home life resources Creation of a unified educational space. Humanistic pedagogy: the 21st century Variety of opportunities in a single educational space

Creation of a unified educational space. Humanistic pedagogy: the 21st century Variety of opportunities in a single educational space

1986 Shalva Amonashvili, Lena Nikitina, Simon Soloveichik, Sofia Lysenkova, Vladimir Matveev, Boris Nikitin, Viktor Shatalov, Vladimir Karakovsky, Igor Volkov, Alexander Adamsky, Galina Aleshkina, Evgeny Ilyin
Photo: Mikhail KUZMINSKY

In October 1986, teachers gathered in Peredelkino near Moscow, who were then called "innovators".

These were teachers who started an unusual school practice in the late 1950s: Viktor Shatalov (the idea of reference signals), Sofya Lysenkova (the idea of learning ahead of time), Shalva Amonashvili (teaching without coercion) and others. Their ideas, experience and results were reflected in the text, which Simon Soloveichik called "Pedagogy of cooperation", highlighting the main principle of the new school: cooperation between a child and an adult as the basis school success and success.

In "Pedagogy of cooperation" one can see the reliance on the works of domestic psychologists L. Vygotsky, D. Elkonin, V. Davydov, teachers V. Sukhomlinsky and I. Ivanov.

Many teachers, inspired by the "Pedagogy of Cooperation", began in the 90s to create their own educational projects, schools, innovative networks, came to educational policy with new ideas and plans.

Many of us have been actively involved in school changes: as teachers, scientists, managers, experts, and almost 30 years after the publication of “Pedagogy of Cooperation”, we, the authors of the Manifesto, have gathered on the Web to think together about how the school has changed during this time what ideas are driving education today.

The world is changing fast.

Technologically, socially, economically, psychologically, culturally. Even the patterns of change themselves are changing. There are no more familiar schemes and trajectories, everything is unpredictable and dynamic.

The school is changing slowly.

She is behind the times. And the consequences affect everyone. The school either prepares a person for changes, accustoms to the multidirectionality of the ongoing changes, or leaves the graduate alone with the new and unexpected. Often the consequences of this stupor are sad: nostalgia for the past, allergy to everything new, rejection of development, deification of the idea of security (not the conditions of normal life, but its only goal!). We are witnessing an escape from freedom, a slide into the archaic, consolidation on the basis of fear, a search for enemies and those to blame.

Problems are piling up. Politicians, managers, some teachers try to solve them mechanically: adding one more subject to the schedule, fixing compulsory knowledge in the standard, promoting the idea of uniform (basic) textbooks, strengthening checks, destroying diversity, creating monopolies to provide the school teaching aids, shape, whatever. As a result, children are not interested; managers tremble in anticipation of the next commissions; teachers are crushed by accountability: they simply have no time to deal with children.

It is not only officials or politicians who are to blame for this. Society itself is conservative. It seems to many that if we return to the Soviet experience, everything will work out by itself. This is self-deception.

We decided to offer teachers, parents, all citizens interested in the development of education an alternative image of the future of the school, to expand the idea of where it can move.

We are teachers, managers, scientists and experts who share the views of humanistic pedagogy - a pedagogy of dignity.

We are confident that society can move forward only based on faith in man, on a culture of dignity. Education is a great power. It is able to form a new generation that will not be afraid of the present and that will respond to the challenges of the future. Based on humanism, on Pushkin's "independence of man", education will allow the child to take place. The pedagogy of cooperation is a pedagogy of hope. Our humanistic manifesto is aimed at the creative consolidation of the country.

The new task of the school is to teach lifelong learning

In times of rapid change, many are looking for an island of stability. Someone - in the Soviet experience of total control: they say, then the level of education was higher. Someone is in the modern managerial dictatorship: they say that in our country it is impossible to do otherwise. The preservation of a single educational space is often opposed to variability.

This is worse than a mistake. Managerial dictatorship only provokes paperwork. And an attempt to cut the school one size fits all is fraught with dangers.

The monolith is unstable; when time accelerates, only a flexible model can withstand.

Therefore, the answer to the challenge of a dynamic era is obvious: diversity as a norm of life. Only it will ensure the individualization of education, a personal approach, without which the school will turn into a dead and completely useless institution of violence. Hope for the same materials, the same type of techniques, a single " speech mode”, a textbook, schedule and programs for all 40 thousand schools in Russia - at least naively. At the very least, dangerous. Only a variety of programs, schools, textbooks, methods, teaching practices will give different children, with different abilities, inclinations, opportunities, from different cities, villages and regions - equal chances.

School missions are changing. If earlier the school was obliged to prepare for life, now it will no longer be possible to study for the first 25 years of life, and then apply ready-made knowledge. The new reality is lifelong learning from task to task, from experience to experience.

We are convinced that the school is able to teach you to learn independently, set tasks for yourself, develop the main competence - constant updating of competencies!

The central figure in such a school is ... the student himself, his motives and attitudes. The task of the teacher is to help the student discover these needs, choose a path and help move along this path.

The voice of the student is essential in setting goals and determining the means of education. This presupposes not only equal rights, but also shared obligations. The student gradually, step by step, takes on more and more responsibility for what happens to him, for his own personal development and for the space in which he lives - his city or village, his region, his country and the planet as a whole . The school forms such a picture of the world, such a system of values that aims at this. But he offers the student some ready-made tools, although the main thing is to teach how to create new ones so that the task is solved.

But the over-centralized management of schools, insanely bureaucratic, built on strict control and endless accountability, slows down the process. 40,000 schools are despondently waiting for a command, the same for all, to change their way of life and methods: "It's time to experiment"! But who will react faster and more adequately to changes? School staff or department in Moscow? The answer is obvious.

The Soviet principle "If you want to live, know how to obey" and the philistine bazaar formula "If you want to live, know how to spin" are being replaced by the formula "If you want to live, know how to learn."

Transition to an ecosystem of mass personal education

In fact, the field of school education is no longer subject to centralized decisions made by one person or even a group of people. Not because there is sabotage, but because the archaic model is powerless. The more rigid the management vertical, the less manageable are the processes. Investments in school are growing, and satisfaction with education is falling!

This does not mean that there are not and will not be common approaches and a single educational space. Strategies should be clear to all; one of them is a direct link between the skills that a person gets from school and labor markets. But false standardization is unacceptable, when the student is adjusted to the educational scheme, and not the scheme is adjusted to the student.

We are one step away from the era when mass and personal education will be built on the principle of individual trajectories, personal programs that are implemented taking into account personal motives, abilities and needs of a person at every stage of his development.

We are one step away from the era when "lifelong learning" will become a reality, when education will accompany a person everywhere, from birth to the very last days.

We are on the verge of an explosive growth of "off-system" providers working with the help of new technologies - remotely, using augmented reality, creating game universes ... Online education is not YouTube videos. Imagine your own personal extravaganza, such as Cirque du Soleil or the ballet at the Bolshoi Theatre, a 7D cinema fully customized to your individual tastes. This is what online education will look like, and in just 10-15 years.

Thanks to the inevitable coming era of pluralism, diversity, and variability, unified approaches will form themselves. As it happens in the financial markets, where hundreds of thousands of traders trade, each within the framework of his own strategy, but according to general rules. The economy is an example of a self-organizing system.

Another example of natural self-organization is ecosystems. Such as the forests of central Russia. There is no centralization in them, but each element is correlated with another. In a social system, mutual coordination of priorities, harmonization of strategies, goals, wills is not a matter of the management vertical, but of all participants. Having embarked on the path of interaction of strategies, they will be able to act in common interests, not destroying each other's undertakings, but supporting them.

This is what humanistic pedagogy, which was born more than a century ago, calls us to. The great movement for cooperation between adults and children will manifest itself more than once. Not without reason, the new Law "On Education" supports the joint developmental activities of children and adults, sealed by their mutual understanding. But in order to implement these humane principles, the school must comply with certain conditions that are far from always obvious.

Child in a world of uncertainty

Today's children easily solve heterogeneous, sometimes incompatible tasks, keep several problems in the spotlight at once - they show an amazing ability to multitask. And the school still requires the student to consistently perform single tasks.

The current child is constantly building multi-channel communication. Perceives the world as a complex open system. It is with him, with other people and with himself in constant dialogue. And the school continues to offer a single channel for perception, an authoritarian monologue.

Children do not so much receive information as they live in its flow. It is impossible to hide from this stream. People XXI For centuries, filters have been needed to filter out the unnecessary, the dubious, and the dangerous. Navigators and road maps are needed to choose a reasonable movement strategy. And the school offers an established view of the world, a ready-made and immovable concept. While almost any knowledge today is subject to verification. Checking what was heard, said in the lesson is not only possible, not only important, but also very interesting. Only this creates educational motivation, modern child more and more often asks questions: why? for what? and why?

The new baby is still vulnerable. He trusts the adult world - and is acutely experiencing deception.

School of learning with passion

We must find an image of the school that will inspire children, teachers, parents, caregivers, partners to create a new reality.

On what principles will the new school be built?

— Globality and identity.

- Teaching throughout life.

— Diversity, variability, developing education.

— School — center open education and the center of the local community.

— A culture of cooperation and dignity.

— A teacher is a tutor, a navigator in the ocean of information, a creator of motivation for education.

— The priority of motivation over coercion.

— The independence of the school and the freedom of the teacher.

— The openness of the school and the involvement of parents as partners.

— Institutional educational policy instead of manual vertical school management.

The main goal of the new school is to give the skill of branched interaction with the world, knowledge, oneself, as a result of which a semantic picture of the world is born.

The main condition: focus on the personal interest of the student and teacher, on their motives, following the formula: interest is a springboard for knowledge.

From the model of competitive relations (between students, classes, ages), we propose to move to a model of cooperation, cooperation. That is, to build humanistic pedagogy around joint actions aimed at a common result, but carried out according to personal will. What is important is not how the student fits the system and criteria, but how accurate and voluminous they are. What modern models can and should the school be guided by? There are many and they are varied.

The school is a laboratory for the study of life.

In such a school, the teacher is not a translator of knowledge, not a controller-evaluator, but a teacher-researcher, a creative creator of motivations for self-study, the main assistant, the senior friend of the student. Or, speaking in a learned language, the organizer of the free educational activities of children, whose main function is the development of universal learning activities.

School is a space of self-determination for children and adults.

Such a school is designed to create conditions for the student's educational growth, for personal self-determination. Climbing the steps of age, each time he individually chooses the trajectory of his education. The teacher helps him in an independent way of comprehending the foundations of science and culture.

School is a space of dignity, a platform for cooperation between adults and children.

Humanistic pedagogy recognizes a person as the highest value. For such a school, the main thing is to affirm and develop the dignity of the individual, support his rights and freedoms, reveal the potential of the unique individuality, abilities and talents of everyone and direct this unique wealth for the benefit of other people and the whole society.

School is a space of respect and trust.

Today, the teacher's task may be not only the direct transfer of life experience and knowledge to an unintelligent child, so to speak, in a ready-made package, as if the child himself, due to inexperience, cannot obtain them. A person is born to explore, study, master his environment and improve the world based on the experience gained. We must respect children and trust them fully. And to support real steps to humanize the space of the school.

School as Technopark.

One of the possible examples of the new school goes back to the ideas and principles of STEAM (the integration of science around technology, engineering, artistic thinking, collective creativity and entrepreneurship). AT new school, as in a real technopark, it is interesting and convenient for children to study together, discover new things and make this new available to others.

These are just a few possible directions. We artificially described them as different, but in a real school all these models complement each other, although they manifest themselves differently in each school. They are united in that they set the task not only to give specific knowledge, but also to develop universal skills: choice, interaction, reflection, they teach to understand what exactly, when and why the student himself needs, where and how to acquire the necessary information, how to use to society its unique gift.

free teacher

Today, many teachers are experiencing a drama: they want pedagogical creativity, but in fact they have become subject trainers. It is important to redefine the teacher's place in school and in life, to offer him a meaningful role.

What might these roles be?

Moderator teacher. Students must learn to cooperate, be able to express their position and listen carefully to the other. So, a discussion platform moderator is vital. The ability to moderate is a special art; the moderator hears everyone, warms up the dispute with questions, but does not impose his own interpretation too harshly. He gradually leads the debaters to general conclusions. This role is incompatible with authoritarianism, when the teacher makes final judgments about right and wrong.

Tutor teacher. He relies primarily on the inclinations, inclinations, abilities of the child, he knows how to find what the student is most successful in, and builds his educational program on this. Based on success, such a teacher develops the child in those areas where he is still weak, achieving results not by coercion, but by enthusiasm and success.

Project organizer. The teacher looks for an interesting problem in the world around him, plans project work and conducts creative research together with the students. Does not give answers, but asks questions and launches a live search for answers through the school educational project brings the school closer to the local community.

Game teacher. The game is not just a way to have a good time and not even just a means to captivate students - it is an opportunity to deeply, truly live any topic, to germinate knowledge in oneself. The game gives rise to a whole fan of roles: it must be developed, run, and perform the functions of characters. And in this sense, modern gaming technology- not a threat to pedagogy, but another opportunity for the development of the child.

subject teacher. He is a high professional who understands the features age development child and superbly oriented in his subject area.

In reality, the teacher uses all these roles in different situations and to different extents.

And there is no need to be afraid of virtual space. At humanistic approach machine will remain machine, and man - human. Standard (routine, repeatable) in the educational process can be performed by a computer, and the teacher should focus on creative and interpersonal interaction. There is nothing more valuable than the joy of human communication and the possibility of joint creativity and knowledge - this will be the main content of living pedagogical work. The pedagogy of cooperation in the 21st century can be implemented and replicated only with the use of advanced technological tools. They do not suppress, but, on the contrary, strengthen the personal principle in the teacher's work; a lively interest in the subject, in the student, in the dialogue is a non-alternative condition. This is in conflict with the "factory" education system, starting with the training of the teachers themselves.

We are confident that in the new school, each teacher individually and the team of teachers as a whole will be able to communicate directly with those students who are interested in him and who are interested in him.

The role of methodologists and authors of textbooks will be preserved and strengthened in the ecological educational system. They will perform a supportive function, just like online education.

Today, the teacher not only explains the material and conveys it to the students in an exciting way. new information(Google easily does this for him) how much he knows how to motivate students, build relationships between them, organize an educational environment in which creative research and appropriation of educational material becomes possible.

It is important for a new teacher to be able to independently choose educational material.

How to teach a teacher

It is more efficient to train such teachers in creative workshops, as well as representatives of any other creative profession. This is how they will learn to recognize their own and others' interests, create original programs, understand the children with whom they are currently working, and support each child in the group.

The classic approach to teacher training “from theory to practice”, with the development of a finite number of teaching methods approved by universities, is a thing of the past. The characteristic scholasticism of university textbooks on pedagogy, cramming and teaching no longer help future teachers find an approach to children.

On the other hand, a wide range pedagogical competencies became in demand far beyond education. Communication skills, the ability to correctly formulate a problem, set a goal, achieve understanding - all this has become important in various fields of activity: recruitment, organization of staff development, consulting services, administration and management, organization of public relations. It turns out that professionally trained teachers can work far outside the school. But not only the potential of a teacher training university can be used in the preparation of a teacher. Alternative trajectories of teacher training are becoming more and more popular: pedagogical bachelor's degree and subject master's degree; subject bachelor's degree and pedagogical master's degree; various advanced training courses that allow teachers to master methods of working with gifted children, with children with handicapped health, with children from migrant families; use constantly updated Information Technology. Mixed career trajectories become effective, involving, for example, work at school, in other humanitarian practice, back at school, in the management system, participation in research work, work again at school, and other possible combinations. This opens education to other modern areas of activity, allows you to borrow and master new educational technologies from various humanitarian practices, constantly improve working methods, use the latest equipment.

Pedagogical education has gone beyond the school. Museums, libraries, clubs, Internet projects and other humanitarian practices become part of the school.

The school goes beyond

In educational policy, in the relationship between people and institutions, there have been important changes.

Young people are eager to work in education, but avoid school.

Increasingly, young people are organizing (and participating in) diverse pedagogical projects outside the traditional secondary school and acquire core teaching competencies outside of traditional teacher education.

This is a positive symptom for society as a whole. This means that there is someone to rely on in the inevitable and imminent reforms. But it means that we need to look for answers to the most important questions:

— How should initiative projects be supported so that they develop, are relatively sustainable and become a place of learning and practice for everyone more young people interested in this?

— How to achieve recognition of new forms of training for future teachers — outside the framework of the traditional university system?

Several paths are possible. By analogy with business incubators, establish a system of pedagogical incubators. Launch educational workshops when a well-known master in the field of pedagogy recruits a group of young people for an educational project.

More and more parents are not sending their children to school.

Today's school is increasingly unsatisfactory for adults and children. And behind every refusal is a search! The “homeschooling” movement is growing powerfully, when parents pick up their children from school and try to build autonomous routes for their education. They need a school where everyone moves at their own pace. A school in which teaching is connected with practice and corresponds to the psychological age of the child, studying proccess is based on the interests of a particular student — students are able to negotiate, set standards and respect each other. And if there are such schools, parents are happy to cooperate with them.

So the future enters our lives and sets tasks:

- construction of a new system of pedagogical education of parents;
— infrastructural support for home education.

We are convinced that the total standardization of education and the emphasis on "control and accounting" did not justify itself. Achieving a standard in various subject areas does not guarantee the formation of a complete picture of the world. Crushing into individual academic subjects and educational, knowledge units carried out masterfully. But not a single subject program, not a single school does the reverse assembly - into a three-dimensional picture of the world.

As a result, the resources of additional personal education are often an order of magnitude more effective than the resources of the main one. The personal order for education becomes more significant than the official one. The number of people who simply do not need the educational standard provided by the state has grown sharply. Need - superior, specific, or different.

It is no coincidence that out-of-school educational resources are much more efficient than in-school ones. Freed from strict total control, resources on the Internet are developing. Here the explanation of the material is often better and more accessible than in most schools. Because here teachers are free from dull controllers. Such correspondence schools and courses can afford modern didactic principles (for example: modular organization of subject material). A technological breakthrough that took place in last years allows for a personalized education for everyone. It also provides the possibility of forming an individual educational trajectory and moving along it.

All over the world, the very concept of school is being transformed. More and more schools (already at the state level in various countries) open the educational program outside, including programs and courses offered by organizations additional education and distant courses and programs, and count them as educational achievements of the student.

There is such a thing as an “educational quarter” (when a city, district, microdistrict becomes an educational structure). There is a transfer of attention from the achievements prescribed by the standard to the child's own achievements. The student and the family turn themselves into an educational institution. They are the customers of an individual educational trajectory.

New educational policy: not control, but support

The total control that has permeated the entire school system today can be explained quite simply. The authorities do not trust teachers and parents to implement education on their own. But 25 years of successful private school experience has shown that teachers and parents can be trusted in choosing educational programs, in providing them, and in achieving state standards.

They know how to work with both gifted children and children with special needs.

This means that in the implementation of state policy, the emphasis should be shifted from total control to independence and support for initiatives.

We are convinced that the rejection of manual vertical management of the school is a key condition for its development. living life schools, rather than administrative circulars and oral orders, can determine institutional norms. Their source is the school, not the administrative apparatus. The basis of the changes is the innovative experience and experimental practice of pedagogical communities, the ability to choose a school in accordance with the needs.

Educational policy and pedagogy cannot oppose each other - one must submit to the other. As long as authoritarian educational policy opposes humanistic pedagogy, the school will not be able to break out of the past, will not be able to meet the demands of the times. And if humanistic pedagogy determines educational policy, then education will become truly modern and will be able to meet the challenges of the future. And then the new generation has a chance.

Alexander ADAMSKY, scientific director of the Institute for Problems of Educational Policy "Evrika".
Alexander ASMOLOV, Academician of the Russian Academy of Education, Head of the Department of Personality Psychology, Lomonosov Moscow State University M.V. Lomonosov, director Federal Institute Development of Education (FIRO).
Alexander ARKHANGELSKY, writer, literary critic, tenured professor at the National Research University Higher School of Economics.
Vladimir SOBKIN, Academician of the Russian Academy of Education, Director of the Institute of Sociology of Education of the Russian Academy of Education.
Isak FRUMIN, Scientific Supervisor of the Institute of Education, National Research University Higher School of Economics, Honored Teacher of the Russian Federation.
Igor REMORENKO, rector of the Moscow State Pedagogical University.
Pavel Luksha, professor of practice at the Moscow School of Management SKOLKOVO, member of the expert council of the Agency for Strategic Initiatives.
Elena HILTUNEN- Expert of the Association of Montessori Teachers of Russia.
Sergey VOLKOV, teacher of literature at the 57th school in Moscow, Chief Editor magazine "Literature" ("First of September"), member of the Public Council of the Ministry of Education and Science.
Tatiana KOVALEVA, President of the Interregional Tutor Association, Head of the Department of Individualization and Tutoring of the Moscow State Pedagogical University.
Dima ZITSER, Director of the Institute for Non-Formal Education (INO).
Mikhail EPSHTEIN, CEO of the School League.
Anatoly SHPERKH, Informatics teacher, School League expert.
Elena USHAKOVA, teacher at the School of Dialogue of Cultures.

Project curator - Ludmila RYBINA, columnist for "New"

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Petersburg will become the capital Russian education

With the informational support of the main city newspaper "Sankt-Peterburgskiye Vedomosti", the Committee on Education of the Administration of St. Petersburg is completing preparations for the St. Petersburg International Educational Forum, the main events of which will be held on March 29-31, 2017.

PHOTO provided by the organizers

For several days, St. Petersburg will become the capital of Russian education, an open platform for discussions, exchange of experience, frank professional dialogue between leading experts in the field of education. The forum will be attended by representatives of all regions of Russia and delegations from more than 20 foreign countries - a total of over 12 thousand specialists in the field of education.

The forum program includes a plenary session, three strategic sessions, four panel discussions, seven master classes educational institutions and about 70 events of the business program in the format of conferences, seminars, discussion platforms and meetings.

“The forum objectively evaluates the decisions made and determines the vectors for the development of the industry. From year to year the program of the forum becomes more and more intense, the range of issues discussed is expanding, and the number of participants is growing. At the first stages, the forum brought together specialists from the St. Petersburg school, soon colleagues from other regions joined them, and then the event attracted the attention of experts in the field of education from other countries. Having gone a long way of evolutionary development, the St. Petersburg Educational Forum has become international. Today, this is an inter-institutional event - outstanding scientists, educators, politicians, leaders of the education system, social activists and cultural figures are discussing issues of global education as a fundamental basis for the development of society and building the future,” said Zhanna Vorobyeva, Chairman of the St. Petersburg Education Committee.

The plenary session will be held on March 31 at Presidential Library named after B.N. Yeltsin. Main topic of discussion: modern education: a variety of possibilities in a single space”. Members of the Russian government, heads of the Ministry of Education and Science, members of the government of St. Petersburg and deputies of the Legislative Assembly, heads of regional educational authorities, representatives of foreign delegations will take part in the meeting. Participation in the forum has already been confirmed by Austria, Belarus, Bulgaria, Hungary, Germany, Spain, Kazakhstan, Cyprus, Kyrgyzstan, China, Latvia, Moldova, Tajikistan, Finland and a number of other states. Russian and foreign specialists in the field of education, science and culture will make presentations on the topic of the meeting.

The venues for the strategic sessions scheduled for March 29 are the Second St. Petersburg Gymnasium, the Academy of Talents and the Boris Eifman Dance Academy. There, accordingly, the issues of introducing professional standards, managing innovations in education and the priorities of modern education will be discussed.

One of the brightest features of the St. Petersburg International Educational Forum 2017 will be the holding of a series of master classes for directors of the most famous St. Petersburg schools. At the same time, colleagues from other regions will help the St. Petersburg leaders, who will present their views on the issues under consideration. So, Maxim Pratusevich, director of the first school in the all-Russian rating - Presidential FML No. 239 - will be helped to reveal the topic of physics and mathematics education by the director of the Yekaterinburg Specialized Educational and Scientific Center of UrFU Andrey Martyanov. Marina Firsova, principal of the Moscow gymnasium No. 1518, will speak together with Maya Pildes, director of academic gymnasium No. 56, on the topic “Principles for the formation and development of a high-class teaching staff and management team of a modern school”. And the director of gymnasium No. 261, Inessa Petrenko, together with the head of the Vladimir gymnasium No. 35, Irina Kuleshova, will reveal to colleagues the secrets of integrative educational practices and the creation of a developed system of extracurricular activities. Master classes of honored directors will be held on March 30 directly in the educational institutions themselves.

At the panel discussions, which will be held on March 30 at the Academy of Talents, the Boris Eifman Dance Academy, the Central Naval Museum and the Palace of Student Youth, experts will discuss current trends in the development of territorial educational systems, the potential of modern teaching, the project "Working personnel for advanced technologies (top -50)” and the role of the head of an educational institution in updating management tools.

In addition, during the forum, the Ministry of Education and Science plans to hold a traditional all-Russian meeting of heads of executive authorities responsible for public administration in the field of education. It will discuss the most important issues of the development of education in Russian Federation challenges facing the industry, prospects for modernizing the systems of preschool, general and vocational education.

Detailed information about the St. Petersburg International Educational Forum and the program of events are available on the official website - eduforum.spb.ru

Comments

Federal State Educational Standard the second generation is aimed at ensuring equal opportunities for obtaining a quality education, spiritual and moral development and education of students. Along with other areas, ensuring the unity of the educational space of the Russian Federation was chosen. The educational space of Russia is understood as the totality of its educational institutions of various types, public and state organizations interacting with them, as well as ongoing educational and educational processes. Together they create a space for the socialization of a person, turning him into a person, provide a certain level of education, intelligence and culture of society, interpersonal, political, economic, social, military, ethical and all other relations.

A single educational space, according to E.A. Yamburg, is the “space” of the region. Its structure includes a medical and psychological service for diagnosing children; service of social and pedagogical rehabilitation of "problem" children; service of work with gifted children; service of cultural and informational relations and communication, etc. All this contributes to the cause of education, training and development. The creation of such a space requires a change in goal-setting, the content of education, teaching and upbringing methods, styles of relationships, living conditions, and the management system.

In the context of the diversity of educational systems and types of educational institutions, in order to achieve the main result of education - knowledge of the world, effective implementation and development of the educational program by students, individual development of all students based on the assimilation of universal educational activities, it is necessary to create a single educational space within one educational institution.

The requirements of the new generation of the Federal State Educational Standards imply: “... the active role of all participants educational process in the formation of a competent personality; ... ensuring the transition in education ... from simple relaying of knowledge to development creativity students, revealing their capabilities "and provide for the preparation and implementation of" ... programs for the development of universal educational activities for students.

Development Challenge creative personality in the process of education and training is one of the significant tasks of modern Russian society. This is also stated in the law "On Education"

There is a problem of creating favorable conditions in a single educational space a school that promotes the manifestation of the natural inclinations of the student and their development into general or special abilities.

Educational space is a world of activity and a world of ideas, imagination, cultural meanings and signs. It contains many ideas, concepts, scientific knowledge and human values, experiences, emotions. A person “plunges” into this world, makes his personal choice.

The space in an educational institution, adapted to solve educational problems, exists within the pedagogical reality, thanks to specially organized activities created by adults with the help of children, it serves the cause of children's development. An active educational space is remarkable in that it provides each child with the opportunity to choose various types of activities (educational, artistic, sports, profiled, etc.), including students in them through dialogue and self-realization on the principles of mutual enrichment, mutual respect, cooperation of teachers, students, parents and administration , i.e. positive experience of joint activities of children and adults

Turning real environment into a single educational space is possible only in a purposeful way. The main feature of the unified educational space is that the educational and educational processes are interconnected.

The task of the teacher is to make the most of the educational opportunities of a single educational environment and the space where the educational institution operates; connect knowledge with the interests of the individual; help the child take active position in a team and fill the educational process with personal, emotionally colored events; give a socially useful orientation to his individual hobbies, abilities and needs; organize joint activities of children and adults; cause positive changes in the minds of pupils, manifested in emotional reactions, behavior, activities.

On the other hand, the task of the teacher, psychologist and parent is to create a space that would allow this student to experience the situation of success in the chosen type of activity. Here, emotional positive acceptance of any result and the task performed by the child is very important. Thus, we can talk about the space of success for the child.

The personality of the student and teacher is central to the educational space. According to L.S. Vygotsky, the creative potential is inherent in every person, it must be developed, formed in order to receive a comprehensive developed personality. The rich, varied structure of the space provides a high probability of realizing the child's subjective position. The converse statement is also true: the student's subjective position creates the conditions for his self-realization. The child, being the subject of space, structures it himself, thereby creating a space for himself.

Work to improve the creative experience of students is carried out in a single educational space school, which builds educational and educational activities in the following areas:

Educational activities(lessons, special courses, elective courses, electives);

Extracurricular activities (system of additional art education, as well as circles, studios, sports sections according to personal interests and abilities);

Interaction between family and school;

Cooperation between schools and cultural and educational institutions;

Improving the qualifications of school teachers and additional education.

The educational process is one pedagogical system where three of its components are interconnected: training-education-development. When planning their system, aimed at obtaining a competent subject of education of the 1st level, the teacher primary school it is important to implement one of the main provisions "in primary education there are no major and negative items. Each item is significant for the overall development of the child. At the same time, subjects must be studied in interconnection, focusing on the educational and general educational skills of students.

The school is a space of trials through which self-development, self-realization, socialization of the student takes place. The school with its culture, traditions, system of values and attitudes becomes a factor in improving the creative experience of students and at the same time reflects existing norms and values. The school has the following tasks:

Create a comfortable educational environment for the disclosure of the creative potential of students, ensure the development, self-development, self-realization of students through health-saving technologies of education and upbringing, cooperation between students and teachers in various activities;

To form a professional environment conducive to the successful work of teachers;

To educate a person of the new millennium: self-sufficient, self-developing, able to adapt and live in modern society.

Many educators put forward requirements for modern lesson. The emphasis is on the developmental nature, so the lesson must be enriched with new information and communication technologies.

The formation of educational and general educational skills, ensuring the individual needs of students is facilitated by an increase in teaching hours, the introduction of courses of interest and extracurricular activities in different directions.

Along with classroom, extracurricular, extracurricular and out-of-school work, additional education of children is also developing in a single educational space. A positive effect is the joint activity of the school with educational institutions of additional education for children, as a result of which programs of work with gifted children and children with disabilities are being implemented.

modern society a person is needed who is capable of self-improvement and self-development; therefore, it is necessary to apply a variety of unusual teaching methods that ensure the formation of educational and general educational skills of students, the growth of creative potential, cognitive motives, the enrichment of forms of interaction with peers and adults in cognitive activity, as suggested by the FGOS.

The modern school is a professional space for teacher growth opportunities.

What is a modern school?

This is a new building with modern equipment, Internet access, local area network, distance learning, swimming pool, modernly equipped classrooms, laboratories…???

Yes. But still the main students and teachers in the school. And it is the teacher who is the key figure in the modern school.

Modern teacher... What kind of teacher can be called modern? What should it be? This question has always worried and worries people. He should be the most - the most ... But such a teacher should always be - both in the past, and in the present, and in the future. Because he is a teacher! D.S. Likhachev has wonderful words that “ teaching is an art, a work no less titanic than that of a writer or composer, but more difficult and responsible. The teacher addresses the human soul not through music, like a composer, not with the help of colors, like an artist, but directly. He educates with his knowledge and love, his attitude to the world.”
The country is changing before our eyes, the school is changing too. The life of the modern student is also changing. And these are not the same students who read exciting novels, worry about the fate of the heroes of the Great Patriotic War. These are children who freely communicate on the Internet, who own tablets and smartphones. And the teacher should not lag behind this seething life, should correspond to the times.

L.N. Tolstoy once said that "it is enough for a good teacher to have only two qualities - great knowledge and a big heart." I think that these words of Lev Nikolayevich are relevant both in the past, and in the present, and in the future. The main task of the teacher at present is to help children acquire new knowledge using modern information technologies and effective methods learning, as well as be able to form the student's information competence, develop curiosity, cognitive and creative interest.
In other words, a modern teacher does not just pass on the knowledge he has on a certain subject, but teaches children to think, reason, defend their opinions and respect the opinions of other people, using the knowledge gained in the classroom at school. And of course, how not recall words of Adolf Disterweg: “The most important phenomenon in the school, the most instructive subject, the most living example for the student is the teacher himself. He is the personified method of teaching, the very embodiment of the principle of education.

Today p Before the teacher is not quite an easy task - to create conditions for the development of creative abilities, the development of students' desire for creative perception of knowledge, teach them to think independently, realize their needs more fully, increase motivation to study subjects, encourage their individual inclinations and talents. No one doubts that the future of our society depends on the children sitting at the school desk. It is necessary that students learn not only to answer the questions that the teacher puts before them, but also to independently formulate them for themselves in the process of studying the material.
A modern teacher not only has to teach children, but he himself is able to learn from his students. After all, a teacher is a person who stands between science and a small person. He is erudite and educated, knows his subject: only a large store of knowledge gives the right to teach others.
A modern teacher is a professional who owns a set of qualities that contribute to the successful transfer of knowledge. He is the conductor who determines how the class – the orchestra – will sound.

This is what a modern teacher should be like.

The professional development of a teacher is a complex, multifaceted process. All conditions must be created in the school for professional growth teachers.

What should and should the school administration do?

In my opinion, it should first of all strive to create a creative atmosphere in the school, goodwill, cooperation between teachers and students, cultivating interest in initiatives and innovations in the teaching staff, creating conditions for the adoption of various innovations. And such an atmosphere has been created in our school.

Even traditional events in our school are bright and enchanting. Teacher's Day always becomes a surprise gift for the team. Originally decorated teacher's room, which on this day can transform into a grandmother's hut with a samovar and hand-knitted rugs, and a Chinese living room with wishes cookies. Unforgettable comic congratulations, various tasks on quests for teachers, where our children show their organizational and acting skills.

The long-awaited and favorite holiday since childhood New Year could not leave anyone indifferent. In addition to the traditional poster competition, a New Year's Doors competition was held. The corridors of the school have become truly fabulous. Each class decorated the office door not just with tinsel and snowflakes, but tried to make a decoration for the plot of a certain fairy tale. The team of teachers also did not remain in debt: on the eve of the holiday, our teachers appeared at the lessons ... in New Year's costumes, which caused a storm of positive emotions among our children. Immediately, the council of students organized a vote for the best teacher's New Year's costume.

Almost all work at the school takes place in close cooperation with children. We are comrades-in-arms and comrades in everything: whether it is a banal cleaning of the territory, or the long-awaited Health Day, whether it is a Rally and a social action or an unforgettable graduation. It is not difficult for a teacher to transform into a princess or Baba Yaga, to be funny or serious. By our example, we once again show the children that before trying on any role for them, giving them any task, the teacher is ready, first of all, to put such experiments on himself.

It is important for the school administration to create conditions for the professional growth of teachers, the participation of teachers in professional competitions and conferences.

Work to improve the skills of teachers of our school is carried out through:

1. Continuous scientific and methodological support for the development of professionalism, through the provision of assistance methodical associations, individual teachers in the organization of activities at the school level. In order to improve pedagogical excellence competent methodical work. Teachers work in creative groups, teachers-mentors are appointed by order for young teachers, master classes, open lessons, methodological weeks are held, methodical seminars, the experience of teachers is summarized at pedagogical councils. Almost all teachers of the school are covered by one form or another of methodical work.

Yes, in this academic year For the first time, a meta-subject week was held at the school on the theme “In Union with Nature”. Within a week, 8 open lessons. All lessons were united by the common task of environmental education of students. However, the main purpose of the open lessons was to analyze the work of school teachers in the formation of students' UUD, their personal development.

Joint creative work students, class teachers and subject teachers were conducted extracurricular activities:

Literary and historical drawing room "The fate of nature is my fate."

"Math Cafe"

Theatrical performance "The trial of a man

Cognitive and competitive event "Health Cocktail" All lessons and activities were held at high level and replenished methodical piggy bank schools.

Teachers and students of schools took an active part in the holding of the meta-subject week, showing creativity.

Much attention is paid to the quality of the teachers' councils. In particular, work in groups, in pairs is used, computer presentations are offered to the attention of the meeting participants. One of the conditions for the effectiveness of methodological work is reliance on the interests, capabilities and abilities of the teacher, therefore we are constantly studying the difficulties of teachers, taking into account the analysis of which methodological work is planned.

2. self-education. The desire to comply with the developing education and adapt to it causes teachers to strive for self-education, personal growth, professional development. Each teacher draws up a self-education plan and strives to fulfill it during the year.

3. Development of professionalism through advanced training courses. This form was implemented in person and remotely. For the second year, school teachers participate in the All-Russian project "School of the Digital Age". This year, many teachers of the school have passed distance CPC on various issues on the basis of the OU Foundation "Pedagogical University "First of September". Certificates for these courses will be received in July 2017.

Conclusions: Thus, advanced training courses were completed by all teachers of the school. Primary school teachers have been trained on inclusive education. However, subject teachers need to undergo retraining under additional programs (work with gifted children, organization of project

4. Stimulation of teachers. The system of incentives for teachers has been created at the school and has shown its effectiveness. Each teacher receives an award for his creative work.

The teachers of our school have sufficient creative potential, introduce new methods and technologies of teaching and education. The proof is the participation of our teachers in various competitions and conferences of the regional and all-Russian levels.

Every year, school teachers take part in the "Teacher of the Year" competition.

In the 2015-2016 academic year Koporova A.A., a teacher of Russian language and literature, became the winner of the district level and a participant in the regional level of this competition. In the 2016-2017 academic year, the primary school teacher Belyaeva Zh.M. won the municipal competition "Teacher of the Year".

Primary school teacher Kozlova V.P. became a laureate of the regional competition of methodological developments in the defense industry and a diploma of the first degree of the remote All-Russian review-competition "Constellation of Pedagogical Thoughts" (Irkutsk)

This year Kozlova V.P. accepted won the competition the best teachers Russian Federation within the framework of the priority national project "Education".

Ivanova L.Ya. presented her experience

It is already known that in relation to the South-Western educational district, with the existing design capacity of the district's schools, numbering over 105,000 places, about 11,700 places are practically empty. If the average design capacity of a school is 550 people, then we have 21 schools not inhabited by children. We are concerned that a particularly difficult situation has been revealed in areas where large-scale new construction is not planned (Gagarinsky, Zyuzino, Lomonosovsky, Yasenevo). And what is the undeveloped resource of premises for a modern metropolitan school when money follows the child? This is not just the absence for the head and the teaching staff of the possibility of effectively solving financial and economic issues related to the maintenance of the building, landscaping and the prospective development of the material and technical base of the school, and not even the problem of decent remuneration for teachers, although this is a key moment for stimulating the professional and creative growth of teachers . First of all, this is a serious limitation in creating a wide variety of educational programs for children and the impossibility of attracting highly qualified teachers and scientists for this purpose. This means that the accessibility of the educational environment for the entire population of the school microdistrict will not be properly ensured, since in each microdistrict there are children and families with very different needs. One needs to create special conditions for successful socialization, taking into account the problems in the state of the child's health. Others need advanced development programs academic level. Still others expect at school not only to gain knowledge, but also to find an interesting hobby by participating in the work of sports sections and additional education associations.
Arguments about the possible survival of schools in these areas, based on preschoolers, whose growth over time can lead to an increase in the number of schools, are in some cases doomed to failure. This is precisely the situation that is developing in the districts of Gagarinsky, Lomonosovsky and Yasenevo, when, in the conditions of the existing understaffing of some institutions general education average growth of children preschool age over the past 2 years, per 1 institution amounted to only 12 to 15 people.
How to get out of this situation? Many educational institutions and education departments are now searching for an answer to this question, offering various options for solving the problem.
In this regard, the key mechanism in the work for the next 5 years for the South-Western educational district is the formation of a single educational space, which is enshrined in the district version of the education development program for 2012-2016. This task will be solved in stages, as the first stage we are currently implementing a pilot project to create a unified educational space in the Yasenevo district. In the future, if successful, the experience gained can be transferred to other areas.
The analytical information presented above has already revealed the existing problems of the Yasenevo region. To this should be added the uneven distribution in the region of various areas of additional education, the need for better services of psychological and pedagogical support and complete absence institutions, as well as their branches of primary and secondary vocational education. The creation of a single educational space, which includes a whole range of territorial and specialized educational complexes, can solve this problem.
To ensure the variability of education and meet the needs of the population in various educational services in each microdistrict of Yasenevo, it is planned to open educational complexes, diverse in content. These educational complexes will not only take into account the capabilities of those institutions that are included in the work of the complexes, but should also become supporting platforms for other educational institutions of the district in the chosen direction. For example, using the experience of school No. 1199 "League of Schools", which successfully implements programs for working with gifted children, and taking into account the experience of central centers No. 1445 and kindergarten No. 1445, it is planned to create an educational complex, which will become a base for other educational institutions of the Yasenevo district for organizing work with gifted children. It is planned to include Lyceum No. 1561 in the same complex, which has recently been looking for new forms of work with students under the programs advanced level to increase the attractiveness of their educational institution. One of the components of this complex will be a branch of an additional education institution, which will offer students a diverse range of classes, including scientific and technical creativity.
In another part of the Yasenevo district, it is planned to create a territorial educational complex for inclusive education, including the “School of Health” No. 27, as well as two nearby compensatory preschool educational institutions - No. 1221 and No. 2168. At the same time, it should be borne in mind that work with children with disabilities will also be carried out in other educational institutions of the Yasenevo district. But a support platform in this direction, accumulating the resources necessary for effective organization this activity and broadcasting the accumulated advanced pedagogical technologies, this particular complex will perform. An obligatory component of the complex will be a branch of the district CPMSS, which will provide psychological and pedagogical support for working with children with disabilities.
It is planned to create other complexes, which include:
- an educational complex of vocational guidance, which will include, together with institutions of general and additional education, institutions of secondary vocational education, which are supposed to be opened in the free areas of small-class schools;
- Educational complex of humane pedagogy named after Sh.A. Amonashvili on the basis of school No. 200, which has been implementing Amonashvili’s programs for many years, and the building of the former orphanage No. 37 attached to it, on the basis of which it is planned to open an institution preschool education to ensure the continuity of educational programs;
- an educational complex of a civil-patriotic orientation, which will include several institutions with diverse experience in this area (cadet education, organization of the work of military history museums and military-patriotic clubs), as well as a branch of an additional education institution that implements programs patriotic education, which will be opened on the free space of understaffed educational institutions.
Other territorial educational complexes are also planned to be opened, but regardless of their orientation, all of them are focused on the optimal use of their available resources to provide the population with additional educational opportunities that provide new content of education and a new quality of the educational environment.
By analogy with the territorial ones in the Yasenevo district, it is planned to create specialized educational complexes, the main task of which will be to implement the goals of specialized education. Ideally, conditions should be created in the Yasenevo district under which high school students would be given the opportunity to choose a profile course from all subject areas. It is this requirement that will be mandatory in 2016 in all districts of Moscow. However, it is clear that in order to achieve the set goals, we will have to use the resources of not only the schools of the Yasenevo district, but also educational institutions of other districts that have achieved significant success in the field of specialized education, including institutions of secondary and higher professional education.
It is the integration of opportunities for general, additional and professional education, as well as the resources of scientific schools and cultural institutions that can create an environment within which each high school student will be provided with quality services corresponding to his level of advancement.
At preliminary discussions of the issue of creating a unified educational space in the Yasenevo district, teachers and parents asked: will there be schools and kindergartens in the area that will not be included in one or another educational complex? Of course, moreover, entry into the educational complex is a voluntary matter for the collectives of institutions. If an institution is self-sufficient, then it may well be in a solitary navigation mode for a certain period of its life, until some island of knowledge seems attractive to it, and as a result, it does not want to moor to it. Another thing is when an institution does not see itself inside the educational complex and at the same time it is looking for an opportunity to use the resource of premises it has to expand educational opportunities. It seems to us that the creation on the basis of such schools of branches of district TsPMSS, UDOD can be of great benefit not only to this school, but to the whole district, since these branches can specialize in solving separately selected problems that are relevant to educational institutions. To date, the services of the CPMSS to assist schools in creating reconciliation services, to organize work with children from migrant families, to prevent harmful addictions and to provide assistance to teachers and parents in matters of anti-suicidal behavior of adolescents have become very popular for all participants in the educational process.
Currently, the district is in the first stage of discussing the project to create a unified educational space of the Yasenevo district together with the district Board of Directors of Schools and the district Council of Heads. Individual institutions already at this stage express their readiness to join the project, as they immediately see their place in it. At the same time, for the majority of institutions in the Yasenevo district, entry into the project will become possible only after a broad public and professional discussion, the participants of which should be heads of educational institutions, teachers, parents, children, representatives of the district community, as well as our colleagues from the field of vocational education, science and culture.
It is the dialogue between parents and educational institutions, as well as educational institutions and departments that can lead to a holistic perception of the essence of the educational complex. It is in the course of the dialogue that the main idea of integration is appropriated by its participants, which subsequently becomes more enriched and viable. Finally, in the context of the existing lack of trust in the education system on the part of parents, it is dialogue relations that can create a new quality of communication for all participants in the educational process.

Olga SUSAKOVA, Deputy Head of the SWUO

P.S. This article is an invitation to everyone to discuss.