Analysis of the activities of an educational institution. SWOT analysis of an educational institution
Analysis of the activities of an educational organization
Assessment of the internal potential of the schoolAssessment of school development prospects based on the external environment
Forte
Weak side
Opportunities
Risks
Conditions have been created for the implementation of the Federal Educational Standards for Primary general education and GEF LLC;
The school has selected a professional staff of teachers who are able to work according to the requirements of the Federal State Educational Standard and form the knowledge and development of students according to the new standard;
With the introduction of the Federal State Educational Standard of the IEO, there is a constant development of students and the formation of various subject and meta-subject skills in them;
With the use of teaching materials, students' knowledge is systematized, reduces the time it takes to find the necessary information for both the teacher and the student;
With the introduction of the updated content of education, students develop abstract thinking students strive for self-improvement personal growth, as well as growth in development;
Students quickly adapt to the school, the requirements, the team;
The presence in the gymnasium of a teacher's automated workplace, modern classroom equipment allows teachers to make the learning process more intense, interesting, motivating, and also covering the full potential of students;
The saturation of classroom and extracurricular activities, potential overload of students, combined with unformed healthy rest outside of school, can cause fatigue in some students;
When updating the content of education, there is no full support from the parent community, partially there is a reduced activity and interest in participating in the life of the school, as well as in the transition to the Federal State Educational Standard;
Not all students are ready to study according to the Federal State Educational Standard (necessary competencies are not available or have not been formed);
Teachers develop a habit of working according to a well-known habitual model for presenting knowledge, there is a fear of joining the GEF LLC experiment;
Implementation innovative technologies developmental education;
Introduction of social design technology into the system of educational work of the school;
Creation of a system for raising the level of pedagogical enlightenment of parents;
Inviting parents to participate in school-wide events;
Implementation of the social design method.
Involvement of social partners in solving issues of school development;
There is no significant professional support in the development of the Federal State Educational Standard from external partners, it is necessary to implement the Federal State Educational Standard within the organization, as a result of which there may be threats of errors;
Restrictions on the development of the Federal State Educational Standards and in-depth study of subjects are introduced by the physical unwillingness of some students to perceive the updated content of education, there are no or insufficiently formed competencies for their development in some students;
The conservative approach of some teachers in relation to changing the education system can cause difficulties in mastering the GEF LLC;
The risk of increasing the amount of work assigned to members of the administration and teachers;
Implementation of the project "Talented Children:
high-quality support and support technologies"
A system of work with gifted and talented children has been built;Held elective courses, individual consultations, intra-school olympiads, conferences, "small academy", participation in intellectual games, traveling projects "Talented Children";
Participation in competitions and conferences at the city and all-Russian level;
There is support and preparation of students by teachers;
Insufficient training of students on the part of involved professionals, consultants, scientists due to the lack of financial resources to pay for the involvement of these specialists;
Lack of time resources, both for the teacher and the student;
There are not enough facilities in the school to maximize the development of children (eg sports training grounds, classrooms);
Insufficient systematic support from the educational part (there are no systematic events aimed at involving in participation in olympiads, conferences, etc. - for example, in the form of intra-school competitions, quizzes, brain-rings, etc.);
Not all teachers are involved in identifying and maintaining talented children; there are teachers who do not pursue this goal in the learning process;
Improving the efficiency of work with gifted and talented children with the involvement of social partners;
Systematization of classroom and extracurricular activities of students;
Involving school teachers to participate in the development and improvement of students' knowledge and talents;
Creation of systematically held events aimed at involving students in participation in olympiads, conferences, etc. - for example, in the form of intra-school competitions, quizzes, brain-rings, etc.);
Involvement of students, graduate students of universities, for patronage and the creation of microgroups, for the implementation of project activities;
The biggest dangers for the school:
Decrease in the number of students, or change in the level of enrollment of children due to the distribution of students in schools by districts;
Financing the education system, causing the lack of the possibility of attracting professionals, consultants, scientists for the qualitative and full development of talented children;
Changing the status of the gymnasium.
The quality of life of the student: the boundaries and opportunities of the school.
In-depth medical examination, control and tracking of medical indicators of students;
Implementation of the city target program "School Milk";
Vitaminized nutrition, well-established schedule of the school canteen;
Educational work of teachers, class teachers on the topics of health saving, teachers of physical education and life safety;
Sports work (sports events, relay races, health days, sports days);
Involvement of social partnership in the health protection of students (conducting physical education lessons in large sports complexes);
Organization of medical examinations for students and teachers of the school;
The use of health-saving technologies during lessons (the use of multimedia technologies, exercise, physical education;
Insufficient use of health-saving technologies in the classroom, periodically inappropriate seating of students in the classroom (students with poor eyesight do not always sit in the first desks);
For students in special medical groups do not have special physical education classes with a medical specialist (due to lack of funds);
There are no additional facilities and resources for organized sports activities (for example, a sports field for outdoor sports);
Limited opportunity to attract social partners for swimming, skating, skiing and other sports activities;
Attracting social partners, patrons, sponsors to organize a full-fledged physical sports development for students (creating a platform for outdoor sports, organizing turnstiles on the school grounds, conducting classes in the pool, ice rink, skiing, etc.);
Overloading students with classroom and extracurricular activities;
Inability to expand the area (premises) suitable for health savings;
Unhealthy and uncontrolled lifestyle of families;
The quality of the work of the school is a component of the achievements of the teachers working in it.
Regularly held decades of pedagogical excellence, methodological associations, cathedral meetings;
Teachers lead methodological associations of the city;
The team is professional and creative;
Teachers regularly participate in city and regional competitions "Teacher of the Year", "The Coolest Classroom", receive prizes in these competitions;
The teaching staff regularly attends advanced training courses, there is an exchange of experience;
The team is rarely updated by young specialists;
The work of some class teachers is partially not carried out properly, as a result of which professionalism in general suffers, as well as the behavior of students;
Large physical and financial costs are incurred to participate in various competitions at the city and regional level;
Part of the teaching staff is psychologically unprepared to change to work with students according to new standards, there is conservatism, fear of mastering the FGOS LLC;
Redistribution of duties of team members;
Replacement of personnel, or elimination or struggle with conservative views on the functionality of the gymnasium of some teachers;
The unwillingness to work properly with class teams leads to the collapse of both pedagogical and educational in general;
In connection with the underestimation or omission of educational work in the school, there is a disintegration learning activities all in all;
The quality of social partnership: state-public management in a general education institution: activation of opportunities, search for new resources.
In connection with the involvement and interaction with the NESU, new resources and opportunities for development appear;
Interaction with the library department for conducting training lessons, development and self-development;
Teachers use subject sites, Internet resources to enrich experience, with the help of Internet portals they communicate with teachers from other cities, there is an exchange of experience;
The resource center is not fully or not fully used to enrich the knowledge and experience of teachers;
Limited opportunity for teachers to study abroad at the Center for enrichment and updating of knowledge, acquaintance with teachers from other regions in order to expand professional ties;
Remoteness of our institution from others with whom social partnership is possible (library of A.S. Pushkin, museums, etc.);
Involvement of third-party specialists to enrich experience, activate opportunities, search for new ideas and resources;
Opportunity for on-site training at the Center to enrich experience and update knowledge;
The limitation lies in the geographical remoteness from the CRS, since in this regard it is not always possible to participate in online conferences;
There is no interaction with extra-budgetary organizations, commercial enterprises to activate opportunities and search for new resources;
Results of the SWOT-analysis of the work of the school
The teaching staff with a high professional level and creative potential is ready for approbation and implementation of innovative technologies in the educational process of the school. educational programs and technologies relevant for the development of the education system.
The experience of working with social partners in organizing educational and extracurricular activities of students is a significant potential in expanding the conditions for providing affordable quality education school students in accordance with the needs of the individual.
The formed system of school self-government, the organized work of state and public school management bodies, the work of public organizations are the basis for expanding the social openness of the school to the surrounding society and creating an effective school management system.
The school has created conditions for the implementation of the Federal State Educational Standards for Primary General Education, and the foundation is being created for the experimental launch of the Federal State Educational Standard.
With the use of teaching materials, students' knowledge is systematized, reduces the time it takes to find the necessary information for both the teacher and the student. With the introduction of the updated content of education, students develop abstract thinking, students strive for self-improvement, personal growth occurs, as well as growth in development. Students quickly adapt to the school, the requirements, the team.
A system of work with gifted and talented children has been built. Elective courses, individual consultations, intra-school olympiads, conferences, a "small academy", participation in intellectual games, and traveling projects "Talented Children" are held. Participation in competitions and conferences at the city and all-Russian level. There is support and preparation of students by teachers.
Schedule, classroom and extracurricular activities, classrooms, equipment comply with SanPINs. In-depth medical examination, control and tracking of medical indicators of students. Implementation of the city target program "School milk". Vitaminized nutrition, well-established schedule of the school cafeteria. Educational work of teachers, class teachers on the topics of health saving, teachers of physical education and life safety. Sports work (sports events, relay races, health days, sports days). Involvement of social partnership in the health protection of students (conducting physical education lessons in large sports complexes). Organization of medical examinations for students and teachers of the school. The use of health-saving technologies during lessons (the use of multimedia technologies, exercise, physical education;
Specificity analysis educational institution, goals and objectives
Goals and objectives of the MBOU "Rylskaya Middle comprehensive school No. 4"
The main goals are:
Formation of a general culture of the personality of students based on the assimilation of the mandatory minimum of the content of general education, their adaptation to life in society;
Creation of the basis for a conscious choice and subsequent development of professional programs;
Formation of a healthy lifestyle.
The main tasks are to create conditions for:
Guaranteeing the protection and strengthening of the health of students.
For the development of personality, its self-realization and self-determination.
To form a modern level of knowledge among students.
For the education of citizenship, diligence, respect for human rights and freedoms, love for the environment, Motherland, family.
For an informed choice of profession.
Characteristics of the socio-demographic characteristics of the contingent of families
MBOU "Rylsk Secondary School No. 4" is located in the city of Rylsk, Kursk Region. Classes at the school are held in two shifts, the duration of classes is 45 minutes. The total number of students is 1078 students.
To date:
Complete families - 817;
Incomplete families - 270, of which: single mothers - 27; divorced 203; families of widows and widowers - 40;
Families with disabled children - 8;
Guardian families - 7;
Families where parents are disabled - 16;
Large families - 15;
Families of those killed in peacetime - 2;
Families of refugees, internally displaced persons - 1;
Families registered with the inspection - 2.
The social composition of parents is quite diverse: workers 32%, employees 17%, military personnel 12%, unemployed 20%, private entrepreneurs 18%, pensioners 1%.
Educational level of parents: higher education 40%, specialized secondary 33%, secondary 25%, incomplete secondary 2%.
The main focus of students to gain knowledge is to obtain the basis for admission to Russian universities.
The school has created various sections and electives for the personal, physical and intellectual development of students.
Analysis of the main directions and forms of work of the psychological service
The goals of the psychological service of the school are:
Assistance to the administration and teaching staff of the school in creating a social situation of development that corresponds to the individuality of students and provides psychological conditions to protect the health and development of the personality of students, parents, teachers and other participants educational process;
Assistance in the acquisition by students of the psychological knowledge, skills and abilities necessary for obtaining a profession, career development, and achieving success in life;
Providing assistance to students in determining their capabilities, based on abilities, inclinations, interests, health status;
Assistance to teachers and parents in the upbringing of students
The tasks of the psychological service are:
Psychological analysis of the social situation of development, identification of the main problems and determination of the causes of their occurrence, ways and means of their resolution;
Promoting the personal and intellectual development of students at each age stage of personality development;
Formation of students' ability to self-determination and self-development;
Assistance to the teaching staff in harmonizing the socio-psychological climate in educational institutions;
Psychological support of educational programs in order to adapt their content and methods of development to the intellectual and personal capabilities and characteristics of students;
Prevention and overcoming deviations in social and psychological health, as well as the development of those who are promised;
Assistance in providing the activities of teaching staff of educational institutions with scientific and methodological materials and developments in the field of psychology.
The main directions of the psychological service of the school:
Psychological diagnostics;
Correctional and developmental work;
Psychological education;
Psychological counseling.
Within the framework of psychological diagnostics, an in-depth psychological and pedagogical study of schoolchildren takes place throughout the entire period of study, the definition individual characteristics and inclinations of the individual, its potential in the process of training and education, in professional self-determination, as well as identifying the causes and mechanisms of violations in training, development, social adaptation. Psychological diagnostics is carried out by specialists both individually and with groups of students.
Diagnostic work is aimed at solving the following problems:
Drawing up a socio-psychological portrait of a student;
Determination of ways and forms of assistance to children experiencing difficulties in learning, communication and mental well-being;
Choice of means and forms psychological support schoolchildren in accordance with their inherent characteristics of learning and communication.
The correctional and developmental work of a psychologist includes psychological correction and psychological prevention.
Psychological correction is an active influence on the process of personality formation and the preservation of its individuality, carried out on the basis of joint activities psychologists, defectologists, speech therapists, doctors, social educators and other specialists.
Psychological prevention - prevention of the occurrence of maladaptation phenomena in students in educational institutions, the development of specific recommendations for teachers, parents to provide assistance in matters of education, training and development.
The goals of correctional and developmental work with students are determined by understanding the patterns of their mental development as an active activity process implemented in cooperation with an adult. On this basis, there are three main areas and areas for setting corrective goals:
1. Optimization of the social situation of development.
2. Development of the child's activities.
3. Formation of age-psychological neoplasms.
Consultative and educational work of a psychologist in schools.
Consultative work of a psychologist is carried out in the following areas:
1. Consulting and education of teachers.
2. Counseling and education of parents.
3. Counseling for schoolchildren.
Counseling can take the form of actual counseling on the issues of education and mental development of the child, as well as in the form of educational work with all participants. pedagogical process at school.
Psychological education is the formation of students and their parents, teachers in psychological knowledge, the desire to use them in the interests of their own development; creating conditions for a full personal development and self-determination of students at each age stage, as well as in the timely prevention of possible violations in the formation of personality and the development of intelligence.
Advisory activity is the provision of assistance to students, their parents, teachers and other participants in the educational process in matters of development, education and training through psychological counseling.
Work with students begins with the annual diagnosis of school readiness of children aged 6-7 in order to identify the level of development of cognitive, intellectual, speech and social spheres every child. Primary diagnosis of school readiness allows to identify children with insufficient level functional readiness for schooling, to give the necessary and timely recommendations to parents and teachers on the further formation of the prerequisites for educational activities.
Every year, the psychologist monitors the adaptation of 1st grade students, which is carried out in the form of attending lessons, observing the behavior of children during after hours conducting surveys of parents and teachers. This allows more purposeful psychoprophylactic work with parents in the form of individual consultations, conversations, class meetings and contributes, in general, to the removal of anxiety in children of the first year of study.
Work on adaptation during the transition of students from primary to secondary school is carried out through the following forms and methods:
Diagnostics of the psychological readiness of students for the transition from primary to secondary and the psychological climate in classroom groups;
Student survey;
attending lessons;
Conducting a seminar for teachers;
Conducting parent meetings.
This approach to organization adaptation period at school allows you to identify a number of difficulties in students associated with changes in learning conditions and outline ways to overcome them, as well as to identify a group of students with an insufficient level of psychological readiness for learning in the middle link, to develop recommendations for teachers.
To priority areas the work of the school psychological service should include activities aimed at the formation of the psychological culture of all participants in the educational process, the formation of psychological health. These directions are realized through the interaction of the psychologist with all participants. educational process.
In the work of a psychologist, the following documents are used, which were familiarized with:
1. The basis of the working documentation of a psychologist is the regulatory documents of the Ministry of Education Russian Federation: regulation on the service of practical psychology in the education system dated 10/22/1999 No. 636; rights and obligations of the school psychologist; ethical code of a psychologist;
2. Official duties (certified by the seal and signature of the director);
3. Various orders, instructions;
4. Work plan of the psychologist. The main document of the psychologist is the annual work plan approved by the school principal. It specifies:
The main types of work in each area of work;
Time of work;
Contingent.
5. Journal of individual consultations. Separate pages in the magazine are devoted to consultations with teachers, parents and schoolchildren.
6. Results of psychodiagnostic studies. When conducting group psychodiagnostic studies, the psychologist makes a statement on the results of the study. It specifies:
Purpose of the study;
Battery of methods;
Date of work;
Contingent;
Summary table of results (points, characteristics, etc.);
7. Individual psychological map of students. The map indicates students who are under systematic control. Individual psychological maps of students are filled out during their psychological examination upon admission to school and when students move from one level to another.
Map sample:
1. Full name students, class, group.
2. Full name class leader, educator.
3. Marital status:
a) the composition of the family;
b) housing conditions;
c) type of family education
4. The state of health of the child (general development, illness, deviations).
5. Reasons for placing a child on an individual psychological record.
6. Accounting for testing (with dates).
7. Results of an individual consultation, examination.
8. Plans for group work. When a psychologist conducts this or that group work of a corrective or educational nature, he has a plan of work with this or that group, agreed with the school administration.
9. Psychological conclusion. Issued at the request of the director or higher organizations. The conclusion contains the following points:
On whose initiative the conclusion is issued;
Date, time and place of the study;
Purpose of the study;
The research methods used (the exact scientific names of the methods are given in case of acquaintance with the materials of the conclusion of specialists);
Characteristics of the results (given in a form accessible to a non-specialist, however, all materials of such a study must be kept in case of a possible verification by a specialist);
10. Report on work for the year
The profession of a school psychologist has a number of features. For society, this profession is in its infancy, and requests for it do not always correspond to the capabilities of specialists. This creates serious problems for young professionals. A psychologist who comes to work at a school experiences significant difficulties in professional and personal adaptation and cannot fully put into practice those special knowledge, skills and abilities that are necessary in the educational process. Accordingly, satisfaction with the activity for such a specialist is low, which affects the effectiveness of his work.
Most teachers, parents and students have rigid and not always adequate stereotypical ideas about the activities of psychologists.
A very wide range of areas of psychological work in the absence of clear, well-established algorithms for its organization within the school.
Lack of necessary material for working with participants in the educational process. It is also a big problem for a school psychologist that often the school does not allocate a separate office for him. As a result, many difficulties arise. A psychologist must keep literature somewhere, teaching aids, work papers, finally, their personal belongings. He needs a space for conversations and classes. For some classes, the room must meet certain requirements (for example, be spacious for exercise). With all this, the psychologist experiences difficulties. Usually he is allocated the room that is free at the moment, temporarily. As a result, a situation may arise when a conversation with a student is conducted in one room, and the necessary literature and methods are in another. Due to the large amount of information being processed, it would be desirable for a school psychologist to have a good computer, which the school cannot provide him. This problem concerns not only young professionals.
During the internship, I encountered a difficulty, from what is listed above - this is the lack of a special room for psychological work, as well as the lack of decent computer equipment.
1.3 The specifics of the work of a specialized correctional educational institution
Specialized (correctional) educational institutions are institutions created for persons with handicapped health and life activities.
Goal: all-round development of the child in accordance with his capabilities, maximum adaptation to the surrounding reality in order to create a basis for further schooling(for preschool educational institutions) and secondary or higher education(for school).
The purpose of schooling: ensuring the constitutional right to receive free education within the specialized educational standard; providing medical and psychological support, social adaptation and integration into society Boryakova, N.Yu. Pedagogical systems for teaching and educating children with developmental disabilities / Boryakova N. Yu. - Moscow: AST, Astrel, 2008. - p. 44-46.
Outlook:
early diagnosis and early comprehensive care. Properly organized early correction can prevent the appearance of secondary deviations in development, ensure the maximum realization of the rehabilitation potential, and for a significant part of the children provide the opportunity to be included in the general educational stream at an earlier stage of age development.
cooperation with family. An important condition for corrective assistance to children is the development of pedagogical and organizational conditions for the inclusion of parents in the implementation individual programs correctional developmental education.
There are several approaches to correcting the family situation in the development of abnormal children; important aspects are identified preventive work with the parents of a problem child, allowing to prevent a number of secondary deviations. Directions and organizational forms of work of specialists with families are being developed, which contribute to the formation of positive attitude to the baby and ensuring the development of effective and accessible forms of interaction with the child in everyday, emotional, play situations.
Forms of assistance to parents: "University for Parents", at the laboratory of school education of children with developmental problems, psychological and pedagogical counseling, help of a defectologist, psychologist in rehabilitation centers, visits of special. services - PMPK, PMS centers.
Integrated learning. In the education system, integration means a choice for people with special educational needs: education in a specialized (correctional) educational institution or with equal opportunities in education: a general purpose institution (preschool educational institution, school, etc.).
In the conditions of Russian preschool education, integrated learning is being introduced into practice slowly and carefully, since for its implementation, preschool educational institutions of a general developmental type must have a lot of conditions - special personnel and material and technical support for conducting correctional and pedagogical and medical and recreational work with children. The most realistic is the use of integrated education in relation to children who, despite the presence of one or another deviation in development, have a level of psychophysical development close to the age norm, and psychological readiness for joint learning with children is the norm.
It is easier to create such conditions:
a) in general developmental groups d / s of a combined type, where compensating groups also function;
b) in child development centers, where correctional work is carried out with all preschool educators; The bylaws must first be laid down.
Early integrated care is a new and rapidly developing area of interdisciplinary knowledge that addresses theoretical and practical foundations comprehensive care for children in the first months and years of life from groups of medical, genetic and social risk of developmental delays.
Features of the development of the child in early age: the plasticity of the central nervous system and the ability to compensate for impaired functions determines the importance of early comprehensive care, which allows, through targeted action, to correct primary impaired mental and motor functions with reversible defects and prevent the occurrence of secondary deviations in development Organization of psychological work at school. - M.: Perfection, 1998. - p. 69 .
In recent years, special educational institutions have been created for other categories of children with disabilities in health and life: with autistic personality traits, with Down syndrome. There are also sanatorium (forest schools) for chronically ill and debilitated children.
Currently, the types of correctional schools are determined taking into account the primary defect of students. Each of the eight types educational institutions for children with special educational needs has its own specifics.
A special correctional educational institution of the 1st type accepts deaf children within its walls. The task of teachers is to teach a deaf child to communicate with others, to master several types of speech: oral, written, dactyl, gestural. The curriculum includes courses aimed at hearing compensation through the use of sound amplifying equipment, pronunciation correction, social orientation and others.
A similar work is carried out by a correctional school of the 2nd type, but only for hearing-impaired or late-deaf children. It is aimed at restoring lost hearing abilities, organizing active speech practice, and teaching communication skills.
The first and second types of correctional schools carry out the educational process at three levels of general education. However, deaf students need two more years to complete the primary school curriculum.
The third and fourth types of correctional schools are for children with visual impairments. The teachers of these special educational institutions organize the process of education and upbringing in such a way as to preserve other analyzers, develop corrective and compensatory skills, and ensure the social adaptation of children in society.
Blind children, as well as children with visual acuity from 0.04 to 0.08 with complex defects leading to blindness, are sent to the correctional school of the 3rd type. Children with visual acuity from 0.05 to 0.4 with the possibility of correction are admitted to the educational institution of the 4th type. The specificity of the defect involves training using tifloequipment, as well as special didactic materials allowing the incoming information to be assimilated.
A special correctional institution of the 5th type is intended for children with general underdevelopment of speech, as well as severe speech pathology. The main goal of the school is the correction of a speech defect. The entire educational process is organized in such a way that children have the opportunity to develop speech skills throughout the day. When the speech defect is eliminated, parents have the right to transfer the child to a regular school.
Children with a violation of the musculoskeletal system can study in a correctional school of the 6th type. In a correctional institution, the restoration of motor functions, their development, and the correction of secondary defects are carried out. Particular attention is paid to the social and labor adaptation of pupils.
Correctional school of the 7th type accepts children with mental retardation, and with the possibilities of intellectual development. The school carries out the correction of mental development, the development of cognitive activity and the formation of skills in educational activities. According to the results of training in primary school pupils can be transferred to a general education school.
Correctional school of the 8th type is needed for children with mental retardation to study special program. The purpose of the training is social and psychological rehabilitation and the possibility of integrating the child into society. In such schools, there are classes with in-depth labor training.
Almost all of the listed types of correctional schools have been teaching children for twelve years and have defectologists, speech therapists, and psychologists on their staff.
There is no doubt that children who have studied for so many years in a boarding school have certain difficulties in social orientation. A large role in the integration of special children into society belongs not only to correctional schools, but also to parents. A family fighting for their child will certainly be able to help him adapt to the world around him.
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Plan Analysis
1 Brief analysis of the implementation of the school work plan for the 2000-2001 academic year
2. Activities of an educational institution aimed at obtaining free basic and secondary education
3 Analysis of the state of teaching, the quality of knowledge, skills and abilities of students of social disciplines
4. Analysis of the state of teaching, the quality of knowledge, skills and abilities of students in the Russian language and literature
5. Analysis of the passage of program material
6. Analysis of work with students who need individual treatment
7. Analysis of work with "difficult" students
8. Intraschool leadership and control
9. Analysis of educational work
10. Analysis of the strengthening of the educational and material base of the school, its financing
1 Brief analysis of the implementation of the work planschools for the 2000-2001 academic year
The work plan of the school was carried out in accordance with the purpose of the school and the tasks set for 2000-2001.
Success indicators were:
1. Implementation of the Law "On Education"
2. Updating the Charter of the school.
3. Attestation and accreditation of an educational institution.
4. Strengthening the material and technical base of the institution.
5. The success of the work of aesthetic classes: in groups with early learning of English and German; in the physics and mathematics class.
Important components that ensure the productivity of the school were:
1. A systematic approach to the analysis and planning of school activities.
2. Purposeful work of the teaching staff on methodological theme schools: "Formation and activation of cognitive activity of students as one of the ways to improve the effectiveness of learning."
3. The effectiveness of the conducted pedagogical councils:
Analysis of the work of the school for the 2000-2001 academic year. Approval of the work plan for the 2001-2002 academic year.
Optimization of the learning process of schoolchildren in order to prevent poor progress and improve the quality of students' knowledge.
Development of leading educational skills and abilities. Education education. The results of work on advanced level programs in elementary school, middle school and dolice classes.
4. Professional development of teachers. (9 people).
5. Successful certification of teaching staff of the school (9 people)
6. Working with parents. Scheduled meetings were held on the following topics:
Responsibility of parents for the upbringing of children. Criminogenic situation in the school microdistrict.
- "Final and intermediate certification students."
7. The work of the Young Teacher School and the School of Excellence.
8. Painstaking work with children with learning difficulties and deviant behavior.
2. Activities of an educational institution aimed at obtaining free basic and secondary education
The curriculum for the 2001/2002 academic year was drawn up on the basis of an order of the Ministry of General and vocational education RF No. 322 dated February 9, 1998 "0 on the basic curriculum of general educational institutions of the Russian Federation" and order of the Department of Education of the Administration of the Ulyanovsk Region No. 375 dated August 13, 1998 "0 on the basic curriculum of general educational institutions of the Ulyanovsk region."
School No. 57 solved the problem of the variability of education, which included components of a basic, in-depth study of a number of subjects in aesthetic, physical and mathematical areas, and the study of foreign languages (English, German) at an advanced level.
The school operated a 6-day school week. Primary education was implemented according to the model of a 4-year primary school ("1-4" program and in two 1st grades, education was continued according to the "1-3" program). The educational process at the school was built taking into account the different levels of learning of students, based on this, hours were allocated in parallel for group classes with students in order to provide opportunities for mastering educational material at a different pace, with strict observance of the requirements for maximum load. In order to intensify the development general skills students in the variable part curriculum special hours were included from the 2nd grade (2-B) to study foreign language at school 1 and P levels, introduced optional course"The world around us" (1-G class), which contains the principle of greening.
Students 2-A, 2-B, 3-A, 3-D were offered a development course creative thinking children. The choice of subjects acted as an extension of the possibility of personality development. The study of the course "Civic Studies" in grades 5-8 was aimed at expanding children's understanding of society. Geographic local history was studied as a regional component in 7 classes.
The need to meet the needs of students and parents in terms of the provision of educational services, the development of students' abilities, hours were allotted for the study of subjects of the artistic and aesthetic cycle: the basics of choreography and rhythm, solfeggio, art history, vocal singing grades 5-8, art(basics of visual literacy in grades 1-3, drawing in grades 5-8), artistic work in grades 1-8, artistic design in grades 5-8. (in educational field"Technology"). 8th and 9th specialized classes were opened on the basis of USTU with in-depth study of subjects of the physics and mathematics cycle.
To support the basic courses, for the implementation of ministerial programs, additional hours were allocated from the variable part: in Russian, a foreign language in grades 10-11, astronomy, ecology in grade 10.
In connection with the transition to a set of textbooks Guzey L.S. in chemistry, 3 academic hours are allocated for the study of the subject in grades 8-9.
In order to form a personality that realizes its own cognitive and professional capabilities, the MHC course was introduced in 10 grades.
The increase in the level of computer literacy of students was achieved by the introduction of programming technology for grades 9, 10, 11, which allowed students to acquire practical computer skills, knowledge of modern software, the ability to use new technology labor.
In order to develop the content of education, special courses were conducted in general education classes 10.11: humanitarian, physical and mathematical, natural and biological:
Problem solving increased complexity(grade 10-11)
Physics in problems with elements of theory (grades 10-11)
- "Traditions and innovations in Russian literature of the last 10 years of the 20th century" (10-11 grades)
Theory and practice of compositions of different genres (grade 10).
3 BUTanalysis of the state of teaching,the quality of knowledge, skills and abilities of students of social disciplines
Activities of the Ministry of Defense of teachers of history and geography s / sh No. 57 in 2001-2002 academic year was carried out according to the work plan drawn up taking into account approximate recommendations.
The main areas of work of teachers were:
Familiarization of students with major events and significant personalities of world and social history;
Developing the ability to comprehend historical events and phenomena;
Formation of value orientations of the individual;
Development of a sense of humanism and patriotism;
Familiarization of students with the brightest achievements of world and domestic culture.
The scientific and methodological updating of the content of education continued. Mastered and implemented new technologies of educational and educational process(testing, interactive learning).
However, for last year there was a slight decrease in the level of ZUN of students. If in history at the 2nd stage the quality of knowledge in the 2000-2001 academic year was 85%, then in the 2001-2002 academic year it was 73%, in civics 80% and 76% respectively. This is due to the low level of development of a number of classes, low motivation for educational activities (10B, 11B, 9E, 9D, 7B, 5D).
The increase in indicators for the 3rd stage is due to the fact that rather strong 11th grades have come to the senior level. And yet, the problem of reducing the level of ZUN forces teachers to improve the quality of work of teachers, first of all, with weak students, an individual approach to those who are lagging behind. The problem of organizing diagnostics and determining the level of development of students, streamlining their educational activities comes to the fore. MO teachers carry out such work, relying on understanding and assistance from the administration and parents.
Improving the quality of teaching, the Moscow Region is working on the topic "Activation of the cognitive activity of students in the lessons of social science." The result of work on the topic is speeches at meetings of the Moscow Region (Laevskaya L.M.), teachers' councils (Koltsova S.G.).
During the year, the qualifications of a number of teachers improved. Koltsova S.G. became a member of the expert group of the Moscow Region History Teachers Leninsky district, Pavlova T.L. and Koltsova S.G. were invited to work on the jury for regional subject Olympiads. Dubrovskaya O.V. participated in the competition "Teacher of the Year", raising the category (1). Laevskoy L.M. According to the results of certification, the 2nd category was assigned. During the academic year Koltsova S.G. and Parkhutina O.V. completed advanced training courses for subsequent certification. In addition, Smirnova S.V., Pavlova T.L., Koltsova S.G. took an active part in the PIER program.
On high professional level lessons were given to Koltsova S.G. in history in the 10th grade (Culture of the Eastern Slavs), Dubrovskaya O.V. in the 5th grade (Ancient Greece).
During the year, work was carried out to control the quality of students' learning. In grade 9, practical work was carried out on the line of the IPK PRO on the course "History of Ukraine in the 20th century." The quality was 52.5%. The quality of knowledge shown by students of the 8th grade during the transfer attestation (teacher Laevskaya L.M.) was 68%. This indicates a good assimilation of the program material by the students.
Pupils of 10 - 11 grades took an active part in regional Olympiads. Maslova E. (11-A) took the 2nd place in the local history Olympiad, Urmancheeva E. (11-A) - the 3rd place.
It should be noted that there is a sufficient reserve in improving the quality of education, which is illustrated by the following data. Thus, the quality of knowledge in history in the 11th grade before the exams was 58.6%, according to the results of the exams 62%. The quality of knowledge in geography in the 9th grade is 84% and 87%, respectively.
According to the results of the academic year, the quality of students' knowledge of teachers of history and geography was: Poletaev V.S. - 74%, Koltsova S.G. - 69%, Chikhalova N.V. - 75.5%, Laevskaya L.M. -74 %, Smirnova S.V.-81%, Dubrovskaya O.V.-76%, Pavlova T.L.-74%, Parkhutina O.V.-70%.
4. Analysis of the state of teaching, the quality of knowledge, skills and abilities of students in the Russian language and literature
The work of the Ministry of Defense of teachers of the Russian language and literature over the past period was built and carried out in accordance with the approved plan. Based on the analysis of the activities of teachers of the Russian language and literature for the 2000-2001 academic year, tasks for the new academic year were determined:
Continue to use active methods learning,
To improve the quality of teaching by enhancing the cognitive activity of students,
improve pedagogical skill teachers,
Theoretically and practically master the modern concept of literary education.
Member of the Moscow Region in 2001-2002 academic year. included 12 teachers. Of these, teachers of the highest category - 2 (Saushkina T.P. and Teryokhina O.V.), teachers of the 1st category - 1 (Kolomatskaya G.V.). Vukolova G.N. , Khramova S.V., Smolyakova I.V. during the academic year were certified for category 2, teachers Semyonova I.V. and Khramova S.V. completed refresher courses at IPK PRO.
The state of teaching the Russian language and literature was determined by the degree of assimilation of basic knowledge. In order to control and evaluate the educational activities of students in the learning process, administrative cuts were carried out, tests were carried out along the lines of ROO, IPK in grades 5, 6, 7, 9, 11 in the Russian language, in grades 7, 11 in literature.
In the 2nd quarter, a test was conducted in the Russian language in 11 grades through the IPC. 28% of students failed to analyze the proposed text. The greatest number of errors was made in the spelling of unstressed unverifiable vowels (78%), in the spelling of NOT or NO with different parts speech (33%), in spelling conjunctions (25%); as well as in the punctuation of homogeneous definitions (58%), introductory words(66%). All these mistakes of high school students are the result of poor-quality assimilation of educational material by students in the process of their education in the middle link. According to the results of the control work, the academic performance was 72%, the quality of knowledge - 9%.
In the 3rd quarter, according to the school plan, control vocabulary dictations were held in the 5th, 6th and 7th grades.
The results of these works showed a satisfactory level of formation of literate writing of words with unchecked spellings. In the 5th grade the quality of knowledge was 53.5%, in the 6th grade - 40.1%, in the 7th grade - 45.8%.
The results of the analysis of control vocabulary dictations showed that in grades 6B and 6D (teacher Klyuzova M.E.), vocabulary and spelling work is given insufficient attention in the Russian language lessons, because the quality of knowledge of the correct spelling of words with unchecked spellings was 36.8% and 39.1%, respectively. In these classes, there is also a low percentage of academic performance: 6V - 52.65, 6D - 65.2. Such low quality cannot be explained by the selection of students, because these are classes of in-depth study of a foreign language.
Through the administration of the school, a test was carried out on literature in the 7th grade on the theory of literature. The students successfully coped with the definition of the theme and the main idea of the proposed work (84%), but, unfortunately, they made many mistakes in determining the genre of the work, 37% of those who performed the work did not cope with this task. This indicates a lack of students' mastery of the theory of literature. The students of 7D (teacher Vukolova G.N.) and 7B (teacher Smolyakova I.V.) of classes coped with the work better than others. The low level of ZUN of students in the 9th general education classes, according to the results of the pre-examination presentation (19%), can be explained by the heterogeneity of the contingent of students. So, after the formation of the Dolice 9G class, the best students of this parallel expressed their desire to study in it. In it, despite the fact that this class is physical and mathematical, the quality of knowledge was 60%.
According to the results of the academic year, the level of ZUN in parallel was: in the Russian language in the 5th grade 49.1%, in the 6th grade 60.1%, in the 7th grade 50.3%, in the 8th grade 40, 9%, in the 9th grades 46.8%, in the 10th grades 29.3%. The level of AP in the literature was 84.0%, 87.5%, 69.0%, 56.6%, 56.1% and 33.4%, respectively (Appendix).
In the 11th grade, the quality of the ZUN of students in general: in the Russian language - 50.7%. in literature - 47.8%.
But the assimilation of educational material took place at different levels: 11A - 58% and 62%, 11B - 76% and 64%, 11C - 16% and 15%, 11D - 53% and 50%. Class 11B, due to the heterogeneity of the composition, turned out to be rather weak and therefore was under the additional control of the school administration. In this class, at the end of the 1st half of the year, an administrative control work on literature was carried out, which consisted of two tasks. 7 students did not cope with both tasks, 3 students did not cope with one task.
In the final examination work per course high school in Literature in the 2001/2002 academic year, graduates demonstrated mastery of the compulsory skills and abilities of teaching literature at the level corresponding to the accepted educational standards. The works of graduates are characterized by the disclosure of the topic of the essay, the logic of reasoning, the depth of conclusions, and the accuracy of design. The students demonstrated the ability to competently apply quotes from literary works, conscious possession of theoretical concepts.
5 . BUTanalysis of the passage of program material
The main program material in all subjects, except for literature in grades 10 and mathematics in grades 8A, 8B, 8D, was passed, despite the influenza quarantine, missing classes due to the illness of teachers, due to the revision of thematic planning, consolidation of educational material, optimization educational process, additional lessons.
Literature program in the 10th grade teacher Terekhina O.V. for the fourth quarter was not completed due to her illness and quarantine. The program will be implemented in the first quarter of the 2002-2003 academic year by consolidating the teaching material.
Mathematics program in grades 8A, 8B, 8D by teacher Viktorova T.I. was not completed due to quarantine, long May holidays and three-week teacher courses at the IPK PRO. The program will be completed in the 2002-2003 academic year at the expense of reserve hours.
The program material on social science for the course of the basic school on some topics is given in an overview due to the absence of a teacher for a good reason (Koltsova S.G.).
The school administration, the leaders of the Ministry of Defense conducted a systematic control over the implementation of the curriculum. On this issue, interviews were conducted with teachers, class magazines were studied, missed lessons were recorded and replaced. At the pedagogical councils at the end of the quarters, the passage of the program material was discussed.
At meetings of the MoD, it is necessary to consider more carefully and in detail thematic planning, number of practical and creative works, their topics, because during the academic year there was a discrepancy between the names of topics practical work and their number, for example, in geography at the teacher Parkhutina O.V. (see the certificate on the results of the check).
6. Analysis of work with students who need individual mode
By the end of the 2001-2002 academic year, individual training there was a person in the school. a person have a chronic disease, a person has complications after an injury.
Classes with students were organized at home and at school, a schedule convenient for students was drawn up, agreed with parents.
Thanks to the conscientious work of all teachers working with students in individual training, all students in the subjects that were studied are doing well.
I would especially like to note the attentive attitude towards sick children of Galochkina G.V.
7. Analysis of work with "difficult" students
During the reporting period (2001 - 2002 academic year), 4 people were registered with the Regional Department of Internal Affairs of the Leninsky District.
1. Kazakov Nikolai Mikhailovich - 11B - drinking alcohol
2. Kurganova Maria Alexandrovna - 9E - drinking alcohol
3. Sotnikov Dmitry Dmitrievich - 9B - evasion from study
4. Martsimova Oksana Nikolaevna - 6E - evasion from study
During the academic year, at the request of the teaching staff and the school administration, Kazakov N.M., Kurganova M.A. were removed from preventive records and characterized positively.
The school administration has information on the further employment of graduates from among the "difficult" ones - Kazakov Nikolay - USTU, Kurganova Maria -, Sotnikov Dmitry -
The school has compiled a file of students who require increased attention from the school administration and the teaching staff.
For the 2001-2002 academic year, 14 students entered it, of which 6 people were left again from last year, 8 were put on intra-school records at the request of class teachers for the first time. Most students are on record for serious misconduct, absenteeism, and poor academic performance.
An individual card of a "risk group" student has been developed, in which a social teacher, a class teacher enters information on the student and his parents, the date and reason for registration, employment outside school hours, attendance and academic performance are monitored, there are recommendations from the class teacher. The card also marks conversations with students; dates, reasons for and results of home visits, information about interviews with parents, diary check results, etc. School psychologist in these cards indicates the features of the character and gives his recommendations for correcting his behavior.
Children with deviant behavior are under close attention of class teachers and school administration.
The school has an administrative committee. Every second Monday of the month, meetings of this commission are held, to which students are invited along with their parents. Issues of working with children of the "risk group" are submitted to meetings of the pedagogical council, meetings with the director.
A major role in the system of work with "difficult" students is played by the department for the prevention of juvenile delinquency (OPPN). Every Monday at school, the inspector of the OPPN Zhiboyedova I.S. conducts preventive conversations with students of the "risk group", analysis of each disciplinary offense.
Together with the inspector of the OPPN, members of the parent committee, raids are carried out on the families of children who are on preventive and intra-school records. The purpose of these raids is to find out the living conditions of students, employment outside school hours, the prevention of child neglect and delinquency.
Based on the results of these raids and in cases of special need, the children, together with their parents, are invited to meetings of the public council at the stronghold No. 2, which are held on Wednesdays in OP No. 2.
During the 2001-2002 academic year, 12 families were invited to these meetings.
The result of all the work carried out with particularly malicious truants and violators of the Charter of the school is registration with the OPPN and an invitation to the commission on juvenile affairs under the administration of the Leninsky district. During this year, materials for 6 students were sent to the commission. This method of work showed its effectiveness and brought tangible results in working with "difficult" children, with the exception of Oksana Martsymova, a 6th grade student. Despite the large amount of work carried out with the girl and her family, the result has not been obtained. Martsymova Oksana does not attend school, left for the second year.
Punishment is not a method of working with children with deviant behavior. Adolescents often respond to punishment by worsening their behavior or withdrawing.
Therefore, individual work mainly involves preventive, confidential conversations. Children willingly make contact with a social pedagogue. Consultations of a psychologist, a social pedagogue with incomplete, disadvantaged, low-income and guarded families are carried out at the request of class teachers, teachers, parents and students themselves.
In addition, one of effective methods work with "difficult" is to involve adolescents in intra-class and school-wide activities.
So, for example, the guys participated with pleasure in the preparation and holding of the 30th anniversary of the school, KVN, New Year's holidays, labor landings to clean the classrooms, the school and the school territory.
The realization that you are trusted, that you are needed, makes the child pull himself up. Participation in school-wide events allows you to prove yourself to your peers from the best side, to assert yourself.
In order to prevent delinquency and neglect among students at the school, within the framework of the legal lecture hall, conversations of specialists are held. A special role in this work belongs to the inspector of the OPPN Zhiboyedova I.S. She held 21 lecture-conversations with class groups on legal topics.
Both class parent meetings and school-wide meetings are regularly held on the prevention of negative manifestations in the adolescent environment with the involvement of interested departments, whose representatives conducted explanatory work with parents on regulatory and legal issues.
It should be noted that over the past 4 years there has been a steady decrease in the number of offenses committed by students, both in terms of general indicators and the number of students registered with the OPPN and intra-school registration.
The school administration managed to stabilize the criminogenic situation in the microdistrict:
Through close cooperation with law enforcement agencies;
Through the organization of a stationary post of protection of the school;
Through work with parents;
Through the work of the gym.
Given the effectiveness in the prevention of neglect and delinquency, the employment of adolescents after school hours, it is necessary to plan for next year more active work of the gym in the evening and during holidays due to an increase in the number of sports sections.
A special direction in the socio-pedagogical work of the school is work with families that are not involved in raising their children and are in a socially dangerous situation. It is not always possible to identify such families. Despite this, the school is monitoring dysfunctional families.
During the 2001-2002 academic year, such families were identified. Each family has a card that reflects the socio-economic situation of the family: information about the parents, their personal qualities, their role in raising the child, family relationships, and financial situation. These cards record the work carried out by the school with this family:
Individual conversations;
home visit;
Summons to the administrative council;
Notification at the place of work of parents;
Call to KPDN, etc.
Based on the foregoing, when planning work for the next year, it is necessary to note and take into account the following:
Actively use the psychological service of the school to work with students who require special control from the teaching staff and parents;
Step up work sports hall after school hours and on vacation days due to an increase in the number of sports clubs and sections;
Organize acquaintance of class teachers with recommendations and methods for identifying and working with minors at risk;
Organize the work of the teaching staff with underachieving students from among the "difficult" ones;
organize strict control and accounting of attendance training sessions in order to identify students who are avoiding studies.
8. Intraschool leadership and control
In the basis of intra-school control in the 2001-2002 academic year, the principles of democratization of management aimed at the person, taking into account his capabilities and abilities, were laid.
Management and control functions were delegated to the heads of the MO. The accounting and control carried out included various areas of work: checking ZUN, their diagnostics, quarterly and final administrative tests, taking into account the specifics of classes, checking workbooks and notebooks for control works, the quality of checking notebooks, the passage of program material, etc. The main purpose of intra-school control was to provide methodological assistance to teachers.
This academic year, the following types of control were carried out:
Thematic - control included checking thematic plans teachers, school documentation (notebooks, diaries of students, class journals and journals of extracurricular activities, special courses, IHL), special attention was paid to the implementation of curricula, studying the state of work with children in individual education, and work with foster children. Control was exercised over the organization and conduct of classes of special groups in physical culture (see references). The results of monitoring the work of the special group were repeatedly discussed at meetings with the director. Class teachers of grades 10b, 10c, 8g were asked to strengthen control over student attendance. The two-shift operation of the school had a negative impact on the efficient organization of classes for special groups.
Class journals were checked 7-8 times, with different objectives of the checks being pursued: design, compliance with the rules for maintaining class journals, objectivity and accumulation of grades in individual subjects or cycles, checking to eliminate comments, recording student attendance, etc. The results of the control were discussed at meetings with the director, head teacher, operational meetings (see minutes of meetings, references). As a result of checks of class journals, a remark was announced for an unfair attitude to the maintenance of school documentation to the teacher of technical work Kruglov E.V., a warning was issued to the teacher of choreography Potapchenko M.R., teacher of English language Kupriyanova I.N., geography teacher Parkhutina O.V.
Systematic painstaking work to monitor compliance with the requirements for maintaining classroom journals gives positive results. In most classroom journals, serious errors are reduced, leaving only minor remarks. When checking class magazines of the 11th grade by the expert commission at the regional educational organization, there were no comments this year.
Together with the leaders of the Ministry of Defense, the unity of requirements for maintaining notebooks in Russian, mathematics, a foreign language, the systematic checks of notebooks in mathematics, the maintenance of notebooks for tests and speech development, the quality of foreign language notebooks in classes of an advanced level of learning a foreign language were checked. The results of the control were discussed at meetings of the Ministry of Defense, meetings with the head teacher, at the Pedagogical Council. The publicity of the results of checking notebooks gives a positive result, for example, the quality of checking workbooks has improved (teachers Smolyakova I.V., Vukolova G.N., Kupriyanova I.N., Usmanova G.M.).
Control was exercised over the keeping of diaries of students in grades 3-11, but the results of the checks were not widely discussed. The diary was not always connecting thread between parents and school (see certificates). In order to give greater importance to keeping diaries and communicating with parents through diaries with the results of checks, it is necessary to acquaint teachers, class teachers, and parents more widely at school-wide and class parent-teacher meetings.
Frontal: this academic year, close attention was paid to the quality of teaching in-depth study subjects (mathematics, physics), teaching a foreign language and aesthetic cycle subjects at an advanced level. This issue was devoted to the thematic teachers' council (see protocol). The result of purposeful work is to improve the quality of teaching and the quality of students' learning.
Preventive control was carried out in order to study the professional and methodical skill and providing methodological assistance to young professionals, teachers who have newly come to the teaching staff: Feoktistova L.V., Artyomova E.V., Semyonova I.V., Guskova A.G., Kupriyanova I.N., according to the class management of Laevskaya L. .M., Morsina V.E., Semenova I.V. The result of preventive control was the increased level of professional activity and the desire to be certified in the 2002-2003 academic year for the second qualification category of teachers Semyonova I.V., Konakhina S.N.
Personal control was carried out with the aim of studying professional activity and methodological skills, summarizing work experience for certification (Khramova S.V., Laevskoy L.M., Kasatka O.A., Ostashova E.Yu., Smolyakova I.V., Vukolova G. N., Kiseleva T.V., Usmanova G.M., Dubrovskaya O.V., Nikolenko N.A.). The result of personal control was the assignment of the 2nd qualification category to Ostashova E.Yu., Nikolenko N.A., Khramova S.V., Smolyakova I.V., Vukolova G.N., Laevskaya L.M. For teachers Kasatka O.A. and Usmanova G.M. was assigned the 1st category. Mathematics teacher Kiseleva T.V. received the highest qualification category.
Class-generalizing control includes an analysis of the organization and system of the educational process in the newly created class groups of grades 5, 10, the study of the state of teaching and educational work in grades 8, in classes of in-depth study of subjects and an increased level of teaching a foreign language.
The results of class-generalizing control in 5 classes formed the basis of the work pedagogical council on the issue of continuity between the 1st and 2nd levels of education. Adaptation of 5-graders (137 people) in the middle link was successful. The average value of the wall indicator of anxiety corresponds to the age norm; compared to the previous year, there was a decrease in anxiety by 0.39%. Most of the children with high (16%) and very high anxiety (11%) were observed in the 5th grade. The growth of anxiety in one of the newly formed classes indicates the difficulty in adapting and the undesirability of reorganizing class groups of students when moving to the main school (5G and 5D classes). To mitigate the passage of 5-graders of the age crisis and a constructive way out of it, it is necessary to organize preventive classes throughout the academic year, individual work with students who have a clear level of maladjustment in the system: student - psychologist - class teacher (teacher) - parent.
A comparative analysis of the state of motivation and learning skills of students in grades 11 showed that high school students in grades 11 A, B, D were dominated by the 4th level of attitude to learning - positive voluntary conscious. The children set goals taking into account the likely success, experienced "emotions" of searching for ways to solve the problem, internal self-esteem corresponded to the teacher's assessment. This confirms the quality of performance in these classes: 11a - 33%, 11b - 56%, 11d - 34.6%, 4 medalists. In grade 11, the 3rd level was noted, the attitude to learning was amorphous, situational, with interest in the teacher's assessment, with positive emotions from being at school. Learning activities carried out according to the instructions, according to the model. The quality of academic performance in 11B is 12%.
Analysis of research results emotional state 9th grade students showed that the combination of an insignificant increase in cognitive activity (by 1%) in the classroom and anxiety (2.1%) with a decrease in negative emotional experiences in the classroom (by 4%) indicates a favorable background at school.
Based on the results of the class-generalizing control of the 9th grade, recommendations were given to class teachers, teachers and parents on a differentiated, individual approach to adolescents, taking into account their psychological characteristics. A positive result was that all 9th grade students received certificates of basic (general) education.
The result of research conducted by the school psychologist in the 7th grade (studying the development of thought processes) was the following recommendations for teachers:
Use summary tables for children with abstract perception;
Use reference notes for children with specific perceptions (7E), for these students, classes that develop thought processes are needed.
According to the development of thought processes (productive abilities as one of the factors in the development of intelligence), 7 classes were distributed as follows:
7d - 62.3% (increased level of learning a foreign language),
7b - 60.6% (choreographic),
7a - 56% (class ISO),
7c - 51% (choral),
7d - 50.1% (increased level of learning a foreign language),
7e - 46.1% (general education).
In classes with in-depth study of physical and mathematical subjects, in most classes of the aesthetic cycle and an increased level of learning a foreign language, the total percentage of development of thought processes from the maximum possible is 62% - 68%, which corresponds to reality.
Taking into account the recommendations given by the school administration, 3 correctional and developmental classes were held in the 7th grade, aimed at uniting the children's team, building self-confidence and the ability to communicate. This work should be continued in the next academic year.
An analysis of the organization and system of the educational process in 10 grades was carried out. For this purpose, the following work was carried out: attendance at classes, analysis of academic performance and attendance, individual conversations with class teachers, teachers, individual students and their parents, meetings of administrative councils, recommendations were developed for rallying class teams and working on the quality of students' knowledge of learning (see. certificate on the results of class-generalizing control). As a result of the purposeful work carried out, the number of missed lessons by students without good reason(especially on Saturday), the number of underachieving students for the 1st half of the year decreased - 5 people (in 1 subject) and 2 people (in 2 or more) to one student by the end of the school year (in 1 subject).
Studies conducted by a school psychologist in the 8th grade showed that, compared with the 2000-2001 academic year, there was a decrease in the general anxiety of students from a high level to an average level by 5.7 in everyday life, and in the classroom by 7.6, and negative emotional experiences in the classroom corresponded to the average level of the age norm. The average value of cognitive activity in parallel was higher than last year by 0.1. The children had especially high cognitive activity in the lessons of the newly created Dolice class (8 g - 62%), which means that the selection of children in the Dolice class was methodically competent, in 8d with an increased level of teaching a foreign language - in 42% of the children, in 8b - 35%. It is gratifying that 25% of children in grade 8b had high cognitive activity in the classroom, while in everyday life it was high only in 10%. This suggests that work with students is being carried out in the right direction and indicates a favorable emotional background at school.
The repeated control was carried out to check the implementation of proposals and comments on all types of control, control over the implementation normative documents for maintaining school records.
Analysis of results various kinds Intra-school control shows that systematic, carefully thought-out control made it possible to detect and consolidate the successes achieved by teachers and students in time, prevent shortcomings in a timely manner, and help eliminate them. Intra-school control disciplines teachers and students, being at the same time a source of information.
In the process of intra-school control, performance verification was combined with the provision of practical assistance to the teacher, class teacher. Control was an incentive to improve the quality and efficiency of work. Methods and techniques of control have shown their effective role.
9. Analysis of educational work
Under the conditions of humanization educational system the issue of preserving and strengthening mental health child. The main condition for normal psychological development is a calm, friendly environment that ensures the growth of personal and educational level. That's why the main objective educational work is to ensure optimal social development collective activity, taking into account the age and individual characteristics of its participants, the formation of a positive attitude towards this activity, towards the team, its members and themselves.
The work of the teaching staff in fulfilling tasks in the organization of extracurricular educational work for the past academic year was based on the work of subject teachers and class teachers.
In total, there are 51 class teams in the school. A favorable moral and psychological climate has developed in many of them. A high level of organization and upbringing of students was achieved in grades 11 A, B (class teachers - Saushkina T.P., Abdrashitova R.Kh.) in grades 9 B, G (Kolomatskaya G.V., Khaibullova E.Kh.), 8G class (Kuznetsova L.K.), 7A, B, D classes (Smolyakova I.V., Vukolova G.N., Pavlova T.L.) the whole parallel of 6th grades, 5 D, E (Filkina N.Yu. , Khramova S.V.), 3B (Igonina M.V.) 2B (Fatkullova E.S.).
In connection with personnel problems at the school, the class teacher Zhuravleva L.P. led the work in two class teams: 1A and 5A. Despite this, the quality of educational work in these classes has not deteriorated, thanks to the experience and personal qualities of the teacher.
I would like to note the work of class teachers who work in classes with an aesthetic bias, Kramarenko M.V. (1b), Malkovskaya I.V. (1c), Zhuravleva L.P., Terekhina O.V (6A), Smirnova S.V. .(6B), Smolyakova I.V. (7B) who actively cooperate with teachers of the aesthetic cycle in organizing the educational process, in preparing and conducting extracurricular activities.
But nevertheless, there are cool teams that cause anxiety in the administration in the organization of educational work 3D (Ostashova E.Yu.) 7V, G (Kupriyanova I.N., Mukhametova L.P.) 11V (Guskova A.G. ).
The system of educational work of the school was built as follows:
1. Education in the learning process.
2. Extracurricular activities:
Extracurricular work
extracurricular work
Working with the public and parents.
All work was carried out in the following areas:
1. political and legal education;
2. ideological and moral education and upbringing;
3. historical and cultural education;
4. artistic and aesthetic education;
5. work on health promotion, education of a healthy lifestyle;
6. labor education;
7. socio-professional;
8. work with difficult children.
The following electives and special courses worked at the school:
Russian language
Mathematicians
Stories
Fundamentals of jurisprudence
civics
foreign language
Artistic design
Literature
The work of special courses, electives and circles performed the functions of social protection, strengthening the starting opportunities of the individual in the labor market and vocational education.
Students attended electives and special courses. Sports sections at the school (basketball, athletics, students' shooting club).
Active interaction with institutions of additional education of the district and the city was carried out. The coverage of students in circles, sections, libraries was %, these are students.
Educational work at the school was carried out according to the following programs:
Pupils in grades 1-3 worked on the Firefly program. The program has been running since 1996. Students together with their parents took part in a family game action organized by the Committee for Youth Affairs of the Leninsky District.
In the middle level this year, work continued on the creation of the children's school organization "Rainbow". All work was carried out by clubs:
"Counsellor", "Entertainer", "Press Club", "DJs", "Leader".
From among the students of grades 9-11, a council of high school students was elected to manage the clubs of the Raduga organization. The chairman of the council of high school students Karelina Maria this year became a participant in the regional competition "Student of the Year", having adequately represented our school, and took the honorable 3rd place.
Temporary initiative groups were created to hold mass events. Over the past period, about 40 mass school events were held, the enrollment of students was 95%. All activities were aimed at creating conditions for the development of the individual characteristics of the child, for uniting the children's team, and developing the cognitive and creative interest of students.
The task assigned to this stage has been completed. But next year it is necessary to interest and involve social activities even more students.
The events were held at a fairly high organizational and artistic level. This was facilitated by the initiative and enthusiasm of the teaching staff, as well as the improvement of the material and technical base.
All cultural and mass work was carried out according to the general school plan and personal plans of class teachers.
In addition to traditional school holidays (September 1, Teacher's Day, Day of the Elderly, Autumn Festival, New Year, review of building and songs, Defender of the Fatherland Day, St. Valentine's Day, Maslenitsa, March 8, April Fool's Day, Victory Day, last bell, graduation parties in grades 3,9,11), this year a very large preparatory work was carried out by all class teams to celebrate the 30th anniversary of the school.
Theatrical performances in the school, carried out by the forces of one class, which are shown to the students of the school, are becoming traditional. So, at a high level of performance, with good stage design, costumes, musical design, the performances "New Year's Princess Dress" 5a (Zhuravleva L.P.), "Journey to Ancient Egypt"5B (Dubrovskaya O.V.), "At the ball" 9B (Kolomatskaya G.V.). Carrying out such events contributes to the spiritual closeness of performers and listeners. Class teachers, understanding the effectiveness of such methods of work in educating and developing a personality, create all the conditions for the participation of children in such activities.
Analyzing educational work schools, it should be noted that it was conducted at a fairly good level.
Among the tasks for the next year in the organization of the educational process, I would like to highlight the following: to continue work on the creation creative groups class teachers, the creation of a bank of materials on open extracurricular activities, the exchange of work experience, the further development of student self-government.
10. Analysis of the strengthening of the educational and material base of the school, its financing
In the 2001-2002 academic year, the problem of acquiring furniture sets, large desks for elementary school, a set of furniture for the dining room was very acute.
For various reasons, the school was only able to purchase a set of furniture for the dining room, a set of furniture for the math classroom, and sound-amplifying equipment for mass school events. By the 30th anniversary of the school, an internal radio installation of the building was carried out. Completed redecorating classrooms and recreation. To improve the illumination, blackboards in the classrooms were equipped with additional fluorescent lamps. The tiled floor in the school cafeteria has been replaced. A partial repair of the soft roof of the school building was made.
In addition, you need:
1.Pack library fund new educational and methodological literature in connection with changes in state programs.
2. Buy large desks for elementary school.
3. Purchase chairs at auditorium schools.
4.Perform a partial replacement of classroom tables and chairs.
5. Continue decorating the school with the forces of the aesthetic cycle.
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The mode of operation of an institution may be a mode of operation or a mode of development.
Mode functioning involves the constant maintenance of all areas of activity at the level of “no worse than the previous one”. It is not typical for an institution operating in the mode of operation to develop and implement new areas of work. It is clear that in modern conditions such a mode of operation is practically impossible. Given the rapidly changing living conditions, educational institutions are forced to constantly monitor changes in socio-economic life, design changes in all areas of the educational institution.
Mode development assumes that each step in the work of the institution is analyzed and, based on the results of this analysis, further work which involves continuous development.
Activity analysis is a school management function aimed at studying the state and development trends, objective assessment educational results and the development on its basis of recommendations for streamlining the system, its optimization or its transition to a higher quality level.
In the teaching staff of an educational institution that has chosen the development mode, there is a constant analysis of activities and, based on its results, on the basis of constant communication, obtaining new information, a diagnosis of the current state of affairs is carried out.
Pedagogical analysis solves not only technical problems, but contributes to the development of each teacher individually. Properly organized pedagogical analysis affects the level of teaching and, consequently, the quality of education. Pedagogical analysis is one of the methods of control, where, as a result of observation, the activities of all participants in the educational process are evaluated.
The effectiveness of pedagogical analysis will depend on purposefulness, objectivity, mass character, and systematic character. Maintaining monitoring of pedagogical analysis will directly affect its effectiveness, give the team knowledge about various aspects of the school's activities.
Studying the course and condition of the most important aspects of the educational process;
Examining the bottom line diagnostic work students;
Studying the work of teachers;
Studying the work of methodological associations;
Studying the work of creative groups of teachers;
Subject of pedagogical analysis:
Studying the activities of teachers in different areas of their activities (improving their scientific, professional, technological, methodological, cultural level);
The quality of teaching;
The quality of the organization of the educational process;
The quality of subject, over-subject, meta-subject knowledge and skills of students;
Pedagogical analysis can be thematic, current (operational) and final.
Pedagogical analysis is carried out according to the scheme:
Definition of the object of analysis:
Definition of its purpose;
Formation of a working hypothesis, plan;
Organizing the collection of information;
Identification of factors affecting the object of analysis, establishing the causes caused by these factors;
Summarizing the materials of the thematic analysis, formulating conclusions and proposals:
Presentation of the results (in the materials of the analytical report there must be answers to the questions Who, What, When, Where, How and Why).
Final analysis - assessment of the quality of the educational process quarter, trimester, year.
The goal is to evaluate the activities of the school and, based on the findings, develop recommendations for improving further work.
Building a block of goals for the next academic year.
assessment of the quality of teaching;
assessment of the quality of training;
Assessment of abilities, cognitive interests of students;
assessment of the level of upbringing;
Evaluation of the effectiveness of interaction between students and society;
Evaluation of interaction with parents:
Current or operational analysis is aimed at collecting information about the state of the educational process (for a day, for a week, for a month, for a certain subject, also for a certain period of time). Such an analysis is based on attending classes, extracurricular activities, testing, interviews, conversations with teachers, parents, and students.
Current control includes:
Evaluation of student work
Identification of deviations from the study of the standard;
Establishing the reasons for deviation from the state standard.
The results of the current control are recorded in certificates, reports, memos, in some cases in notifications.
It is assumed that the result of the current control will be a prompt reaction of the administration to improve the quality of affairs, the issuance of organizational conclusions.
For those who conduct pedagogical analysis, it is useful to answer the following questions at the end of each stage:
What's happened?
What was new?
How can this new thing be applied in the future?
What learning moments of the analysis can be identified and applied in the following works?
What helped me, what hindered me in this process of analysis?
What obvious shortcomings in the organization of work do I see?
What can be done to intensify pedagogical analysis?
What was important, essential for me? (Problem, discovery, unexpected situation).
What decisions do I need to make about this?
Whom can I train in pedagogical analysis?
Pedagogical analysis is systems approach to the study of the educational process, control of its quality, compliance with state standards