically remained unchanged for half a century.

However, from the 2nd half of XIX in. the program of parochial schools gradually begins to expand, acquiring by the beginning of the twentieth century. more secular and scientific character. At this time, parochial schools operate with the financial support of the state, being in fact state-church. By the mid 1990s. their network in Russia is expanding, the total number exceeds 31,000. In addition to them, the Holy Synod was in charge of literacy schools and four-year parochial schools. In church literacy schools, the Law of God, church singing, Church Slavonic and Russian reading, writing and initial reckoning were taught. In parochial schools, the program was expanded by studying Russian grammar and arithmetic. In parochial schools, in addition to the above subjects, the sacred and National history. The program of parochial schools also included training in crafts (up to 13 crafts).

Thus, parochial education in Russia at the turn of the 19th–20th centuries. was not only the most common among the peasantry, it acquired a multi-level and variable character, characteristic of developed education systems.

Along with parochial schools and colleges in the villages of Russia in the 2nd half of the 19th century. alternative (not state-church) education is developing. Schools in rural areas are created by zemstvos, ascetic intellectuals, enthusiastic enlighteners.

A special group of rural folk schools were schools operating in the Cossack troops. In Russia, historically, there were 11 Cossack troops, which were located mainly in the agrarian regions of the empire. In 1911, there were more than 1,000 Cossack schools in the country, in which, along with religious-patriotic and military-physical education, a fairly broad education was given. So, in the Orenburg Cossack army, compulsory education for boys and girls was established. The course of study in military primary schools lasted 5-6 years and included the Law of God, reading, writing, arithmetic, church singing; for boys, gymnastics and front-line training were taught.

In the 1860s in Russia, disputes about the content of the education of the folk school acquired a wide public resonance. Zemstvos and the intelligentsia considered it necessary to organize public schools according to European models, they criticized parochial schools for religious limitations, advocated scientific teaching, updating the content of education and introducing new subjects.

Most eminent figures zemstvo education were N.A. Korf and N.F. Bunakov, who also have the merit of organizing teachers' congresses and courses as effective forms of mass exchange of experience and advanced training of teachers of public schools.

ON THE. Korf in 1867–1872, serving as a member of the school council of the Aleksandrovsky district of the Yekaterinoslav province, opened several dozens with the support of the population, in which he sought to take into account the peculiarities of the rural environment.

N.F. Bunakov substantiated and implemented the idea of necessity. He pointed out that essential condition The success of the rural school is the interest of the local population in it, the openness of the school to the control of the peasant community: “... Those who trust the school of their children, really have no right to ask: what did you do with our children? How and what were they taught? .

She played an important role in the development of education in the countryside. He formulated the goals of the folk school: the education of creative, moral personality, formation in the learning process creative thinking and moral self-awareness, the scientific nature of the education received.

AT late XIX- the beginning of the twentieth century. gained great fame in Tatevo and in a number of other villages of the Belsky district of the Smolensk province. The study of his pedagogical heritage allows us to assert that he not only created a new type of parochial school, progressive for his time, but also developed a model for the education of rural schoolchildren, which has not lost its relevance today. For the first time in Russian pedagogy, he implemented an extensive set of conditions that determine the characteristics of education in rural areas, and the possibility of effective implementation of the educational process, taking into account these conditions.

By the first decade of the twentieth century. in Russia, quite clear ideas about the possibilities for the development of education on the forehead have been formed. According to these ideas, the rural environment has a significant educational potential, due to its proximity to nature, relative simplicity and accessibility in teaching peasant labor, and the preservation of the traditions of folk pedagogy in the countryside. At the same time, the low cultural level of the peasantry was recognized, although the peasant community, as a whole, was most often idealized.

On the special educational opportunities of the rural environment in the 1910s–1920s. teachers and public figures of various political persuasions (P.P. Blonsky, N.K. Krupskaya, A.V. Lunacharsky, A.S. Makarenko, S.T. Shatsky and others) unanimously indicate.

During the Soviet period, the development of education in the countryside became one of the most important areas of state domestic policy. In the USSR, development secondary school in the country was based on the idea of equal education for urban and rural children. This idea was affirmed, on the one hand, by strict regulation of the content of education, uniform requirements for the entire country for the preparedness of school graduates and applicants, and, on the other hand, by serious state support for the village and rural schools.

In order to increase the attractiveness of teaching work in rural areas, a number of preferential conditions are introduced for rural teachers, including salary supplements, free utilities, free housing, the release of young people working in rural schools from military service, etc. In addition, in most pedagogical universities there were preferential conditions for admission for applicants from rural areas.

Until the early 1990s, for graduates of Soviet universities, there was a fairly strict system of distribution by place of work, according to which a young specialist was obliged to work at the place of distribution for a certain number of years. The distribution helped to take into account the needs of schools in the region for teaching staff, which also contributed to solving the problem of providing rural schools with teachers.

Measures to promote the development of rural schools in the USSR in their practical implementation often ran counter to democratic rights and freedoms, enslaved young teachers and limited the growth of education in the country as a whole. However, according to various sources, by the end of the 1980s. The level of education of rural schoolchildren has approached, more than ever before, the level of education in urban schools.

In the development of rural schools in the 60–80s. 20th century played an important role. An analysis of his works shows that he created a pedagogical system not only adapted to the conditions of the countryside, but organically growing out of the social and natural environment of the rural school.

In the 1980s innovative pedagogical system develops in Sakhnovskaya high school Cherkasy region. This system is based on the author's concept of the headmaster A.A. Zakharenko, which is based on the ideas of educational centers, the "environmental approach", and creative, creative, socially significant work.

Innovative experience of V.A. Sukhomlinsky, A.A. Zakharenko, A.F. Ivanov and other leaders of rural schools in the 1870s–1980s. attracted the attention of the general scientific and pedagogical community to the rural school. At that time, the problems of educating rural schoolchildren were being actively developed in the USSR; educational process. A significant contribution to the development of education in the countryside during this period was made by the works of N.M. Anisina, V.M. Velichkina, A.F. Ivanova, V.P. Makarova, G.F. Suvorova and others.

The post-Soviet period (late 1980s - 1990s), which coincided with a deep social and economic crisis transitional period, characterized by the growth and aggravation of problems in rural education. According to M.P. Guryanova, “the rural school of Russia at the end of the twentieth century was on the sidelines Russian education". During this period, teachers experienced long delays wages, which was accompanied by an increase in social discontent among teachers, the departure of many teachers from school, their relocation to the city or to a more prosperous region. In rural areas at this time, much more acute than in the city, there is a shortage of necessary textbooks and teaching aids, a decrease in requirements for a general education school.

The crisis of the post-Soviet period determined current situation when the quality of rural education is significantly inferior to the quality of urban education. The current situation requires a search for new ways to preserve and develop education in the countryside, and continuity is very important in this search: reliance on best traditions humanistic pedagogy, taking into account the characteristics of rural educational environment, creative rethinking of previous pedagogical experience.

The education of rural schoolchildren proceeds under the influence of specific factors determined by the peculiarities of the rural school and rural society. The main features of the rural school are associated with its significant territorial and informational isolation, as well as the comparatively small number of students and teachers. The main features of the rural society are determined by its isolation, limitation: a small number of inhabitants compared to the city, their "attachment to the land" and compact living, the monotony of social and industrial relations, limited communications.

The isolation of rural schools gives each school its own characteristics. In this regard, scientists dealing with the problems of education in rural areas (V.G. Bocharova, V.P. Bykova, M.P. Guryanova, etc.) advocate the variability of education and the diversity of approaches in the pedagogical process carried out by rural schools.

Our analysis allows us to distinguish in the development domestic education in the village the following main stages.

1st stage (until the 2nd half of the 18th century) - the stage of family and community education; during this period, the education of the peasantry is partially supported by the church (religious education), but not by the state;

2nd stage - the first projects for the education of the peasants (2nd half of the 18th - early 19th centuries) - the development of the first projects for the creation of a system of public education and attempts to implement them;

3rd stage (the beginning of the 19th century - the first half of the 1860s) - the activation of the church and the state in the education of the peasants: the emergence of parochial schools, the growing role of the church and the state in the education of the people; this stage was marked by the steady growth of the role of church authority in the education of the peasantry; the policy of the state in the field of public education was marked by considerable inconsistency and inconsistency;

4th stage (2nd half of the 1860s - 1880s) - expanding the network of rural schools and improving the quality of education of rural children through state support, the activities of the church and local government (zemstvos, Cossack military administrations, etc. .), as well as enthusiasts-ascetics; at this stage, there is an increase in the authority of the Ministry of Public Education;

5th stage (1880s - 1910s) - the formation of a system of education of the peasantry; at this stage, the rural school is considered as a specific educational system, its special connection with the peasant social environment, a special mission in rural society and Russian society; during this period, democratically minded educators set the rural school the task of raising the cultural level and social activity of the peasants; an extensive level system of state-church education of the peasantry is taking shape, a substantial and organizational renewal of parochial schools is taking place, the content of education in them is becoming more and more secular;

the 6th stage falls on the Soviet period (1920s-1980s) and is characterized by an increase in the availability and quality of education in rural areas; at this stage, the rural school is gradually approaching the urban school in terms of the quality of education; uniform requirements, large-scale state support of the village and rural schools is carried out;

7th stage - post-Soviet (late 1980s - 1990s); at this stage, the gap in the quality of education between rural and urban schools increases again: on the one hand, the quality and diversity of education in the city increases, on the other hand, the level of education in the countryside decreases;

8th stage - modern (from the late 1990s to the present day), which is characterized by a search for ways to preserve and develop education in the countryside; at this stage, the role of innovations in the rural school is actualized, there is a significant variety of approaches to improving the efficiency of education of rural schoolchildren.

Bibliography

1. Latyshina D.I. History of Pedagogy (History of Education and Pedagogical Thought). M., Gardariki, 2003. (Shelekhovsky district of the Irkutsk region). Ensuring the integrity of the developing educational system in a rural school For reference:
Sidorov S.V. The main stages in the development of domestic rural schools [Electronic resource] // Sidorov S.V.. 10.2019).