Expediency and necessity of state educational standards. Purpose and functions of state educational standards of the new generation
INTRODUCTION OF GEF AS ONE OF THE DIRECTIONS OF MODERNIZATION OF RUSSIAN EDUCATION
State educational standards are introduced into the system of regulatory and legal support for the development of the quality of education on the basis of the Law Russian Federation"On Education". In this regard, educational standards act as the most important regulatory legal act of the Russian Federation, which establishes a system of norms and rules that are mandatory for implementation in any educational institution that implements basic educational programs.
The priority goal of modern Russian education is the full formation and development of the student's ability to independently outline educational problem, to form an algorithm for solving it, to control the process and evaluate the result obtained - to teach learning.
The mandatory introduction of the Federal State Educational Standard in accordance with the Federal Law "On Education" begins on September 1, 2011, and the gradual transition to new standards over the years is one of the key provisions of the presidential initiative "Our new school”, which ensures the continuity of the main directions of the Concept for the Modernization of Russian Education, the implementation of which is being completed this year.
As conceived by the developers of the national educational initiative "Our New School", the main result school education should be its compliance with the goals of advanced development. The emphasis is on mastering schoolchildren in ways and technologies that will be useful to them in the future.
The main results of education in primary school, according to the Federal State Educational Standard of the new generation, should become:
· the formation of subject and universal methods of action, providing the possibility of continuing education in the basic school;
education of the ability to learn - the ability to self-organize in order to solve educational problems;
individual progress in key areas personal development.
Introduction of a new standard general education will introduce a number of long-discussed innovations into education, ensuring at the system level their coordinated and positive impact on the educational process, educational and educational results. Among these innovations: the introduction of various forms of organization learning activities students; the possibility of organizing activities of students of interest in the afternoon; usage various kinds assessment of students' achievements; increase in the share of the variable part of the curriculum.
The new educational standard provides an unblocking of the main concerns that exist in society around the development of education:
education will not become paid - the standard includes guarantees and mechanisms to ensure the right to free education;
· the standard will fix medical and sanitary - hygienic restrictions for loadings for the first time;
· The standard is based on a variable approach to the choice of programs and textbooks.
The strategic goal of the development of Russian education today is to update its content and, most importantly, to achieve a new quality. The task is to orient the entire education system to new educational results that are associated with the understanding of personality development as the goal and meaning of education. To create conditions for the achievement of these goals and called educational standards of the second generation.
support and development of the teacher's creative potential;
development of social ties between the school and the family, institutions social sphere, culture and health, various public organizations.
New generation standards can and should help the Russian education system to contribute to the development of the country according to an innovative scenario through the formation of high-quality and competitive human capital. There is good principle: "Do what you must, and come what may." Let's stick to this principle, realize the standards of the new generation and continue to believe in the best.
Second generation standard in elementary school
The educational standard is a tool for ensuring the quality of education for the younger generation. The author of the article introduces the concept of the new federal state standard, gives recommendations on the study of materials and documents that ensure its implementation.
Development and introduction of education standards, improvement educational systems is a global problem of the pedagogical community of the advanced countries of our planet. Until the end of the 90s. 20th century most of them did not use education standards as a tool to improve the quality of educational outcomes. In the Federal Republic of Germany, Switzerland, and Austria, a reform of education based on standards is being carried out at the present time. The picture is similar in other countries. That is why, on the eve of the introduction of second-generation standards in primary school, international experience in solving this problem is of interest.
Significant experience has been accumulated in this regard in the United States: in 1984, after the publication of the report of the US Department of Education "The Nation Responds: The Latest Measures to Improve the Education System", the reform of the state educational system began: standards and tests appeared. And the discussions are still ongoing. Educators and politicians around the world are arguing about the need and expediency of introducing unified educational standards. The publication "Will State Standards Save Education" by D. Mayer, Professor of the Faculty of Education at New York University, director of a school in Boston, a prominent international scientist, says that more than 25 years of reforming the American school have not solved all its problems.
The new state educational standard for primary general education (hereinafter referred to as the Standard) was prepared at the Russian Academy of Education by a team of Russian teachers-scientists with the involvement of a wide range of practitioners. The standard of education is one of the main elements of the modernization of Russian education. The new concept of structuring educational standards has already received the household name "Three Ts" in the pedagogical community. The bottom line is that the structure of the standards includes three main requirements:
conditions for the implementation of the main educational programs(personnel, financial, material and technical, etc.);
the results of mastering the main educational programs.
The development of the Standard is based on a target setting that provides for the transition from a "catching up" to a "leading" model of the development of Russian education. The priority in the creation of the Standard was the Russian value, scientific and cultural component, taking into account the national characteristics of the national education system. At the same time, the Standard was developed as a tool for implementing state policy in education, providing:
maintaining unity educational space Russia;
equality and accessibility of education with different starting opportunities;
continuity of levels of general education.
When developing the Standard, the process of formation of a new didactic model of education based on the competence-based educational paradigm, objectively taking place in the conditions of the information society, was fully taken into account. The main educational result in this paradigm is the formation of a motivated competent personality. The main purpose of the Standard is the regulatory consolidation at the federal level of the requirements for the conditions necessary to achieve the strategic goal of Russian education, the fulfillment of the social order - the upbringing of a successful generation of citizens of the country who possess knowledge, skills and competencies adequate to the time.
Let us dwell on some substantive aspects of the proposed concept, in particular on the "Requirements for the results of mastering the basic educational program of primary general education" (hereinafter referred to as the Requirements). This is the educational resource with which children will come to the 5th grade of the basic school.
The requirements contain a description of the goals, competencies of a primary school graduate, determined by the personal, family, social, state needs and capabilities of a younger child school age, individual features of its development and state of health.
These Requirements are invariant and binding on the entire territory of the Russian Federation. They can be supplemented within the framework of the general resource of study time by the requirements of the constituent entities of the Russian Federation, educational institutions, teachers, parents and other participants in the educational process in order to better reflect the needs of the subjects of educational activities.
The requirements define the planned results of primary general education, the possibility of achieving which must be guaranteed by all institutions implementing the main educational programs of primary general education, regardless of their type, location and organizational and legal form. Planned results are an obligatory component of the main educational program of primary general education.
Requirements set guidelines for assessing personal, meta-subject and subject learning outcomes. The requirements are listed according to the educational areas studied in elementary school, i.e., it is presented, for example, what opportunity to achieve the planned results gives a specific subject area "Russian language", etc. Personal and meta-subject learning outcomes are achieved through the development of all subjects and extracurricular activities .
Personal learning outcomes are the level of the formed value orientation of primary school graduates, reflecting their individual and personal positions, motives for educational activities, social feelings, and personal qualities.
Meta-subject learning outcomes are universal learning outcomes mastered in the study of several or all subjects. learning activities, interdisciplinary concepts.
Subject-specific learning outcomes are the experience of learning that is specific to this subject activities to obtain new knowledge, its transformation and application, as well as the system of fundamental elements of scientific knowledge, which underlies the modern scientific picture of the world.
Requirements for the conditions for the implementation of the main educational program of primary general education are a system of standards and regulations for personnel, financial, logistical and other support necessary for the implementation of the main educational program and the achievement of the planned results of primary general education.
The process of acquaintance of primary school principals and teachers with the materials of the standard will obviously be accompanied by a massive advanced training of teaching staff in regional institutes for advanced training and methodological services. However, a positive result from any organized forms of mastering the standards through courses and seminars is possible with a preliminary personal acquaintance of teachers with the development materials. This statement is based, on the one hand, on a thorough study of the presented standardization materials, and on the other hand, on many years of experience in the system of additional teacher education. The concept of standards with applications is the responsibility of each elementary school worker to study personally. The appendix provides a list of draft documents and materials that ensure the implementation of the standard. This is the case when everyone should remember the need for self-education. Maybe not everything will be clear at the same time, something will make it necessary to discuss the problem with colleagues in the "round table" mode or at a meeting (or a series of meetings) of the school methodological association of elementary school teachers.
It is also important to work with parents, because in elementary school they almost always try to help children with homework, participate in their educational activities. Now this practice can do more harm than help the teacher, since not only the requirements for the educational process have changed, but also the content of education itself.
Application
List of draft documents and materials,
ensuring the implementation of the Standard
The concept of federal state educational standards of general education.
The concept of spiritual and moral education of Russian schoolchildren.
The needs of the family, society and the state in primary education.
Coordination of the requests of participants in the educational process in primary general education as the basis of a social contract. Recommendations.
Risks of introducing a federal state educational standard for general education. Analytical review.
Organization of the introduction of the federal state educational standard of primary general education (main approaches).
The fundamental core of the content of general education.
Planned results of primary general education.
The basic plan of educational institutions of the Russian Federation that implement the main educational program of primary general education.
An exemplary program for the formation of universal educational activities in elementary school. A guide for the teacher "How to design universal learning activities in elementary school.
From action to thought.
Exemplary programs of primary general education.
Evaluation of the achievement of planned results in primary school.
Exemplary program of education and socialization of students.
Requirements for the conditions for the implementation of the main educational program of primary general education.
Requirements for the conditions for the implementation of the main educational program of primary general education. hygiene requirements.
In Russian education, the concept of "education standard" first appeared in the early 1990s. Over the past years, the school has been offered several options for the first generation standards, which scientists and practitioners have been working on, building a chain of norms and rules that streamline the content of education.
Abilities of a motivated competent person:
quickly navigate in a dynamically developing and updated information space;
receive, use and create a variety of information;
make informed decisions and solve life problems based on the acquired knowledge, skills and abilities.
The requirements for the structure of the basic educational program of primary general education determine:
the ratio of the part of the main educational program of primary general education, mandatory for implementation in an educational institution, expressed in quantity training sessions, and the part formed by the participants of the educational process;
composition of compulsory subjects studied in primary school;
2) the planned results of mastering the main educational program by students;
3) curriculum;
4) a program for the formation of universal learning activities for students;
5) programs of individual subjects, courses;
6) program of spiritual and moral development, education of students;
7) a program for the formation of a culture of a healthy and safe lifestyle;
9) a system for assessing the achievement of the planned results of mastering the main educational program.
The main educational program in an educational institution with state accreditation is developed on the basis of the Exemplary Basic Educational Program.
third position : the result of education is not only knowledge in specific disciplines, but also the ability to apply them in Everyday life to use in further training. The student must have a holistic view of the world in its unity and diversity. This is possible only by combining the efforts of teachers of different subjects.
The standard establishes requirements for the results of mastering the main educational program:
personal, including the readiness and ability of students for self-development, the formation of motivation for learning and cognition, the value-semantic attitudes of students, reflecting their individual-personal positions, social competencies, personal qualities; the formation of the foundations of civic identity.
metasubject, which includes universal learning activities mastered by students, which ensure the mastery of key competencies that form the basis of the ability to learn, and interdisciplinary concepts.
subject , including the experience, mastered by students in the course of studying the subject area, of activity specific to this subject area in obtaining new knowledge, its transformation and application, as well as the system of fundamental elements of scientific knowledge that underlie the modern scientific picture of the world.
fourth position : personnel, financial, logistical and other conditions must be created at the school to ensure the development of the educational infrastructure in accordance with the requirements of the time.
The integrative result of the implementation of these requirements should be the creation of a comfortable developing educational environment:
providing high quality education, its accessibility, openness and attractiveness for students, their parents (legal representatives) and the whole society, spiritual and moral development and education of students;
guaranteeing the protection and strengthening of the physical, psychological and social health of students;
comfortable in relation to students and teaching staff.
In order to ensure the implementation of the main educational program in an educational institution, conditions must be created for participants in the educational process that provide the opportunity to:
achievement of the planned results of mastering the main educational program by all students, including children with handicapped health;
identifying and developing the abilities of students through a system of clubs, sections, studios and circles, organizing socially useful activities, including social practice, using the capabilities of educational institutions additional education children;
work with gifted children, organization of intellectual and creative competitions, scientific and technical creativity and design and research activities;
the participation of students, their parents (legal representatives), teachers and the public in the development of the main educational program, the design and development of the intra-school social environment, as well as in the formation and implementation of individual educational routes for students;
effective use of the time allotted for the implementation of a part of the main educational program formed by the participants educational process, in accordance with the requests of students and their parents (legal representatives), the specifics of the educational institution, and taking into account the characteristics of the subject of the Russian Federation;
use in the educational process of modern educational technologies of the activity type;
effective independent work students with the support of teaching staff;
inclusion of students in the processes of understanding and transformation of the out-of-school social environment ( locality, district, city) to gain experience in real management and action;
updating the content of the main educational program, as well as methods and technologies for its implementation in accordance with the dynamics of the development of the education system, the requests of children and their parents (legal representatives), as well as taking into account the characteristics of the subject of the Russian Federation;
effective management of an educational institution using information and communication technologies, as well as modern funding mechanisms.
Fifth position : in order for the work on standards to be effective, it is necessary to develop a system for assessing the quality of education. An independent examination of the knowledge of schoolchildren is envisaged, including during the transition from the fourth to the fifth and from the ninth to the tenth grades. In addition, monitoring and a comprehensive assessment of the student's academic achievements and his competencies and abilities are being introduced.
sixth position : the legal field for the introduction of educational standards. Specific educational programs that are implemented in each educational institution in accordance with Article 114, paragraph 5 of the Law "On Education" on the basis of Model Basic Educational Programs should ensure that students achieve the results of mastering the basic educational programs established by the relevant federal state educational standards.
Through federal state educational standards in the field of education, the main directions of state policy are implemented:
1) creation of conditions for equal opportunities for exercising the right of citizens to education;
2) mutual consent of the individual (family), society and the state in the development, adoption and implementation of state educational standards (Standard as a social contract);
3) achieving a new quality of general education in the Russian Federation, creating conditions for the full development of the individual, continuing education, for integrating the individual into national and world culture;
4) the humanistic nature of the content of the standard, focus on the free development of the personality of a person and a citizen, the formation and manifestation of its individual, subjectively significant equivalents of norms and rules, moral, ethical, social and legal values adopted in a democratic society;
5) preservation of the unity of the educational space of the Russian Federation. Development of national-regional educational systems as a condition sustainable development formation of a multinational Russian state;
6) ensuring the rights of students to quality education and protecting teachers from objective evaluation their labor;
7) balance of mutual obligations and balance of requirements in the field of state standards. The duty of the state to provide the conditions necessary to achieve the expected results. The obligation of students to use the opportunities provided to obtain quality education;
8) state control and responsibility for the usefulness of education received by a citizen within the limits of state educational standards.
Practical work Module 2.
Federal state educational standard of a new generation as a condition for improving the quality of education in a modern school.
FULL NAME. listener Sheremetova Oksana Alievna
Group No. 4 Date of completion of the work May 10, 2014
Question 1
Determine the goal of the state policy in the field of education on present stage.
Answer
The goals of the state policy in the field of education, implemented through educational standards:
1. Creation of conditions for equal opportunities for exercising the right of citizens (students) to education, compliance of standards with both the rights of students and the rights of individuals and groups involved in educational activities.
2. Mutual consent of society and the state in the development, adoption and implementation of state educational standards. Competitive development, democratic nature of the discussion, the adoption of standards as a state norm on the basis of public consent.
3. Achieving a new quality of general education in the Russian Federation, creating conditions for the full development of the individual, continuing education, for integrating the individual into the national and world culture.
4. Balance of mutual obligations and balance of requirements in the field of state educational standards. The duty of the state to provide the conditions necessary to achieve the expected results of education. The obligation of students to use the opportunities provided to obtain a quality education.
5. State control and responsibility for the usefulness of education received by a citizen (student) within the limits of state educational standards.
6. The humanistic nature of the content of the standard, focus on the free development of the personality of a person and citizen, the formation and manifestation of its individual, subjectively significant equivalents of norms and rules, moral, ethical, social and legal values adopted in a democratic society.
7. Preservation of the unity of the educational space of the Russian Federation. The development of national-regional educational systems as a condition for the sustainable development of education in a multinational Russian state.
8. Ensuring the rights of students to quality education and protecting teachers from a biased assessment of their work.
Question 2
What regulatory documents define the basis and introduction of the Federal State Educational Standard?
Answer
The establishment of federal state educational standards isconstitutional norm. In Art. 43 of the Constitution of Russia, which sets out the content and guarantees of the right to education, states:"The Russian Federation establishes federal state educational standards, supports various forms of education and self-education"
Regulatory support for the introduction of the Federal State Educational Standard
1. Order "On the creation and powers of a working group on the introduction of the Federal State Educational Standard
OOO".
2. Order "On the establishment and powers of the Council for the introduction of the Federal State Educational Standard
generation LLC"
3. Order "On approval of the project and the schedule for the introduction of the Federal State Educational Standard of the new
generations of basic general education”.
4. Order "On the approval of the PLO LLC OU".
5. Order "On the approval of the annual calendar study schedule."
6. Order “On Approval of Programs extracurricular activities».
7. Order "On the approval of the work programs of training courses, subjects,
disciplines (modules).
8. Order "On approval of the list of textbooks and teaching aids approved
for use in the educational process of educational institutions”.
9. The project of modernization of the educational system of the main general
education (second stage) in accordance with the Federal State Educational Standard of the new generation
10. Schedule for the introduction of the Federal State Educational Standard of a new generation of the main general
education.
11. Regulations on the system of control and monitoring of the introduction of GEF
12. Regulations on the working group for the introduction of GEF LLC.
13. Action plan of the working group on the development of basic educational
programs.
14. Regulations on the Council for the introduction of GEF LLC.
15. Plan for intra-school control with the definition of areas of control for
implementation of the Federal State Educational Standard LLC of an educational institution (in the structure of the plan for educational
educational work OU).
16. Basic educational program (hereinafter BEP) LLC (second stage)
educational institution, considered and adopted at a meeting of the body
self-government of the educational institution and approved by the director of the educational institution.
17. Work programs of training courses, subjects, disciplines (modules)
(appendix to the OOP Ltd. school).
18. Programs of extracurricular activities (an appendix to the OOP of the main general
educational institutions).
19. List of textbooks in accordance with approved federal
lists of textbooks and teaching aids approved for use in
educational process of an educational institution (appendix to the order).
20. Contracts with institutions of additional education for children and (or)
individuals to implement areas of extracurricular activities.
21. Agreement on cooperation between educational institution and parents (legal representatives)
students on the provision of basic general education.
22. Charter of the OS with changes made in accordance with the law
Russian Federation in the field of education related to the implementation of GEF LLC
Question 3
What are the tasks set by the Federal State Educational Standard before modern school?
Answer
Tasks of the Federal State Educational Standard:
- ensuring the right to a full education,which is to ensure through the standard guaranteed by the Constitution of the Russian Federation "equal opportunities" for every citizen "receiving a quality education";
Ensuring the unity of the educational space of the country,which represents a transition to a diversity of educational systems and types of educational institutions, requires a regulatory mechanism designed to stabilize the education system in the country;
Ensuring continuitybasic educational programs of primary general, basic general, secondary (complete) general, primary vocational, secondary vocational and higher vocational education;
- criteria-evaluative,which stems from the essence of the standard as a guide, following which the education system develops;
Improving the objectivity of assessmentimplementation, which is associated with the possibility of a radical restructuring of the existing system for monitoring and evaluating the quality of educational results.
Question 4
Determine the main conceptual features of approaches to building a new generation standard.
Answer
Features of the approach to the construction and introduction of the Federal State Educational Standard:
The standard is seen as a social contract;
The standard sets guidelines for the development of the education system;
The standard is focused on educational outcomes;
The standard is based on a system-activity approach;
A standard is a combination of three systems of requirements.
Question 5
What, in your opinion, is the implementation of the system-activity approach as the methodological basis of the Federal State Educational Standard?
Answer
In the context of the transition of general education schools to the Federal State Educational Standard, teachers are faced with the task of forming knowledge in accordance with new standards, the formation of universal actions that ensure all academic subjects, the formation of competencies that allow students to act in a new environment at a qualitatively high level. The implementation of these tasks is fully facilitated by the system-activity approach to learning, which is embedded in the new standards.
Its main idea is that new knowledge is not given ready-made. Children "discover" them themselves in the process of independent research activities. They become little scientists making their own discovery. The task of the teacher when introducing new material is not to explain, show and tell everything clearly and easily. The teacher must organize research work children, so that they themselves think of solving the problem of the lesson and explain themselves how to act in the new conditions.
The main tasks of education today are not just to equip the student with a fixed set of knowledge, but to form in him the ability and desire to learn all his life, work in a team, the ability for self-change and self-development based on reflective self-organization.
Question 6
Do you think the requirements for vocational training a teacher starting to implement GEF? Justify your answer.
Answer
Times change, people change. And now every educational institution strives to live and work in a new way. This is required modern society which needs highly educated, purposeful, competitive, enterprising, spiritually and physically healthy individuals who can take their rightful place in society. This is required by the modern tasks of education.
Obviously, before talking about what should change in the activities of the teacher in connection with the introduction of the Federal State Educational Standard of the IEO, it should be determined whether it is possible to implement the standard without changing the requirements for the teacher?
Answering this question, it should be said that the Federal State Educational Standard of the IEO makes somewhat different requirements for the conditions of education. To fully implement the declared system-activity, especially competence-based approach, without changing the existing system traditional school, is simply impossible. Just as it is impossible to form key competencies in students, working only in the classroom-lesson system of education. And therefore, it is quite obvious that it is not possible to implement the Federal State Educational Standard in the previous conditions.
And this means that the solution of modern problems will require serious training of the teacher.
Question 7
What role is assigned to the main educational program of a general education institution in the educational space of the school?
Answer
The main educational program of primary general education is developed in accordance with the requirements of the federal state educational standard for primary general education (hereinafter referred to as the Standard) to the structure of the main educational program, determines the content and organization of the educational process at the level of primary general education and is aimed at forming a common culture of students, at their spiritual, moral, social, personal and intellectual development, to create the basis for the independent implementation of educational activities that ensure social success, the development of creative abilities, self-development and self-improvement, the preservation and strengthening of the health of students.
Based on the exemplary basic educational program of primary general education, the main educational program of primary general education of an educational institution with state accreditation is developed, taking into account the type and type of this educational institution, as well as the educational needs and requests of participants in the educational process.
The development by an educational institution of the main educational program of primary general education is carried out independently with the involvement of self-government bodies (the council of the educational institution, the board of trustees, the governing council, etc.), which ensure the state-public nature of the management of the educational institution.
Question 8
What are the features of the planned results of mastering the main educational program in terms of the requirements of the standard?
Answer
The federal state educational standard definesRequirements for the results of the development of general education.
Requirements for the results of mastering general education are structured according to the key tasks of general education, reflecting individual, social and state needs, and include subject, meta-subject and personal results.
Topersonal The results of students include the value orientations of school graduates, reflecting their individual and personal positions, motives for educational activities, social feelings, and personal qualities.
Tometasubject The results of students include universal methods of activity mastered by students in the study of one, several or all subjects, applicable both within the framework of the educational process and in real life situations.
Tosubject the results include the knowledge, skills, competencies, experience acquired by students in the study of the subject creative activity, value attitudes specific to the studied field of knowledge.
One of the most important mechanisms for implementing the Requirements for the results of mastering the basic educational programs of the Federal Educational Standard areplanned results of the development of subject programs of primary general education.
They are a systemgeneralized personality-oriented goals of education, allowing further refinement and concretization to determine and identify all the elements to be formed and evaluated.
In accordance with the fact that the Federal State Educational Standard defines three groups of results, it becomes necessary to form new system assessment of student achievement.
Question 9
What are the main concepts that are defined by the Concept of Spiritual and Moral Development and Education of a Russian Citizen.
Answer
Organization of a socially open space of spiritual and moral
development and education of the personality of a citizen of Russia, the moral way of life of students is carried out on the basis of:
moral example of a teacher;
social and pedagogical partnership;
individual and personal development;
integrativity of programs of spiritual and moraleducation;
social demand for education.
In the field of personal development, spiritual and moral education should provide:
the readiness and ability of students for spiritual development, the realization of creative potential in subject-productive, social and professional activities on the basis of moral principles and moral norms, continuing education, self-education and universal spiritual and moral competence - "become better";
strengthening morality - based on free will and spiritual domestic traditions, the internal attitude of the student's personality to act according to his conscience;
the formation of morality - the need for a certain behavior realized by the student, based on the ideas accepted in society about good and evil, proper and unacceptable;
development of a person's moral self-awareness (conscience) - the student's ability to formulate his own moral obligations, exercise moral self-control, demand from himself the fulfillment of moral standards, give a moral assessment of his own and other people's actions;
acceptance by the student of basic national values, national spiritual traditions;
positive moral self-esteem and self-respect;
willingness and ability to openly express and defend one's morally justified position, to be critical of one's own intentions, thoughts and actions;
the ability for independent actions and actions performed on the basis of a moral choice, taking responsibility for their results, purposefulness and perseverance in achieving results;
diligence, vital optimism, ability to overcome difficulties; awareness of the value of human life, intolerance to actions and influences that pose a threat to life, physical and moral health, spiritual security of the individual, the ability to counteract them within their capabilities;
love of freedom as the ability for conscious personal, professional, civil and other self-determination and development, combined with the moral responsibility of the individual to the family, people, Fatherland, future generations; strengthening faith in Russia.
In the sphere of public relations, spiritual and moral development should ensure:
the formation of the identity of a citizen of Russia on the basis of the students' acceptance of national spiritual traditions, basic national values, moral priorities and moral norms;
the readiness of citizens to stand in solidarity against the global challenges of the modern era; development of patriotism and civil solidarity;
strengthening the integrity of the Russian people, maintaining interethnic peace and harmony;
increasing the role of civil society institutions, traditional Russian religious organizations in the upbringing and socialization of children and youth;
strengthening trust in other people, institutions of civil society;
well-formed attitude towards the family as the basis of Russian society;
familiarization with the values and traditions of the Russian family;
respect for human life, procreation;
obedience to the law and law and order consciously supported by citizens;
continuity (spiritual, cultural, social) of generations.
In the field public relations spiritual and moral education should provide:
strengthening and improvement of the rule of law;
increased confidence in government institutions by citizens and public organizations;
increasing the efficiency of state power in the processes of modernization of the country;
strengthening national security.
Question 10
What, in your opinion, are the main differences between the new generation standard and the previous one?
Answer
To get an idea of the new generation standards and compare them with the old ones, some key points will help -differences between old and new GEF :
Previously, it was possible to assess the success of a child only by focusing on school grades. New standards prescribe the studentMandatory portfolio where certificates, diplomas, test results and other works are placed. Thanks to this innovation, the achievements of the child become more visible.
The idea of . Previously, it was limited to explaining educational material and testing students' knowledge. Now the teacher is active actor in class life. The teacher seeks to develop the individual abilities of the child, motivates students to independence, tries to include everyone in the work.
The former Federal State Educational Standards determined a unified curriculum for schools. New generation standards are revealed to teachers and parentsvariety of school programs . You can choose the right one, focusing on the preferences of each.
Educational standards of the past did not affect . The new Federal State Educational Standards define10 hours a week for visiting circles, sports sections, excursions, participation in seminars. The purpose of this innovation is to save children from aimless pastime.
Life does not stand still.Computer techologies became an integral part of it. In order for the student to be able to easily maneuver in the modern computerized world, already in the 1st grade he gets acquainted with keyboard typing.
New educational activity involves the development of theoretical knowledge in practice with the help of where every student can express themselves. They came to replace laboratory work former curriculum.
One of the important principles of the new educational activity isprinciple of learning through play . Game moments in the previous GEF were minimal, the priority in learning was memorizing the rules.
A feature of the Federal State Educational Standard of the new generation will beprofile principle of education . For high school students, 5 profiles of education are defined: socio-economic, technological, natural science, humanitarian and universal.
Students in grades 10-11 are providedthe possibility of forming an individual curriculum . It will include common subjects for all curricula and subject areas, additional disciplines, elective courses. To obligatory USE subjects in addition to mathematics, the Russian language and literature, there will also be foreign language.
Summing up some of the above, one can notice the good goals of the federal state educational standards of the new generation. The development of the child as an independent responsible person who is able to think, set and solve life and professional tasks, loving motherland- this is the task outlined in the new standards.
The means to achieve these goals differ from the educational moments of the former GEF. They take into account the dynamics and directions of life, the psychological and pedagogical recommendations of our time.
The implementation of the goals and the results of such new formations will be positive, subject to the active participation and interest of all parties in the educational process. Only then will the school release into adulthood a physically and spiritually healthy citizen of a great country.
The concept and legal nature of the SOS. Along with the principles and criteria for selecting the content of education, the state educational standard is now a reliable reference point in its definition. Educational standards in the Russian Federation today are becoming a reality of the theory and practice of education, as well as educational law. But it was not always so. For the first time in the history of rationing in education, a provision was introduced into the text of the Constitution that The Russian Federation sets state educational standards(Article 43). Thus, the long-existing problem of regulation in education was transferred to a qualitatively new level. This is due to the fact that the school, the author of the textbook, the teacher, received the exclusive prerogative of developing and using the main regulatory documents in education (curricula, educational programs, textbooks).
The disclosure of the concept of the state educational standard involves an appeal to the original concept of the educational standard, a variety of which is the state standard. A well-known researcher of the problems of the State Educational Standard V.I. Baidenko gives an extensive list of semantic meanings of the term "educational standard":
A means of rethinking the goals and content of education at the present stage, ways of updating them;
The form of the increasing responsibility of the state for the level of education of the nation and the achievement of consensus on the socially significant national content of education;
The method of reflection of society regarding the updated purpose and role of education as a modern socio-cultural project and social technology;
A way to maintain educational diversity, to streamline a varied and diversified educational practice (and not a way, by the way, to stifle freedoms, a variety of innovations and creativity in education, which is so feared by opponents of standards);
The key to solving the problem of objectifying control over the effectiveness of educational systems and the quality of education;
A factor of dynamic (in optimal rates and forms for each country) growth of citizens' education at each of the stages, stages and levels of education adopted in these countries;
The method of predictive design of the national educational product, to the greatest extent harmonizing the needs of the individual, society and the state;
The mechanism of paradigm re-equipment of education within the national educational culture;
Direction of the democratization of educational policy and the fight against discrimination in the field of education;
A means of maintaining the general civilizational level of education in the world;
The basis for the typology of educational institutions according to their types, types and categories, in which the educational standards themselves do not lead to the standardization of educational institutions;
One of the ways to streamline the academic and professional recognition of educational documents.
According to the UNESCO definition in the narrow sense, an educational standard is defined as a standard learning outcome that an educational program should help students achieve. More broadly and descriptively, it can be defined as the level of learning at which this standard aims, taking into account the full range of characteristics of the educational program, for example, student / teacher ratio, teacher qualifications, necessary textbooks, material and technical conditions, etc., associated with this standard. In a broad sense, the term "educational standard" is actually a synonym for "quality of education".
The developers of educational standards always face a lot of questions, the answers to which express both the actual educational and political and legal nature of this phenomenon. The most significant of these issues include, in particular:
· What legal and administrative mechanisms need to be put in place to promote equity in education?
· What protection should be introduced for students from minority groups and from low-income families?
· How to deal with cultural and linguistic differences?
· How to ensure sufficient and fair distribution of resources?
· How to ensure the academic and financial accountability of schools and education authorities at all levels to society?
· How to achieve a balance between the general culture and the general needs of society as a whole and the diverse perspectives, needs and opportunities of subgroups and individuals within it?
• What principles and methods should be used to select the content of the standards?
Is it satisfactory modern requirements the assessment model that has developed in the school, or following the example of developed countries, should it be replaced by a national testing system?
· Does the current state of Russian secondary education provide access to higher education in Europe?
Finally, attention should be paid to those ideas that also, on the one hand, express the legal nature of the educational standard and, on the other hand, model the actions of its developers. These ideas include the following.
1. Standards should be concise and focused. Domestic and foreign experience testifies to the difficulties that arise in the process of developing and implementing standards, and, as a rule, all efforts end with minimum standards with a long list of easily measured, but often completely unnecessary indicators. Brevity, i.e. having multiple standards based on a clear and justified conceptual model of what we want to evaluate should help solve this problem. At the same time, using generally accepted international terminology, the problem of the European dimension of secondary education, the international comparability of Russian standards and the fulfillment of Russian obligations under international conventions and agreements of UNESCO and the Council of Europe, including the International Standard Classification of Education (ISCED) of UNESCO, is being solved.
2. The purpose of content-oriented standards should be to develop operationally detailed definitions for assessing whether a school provides its students with the opportunity to learn the content and master the skills defined and core curriculum. Focusing on the content of the core curriculum and training ensures the standard is concise and clear.
3. Standards have the potential to align key components of the educational infrastructure (teacher training, assessment, continuing professional development, curriculum materials and assessment) that form the basis for identifying the necessary core of appropriate resources that ensure equity in education and all students the opportunity to master the content of the core curriculum. plan, regardless of the geographic location of the school and family income.
3. The standards consist of 3 parts that clearly and comprehensively describe the criteria that determine:
a) resource standards;
b) implementation standards;
c) performance and results standards.
4. The standard is a dynamic phenomenon that contributes over time to improving the quality of education throughout the school system.
5. The standard includes the following components: institutional, local, regional, federal, international.
6. Standards ensure the academic accountability of educational authorities, schools, teachers and students to society, as parents, representatives of all social groups, movements and parties, as well as the academic community, participate in their development.
7. Standards ensure school financial accountability.
8. Being a reflection of national traditions, experience, culture, socio-economic relations, norms and values, Russian standards should be addressed to the world community in order to be recognized and ensure the formation of intercultural communication skills, because education should form closer ties between peoples, cultivating international understanding and harmonious cooperation in a multicultural society.
9. Standards reflect the most advanced knowledge about learning and how to most effectively teach a particular area.
10. Standards are internationally competitive and comparable to the best in the world.
The principle “ do no harm”, that is, norms and components of the content of education that are not theoretically substantiated and not tested by practice cannot and should not be included in the standard.
In the educational system of Russia, educational standards, occupying a “deservedly” important place, are state standards, since they are approved by state regulatory legal acts. And this is both fair and justified, since the state, being the main socio-political institution, is able to most fully and adequately reflect, provide and guarantee the most pressing social needs and interests, including those of an educational nature. Therefore, when it comes to what kind of education we should have in Russia - state, public or public-state, there is a mixture (often artificial, politicized) of various meanings and concepts. In any "situation", any approach, the state cannot and should not remain aloof from the solution of education issues, and above all, those related to their legal regulation. It is in this sense that education itself has always been, is and will remain a matter of national importance, and education standards will also always have a state character.
Based on what has been said, state educational standard is understood as the mandatory level of requirements imposed by the state (in the face of laws and by-laws) for the training of students of various categories and the content, methods, forms, means of training and control corresponding to these requirements. In other words, SES are state-defined and established educational "norms", "examples", "measures" of knowledge, skills and abilities. Another researcher is a specialist in the field scientific justification standardization of education V.S. Lednev believes that the standard of education is a system of basic parameters used as a state norm of education, reflecting the social ideal and taking into account the possibilities of a real person and the education system to achieve this ideal.
At the legislative level, Article 7 of the Law of the Russian Federation “On Education” is devoted to state educational standards. The main provisions of this article are as follows.
1) In the Russian Federation, state educational standards are established, including federal and national-regional components.
2) The procedure for the development, approval and introduction of state educational standards is determined by the Government of the Russian Federation, except as otherwise provided by law.
3) State educational standards are developed on a competitive basis and updated on the same basis at least once every ten years. The competition is announced by the Government of the Russian Federation.
4) State educational standards are the basis for an objective assessment of the level of education and qualifications of graduates, regardless of the forms of education.
As can be seen from the text of the law, the content of educational standards is heterogeneous and includes components: federal and national-regional. However, in the practice of educational institutions there is a third component of the standard - the component of the educational institution (sometimes called local(in relation to higher educational institutions - university)component).
Let us briefly consider the content and purpose of each component.
Federal component of the standard includes standards that ensure the unity of the pedagogical space in Russia and the integration of the individual into the system of world culture. It is associated with academic disciplines of general cultural and national significance. For example, for high school- this is the Russian language, mathematics, physics, chemistry, the history of Russia, for higher educational institutions - philosophy, a foreign language, the concepts of modern natural science.
National-regional component constitute norms corresponding to that part of the content of education, which reflects the national and regional significance of culture (native language and native literature, history, geography, art of the region).
Educational Institution Component reflects the specifics of a particular educational institution and thus allows it to independently develop and implement educational programs and curricula, which, in accordance with Article 32, paragraph 2 of the Law of the Russian Federation “On Education”, is the exclusive prerogative of the educational institution.
Within the framework of the federal and national-regional levels, the standard of education includes :
a description of the content of education at each of its levels, which the state is obliged to provide to the student;
requirements for the minimum necessary training of students within the specified scope of content;
The maximum allowable volume study load by years of study.
1) possession of basic concepts and skills;
a) learn and reproduce the basic concepts of the studied branch of knowledge; b) give them definitions; c) reveal the content of the concept, its scope; d) establish interconceptual links with above-, below-, adjacent concepts; e) give a practical interpretation of the concept;
2) knowledge of theories, concepts, laws and regularities of the foundations of science, its history, methodology, problems and forecasts;
3) the ability to apply scientific knowledge in practice when solving cognitive (theoretical) and practical problems both in a stable (standard) and in a changing (non-standard) situation;
4) have their own opinions in the field of theory and practice of this educational area;
5) knowledge of the main problems of society (Russia) and understanding of one's role in solving them: social, political, economic, environmental, moral, industrial, managerial, national, international, cultural, family, etc.
6) possession of the technology of continuous self-education by branches of knowledge, sciences and types of activity.
State educational standards are becoming a real embodiment in formation of the content of education in the following regulatory documents: curriculum, curriculum and educational literature (textbooks, teaching aids, problem books, etc.). Each of these normative documents corresponds to a certain level of designing the content of school education. Curriculum - the level of theoretical ideas; curriculum - the level of the subject; educational literature- the level of educational material.
The characterization of state educational standards would be incomplete without determining their role, significance in society and the education system, which is directly expressed in functions standards. These main functions include:
· Criteria-evaluative- the standard is the standard on which the educational process is oriented.
· Preservation of the unity of the educational space of the country- standards fix the volume and level of full-fledged basic education in the context of a variety of types and types of educational institutions.
· Improving the quality of education- the standard sets the level of quality of education that must be achieved.
· Ensuring the constitutional right of citizens to a full-fledged education which is guaranteed by state educational standards.
· Humanization of education– standards open the way to multi-level education, in which the content of curricula can exceed the norms of the standard. This contributes to student-centered learning according to the interests, abilities, and capabilities of students.
· Management of the process and quality of education- standards are used by education authorities to create an effective system for monitoring the quality of education.
The foregoing is general fundamentals standardization of education by stages, levels of education and it is specified by educational areas, specific academic disciplines, and already on the basis of the requirements for the level of presentation of educational material and the mandatory preparation of the student, a system of tasks (tests) is developed that serve as tools for monitoring and assessing the level of training of students.
Of course, the above approaches to the standardization of education will eventually undergo changes, clarifications, and be adjusted in the course of restructuring the education system in the course of accumulating experience in using the standard as a normative document. But the very fact of the introduction of educational standards raises the question of the guaranteed achievement by each student of a certain, predetermined level of basic training, allows each student to study at the highest possible level, and forms positive motives for learning.
EDUCATIONAL PROGRAMS
The concept, legal nature and structure of the educational program. The concept of "educational program" is well known, but at the same time its content is infinitely diverse. Below we will try to give the most common definitions. this concept:
The educational program is:
A document that fixes and logically, argues the purpose of the educational process, thematic plan and curricula, ways and methods of their implementation, criteria for evaluating results in the conditions of a particular educational institution;
· Regulatory text that defines the goals, values of education, curriculum, curricula, pedagogical technologies and methods of their practical implementation and determination of the result;
· Individual educational route of the student during the passage of which he can reach one or another level of education, in accordance with the standard guaranteed by this program;
· A set of educational, leisure and other programs that meet the educational needs of the child, aimed at his self-realization, the achievement of a certain level of education, harmonious development and adaptation in the social environment;
· Organizational and managerial knowledge, which makes it possible to implement the principle of personal orientation of the educational process through the definition of conditions conducive to the achievement by students with different educational needs and opportunities of the established standard of education.
· Determination of the "image of the future" and organization of one's own activities in the movement towards it.
Translated from Greek, the word "program" means "order, announcement." The Law "On Education" does not directly define the educational program, but it establishes its place and importance in the education system. The educational program determines the level of the document on education or the level of education of the individual. The competence and responsibility of an educational institution, the management and regulation of its activities is established depending on the indicators of the educational program.
So, an educational institution is called such if it carries out educational process- implements one or more educational programs. The content of the educational process in the institution is divided into training courses, disciplines and years of study on them, provided without fail with curricula and course programs.
Thus, the educational program is the regulatory and management document that, together with the charter, serves as the basis for licensing, certification, changing the parameters of budget financing and introducing paid educational services in accordance with the needs and interests of children and parents.
Types of educational programs. There are several categories of educational programs:
· Exemplary educational programs are developed on the basis of state educational standards.
Basic and additional programs in the structure of general and vocational education there are a certain level of orientation of the content of education.
Additional educational programs, as programs of various directions, are implemented:
a) in educational institutions and educational institutions of vocational education outside the main educational programs that determine their status;
b) in educational institutions of additional education;
c) through individual educational activities.
Please note that the division into basic educational and additional educational programs is given within the framework of two educational structures, where there is a mandatory minimum content of the main program (general education or professional), established in accordance with state educational standards. The main educational program has clearly defined terms for mastering in educational institutions, which is approved by the Law "On Education" and the Model Regulations on an educational institution, or educational standard.
Based on this, it follows that additional educational programs of general and vocational education develop, deepen, change, correct the educational standard and adjust the timing of its development.
The emergence of innovative and alternative schools, the recognition by the state of the right to experiment in education have become serious factors in supporting pedagogical creativity.
All teachers have the right to the author's program. the content, nature and characteristics of the organization turn this right first into a need, and then into a conscious necessity. Teachers have the right to choose independently, they can use exemplary educational programs of different levels and directions of general education for their activities, or they can develop a new program in accordance with their professional interests and creativity. This may be a subject-specific curriculum - a program of one thematic focus or a comprehensive integrated program that combines different thematic areas, educational areas or areas of activity.
Widespread today modified educational programs in which the main parameters of the content of subject programs are preserved, but the means, methods, methods, forms of achieving the goal and objectives are changed, which does not require a great creative effort from the teacher.
Currently in Russian schools two types of curricula are used: standard and working curricula. In some cases, personal-individual author's programs are practiced, which are compiled and applied by innovative teachers, masters of pedagogical work.
Model programs outline only the most generalized, basic range of general educational knowledge, skills, abilities and a system of leading scientific worldview ideas, as well as the most general recommendations methodical nature with a list of the necessary and sufficient means and methods of teaching specific to a particular subject. model programs serve as the basis for the preparation of working school and individual curricula. They are approved by the Ministry of General and Vocational Education of the Russian Federation and are advisory in nature.
On the basis of typical work programs which, as a rule, reflect the national-regional component, local or school, take into account the possibilities of the methodological potential of teaching, as well as information, technical support and, of course, the level of preparedness of students. As for the author's programs, they differ both in the logic of building the course, and in the depth of the questions and theories raised in them, and in the nature of their coverage by the author of the program. They are most often used in the teaching of special elective courses, compulsory electives and other academic subjects. Such programs, subject to reviews, are approved by the school council.
The curriculum is structurally composed of three main components:
· explanatory note or introduction, which defines target areas studying this particular subject in the system academic disciplines general education school;
· methodological comment about the ways of implementing the program, concerning the methods, organizational forms, teaching aids, as well as the assessment of knowledge, skills and abilities acquired by students in the process of studying this academic subject. Particular attention in the programs of the last decade is given to interdisciplinary links, which are summarized at the end of the content of the main sections. This allows the teacher to show creativity to the development work program, to lesson planning and implementation intersubject communications in real pedagogical reality.
A problem, a well-known shortcoming of school education was that students are required to master, memorize a variety of information that has no personal or life meaning for them. The cultural ways of thinking and activity, developed by past generations of people and fixed in this knowledge to solve exclusively practical issues, remained unknown to graduates of secondary schools and technical schools. Assimilation by students of skills and abilities was reduced to working out and bringing the known automatism of a simple set of specialized operations in a standard situation. The ability to improvise, respond flexibly to non-standard situational changes, competently build their actions and bring decisions to the end, was practically not inculcated on a personal level. This trend, unfortunately, can be traced, sometimes, even today.
To correctly determine the content of education, it is important to shift attention from the results of activities to the activity itself and go further - to the recognition of the content of education as a way of developing a person.
An educational program, drawn up correctly, creatively, is a means of developing cognitive motivation, the child's abilities in the process of joint voluntary activity with peers and adults. means of active communication. This is not a policy document that is drawn up once and is mandatory for everyone who will do what is fixed in it.
No less significant is the purpose of the program as the development of individuality through the creation of an environment for the "birth and development" of the individual, through the child's assimilation of culture, its values and the definition of oneself in this culture, concrete historical process. This means that in teaching and learning, everyone acquires the ability to build different types of activities, ways of thinking and behavior styles, taking into account the relevant norms and on the basis of reflection. In other words, in order to learn something, it is important not only to assimilate, to accumulate in your memory, a certain amount of information, skills, but also to master the means, ways of thinking and acting, the ability to use, reproduce them in your life, i.e. e. be competent.
Based on practice and state of the art program activities of the institution, one can trace the trend of understanding by the public consciousness of the educational program as an alternative, returning the developmental function to education.
Educational programs are also diverse and in each specific institution make up a unique hierarchical structure and a certain type of connection (modular, complex association, integration, autonomy) between its individual steps.
In addition to the main educational programs in an educational institution, there may also be additional educational programs. In the Model Provision, the term additional educational programs is also used as an expression of assistance teaching staff other educational institutions in the organization of leisure, extracurricular activities, as well as children's and youth public associations and organizations under an agreement with them (clause 24). In this case, additional educational programs are a type of temporary or permanent service that an institution can provide. In the section characterizing the foundations of the institution's activities, the concept is introduced activity program. This is a program independently developed by the institution, taking into account the needs of children, families, educational institutions, various public organizations, the peculiarities of the socio-economic development of the region and national and cultural traditions. Obviously, a completely different semantic content of this concept in comparison with the concept of "educational program", and it needs a special explanation. For the educational program, the definition of the purpose and objectives of educational activities is of paramount importance. The activity program is a thoughtful, systematically organized instrumental, technical part of ensuring the implementation of conceptually justified goals and objectives. The relationship between the educational program and the program of activities of the institution is obvious.
Each school develops its own educational program, which is understood by the Law of the Russian Federation "On Education" as a regulatory and managerial document of an educational institution that characterizes the specifics of the content of education and the features of the organization of the educational process. The educational program shows how, taking into account specific conditions, an educational institution creates its own model of teaching, educating and developing students. The educational program of the school is purely individual, as it is designed to take into account the needs of specific students and their parents. That is why the educational program must have a creative beginning.
· Specially organized methods and procedures for optimizing the activities of an educational institution in the context of increasing interconnection, dynamics and renewal of social processes.
· A method of developing an educational program based on its rational division into procedures and operations with their subsequent coordination and synchronization of the choice of optimal means and methods for their implementation.
The educational program should clearly and clearly represent the peculiar features of the pedagogical system and those educational opportunities that are interesting or may become attractive in the future for children and parents. The content of the educational program of the institution cannot remain unchanged and be that “detached document” that is formally created once and for all. Changes in society, in the education system in connection with the formation of its variability, the emergence of innovative pedagogical systems and new types of educational institutions. However, the content of this document should always retain those fundamentals that correspond to its main purpose - the mission.
The focus of the educational program- this is a generalized, ideal definition of the result - the result (goal) of the implementation of the educational program, on which its content, methods, technologies, forms of organization of the educational process depend. The mandatory minimum content of each basic educational program is established by the relevant educational standard.
According to the Law of the Russian Federation "On Education", general education programs aimed at solving the problems of forming a general culture of the individual, adapting the individual to life in society, creating the basis for a conscious choice and development of professional educational programs.
Professional educational programs are aimed at solving the problems of consistent improvement of professional and general educational levels, training of specialists of appropriate qualifications (Article 9).
The results of mastering the content of educational programs by students depend on the level of education (level of the program), but in any case, this is a certain, unified amount of subject knowledge, skills, which guarantees the individual's social adaptation and profiling.
The Law of the Russian Federation "On Education" formulates General requirements to the content of education. They oblige all educational institutions in their program activities (orientations of educational programs) to focus not only on the goals of preserving and reproducing the civil and professional potential of society, but also on the following goals:
Ensuring self-determination of the individual, creating conditions for its self-realization;
· Development of society;
· Strengthening and improvement of the rule of law.
· Adequate world level of the general and professional culture of society;
Formation of a picture of the world adequate to the modern level of knowledge among students;
· Formation of a person and a citizen integrated into contemporary society and aimed at improving this society;
· Integration of personality into national and world culture;
· Development of human resource potential of the society.
This is the main mission of the education system in the Russian Federation, which sets the general direction of educational programs implemented by all educational institutions on the territory of the Russian Federation.
_________________
Questions for self-examination and reflection, practical tasks
State educational standard (purpose, structure)
Federal state educational standards are one of the main instruments for the implementation of constitutional guarantees of the human and citizen's right to education. With the adoption of the standard, not only the state can demand an appropriate educational result from the student. The student and his parents also have the right to demand that the school and the state fulfill their obligations. With regard to European and world standards of education, it should be noted that the “blurring of borders” leads to certain obligations on the part of educational institution, which guarantees not only the successful completion of training, but also getting a well-paid job. On the other hand, the student has certain guarantees, but also the need to constantly and qualitatively replenish his knowledge, showing himself, which is very important - constantly, as a qualified worker. This implies a constant improvement of the student's qualifications, the desire to constantly be in demand. In this context, the standard is a means of ensuring the planned level of education quality. Being stable over a certain range of time, the standard of education is dynamic and open to change, reflecting changing societal needs and the ability of the education system to meet them.
Obviously, at present, human activity is increasingly becoming fundamentally innovative. Human activity is growing in all areas of its activity. The processes of constant growth in the educational sphere can be further effectively developed only in the conditions of the formation of an innovative education system - a system focused on new educational results. In this regard, the transition to the Unified State Examination is a certain significant stage on the way to improving the state educational standards of the Russian Federation.
Federal state educational standards must provide:
1. the unity of the educational space of the Russian Federation;
2. continuity of educational programs of primary general, basic general, secondary (complete) general, primary vocational, secondary vocational and higher professional education.
Federal state educational standards include requirements for:
1. the structure of the main educational programs;
2. conditions for the implementation of basic educational programs;
3. the results of mastering the main educational programs.
Purpose and functions of state educational standards of the new generation
Today, the developing potential of educational standards is becoming increasingly important, ensuring the development of the education system in the face of changing demands of the individual and family, society's expectations and state requirements in the field of education.
1. a tool for organizing and coordinating the education system, serving as a guide for its development and improvement, a criterion for assessing the adequacy of educational activities to the new goals and values of education;
2. a means of ensuring the unity and continuity of individual levels of education in the context of the transition to continuous system education;
3. a factor regulating the relationship between the subjects of the education system (students, their families, teachers and heads of educational institutions), on the one hand, and the state and society, on the other;
4. one of the guidelines for creating a modern education infrastructure.
At the same time, the new version of the standard should create conditions for more efficient implementation of the traditional functions of standards as a means of legal regulation of the education system.
1. Ensuring the right to a full-fledged education, which consists in ensuring through the standard of “equal opportunities” guaranteed by the Constitution of the Russian Federation for every citizen “receiving a quality education”, i.e., the level of education that represents the necessary basis for the full development of the individual and the possibility of continuing education;
2. Ensuring the unity of the educational space of the country, which is a transition to a diversity of educational systems and types of educational institutions, requires a regulatory mechanism designed to stabilize the education system in the country. This stabilizing and regulating role should be played by educational standards. Without limiting the development of specific regional approaches, the availability of various types of schools, variable programs, educational standards fix the requirements for the results of mastering the basic general educational programs. Real educational programs of a particular educational institution in their content can vary significantly both in terms of the volume and depth of the training they offer to students, but all of them are required to ensure the implementation and achievement of the requirements of the standards. This will ensure within the country a guaranteed quality of training for school graduates, which can be relied upon when organizing further education. The standard is the most important factor in solving many demographic and social problems in the context of possible migration of the population; it will become the basis for recognizing the equivalence of education documents obtained in different regions, etc.;
3. ensuring the continuity of the main educational programs of primary general, basic general, secondary (complete) general, primary vocational, secondary vocational and higher professional education;
4. criteria-evaluative, which stems from the essence of the standard as a guide, following which the education system develops. Separate components of the system of documents that ensure the functioning of the standard carry the requirements for the content of education, the volume of the teaching load, the procedures for assessing the educational results of graduates, are an integral part of the assessment of the educational activities of teachers, educational institutions, the education system as a whole;
5. increasing the objectivity of assessment, the implementation of which is associated with the possibility of a radical restructuring of the existing system for monitoring and evaluating the quality of educational results based on a criterion-oriented approach to assessment and the use of a system of objective measures of the quality of graduate training and the effectiveness of educational institutions, the education system as a whole, determined by the standard .
Obtaining reliable information about the real state of affairs in the education system will create conditions for making informed management decisions at all levels - from the teacher (selection of optimal methods, timely correction, differentiation and individualization of education, etc.) to the leaders of public education (development and adoption of measures to improve the state of education at the regional and federal levels, making changes to programs and textbooks, improving the organization and management of education).
At the same time, the Concept of Federal State Educational Standards for General Education is being developed: project / Ros. acad. education; ed. A. M. Kondakova, A. A. Kuznetsova. - M.: Enlightenment, 2008., p. 19:
1. exemplary (basic) educational plans and programs;
2. systems for assessing the compliance of the content and quality of training of students with federal state educational standards in the process of attestation of graduates in various forms;
4. examination of textbooks, educational equipment and teaching aids for general education schools;
5. certification systems for teaching staff;
6. control measuring materials for an objective assessment and monitoring of educational achievements of students within the framework of the all-Russian system for assessing the quality of education;
7. Approaches and methods for calculating the mechanisms of budgetary financing of the education system, tariffication of teaching staff.
Thus, the State Educational Standards in the system of the existing legislative field of the education system become the most important regulatory legal act that establishes on behalf of the Russian Federation a certain set of the most general norms and rules governing the activities of the general secondary education system Senashenko V. S. On the conceptual foundations of federal state educational standards higher professional education / V. S. Senashenko / / Alma mater. - 2008. - N 9., p. 14.
The introduction of state educational standards into the system for ensuring the development of education is provided for by the Law of the Russian Federation "On Education". In accordance with the legislation of the Russian Federation, state educational standards act as the most important regulatory legal act of Russia, establishing a system of norms and rules that are mandatory for implementation in any educational institution that implements basic educational programs.
Existing state educational standards at the federal, regional level and at the level of an educational institution, in accordance with the document, are replaced by the federal state educational standard, which will include requirements for the results of mastering the main educational programs implemented by the educational institution.
At the same time, the implementation of higher vocational education programs can be carried out on the basis of educational standards and requirements independently established by federal universities, the list of which is approved by the President of the Russian Federation. At the same time, the educational institution retains the right to form a curriculum, as well as the ability of education authorities to influence its content, taking into account regional and national characteristics.
The new structure of the standard includes:
1. requirements for the results of mastering the main educational programs (for general, social, professional competencies, as well as knowledge, skills and development personal qualities students, ensuring the implementation of relevant competencies);
2. requirements for the structure of the main educational programs, including requirements for the ratio (volumes) of the components of the main educational program (humanitarian, natural sciences, mathematics, etc.), as well as the ratio of the mandatory part of the main educational program and the part that is formed by the participants in the educational process;
3. requirements for the conditions for the implementation of the main educational programs (i.e. requirements for ensuring the implementation of the main educational program).
The fundamental difference between the educational standards of the second and third generation should be their focus on the result of education. Educational Outcomes, expressing, in essence, the goals of education, are inextricably linked with the conditions in which the educational process is carried out. The goals reflect the needs of the individual, society, state in education. The conditions reflect the possibilities of society (the state) in providing education.
The law also spells out state requirements for the conditions for the implementation of the educational process.
1. staffing- characteristics of the necessary qualifications of teaching staff;
2. financial and economic support - the parameters of the relevant standards and mechanisms for their implementation;
3. material and technical support - general characteristics of the infrastructure of general education (including the parameters of the information and educational environment);
4. information support includes the necessary regulatory legal framework for general education and the characteristics of the intended information links of participants in the educational process.
Thus, the introduction of the federal state educational standard will allow the Concept of Federal State Educational Standards for General Education:
1. to ensure the unity of federal requirements for educational programs and the conditions for their implementation throughout the Russian Federation, the continuity of educational programs at various levels of education and the continuity in the historically established culture of the formation of educational programs;
2. to increase the exactingness in the development of the content of education by educational institutions of all levels, as well as to create prerequisites for more objective control over their activities;
3. promote the development of academic freedoms of educational institutions and take into account the peculiarities of the formation of educational programs for the training of scientific and scientific-pedagogical personnel.
All of the above will ultimately contribute to improving the quality of education, the competitiveness of Russian education at the international level and, as a result, the quality of life and well-being of Russians.
An important feature of the development of education in our time is its global nature. This feature reflects the presence of integration processes in modern world, intensive interactions between states in different areas public life. Education from the category of national priorities of highly developed countries is moving into the category of world priorities.
Modern civilization is entering a fundamentally new information (post-industrial) stage of its development, when the globalization of social and cultural processes on Earth is recognized as the leading world trend. However, globalization, along with its positive aspects, has also given rise to a number of serious global problems: social, economic, environmental, spiritual and moral. In accordance with the strategy for the sustainable development of modern civilization, adopted at the UN conference in 1992 in Rio de Janeiro, a new concept of education is required that is ahead of the prospects of the 21st century. The global mission in the field of education is carried out by the UN University (headquartered in Tokyo), founded in 1975 and being part of the UN system. The university is a unique educational research structure, which is a community of scientists and serves as a forum for finding new conceptual approaches to the development and solution of world problems.
For the transition to the European level of education, the State Educational Standards are undergoing rethinking and significant changes. Educational results, which are also the goals of education, are inextricably linked with the conditions in which the educational process is carried out. The goals reflect the needs of the individual, society, state in education. The conditions reflect the possibilities of society (the state) in providing education. The result of education is determined by the following directions for the formation of personality traits:
1. personal development;
2. social development;
3. general cultural development;
4. intellectual development;
5. communicative development.
Thus, the State Educational Standards are becoming the most important regulatory legal act, establishing on behalf of the Russian Federation a certain set of the most general norms and rules governing the activities of the general education system.
One of the modern trends in the development of the content of education is its standardization, which is caused by two circumstances. First of all, the need to create a single pedagogical space in the country, thanks to which a single level of general education will be provided for young people in different types of educational institutions. The standardization of the content of education is also due to the task of Russia's entry into the system of world culture, which requires taking into account the trends in the development of the content of general education in international educational practice.
The concept of a standard comes from the English word standart, meaning a norm, a sample, a measure. The main purpose of standards is the organization and regulation of relations and activities of people, which is aimed at the production of products with certain properties and qualities that meet the needs of society.
Standardization, which is understood as the development and use of standards, is an objectively necessary activity to streamline practice, its stabilization into integral systems that meet the historically changing needs of society.
The standard of education is understood as a system of basic parameters accepted as the state norm of education, reflecting the social ideal and taking into account the possibilities of a real person and the education system to achieve this ideal (V.S. Lednev).
In this sense, the standardization of education in the developed countries of the world has long been carried out through the development of curricula and programs, the establishment of a certain level of education, etc. However, the term "standard" in relation to education has been used relatively recently.
Along with the law "On Education", the standard of education is the main normative document, bearing the interpretation of a certain part of the Law. It develops and concretizes such characteristics of education as the content, its level and form of presentation, indicates the methods and forms of measurement and interpretation of learning outcomes. The standard ensures the stability of the required level of education, its constant reproduction and improvement, which meets the prospects for the development of society.
An important indicator of the education system is the degree of democracy of its standard, which is primarily characterized by the ratio of the share of education, centrally normalized by the authorities, with the share of education, independently determined by educational institutions.
The Law of the Russian Federation "On Education", as amended in 1996, provides that government bodies authorities only standardize the minimum required level of education. Determination of the content of education in excess of this norm is within the competence of educational institutions. That is why the state standard of general secondary education distinguishes three levels: federal, national-regional and school.
The federal component determines those standards, the observance of which ensures the unity of the pedagogical space in Russia, as well as the integration of the individual into the system of world culture.
The national-regional component contains regulations in the field mother tongue and literature, history, geography, art, labor training, etc. They are within the competence of the regions and educational institutions.
Finally, the standard establishes the scope of the school component of the content of education, reflecting the specifics and direction of a particular educational institution.
So, the standard of education, on the one hand, reflects the obligations of the state to its citizen, and on the other hand, the citizen to the state in the field of education. The state requires its citizen to achieve a certain standard of education and guarantees, in turn, the necessary level of educational services for this.
The federal and national-regional components of the education standard include:
Description of the content of education at each of its levels, which the state provides to the student in the amount of the necessary general education;
requirements for the minimum necessary such training for students within the specified scope of content;
the maximum allowable amount of teaching load for schoolchildren by year of study.
The essence of the standard of general secondary education is revealed through its functions, which are diverse and closely related. Among them, the functions of social regulation, humanization of education, management, and improvement of the quality of education should be singled out.
The function of social regulation is caused by the transition from a unitary school to a variety of educational systems. Its implementation implies a mechanism that would prevent the destruction of the unity of education. During the period of active search for new ways and models of education, educational standards are called upon to play a stabilizing and regulatory role, without limiting the development of specific regional approaches, the emergence of various types of schools, and the creation of variable programs.
Educational standards fix the volume and level of a full-fledged basic general education. Real programs in their content may differ significantly from the standard both in terms of the breadth and depth of the training they offer to students, but all of them are required to provide a level not lower than that specified by the standard. This makes it possible to achieve within the country some guaranteed quality of training for school graduates, which can be relied upon when organizing further education. This ensures the equivalence of education - the most important factor in solving many demographic and social problems: the possibility of population migration, the recognition of educational documents received in different regions, etc.
The function of the humanization of education is associated with the approval of its personality-developing essence with the help of standards.
A clear definition of the minimum requirements for the general education of students opens up opportunities for differentiation of education, providing for the possibility of mastering the material at different levels. Thus, prerequisites are created for resolving the contradiction between the rights and obligations of the student: the student is obliged to fulfill state requirements for the level of general education and has the right, if there is a corresponding desire, to move further in mastering the content of education.
The right to limit oneself in the study of a difficult or unloved subject minimum requirements frees the student from the unbearable total academic load and allows him to realize his interests and inclinations. At the same time, open information about standards enables the student to consciously choose individual trajectory of its development.
This approach to the content of general education in to a large extent removes unjustified emotional and psychological stress of students, allows everyone to study at the highest possible level, forms positive motives for learning and creates conditions for the full development of the student's personality.
The management function is associated with the possibility of reorganizing the existing system for monitoring and evaluating the quality of learning outcomes.
The introduction of standards makes it possible to exclude spontaneity and voluntarism in the development of a system of criteria for the quality of education for schoolchildren, to increase the objectivity and information content of control, and to unify assessments. Obtaining reliable information about the real state of affairs in the school will create conditions for making informed management decisions at all levels of education.
State educational standards allow to carry out the function of improving the quality of education. They are designed to fix the minimum required volume of the content of education and set the lower acceptable limit of the level of education. Prior to their introduction, nationwide mandatory norms did not exist. The existing guidelines and ideas about the quality of general education developed spontaneously, were aimed at the most prepared schoolchildren and were inaccessible to a significant part of the students. The absence of clearly defined limits of assimilation led to the fact that the real level of knowledge of many graduates turned out to be extremely low, and high level The level of education of individual students did not solve the problem of the quality of education in general.
The introduction of educational standards makes it possible to solve the issue of guaranteed achievement by each student of a certain, predetermined level of the basic culture of the individual, contributes to an increase in the general level of education and, consequently, to an increase in the quality of education in general.
Thus, the implementation of the main functions of the standard of general education helps to ensure the unity of the educational space in the context of a variety of types of schools, national and regional models of education; the formation of students' positive motivation for learning due to the increase in the availability of educational material, the normalization of the teaching load, knowledge of the requirements for the level of education and the criteria for its assessment; transition to evaluating the results of a teacher's work on the basis of compliance educational achievements schoolchildren to the standard of education; making informed management decisions; guaranteed allocation in the curriculum of time for classes of the choice of students in accordance with their abilities, interests and inclinations.
Until now, general education standards in our country and abroad have been presented in the form of programs and requirements for the level of preparation of schoolchildren in individual academic subjects. General structure the content of education was determined by the standard curriculum, which was formed in a purely empirical way. The standard of education makes it possible to designate not empirically assigned academic subjects, but basic educational areas, the set of which is scientifically substantiated. Based on the totality of these areas, which constitute the invariant (basic) core of general secondary education, a wide variety of working curricula can be developed.