The fundamental core of the content of education in informatics. Fundamental core of fgos noo
Comrades! Let's get down to a tasty and exciting topic today. educational standards. This problem has legs growing from several cornerstones:
1. The concept of spiritual and moral development and education of the personality of a citizen of Russia.
2. The concept of long-term social - economic development Russian Federation.
3. The fundamental core of the content of general education.
4. Message from the President to the Federal Assembly.
5. Federal law on education in the Russian Federation.
We will consider these things separately, starting with the fundamental core. The fundamental core of the content of general educationniya - the basic document required to create basiccurricula, programs, teaching materials and allowances. The core includes basic national values, fundamental elements of scientific knowledge and universal learning activities. Let's take a quick look at all these things.
Geography
Studying geography at school allows you to form comprehensive, systemic and socially orientedvision of the Earth as a planet of people, which is one offundamentals of practical everyday life. Geography is onenatural science that studies natural and social phenomenaresearch, structure, functioning and evolution of geographicalshell as a whole, its individual parts, natural andnatural and social geosystems and their components in order toscientific justification territorial organization of societyva. Moreover, geography is the only science thatintroduces students to the territorial (regional)as a special method of scientific knowledge and toolsvolume of impact on natural and socio-economic
processes.
nature, population and economy of the Earth (increasing the level culture in society), familiarization with the essence of naturaland man-made processes for personal safety.
Story
The need to study history in school is determined by its cognitive and worldview properties. Headstask of the school historical education— formirostudents' understanding of historical thinking as the basis of citizenshipDanish identity of a value-oriented personality.
The main goals of studying history at school:
- the formation of the younger generation of historical landmarks of self-identification in the modern world;
- mastering students' knowledge about the main stages of time development of human society from antiquity to the present day insocial, economic, political, spiritual and temperprivate areas; development in a form accessible to studentsbased on the generalization of the factual material of the problematic,dialectical understanding of history; mastering the integrativesystems of knowledge about the history of mankind, with special attentionto the place and role of Russia in the world-historical cess;
- education of students in the spirit of respect for the history of their Fatherland as a single and indivisible multinational citya state built on the basis of the equality of all peoplesRussia, in the spirit of patriotism and internationalism, in mutualmutual understanding and respect between peoples, rejection of shovinism and nationalism in any form, militarism andwar propaganda; development in students of the desire to contributecontribution to the solution of global problems of our time;
- development of students' abilities on the basis of historical analysis and problematic approach comprehend the processesbeing and phenomena in their dynamics, interrelation and interdependencefishing, taking into account the principles of scientific objectivity and historicism;
- the formation of a public price system among students based on the understanding of patterns and progressivesocial development and awareness of the priority ofnatural interest over the personal and the uniqueness of eachpersonality, revealing itself fully only in society and through society;
- development of a modern understanding of history in context those of humanitarian knowledge and social life;
- development of skills in historical analysis and synthesis, developing an understanding of the mutual influence of historical events and processes.
Social science
In science, the term "social science" ("society knowledge") unites all the sciences of society. In the systemsocial science (social science) is calledacademic discipline representing a system of knowledge aboutsociety, except for historical ones, which are given in another educationalthe subject is history. Social science is studied based onhistorical knowledge. History is learned usingconcepts formed in the course of social science. Both itemsThey are interrelated but do not replace each other. In the knowrii studies the past in its concrete, uniquelike; in the course of social science knowledge about societylen in a generalized form and to the greatest extent invertedto the present. Both subjects have their own new value.
Social science education is a necessary condition optimal socialization of the individual, contributing to its
entry into the world of human culture and social values and at the same time the discovery and approval of the unicalic and unique own "I".
Now compare that to that ever-memorable textbook...Maths
Mathematics is the science of the most general and fundamental structures of the real world, which provides the most important apparatus
and source of principle ideas for all natural UK and modern technologies. All scientific and technical
the progress of mankind is directly related to the development of mathematics tics. Therefore, on the one hand, without knowledge of mathematics
impossible to develop an adequate view of the world. On the other hand, a mathematically educated personthan to enter into any new objective problem for him.
Mathematics allows you to successfully solve practical problems dachas: optimize the family budget and properly distributeshare time, critically navigate the statistical,economic and logical information, correctly evaluateevaluate the profitability of possible business partners and offerzheniya, to carry out simple engineering and technical raceschety for practical tasks.
Mathematics education is a tried and tested for centuries yami remedy intellectual development under conditions of massowl training. This development is ensured by the adoptedin quality mathematics education systematicallykim, deductive presentation of the theory in combination with resolving well-chosen tasks. Successful studymathematics facilitates and improves the study of other educational disciplines.
Mathematics is the most exact of the sciences. Therefore, educational the subject "Mathematics" has an exceptional educationintellectual potential: educates the intellectual corerectitude, critical thinking, ability to distinguishreasonable and unreasonable judgments, accustoms to proprolonged mental activity.
As they say, "every day we use numbers"...
Informatics
Informatics is a scientific discipline about laws the flow of information processes in various environmentsdata, as well as methods and means of their automation.
Information processes are a fundamental real the nature of the surrounding world and the defining component of the modernchanging information civilization. Computer science givesthe key to understanding numerous phenomena and processes innatural sciences, sociology, economics, history rii and others.
Computer science has not yet taken shape as a deductive theory, nevertheless, in the process of teaching this discipline, the layera well-defined system of concepts and the logic of theirdevelopment: from information processes as a phenomenon of reto information models as a tool forknowledge of this phenomenon with the transition to areas of applicationacquired knowledge.
The main goals of studying computer science at school:
- mastering the knowledge that forms the basis of scientific statements about information, information processes, systemstopics, technologies and models;
- development of cognitive interests, intellectual and creative abilities by means of ICT;
- fostering a responsible attitude to information with taking into account the legal and ethical aspects of its distribution,
- selective attitude to the information received;
- mastering the skills to work with various types of formation using a computer and other means of informationinformation and communication technologies (ICT), organizationto call their own information activities and plannirovat its results;
- development of skills in the use of ICT tools in all daily life, when performing individual and collectiveactive projects, in learning activities, with furthermastering professions that are in demand on the labor market.
Achieving these goals in full is possible if, within the educational process and saindependent work, students are provided with access to environmentsInformation and Communication Technologies
(computers, devices and tools, connect to computers, non-computer information
resources).
Physics
Physics is a science that studies the most general laws nature of natural phenomena, properties and structure of matter, lawsus her movements. Basic concepts of physics and its lawsused in all natural sciences.
Physics studies the quantitative laws of nature phenomena and refers to the exact sciences. However, gumanitarian potential of physics in the formation of a common carmud of the world and the impact on the quality of life of mankind is very high
Physics - experimental science who studies natural phenomena through experience. The construction of theoretical modesLei physics gives an explanation of the observed phenomena, the formdiscovers physical laws, predicts new phenomena,creates the basis for the application open laws naturein human practice. physical laws lie at the coreall chemical, biological, astronomical phenomena.
Due to the noted features of physics, it can be considered basis of all natural sciences.In the modern world, the role of physics is constantly growing,since physics is the basis of the scientific and technical programspring. The use of knowledge in physics is necessary for everymu to solve practical problems in everyday life.
The device and principle of operation of most used in household and technology devices and mechanisms may well becomea good illustration of the issues under study.
Chemistry
The school chemistry course includes a volume of chemical knowledge necessary for the formation in the minds of schoolchildrencov chemical picture of the world. This knowledge, along with physicalare at the center of natural science and fillspecific content, many fundamental representationslore about the world. In addition, a certain amount of chemicalknowledge is necessary both for everyday life and foractivity in all fields of science, national economy,including those not directly related to chemistry. Himieducation is also necessary to create in schoolsno clear ideas about the role of chemistry in solvingenvironmental, raw materials, energy, foodnyh, medical problems of mankind.
Biology
The main goals of studying biology at school:
- the formation of a scientific worldview based on knowledge about living nature and its inherent laws, biological systems;
- mastery of knowledge about the structure, life, diversity and environment-forming role of living organisms;
- mastering the methods of cognition of wildlife and the ability to yami to use them in practice;
- nurturing a value attitude towards wildlife, own health and the health of others, culturebehavior in the environment, i.e. hygienic, geneticchesky and ecological literacy;
- mastering the skills to comply with hygiene standards and the rules of a healthy lifestyle, evaluate the consequencesits activities in relation to the environment, healthythe blood of other people and your own body.
At the same time, there is Orthodox biology...
Art
Art - special form public knowledge and way of artistic exploration of the world. The meaning of art
for a comprehensive school is determined in the first place among its content - moral and aesthetic experiencemankind, accumulated over many centuries.
Modern understanding of the specifics of cognitive processes owls, the very nature of human thinking, where there is arational (scientific) and figurative, emotional perceptionthe world, make art indispensable for a harmoniousand all-round development of students.
The potential of art is immeasurably huge in relation to education of aesthetic feelings and emotional culture,
the formation of a national self-awareness, intercultural interaction and feelings fromresponsibility. Art education is directly relatedwith the development of human creative abilities, with productivenoah artistic! creative activity basedon the figurative nature of art, the nature of the artisticcreativity and the generic ability of a person to creatively master make peace.
The purpose of teaching art at school is to educate natural culture as part of the entire spiritual culture of the studentbased on specific methods of aestheticknowledge (observation of art, comprehension of the world throughliving, artistic generalization, meaningful analysisworks, modeling of artistic and creativeprocess). The logic of studying art in school is determinedthousand-year history of the development of its individual species,wide variety of artistic creativity and allpeaceful spiritual heritage of enduring significance:"Fine Arts" and "Music"; "Art" (inintegrated course); "World Art".
Physical Culture
Physical culture as an invariant educational discipline of the Basic Curriculum occupies a special placethen in the school system, ensuring the unityphysical, spiritual and social development students.
Having as a subject of study the historical yusya area of culture, this discipline allows you tonoticeably form a culture of movements, a culture of physiqueand culture of health. The latter is highthe level of functionality of the main op systemsganism, its sufficient adaptability and resistance tofavorable factors external environment, physical developmentsome qualities and psychophysical abilities.
Taking into account all the above, the discipline "Physical culture” in the content of general education isthe subject of physical activity, orientedon the formation of a versatile physically developed personalityty, able to actively use the values of physicalculture to strengthen and long-term preservation of their owngood health, optimization labor activity, organitions active rest and leisure.
Fundamentals of life safety
Security is the protection of vital interests of the individual, society and the state from external and internalearly threats. In the modern world, dangerous and emergencysituations of natural, technogenic and social naturebecome an objective reality for every person. They arethreaten his life and health, cause enormous damageenvironment, society and the state.
At present, the solution of issues of security without danger has become one of the urgent needs of everyone
individual, society and state. Analysis of the tragic consequences of various dangerous andemergencies shows that in more than 80% of casesThe reason for the death of people is the human factor.
Tragedy most often occurs due to non-compliance with human com of a complex of security measures in various life
situations.
The security situation in the country ness, urgently requires strengthening training growing upof the current generation of Russians in the field of life safetyon the basis of an integrated approach to the formationthey have a modern level of life safety cultureactivities, including a healthy lifestyle.
Universal learning activities
This is nothing more than "the ability to learn." It is divided into personal, regulatory, cognitive and communicative blocks. In the text, these things are described in detail, but we will not dwell on this.
Conclusion
The fundamental core is pleasant in all respects, and the more intriguing is the question: why do government initiatives in the field of education run counter to this policy document? We will try to figure it out in future posts, stay tuned.
THE FUNDAMENTAL CORE OF THE CONTENT OF GENERAL EDUCATION
THE CONCEPT OF THE FUNDAMENTAL CORE OF THE CONTENT OF GENERAL EDUCATION
The fundamental core of the content of general education is the basic document necessary for the creation of basic curricula, programs, teaching materials and manuals. Its main purpose in the system of normative support of standards is to determine:
1) a system of leading ideas, theories, basic concepts related to the areas of knowledge presented in high school;
2) the composition of the key tasks that ensure the formation universal species learning activities, adequate to the requirements of the standard for the results of education.
To implement these functions in the Fundamental core of the content of general education, the following are fixed:
fundamental elements of scientific knowledge of a methodological, system-forming and ideological nature,
intended for compulsory study in a general education school: key theories, ideas, concepts, facts, methods, both of a universal nature and related to individual branches of knowledge and culture;
·
universal learning activities
, on the formation of which the educational process is directed. These include personal universal learning activities; regulatory actions; cognitive activities; communicative universal learning activities. Definition of the Fundamental core of the content of general education is an important component a new concept of general education standards, based, in particular, on the thesis of the need to separate the problem of generalized requirements for the results of education and the problem of the specific content of general secondary education.
Thus, the fundamental core of the content of general education actually normalizes both the content of curricula and the organization of educational activities in individual academic subjects, defining the elements of scientific and functional literacy, without mastering which or without familiarity with which the level of general education achieved by a graduate Russian school the beginning of the 21st century, cannot be considered sufficient for a full-fledged continuation of education and subsequent personal development.
The fundamental core, as a means of universalizing the content of general education, makes it possible to realize the most important requirements of society for educational system:
maintaining unity educational space, continuity of the levels of the educational system;
Ensuring equality and accessibility of education with different starting opportunities;
· the achievement of social consolidation and harmony in the conditions of the growth of social, ethnic, religious and cultural diversity of our society on the basis of the formation of civil identity and community of all citizens and peoples of Russia;
· the formation of a common activity basis as a system of universal educational actions that determine the ability of a person to learn, learn, cooperate in the knowledge and transformation of the surrounding world.
The theoretical basis of the Fundamental Core of General Education is the ideas previously formulated in Russian pedagogy and psychology:
The "core" and "shell" of school courses (A. I. Markushevich);
allocation of the "amount of knowledge" in the subject (A. N. Kolmogorov);
· cultural approach to the formation of the content of education (M. N. Skatkin, I. Ya. Lerner, V. V. Kraevsky);
system-activity approach (L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, P. Ya. Galperin, L. V. Zankov, V. V. Davydov, A. G. Asmolov, V. V. Rubtsov).
Stage I (pre-subject) - the formation of general theoretical ideas about the composition and structure of the content of education.
Stage II (subjective) - determination of the composition of educational subjects, their specific content and distribution according to the levels of education.
III stage - creation of educational materials.
Stage IV - organization of the learning process.
Stage V - appropriation of new content by students.
Universal learning activities
The changes taking place in modern society require the accelerated improvement of the educational space, the definition of the goals of education, taking into account state, social and personal needs and interests. In this regard, the priority direction is to ensure the development potential of new educational standards. The development of the individual in the education system is ensured primarily through the formation of universal educational activities (UUD), which act as an invariant basis of educational and educational process. Mastering universal educational actions by students acts as the ability for self-development and self-improvement through the conscious and active appropriation of new social experience. UUD create an opportunity for independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, i.e. the ability to learn. This possibility is ensured by the fact that universal learning activities are generalized methods of action that open up a broad orientation of students in various subject areas.
In a broad sense, the term "universal learning activities" means the ability to learn, that is, the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience.
In a narrower (actually psychological) meaning, the term "universal learning activities" can be defined as a set of student's actions (as well as related learning skills) that ensure his ability to independently acquire new knowledge and skills, including the organization of this process.
Functions of universal learning activities include:
- ensuring the student's ability to independently carry out learning activities, set learning goals, seek and use the necessary means and ways to achieve them, control and evaluate the process and results of activities;
- creation of conditions for the harmonious development of the personality and its self-realization on the basis of readiness for continuous education, the need for which is due to the multicultural society and high professional mobility;
- ensuring the successful assimilation of knowledge, the formation of skills, abilities and competencies in any subject area.
Universal educational activities should be the basis for choosing and structuring the content of education, techniques, methods, forms of education, as well as building a holistic educational process.
Mastering universal learning activities by students takes place in the context of different educational subjects and ultimately leads to the formation of the ability to independently successfully assimilate new knowledge, skills and competencies, including the independent organization of the assimilation process, i.e. the ability to learn.
Thus, the achievement of the ability to learn involves the full development of all components of educational activity, which include: 1) educational motives, 2) learning goal, 3) learning task, 4) learning activities and operations (orientation, transformation of material, control and evaluation).
An important place in the teaching of school disciplines should also be occupied by the so-called meta-subject learning activities. “Meta-subject” (i.e., “over-subject” or “metacognitive”) actions are understood as the mental actions of students aimed at analyzing and managing their own cognitive activity, whether it is defining a solution strategy mathematical problem, memorizing factual material on history or planning a joint (with other students) laboratory experiment in physics or chemistry.
Types of universal learning activities
As part of the main types of universal educational activities, dictated by the key goals of general education, four blocks can be distinguished: 1) personal; 2) regulatory (including also the actions of self-regulation); 3) cognitive;
4) communicative. Let's present the named UUD blocks in a little more detail.
The block of personal universal educational actions includes vital, personal, professional self-determination; actions of sense formation and moral and ethical assessment, implemented on the basis of the value-semantic orientation of students (readiness for life and personal self-determination, knowledge of moral norms, the ability to highlight the moral aspect of behavior and correlate actions and events with accepted ethical principles), as well as orientation in social roles and interpersonal relationships.
In the process of self-determination, a person solves two problems: building individual life meanings and building life plans in a time perspective (life design). With regard to learning activities, two types of actions necessary in student-centered learning should be highlighted. This is, firstly, the action of meaning formation, i.e., the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result - the product of learning that stimulates activity, and what it is for. The student must ask himself: what meaning and meaning does the teaching have for me? - and be able to answer it. Secondly, it is the action of the moral and ethical evaluation of the content being assimilated based on social and personal values.
The block of regulatory actions includes actions that ensure that students organize their learning activities: goal-setting as setting a learning task based on the correlation of what is already known and learned by the student, and what is still unknown; planning - determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions; forecasting - anticipation of the result and the level of assimilation, its temporal characteristics; control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard; correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the real action and its product; assessment - the selection and awareness by students of what has already been learned and what is still to be learned, awareness of the quality and level of assimilation. Finally, the elements of volitional self-regulation as the ability to mobilize forces and energy, to volitional effort (to make a choice in a situation of motivational conflict), to overcome obstacles.
In the block of universal actions of a cognitive orientation, it is advisable to distinguish between general educational, including sign-symbolic and logical, actions of setting and solving problems. General educational activities include: independent selection and formulation of a cognitive goal; search and selection of the necessary information; application of information retrieval methods, including using computer facilities; sign-symbolic actions, including modeling (transformation of an object from a sensual form into a model, where the essential characteristics of the object are highlighted and the transformation of the model in order to identify the general laws that define this subject area); the ability to structure knowledge; the ability to consciously and voluntarily build speech statement in oral and written form; selection of the most effective ways of solving problems depending on specific conditions; reflection of the methods and conditions of action, control and evaluation of the process and results of activities; semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information from the listened texts of various genres; definition of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate assessment of the language of the media; the ability to adequately, in detail, concisely, selectively convey the content of the text, compose texts of various genres, observing the norms of text construction (correspondence to the topic, genre, style of speech, etc.).
Communicative actions provide social competence and consideration of the position of other people, a partner in communication or activity, the ability to listen and engage in dialogue, participate in a collective discussion of problems, the ability to integrate into a peer group and build productive interaction with peers and adults. Accordingly, the composition of communicative actions includes: planning educational cooperation with a teacher and peers - determining the goal, functions of participants, ways of interaction; posing questions - proactive cooperation in the search and collection of information; permission
conflicts - identification, identification of problems, searches, evaluation alternative ways conflict resolution, decision making and its implementation; partner behavior management - control, correction, evaluation of partner actions; the ability to express one's thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; possession of monologue and dialogic forms of speech in accordance with grammatical and syntactic norms mother tongue.
FEDERAL STATE EDUCATIONAL STANDARD
PRIMARY GENERAL EDUCATION
1. The Federal State Educational Standard for Primary General Education (hereinafter referred to as the Standard) is a set of requirements that are mandatory for the implementation of the main educational program of primary general education by educational institutions with state accreditation.
The standard includes the requirements:
to results mastering the main educational program of primary general education;
to structure the main educational program of primary general education, including the requirements for the ratio of parts of the main educational program and their volume, as well as the ratio of the mandatory part of the main educational program and the part formed by the participants in the educational process;
to the conditions of implementation the main educational program of primary general education, including personnel, financial, logistical and other conditions.
The requirements for the results, structure and conditions for mastering the main educational program of primary general education take into account the age and individual characteristics of students at the stage of primary general education, the inherent value of the stage of primary general education as the foundation of all subsequent education.
2. The standard takes into account the educational needs of children with disabilities.
3. The standard is the basis for an objective assessment of the level of education of students at the stage of primary general education.
4. The normative term for mastering the basic educational program of primary general education is four years.
5. The standard has been developed taking into account the regional, national and ethno-cultural needs of the peoples of the Russian Federation.
6. The standard aims to provide:
equal opportunities to receive quality primary general education;
spiritual and moral development and education of students at the stage of primary general education;
continuity of the main educational programs of primary general education;
preservation and development of cultural diversity and linguistic heritage of the multinational people of the Russian Federation;
formation of a criterion assessmentthe results of mastering the main educational program of primary general education by students;
conditions for the effective implementation and development by students of the main educational program of primary general education, including the provision of conditions for the individual development of all students, especially those who are most in need of special learning conditions - gifted children and children with disabilities.
7. The Standard is based on a system-activity approach, which involves:
education and development of personality traits that meet the requirements of the information society, innovative economy, the tasks of building a democratic civil society based on tolerance, dialogue of cultures and respect for the multinational, multicultural and multi-confessional composition of Russian society;
ensuring the continuity of preschool, primary general, basic and secondary (complete) general education;
a variety of organizational forms and taking into account the individual characteristics of each student (including gifted children and children with disabilities);
8. In accordance with the Standard, at the level of primary general education, the following is carried out:
formation of the foundations of civic identity and worldview of students;
the formation of the foundations of the ability to learn and the ability to organize one's activities - the ability to accept, maintain goals and follow them in educational activities, plan one's activities, monitor and evaluate them, interact with the teacher and peers in the educational process;
spiritual and moral development and education of students, providing for the adoption by them of moral standards, moral attitudes, national values;
strengthening the physical and spiritual health of students.
The standard is focused on the formation of personal characteristics graduate ("portrait of a primary school graduate"):
Loving his people, his land and his homeland;
Respecting and accepting the values of family and society;
Inquisitive, actively and interested in knowing the world;
Possessing the basics of the ability to learn, capable of organizing their own activities;
Ready to act independently and be responsible for their actions to the family and society;
Friendly, able to listen and hear the interlocutor, justify his position, express his opinion;
Fulfilling the rules of a healthy and safe lifestyle for yourself and others.
Requirements for the results of development
the main educational program of primary general education
9.
The standard establishes requirements for the results of students who have mastered the basic educational program of primary general education:
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 (cognitive, regulatory and communicative) 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.
10. Personal Outcomes mastering the main educational program of primary general education should reflect:
1) the formation of the foundations of Russian civic identity, a sense of pride in their homeland, the Russian people and the history of Russia, awareness of their ethnic and national identity; formation of values of the multinational Russian society; the formation of humanistic and democratic value orientations;
2) the formation of a holistic, socially oriented view of the world in its organic unity and diversity of nature, peoples, cultures and religions;
3) the formation of a respectful attitude towards a different opinion, history and culture of other peoples;
4) mastering the initial skills of adaptation in a dynamically changing and developing world;
5) acceptance and development of the social role of the student, the development of motives for learning activities and the formation of the personal meaning of learning;
6) development of independence and personal responsibility for one's actions, including in information activities, based on ideas about moral standards, social justice and freedom;
7) the formation of aesthetic needs, values and feelings;
8) development of ethical feelings, goodwill and emotional and moral responsiveness, understanding and empathy with the feelings of other people;
9) development of skills of cooperation with adults and peers in different social situations, the ability not to create conflicts and find ways out of contentious situations;
10) formation of an attitude towards a safe, healthy lifestyle, the presence of motivation for creative work, work for results, respect for material and spiritual values.
11. Meta-subject results of mastering the main educational program of primary general education should reflect:
mastering the ability to accept and maintain the goals and objectives of educational activities, the search for means of its implementation;
mastering ways to solve problems of a creative and exploratory nature;
formation of the ability to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation; determine the most effective ways to achieve results;
formation of the ability to understand the reasons for the success / failure of educational activities and the ability to act constructively even in situations of failure;
mastering the initial forms of cognitive and personal reflection;
active use of speech means and means of information and communication technologies (hereinafter referred to as ICT) for solving communicative and cognitive tasks;
use of various search methods (in reference sources and open educational information space Internet networks; comply with the norms of information selectivity, ethics and etiquette;
mastering the skills of semantic reading of texts of various styles and genres in accordance with the goals and objectives; consciously build a speech statement in accordance with the tasks of communication and compose texts in oral and written forms;
mastering the logical actions of comparison, analysis, synthesis, generalization, classification according to generic characteristics, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts;
willingness to listen to the interlocutor and conduct a dialogue; readiness to recognize the possibility of the existence of different points of view and the right of everyone to have their own; express your opinion and argue your point of view and assessment of events;
definition common purpose and ways to achieve it; the ability to agree on the distribution of functions and roles in joint activities;
mastering the initial information about the essence and characteristics of objects, processes and phenomena of reality (natural, social, cultural, technical, etc.) in accordance with the content of a particular academic subject;
12. Psubstantive results of mastering the basiceducational program of primary general educationtaking into account the specifics of the content of subject areas that include specific academic subjects, should reflect:
12.1. Philology
Russian language. Native language:
the formation of initial ideas about the unity and diversity of the linguistic and cultural space of Russia, about language as the basis of national identity;
understanding by students that the language is a phenomenon of national culture and the main means of human communication, awareness of the importance of the Russian language as the state language of the Russian Federation, the language of interethnic communication;
the formation of a positive attitude to the correct oral and written speech as indicators of the general culture and civic position of a person;
Literary reading. Literary reading in native language:
understanding of literature as a phenomenon of national and world culture, a means of preservation and transmission moral values and traditions;
awareness of the importance of reading for personal development;
understanding the role of reading, using different types reading (introductory, studying, selective, search);
the ability to independently choose the literature of interest; use reference sources for understanding and obtaining additional information.Foreign language:
acquisition of initial communication skills in oral and written form with native speakers of a foreign language based on their speech capabilities and needs; mastering the rules of verbal and non-verbal behavior;
the formation of a friendly attitude and tolerance towards native speakers of another language based on acquaintance with the life of their peers in other countries.
12.2. Mathematics and Computer Science:
acquisition of initial experience in the application of mathematical knowledge to solve educational and cognitive and educational and practical problems;
the ability to perform oral and written arithmetic operations with numbers and numerical expressions, solve text problems, the ability to act in accordance with the algorithm and build simple algorithms, explore, recognize and depict geometric shapes, work with tables, diagrams, graphs and diagrams, chains, collections, present, analyze and interpret data;
acquisition of initial ideas about computer literacy.
12.3. Social science and natural science (World around):
understanding the special role of Russia in world history, fostering a sense of pride in national achievements, discoveries, victories;
the formation of a respectful attitude towards Russia, the native land, one's family, history, culture, nature of our country, its modern life;
awareness of the integrity of the surrounding world, mastering the basics of environmental literacy, the elementary rules of moral behavior in the world of nature and people, the norms of health-saving behavior in the natural and social environment;
mastering available ways of studying nature and society (observation, recording, measurement, experience, comparison, classification, etc., with obtaining information from family archives, from people around, in an open information space);
development of skills to establish and identify cause-and-effect relationships in the surrounding world.
12.4. Fundamentals of the spiritual and moral culture of the peoples of Russia:
readiness for moral self-improvement, spiritual self-development;
acquaintance with the basic norms of secular and religious morality, understanding their significance in building constructive relationships in the family and society;
understanding the importance of morality, faith and religion in the life of a person and society;
formation of initial ideas about secular ethics, about traditional religions, their role in the culture, history and modernity of Russia;
initial ideas about the historical role of traditional religions in the formation of Russian statehood;
the formation of the internal setting of the individual to act according to his conscience; education of morality based on freedom of conscience and religion, spiritual traditions of the peoples of Russia;
awareness of the value of human life.
12.5. Art
Art:
formation of initial ideas about the role visual arts in a person's life, his role in the spiritual and moral development of a person;
the formation of the foundations of artistic culture, including on the material of artistic culture native land, aesthetic attitude to the world; understanding of beauty as a value; needs for artistic creativity and in communication with art;
Music:
the formation of initial ideas about the role of music in human life, its role in the spiritual and moral development of a person;
the formation of the foundations of musical culture, including on the material of the musical culture of the native land;
the ability to perceive music and express their attitude to a piece of music;
the use of musical images in the creation of theatrical and musical-plastic compositions, the performance of vocal and choral works, in improvisation.
12.6. Technology:
obtaining initial ideas about the creative and moral significance of labor in the life of a person and society; about the world of professions and the importance of choosing the right profession;
assimilation of the initial ideas about material culture as a product of subject-transforming human activity;
acquisition of self-service skills; mastering the technological methods of manual processing of materials; learning safety rules;
12.7. Physical Culture:
formation of initial ideas about the importance of physical culture for improving human health;
mastering the skills to organize health-saving life activities (daily routine, morning exercises, recreational activities, outdoor games, etc.);
the formation of the skill of systematic monitoring of one's physical condition, the magnitude of physical activity, health monitoring data (height, body weight, etc.), indicators of the development of the main physical qualities(strength, speed, endurance, coordination, flexibility).
13. At the final assessment the quality of mastering the main educational program of primary general education in the framework of monitoring progress in the process of mastering the content of individual academic subjects should take into account the readiness to solve educational and practical and educational and cognitive tasks based on: a system of knowledge and ideas about nature, society, man, technology; generalized methods of activity, skills in educational, cognitive and practical activities; communication and information skills; knowledge systems about the basics of a healthy and safe lifestyle.
The final assessment of the quality of mastering by students of the main educational program of primary general education is carried out educational institution.
The subject of the final assessment
students mastering the main educational program of primary general educationthere must be an achievement of subject and meta-subject results of mastering the basic educational program of primary general education, necessary for continuing education.
The final assessment should have two components:
the results of the intermediate certification of students,
reflecting the dynamics of their individual educational achievements, progress in achieving the planned results of mastering the main educational program of primary general education;
final work results
,
characterizing the level of learning by students of the main formed methods of action in relation to the basic system of knowledge necessary for learning at the next stage of general education.
The final assessment of the development of the main educational program of primary general education is carried out by an educational institution and is aimed at assessing the achievement by students of the planned results of mastering the main educational program of primary general education.
The fundamental core of the content of general education
THE CONCEPT OF THE FUNDAMENTAL CORE OF THE CONTENT OF GENERAL EDUCATION
The fundamental core of the content of general education is the basic document necessary for the creation of basic curricula, programs, teaching materials and manuals. The main purpose of the Fundamental Core in the system of normative support of standards is to determine:
1) the system of basic national values that determine the self-consciousness of the Russian people, the priorities of social and personal development, the nature of a person's relationship to the family, society, state, work, the meaning of human life;
2) systems of basic concepts related to the areas of knowledge presented in secondary school;
3) a system of key tasks that ensure the formation of universal types of educational activities that are adequate to the requirements of the standard for the results of education.
To implement these functions of the Fundamental core of the content of general education, it fixes:
basic national values stored in the religious, cultural, socio-historical, family traditions of the peoples of Russia, passed down from generation to generation and ensuring the effective development of the country in modern conditions;
basic elements of scientific knowledge methodological, system-forming and ideological nature, both of a universal nature and related to individual branches of knowledge and culture, intended for compulsory study in a general education school: key theories, ideas, concepts, facts, methods;
universal learning activities, on the formation of which the educational process is directed. These include personal universal learning activities; indicative actions; specific ways of transforming educational material; communicative actions.
The definition of the Fundamental core of the content of general education is an important part of the new concept of general education standards, based, in particular, on the thesis of the need to separate problems of generalized requirements to the results of education and problems of specific content general education.
The first problem is socio-political. It is associated with the identification and fixation of generalized modern demands and expectations in the field of education and requirements for it from the point of view of the individual, family, society and the state. The second problem has a scientific and methodological nature and, accordingly, should be decided by the scientific and pedagogical professional communities.
The need to define the fundamental core of the content of general education arises from new social demands that reflect the transformation of Russia from an industrial into a post-industrial (information) society based on knowledge and high innovative potential. The processes of globalization, informatization, accelerating the introduction of new scientific discoveries, rapid updating of knowledge and the emergence of new professions put forward the requirements for increased professional mobility and continuous education. New social demands determine the new goals of education and the strategy for its development. The fundamental core of the content of general education, in turn, specifies the goals as the results of general cultural, personal and cognitive development students.
Thus, the Fundamental core of the content of general education actually normalizes the content of curricula and the organization of educational activities in individual academic subjects, defining the elements of scientific knowledge, culture and functional literacy, without mastering or familiarizing with which the level of general education achieved by a graduate of a Russian school at the beginning of the 21st century, cannot be recognized as sufficient for a full-fledged continuation of education and subsequent personal development.
The fundamental core as a means of universalizing the content of general education makes it possible to implement the most important requirements of society for the educational system:
maintaining the unity of the educational space, the continuity of the levels of the educational system;
ensuring equality and accessibility of education with various starting opportunities;
achieving social consolidation and harmony in the context of the growth of social, ethnic, religious and cultural diversity of our society on the basis of the formation of Russian identity and community of all citizens and peoples of Russia;
the formation of a common activity basis as a system of universal educational actions that determine the ability of an individual to learn, cognize, cooperate in cognition and transformation of the surrounding world.
The methodological basis of the Fundamental core of the content of general education is the principles of fundamentality and consistency, traditional for the national school. In this context, there is a fundamental difference in the views of: a) supporters of the preservation of the historically established Russian education system, focused on the fundamental nature of knowledge (i.e., a high scientific level of the content of general education); b) supporters of the expediency of the transition to the system of education adopted in a number of countries of the world, which is characterized by a significantly lower level of presentation of the fundamentals of science compared to the level of the Russian school.
In all previous developments of education standards, the mandatory minimum content of education was used as the initial methodological basis for determining the scope of the content of education. As a result, the concepts of "standard of education" and "mandatory minimum" were perceived by most teachers as synonyms.
The key difference between the new educational standard and previous developments is that the essence of its ideology is the transition from a minimization approach to the construction of an educational space based on the principle of the fundamental nature of education, which is fixed by the term “Fundamental core of the content of general education”. Such a transition fundamentally changes not only the organization, but also the essence of the educational process. In the era of the formation of the knowledge economy, the importance of the principle of the fundamental nature of education not only increases, but becomes the most important factor in the development of innovative technologies that determine the country's competitiveness. At the same time, realizing this principle, it is necessary to resolutely get rid of outdated, secondary, pedagogically unjustified material.
Along with fundamental knowledge, the document defines the main forms of activity and the corresponding classes of tasks, the ability to solve which indicates functional literacy.
The theoretical basis of the Fundamental core of the content of general education is the ideas previously formulated in Russian pedagogy:
"cores" and "shells" of school courses (A. I. Markushevich);
highlighting the "amount of knowledge" in the subject (A. N. Kolmogorov);
cultural approach to the formation of the content of education (M. N. Skatkin, I. Ya. Lerner, V. V. Kraevsky);
system-activity approach (L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, P. Ya. Galperin, L. V. Zankov, V. V. Davydov, A. G. Asmolov, V. V. . Rubtsov).
In the course of the reform of basic general education, carried out in our country in the 60-70s. XX century, in order to solve problems related to the fundamental novelty of the content in a number of subjects and overload, A. I. Markushevich put forward the idea of highlighting the “core” of the school course (i.e., its most important part) and its “shells”, varying depending on on the interests and abilities of the student, the type of school, etc. This idea underlies the variability of education. It has not been fully implemented in relation to the content of education: the “core” of the content of education has not been explicitly identified.
At the same time, anticipating the development of a new program in mathematics, the Commission for Mathematical Education of the USSR Academy of Sciences, chaired by Academician A. N. Kolmogorov, developed a short document "The scope of knowledge in mathematics for an eight-year school." It contained a description of the key facts, concepts, ideas, methods, theories that a student should master after completing an eight-year school. The distribution of material by class, as well as the distribution of study time by topic, was not carried out in this document. After extensive discussion, detailed training programs were prepared on the basis of this document. In the early 80s. 20th century similarly, a program in mathematics was created, describing the content of education at each level of education and leaving more freedom to textbook authors.
According to the concept of a culturological approach to the formation of the content of education (M. N. Skatkin, I. Ya. Lerner, V. V. Kraevsky), the source of the formation of the content of general education is culture, that is, the most significant forms of sociocultural experience.
In accordance with this concept, the formation of the content of general education is carried out in several stages:
I stage (pre-subject) - formation of general theoretical ideas about the composition and structure of the content of education.
II stage (subject) - determination of the composition of educational subjects, their specific content and distribution according to the levels of education.
III stage - creation educational materials.
IV stage - organization learning process.
Stage V - appropriation new content students.
The creation of the Fundamental core is an important part of the pre-subject stage of content formation. This scheme of work differs significantly from the previously accepted ones in the fact that academic plan(the distribution of study time and the list of subjects) is not postulated at the very beginning, but is preceded by a large analytical work.
The structure of students' learning activities, as well as the main psychological conditions and mechanisms of the assimilation process, is currently most fully described by a system-activity approach based on theoretical positions L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, P. Ya. Galperin, V. V. Davydov, A. G. Asmolov, V. V. Rubtsov. The basic position is the thesis that the development of the individual in the education system is ensured primarily by the formation of universal educational activities (UUD), which act as the basis of the educational and upbringing process. The concept of universal learning activities also takes into account the experience of the competence-based approach, in particular, its legitimate emphasis on the achievement by students of the ability to effectively use the acquired knowledge and skills in practice.
Following this theory in the formation of the content of general education involves, in particular, an analysis of the types of leading activities (playing, learning, communication), the allocation of universal educational activities that generate competencies, knowledge, skills and abilities.
The concept of the Fundamental core synthesizes the described ideas of the "core" and "shells", the scope of knowledge, the allocation of the pre-subject stage, the system-activity approach.
The development of the Fundamental Core was carried out taking into account the framework restrictions, such as:
1) brevity of fixing the generalized contours of the scientific content of education;
2) the rejection of details, a purely methodical nature and specific methodological solutions. The fundamental core determines the amount of knowledge that a school graduate should master, but not the distribution of the proposed content for specific subjects and levels of education;
3) description in a concise form areas of knowledge presented in the modern school, but not specific subjects.
The short format of the Fundamental Core opens up an opportunity to create a zone of consensus for the formation of a holistic view of the content of school education that is currently missing and, on its basis, to begin solving the problem of interdisciplinary connections, coordinating scientific knowledge of various areas at the stage of preliminary development.
The criteria for selecting and including material in the Fundamental Core, due to its enormous diversity, can hardly be formalized. In this case, the non-inclusion criteria are more essential, i.e., the Fundamental Core should not include archaic, insignificant and excessively detailed material; it should not include concepts and ideas, the meaning of which cannot be sufficiently popular and fully disclosed to the student.
The creation of the Fundamental Core is the initial stage in the development of a new content for general education. The subsequent stages involve the development of concepts of subject areas, planned learning outcomes at the exit from the levels of education (primary, basic and secondary (full) schools), a basic curriculum (educational) plan and sample programs on subjects, educational and methodological complexes of a new generation. At the same time, a broad discussion of the content of the Fundamental Core in the scientific and pedagogical communities and the organization of experimental work on testing and introducing new content are of great importance. In parallel with the development of the new content of school education, work must be carried out to update the content of teacher education accordingly.
BASIC NATIONAL VALUES
The most important goal modern education and one of the priority tasks of society and the state is the education of a moral, responsible, enterprising and competent citizen of Russia. In this regard, the process of education should be understood not only as a process of mastering a system of knowledge, skills and competencies that form the instrumental basis of a student's educational activity, but also as a process of personality development, acceptance of spiritual, moral, social, family and other values. Therefore, upbringing at school should not be divorced from the process of education, the assimilation of knowledge, skills and abilities, but, on the contrary, should be organically included in it.
This allows us to highlight the main results of education, expressed in terms of key educational tasks. Their content reflects the main directions of personality development:
personal culture;
social culture;
family culture.
Personal culture is:
readiness and ability for moral self-improvement, self-esteem, understanding the meaning of one's life, individually responsible behavior. Realization of creative potential in spiritual and subject-productive activities, social and professional mobility on the basis of continuous education and a universal spiritual and moral attitude - "getting better";
readiness and ability to openly express and defend one's public position, critically evaluate 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;
industriousness, thrift, life optimism, ability to overcome difficulties;
awareness of the value of other people (neighbors), the value of human life, intolerance to actions and influences that pose a threat to life, physical and moral health and spiritual security of the individual, the ability to counteract them.
Family culture is:
awareness of the unconditional value of the family as the fundamental principle of our belonging to the people, the Fatherland;
understanding and maintaining such moral foundations of the family as love, mutual assistance, honoring parents, caring for the younger and older, responsibility for the other;
respect for human life, concern for procreation.
Social culture is:
awareness of oneself as a citizen of Russia on the basis of the adoption of common national spiritual and moral values;
faith in Russia, a sense of personal responsibility for the Fatherland to future generations;
adequate perception of the values of society: human rights, the rule of law, the values of the family, the honesty of the courts and the responsibility of the authorities, civil society;
readiness to jointly resist the global challenges of the modern era;
the development of a sense of patriotism and civic solidarity;
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, parents, future generations;
concern for the prosperity of a single multinational Russian people, the maintenance of interethnic peace and harmony.
The upbringing and teaching space of a general education school, which forms the basis of the state-public education system, should be filled with values common to all Russians belonging to different confessions and ethnic groups living in different regions of our country. These values, which are the basis of spiritual and moral development, education and socialization of the individual, can be defined as basic national values stored in the religious, cultural, socio-historical, family traditions of the peoples of Russia, passed down from generation to generation and ensuring the effective development of the country in modern conditions. Basic national values can be systematized into certain groups according to the sources of morality and humanity, i.e. areas of social relations, activities, consciousness, reliance on which allows a person to resist destructive influences and productively develop his consciousness, life, system of social relations. The traditional sources of morality are:
patriotism (love for Russia, for one's people, for one's small homeland; service to the Fatherland);
social solidarity (personal and national freedom; trust in people, institutions of the state and civil society; justice, mercy, honor, dignity);
citizenship (rule of law, civil society, duty to the Fatherland, the older generation and family, law and order, interethnic peace, freedom of conscience and religion);
family (love and fidelity, health, prosperity, honoring parents, caring for older and younger, caring for procreation);
work and creativity (creativity and creation, purposefulness and perseverance, diligence, thrift);
science (knowledge, truth, scientific picture of the world, ecological consciousness);
traditional Russian religions. Given the secular nature of education in state and municipal schools, the values of traditional Russian religions are accepted by schoolchildren in the form of systemic cultural ideas about religious ideals;
art and literature (beauty, harmony, human spiritual world, moral choice, meaning of life, aesthetic development);
nature (life, motherland, reserved nature, planet Earth);
humanity (world peace, diversity of cultures and peoples, human progress, international cooperation).
The system of basic national values is of key importance not only for education, but for the entire organization of life in our country. It determines the self-consciousness of the Russian people, the nature of a person's relationship to the family, society, state, work, the meaning of human life, sets the priorities for social and personal development.
These values express the essence of the national maxim: “We are the Russian people” . This is what unites all Russians, gives them a single ideology and is complemented by their ethnic, religious, professional and other identity, what allows us to be a single Russian people
Presentation on the topic: The fundamental core of the content of general education
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Presentation on the topic: The fundamental core of the content of general education
slide number 1
Description of the slide:
The fundamental core of the content of general education The fundamental core of the content of general education. / Ed. Kozlova V.V., Kondakova A.M. – M.: Enlightenment, 2009. – 59p.- (Standards of the second generation) APK and PPROPonomareva Elena Anatolyevna Ph.D., Associate Professor Moscow 2010
slide number 2
Description of the slide:
The fundamental core of the content of general education New social demands determine the new goals of education and the strategy for its development. The need to determine the Fundamental core of the content of general education arises from new social demands that reflect the transformation of Russia from an industrial into a post-industrial (information) society based on knowledge and high innovative potential. The fundamental core of the content of general education concretizes the goals as the results of the general cultural, personal and cognitive development of students.
slide number 3
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slide number 4
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slide number 5
Description of the slide:
The Fundamental Core of the Content of General Education Without mastering or becoming familiar with these elements of the Fundamental Core of the Content of General Education, the level of general education achieved by graduates of the Russian school at the beginning of the 21st century cannot be considered sufficient for the full continuation of education and subsequent personal development.
slide number 6
Description of the slide:
The fundamental core of the content of general education is an important component of the new concept of general education standards, the essence of which is the need to separate two problems: 1) the problem of generalized requirements for the results of education and 2) the problems of the specific content of general education. The first problem is socio-political. It is associated with the identification and fixation of generalized modern demands and expectations in the field of education and requirements for it from the point of view of the individual, family, society and the state. The second problem is of a scientific and methodological nature and, accordingly, should be solved by scientific and pedagogical professional communities.
slide number 7
Description of the slide:
The fundamental core of the content of general education makes it possible to implement the most important requirements of society for the educational system: maintaining the unity of the educational space, the continuity of the levels of the educational system; ensuring equality and accessibility of education with various starting opportunities; achieving social consolidation and harmony in the context of the growth of social, ethnic, religious and cultural diversity of our society on the basis of the formation of Russian identity and the community of all citizens and peoples of Russia; the formation of a common activity basis as a system of universal educational actions that determine the ability of an individual to learn, cognize, cooperate in cognition and transformation of the surrounding world.
slide number 8
Description of the slide:
The fundamental core of the content of general education The methodological basis of the fundamental core of the content of general education is the principles of fundamentality and consistency, traditional for the national school. Theoretical basis - ideas previously formulated in Russian pedagogy
slide number 9
Description of the slide:
The fundamental core of the content of general education In all previous developments of educational standards, the mandatory minimum content of education was used as the initial methodological basis for determining the scope of the content of education. As a result, the majority of educators perceived the concepts of “education standard” and “mandatory minimum” as synonyms. "The fundamental core of the content of general education".
slide number 10
Description of the slide:
The fundamental core of the content of general education Such a transition fundamentally changes not only the organization, but also the essence of the educational process. The implementation of this principle - the fundamental nature of education - will require a decisive release from outdated, secondary, pedagogically unjustified material. classes of tasks, the ability to solve which indicates functional literacy.
slide number 11
Description of the slide:
The fundamental core of the content of general education (the theoretical basis is the ideas previously formulated in Russian pedagogy) Theoretical basis of the cultural approach to the formation of the content of education (M. N. Skatkin, I. Ya. Lerner, V. V. Kraevsky); system-activity approach (L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, P. Ya. Galperin, L. V. Zankov, V. V. Davydov, A. G. Asmolov, V. V. Rubtsov).
slide number 12
Description of the slide:
The fundamental core of the content of general education is a cultural approach to the formation of the content of education (M. N. Skatkin, I. Ya. Lerner, V. V. Kraevsky) The main idea: the source of the formation of the content of general education is culture, i.e., the most significant forms of sociocultural experience. The formation of the content of general education is carried out in several stages
slide number 13
Description of the slide:
The fundamental core of the content of general education is the theoretical basis - a system-activity approach (L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, P. Ya. Galperin, V. V. Davydova, A. G. Asmolov, V. V. Rubtsova) The main idea: the development of the individual in the education system is ensured primarily by the formation of universal educational activities (UUD), which act as the basis of the educational and upbringing process. The concept of universal learning activities also takes into account the experience of the competency-based approach, in particular, its legitimate emphasis on the achievement by students of the ability to effectively use the acquired knowledge and skills in practice. Following this theory when forming the content of general education involves, in particular, an analysis of the types of leading activities communication), the allocation of universal educational activities that generate competencies, knowledge, skills and abilities.
slide number 14
Description of the slide:
The fundamental core of the content of general education1. The development of the Fundamental Core was carried out taking into account the framework limitations: the brevity of fixing the generalized contours of the scientific content of education; the rejection of details, a purely methodological nature and specific methodological solutions; The fundamental core determines the amount of knowledge that a school graduate should master, but not the distribution of the proposed content for specific subjects and levels of education; a description in a concise form of the areas of knowledge represented in the modern school, but not specific subjects.
slide number 15
Description of the slide:
The fundamental core of the content of general education2. The short format of the Fundamental Core opens up the possibility of creating a zone of consensus to form a holistic view of the content of school education and, on its basis, begin to solve the problem of interdisciplinary connections, coordinating scientific knowledge of various areas at the preliminary development stage.3. The criteria for selecting and including material in the Fundamental Core, due to its enormous diversity, can hardly be formalized. 3.1. The non-inclusion criteria are essential, i.e. the Fundamental Core should not include archaic, insignificant and excessively detailed material; 3.2. In this case, it should no longer include concepts and ideas, the meaning of which cannot be sufficiently popularly and fully disclosed to the student.
slide number 16
Description of the slide:
The fundamental core of the content of general education4. The creation of the Fundamental Core is the initial stage in the development of a new content for general education.5. The subsequent stages involve: development of concepts of subject areas; planning of learning outcomes at the exit from the stages of education (elementary, basic and secondary (full) schools); development of a basic educational (educational) plan; development of exemplary programs in subjects; development of educational and methodological complexes of a new generation . 6. It is important to have a broad discussion of the content of the Fundamental Core in the scientific and pedagogical communities and the organization of experimental work to test and introduce new content.
slide number 17
Description of the slide:
Example MAIN ELEMENTS OF SCIENTIFIC KNOWLEDGE IN SECONDARY SCHOOL Russian language Explanatory note In the school education system, the Russian language is not only a subject of study, but also a learning tool that determines success in mastering all school subjects and the quality of education in general. Russian as the language of the Russian people, the state language of the Russian Federation, a means of interethnic communication, consolidation and unity of the peoples of Russia; the formation of knowledge about the structure of the language system and the patterns of its functioning in present stage; enrichment of students' vocabulary, mastering the culture of oral and written speech, types of speech activity, rules and methods of using the language in different communication conditions; mastering the most important general subject skills and universal methods of activity (retrieving information from linguistic dictionaries of various types and other sources, including the media and Internet; information processing of the text).
slide number 18
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Example MAIN ELEMENTS OF SCIENTIFIC KNOWLEDGE IN SECONDARY SCHOOL Russian language general education in the Russian language consists of two interrelated components: the sections "Speech" and "Language". The section "Speech" provides for mastering the concepts of speech activity and speech communication, the formation of skills to create texts of various functional and communicative orientations. linguistics, the system of its key concepts, phenomena and facts.
slide number 19
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slide number 20
Description of the slide:
The fundamental core of the content of general education (methodological basis) In this context, there is a fundamental difference in the views of: a) supporters of the preservation of the historically established Russian education system, focused on the fundamental nature of knowledge (i.e., a high scientific level of the content of general education); which is characterized by a significantly lower level of presentation of the fundamentals of science in comparison with the level of the Russian school
PROJECT
fundamental core
general education
Moscow
FUNDAMENTAL CORE CONCEPT 3
THE FUNDAMENTAL CORE OF THE CONTENT OF GENERAL EDUCATION 10
BASIC NATIONAL VALUES 10
BASIC ELEMENTS OF SCIENTIFIC KNOWLEDGE IN SECONDARY SCHOOL 14
RUSSIAN LANGUAGE 14
FOREIGN LANGUAGES 19
LITERATURE 23
GEOGRAPHY 27
HISTORY 31
SOCIAL STUDIES 38
MATH 47
COMPUTER SCIENCE 52
BIOLOGY 69
UNIVERSAL LEARNING ACTIONS 73
FUNDAMENTAL CORE CONCEPT
CONTENT OF GENERAL EDUCATION
The fundamental core of the content of general education is the basic document necessary for the creation of basic curricula, programs, teaching materials and manuals. The main purpose of the Fundamental Core in the system of normative support of standards is to determine:
1) the system of basic national values that determine the self-consciousness of the Russian people, the priorities of social and personal development, the nature of a person's relationship to the family, society, state, work, the meaning of human life;
2) systems of basic concepts related to the areas of knowledge presented in secondary school;
3) a system of key tasks that ensure the formation of universal types of educational activities that are adequate to the requirements of the standard for the results of education.
To implement these functions of the Fundamental core of the content of general education, it fixes:
stored in the religious, cultural, socio-historical, family traditions of the peoples of Russia, passed down from generation to generation and ensuring the effective development of the country in modern conditions;
basic elements of scientific knowledge methodological, system-forming and ideological nature, both of a universal nature and related to individual branches of knowledge and culture, intended for compulsory study in a general education school: key theories, ideas, concepts, facts, methods;
universal learning activities, on the formation of which the educational process is directed. These include personal universal learning activities; indicative actions; specific ways to transform educational material; communicative actions.
The definition of the Fundamental core of the content of general education is an important part of the new concept of general education standards, based, in particular, on the thesis of the need to separate problems of generalized requirements to the results of education and problems of specific content general education.
The first problem is socio-political. It is associated with the identification and fixation of generalized modern demands and expectations in the field of education and requirements for it from the point of view of the individual, family, society and the state. The second problem has a scientific and methodological nature and, accordingly, should be decided by the scientific and pedagogical professional communities.
The need to define the fundamental core of the content of general education arises from new social demands that reflect the transformation of Russia from an industrial into a post-industrial (information) society based on knowledge and high innovative potential. The processes of globalization, informatization, accelerating the introduction of new scientific discoveries, rapid updating of knowledge and the emergence of new professions put forward the requirements for increased professional mobility and continuous education. New social demands determine the new goals of education and the strategy for its development. The fundamental core of the content of general education, in turn, specifies the goals as the results of the general cultural, personal and cognitive development of students.
Thus, the Fundamental core of the content of general education actually normalizes the content of curricula and the organization of educational activities in individual academic subjects, defining the elements of scientific knowledge, culture and functional literacy, without mastering or familiarizing with which the level of general education achieved by a graduate of a Russian school at the beginning of the 21st century, cannot be recognized as sufficient for a full-fledged continuation of education and subsequent personal development.
The fundamental core as a means of universalizing the content of general education makes it possible to implement the most important requirements of society for the educational system:
maintaining the unity of the educational space, the continuity of the levels of the educational system;
ensuring equality and accessibility of education with various starting opportunities;
achieving social consolidation and harmony in the context of the growth of social, ethnic, religious and cultural diversity of our society on the basis of the formation of Russian identity and community of all citizens and peoples of Russia;
the formation of a common activity basis as a system of universal educational actions that determine the ability of an individual to learn, cognize, cooperate in cognition and transformation of the surrounding world.
The methodological basis of the Fundamental core of the content of general education is the principles of fundamentality and consistency, traditional for the national school. In this context, there is a fundamental difference in the views of: a) supporters of the preservation of the historically established Russian education system, focused on the fundamental nature of knowledge (i.e., a high scientific level of the content of general education); b) supporters of the expediency of the transition to the system of education adopted in a number of countries of the world, which is characterized by a significantly lower level of presentation of the fundamentals of science compared to the level of the Russian school.
In all previous developments of education standards, the mandatory minimum content of education was used as the initial methodological basis for determining the scope of the content of education. As a result, the concepts of "standard of education" and "mandatory minimum" were perceived by most teachers as synonyms.
The key difference between the new educational standard and previous developments is that the essence of its ideology is the transition from a minimization approach to the construction of an educational space based on the principle of the fundamental nature of education, which is fixed by the term “Fundamental core of the content of general education”. Such a transition fundamentally changes not only the organization, but also the essence of the educational process. In the era of the formation of the knowledge economy, the importance of the principle of the fundamental nature of education not only increases, but becomes the most important factor in the development of innovative technologies that determine the country's competitiveness. At the same time, realizing this principle, it is necessary to resolutely get rid of outdated, secondary, pedagogically unjustified material.
Along with fundamental knowledge, the document defines the main forms of activity and the corresponding classes of tasks, the ability to solve which indicates functional literacy.
The theoretical basis of the Fundamental core of the content of general education is the ideas previously formulated in Russian pedagogy:
"cores" and "shells" of school courses (A. I. Markushevich);
highlighting the "amount of knowledge" in the subject (A. N. Kolmogorov);
cultural approach to the formation of the content of education (M. N. Skatkin, I. Ya. Lerner, V. V. Kraevsky);
system-activity approach (L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, P. Ya. Galperin, L. V. Zankov, V. V. Davydov, A. G. Asmolov,
V. V. Rubtsov).
In the course of the reform of basic general education, carried out in our country in the 60-70s. XX century, in order to solve problems related to the fundamental novelty of the content in a number of subjects and overload, A. I. Markushevich put forward the idea of highlighting the "core" of the school course
(i.e., the most important part of it) and its “shells”, which vary depending on the interests and abilities of the student, the type of school, etc. This idea underlies the variability of education. It has not been fully implemented in relation to the content of education: the “core” of the content of education has not been explicitly identified.
At the same time, anticipating the development of a new program in mathematics, the Commission for Mathematical Education of the USSR Academy of Sciences, chaired by Academician A. N. Kolmogorov, developed a short document "The scope of knowledge in mathematics for an eight-year school." It contained a description of the key facts, concepts, ideas, methods, theories that a student should master after completing an eight-year school. The distribution of material by class, as well as the distribution of study time by topic, was not carried out in this document. After extensive discussion, detailed training programs were prepared on the basis of this document. In the early 80s. 20th century similarly, a program in mathematics was created, describing the content of education at each level of education and leaving more freedom to textbook authors.
According to the concept of a culturological approach to the formation of the content of education (M. N. Skatkin, I. Ya. Lerner, V. V. Kraevsky), the source of the formation of the content of general education is culture, that is, the most significant forms of sociocultural experience.
In accordance with this concept, the formation of the content of general education is carried out in several stages:
I stage (pre-subject) - formation of general theoretical ideas about the composition and structure of the content of education.
II stage (subject) - determination of the composition of educational subjects, their specific content and distribution according to the levels of education.
III stage - creation educational materials.
IV stage - organization learning process.
Stage V - appropriation new content students.
The creation of the Fundamental core is an important part of the pre-subject stage of content formation. This scheme of work is significantly different from the previously accepted ones by the fact that the curriculum (the distribution of study time and the list of subjects) is not postulated at the very beginning, but is preceded by a large analytical work.
The structure of the learning activity of students, as well as the main psychological conditions and mechanisms of the learning process, is currently most fully described by the system-activity approach, based on the theoretical provisions of L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, P. Ya Galperina, V. V. Davydova,
A. G. Asmolova, V. V. Rubtsova. The basic position is the thesis that the development of the individual in the education system is ensured primarily by the formation of universal educational activities (UUD), which act as the basis of the educational and upbringing process. The concept of universal learning activities also takes into account the experience of the competence-based approach, in particular, its legitimate emphasis on the achievement by students of the ability to effectively use the acquired knowledge and skills in practice.
Following this theory in the formation of the content of general education involves, in particular, an analysis of the types of leading activities (playing, learning, communication), the allocation of universal educational activities that generate competencies, knowledge, skills and abilities.
The concept of the Fundamental core synthesizes the described ideas of the "core" and "shells", the scope of knowledge, the allocation of the pre-subject stage, the system-activity approach.
The development of the Fundamental Core was carried out taking into account the framework restrictions, such as:
1) brevity of fixing the generalized contours of the scientific content of education;
2) the rejection of details, purely methodological nature and specific methodological solutions. The fundamental core determines the amount of knowledge that a school graduate should master, but not the distribution of the proposed content for specific subjects and levels of education;
3) description in a concise form areas of knowledge presented in the modern school, but not specific subjects.
The short format of the Fundamental Core opens up an opportunity to create a zone of consensus for the formation of a holistic view of the content of school education that is currently missing and, on its basis, to begin solving the problem of interdisciplinary connections, coordinating scientific knowledge of various areas at the stage of preliminary development.
The criteria for selecting and including material in the Fundamental Core, due to its enormous diversity, can hardly be formalized. In this case, the non-inclusion criteria are more essential, i.e., the Fundamental Core should not include archaic, insignificant and excessively detailed material; it should not include concepts and ideas, the meaning of which cannot be sufficiently popular and fully disclosed to the student.
The creation of the Fundamental Core is the initial stage in the development of a new content for general education. The subsequent stages involve the development of concepts of subject areas, planned learning outcomes at the exit from the levels of education (primary, basic and secondary (full) schools), a basic curriculum (educational) plan and exemplary programs in subjects, educational and methodological complexes of a new generation. At the same time, a broad discussion of the content of the Fundamental Core in the scientific and pedagogical communities and the organization of experimental work on testing and introducing new content are of great importance. In parallel with the development of the new content of school education, work should be carried out to update the content accordingly. teacher education.
FUNDAMENTAL CORE
CONTENT OF GENERAL EDUCATION
BASIC NATIONAL VALUES
The most important goal of modern education and one of the priority tasks of society and the state is the upbringing of a moral, responsible, enterprising and competent citizen of Russia. In this regard, the process of education should be understood not only as a process of mastering a system of knowledge, skills and competencies that form the instrumental basis of a student's educational activity, but also as a process of personality development, acceptance of spiritual, moral, social, family and other values. Therefore, upbringing at school should not be divorced from the process of education, the assimilation of knowledge, skills and abilities, but, on the contrary, should be organically included in it.
This allows us to highlight the main results of education, expressed in terms of key educational tasks. Their content reflects the main directions of personality development:
personal culture;
social culture;
family culture.
Personal culture is:
readiness and ability for moral self-improvement, self-esteem, understanding the meaning of one's life, individually responsible behavior. Realization of creative potential in spiritual and subject-productive activities, social and professional mobility on the basis of continuous education and a universal spiritual and moral attitude - “getting better”;
readiness and ability to openly express and defend one's public position, critically evaluate 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;
industriousness, thrift, life optimism, ability to overcome difficulties;
awareness of the value of other people (neighbors), the value of human life, intolerance to actions and influences that pose a threat to life, physical and moral health and spiritual security of the individual, the ability to counteract them.
Family culture is:
awareness of the unconditional value of the family as the fundamental principle of our belonging to the people, the Fatherland;
understanding and maintaining such moral foundations of the family as love, mutual assistance, honoring parents, caring for the younger and older, responsibility for the other;
respect for human life, concern for procreation.
Social culture is:
awareness of oneself as a citizen of Russia on the basis of the adoption of common national spiritual and moral values;
faith in Russia, a sense of personal responsibility for the Fatherland to future generations;
adequate perception of the values of society: human rights, the rule of law, the values of the family, the honesty of the courts and the responsibility of the authorities, civil society;
readiness to jointly resist the global challenges of the modern era;
the development of a sense of patriotism and civic solidarity;
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, parents, future generations;
concern for the prosperity of a single multinational Russian people, the maintenance of interethnic peace and harmony.
The upbringing and teaching space of a general education school, which forms the basis of the state-public education system, should be filled with values common to all Russians belonging to different confessions and ethnic groups living in different regions of our country. These values, which are the basis of spiritual and moral development, education and socialization of the individual, can be defined as basic national values stored in the religious, cultural, socio-historical, family traditions of the peoples of Russia, passed down from generation to generation and ensuring the effective development of the country in modern conditions. Basic national values can be systematized into certain groups according to the sources of morality and humanity, i.e. areas of social relations, activities, consciousness, reliance on which allows a person to resist destructive influences and productively develop his consciousness, life, system of social relations. The traditional sources of morality are:
patriotism (love for Russia, for one's people, for one's small homeland; service to the Fatherland);
social solidarity (personal and national freedom; trust in people, institutions of the state and civil society; justice, mercy, honor, dignity);
citizenship (rule of law, civil society, duty to the Fatherland, the older generation and family, law and order, interethnic peace, freedom of conscience and religion);
family (love and fidelity, health, prosperity, honoring parents, caring for older and younger, caring for procreation);
work and creativity (creativity and creation, purposefulness and perseverance, diligence, thrift);
science (knowledge, truth, scientific picture of the world, ecological consciousness);
traditional Russian religions. Given the secular nature of education in state and municipal schools, the values of traditional Russian religions are accepted by schoolchildren in the form of systemic cultural ideas about religious ideals;
art and literature (beauty, harmony, human spiritual world, moral choice, meaning of life, aesthetic development);
nature (life, native land, protected nature, planet Earth);
humanity (world peace, diversity of cultures and peoples, human progress, international cooperation).
The system of basic national values is of key importance not only for education, but for the entire organization of life in our country. It determines the self-consciousness of the Russian people, the nature of a person's relationship to the family, society, state, work, the meaning of human life, sets the priorities for social and personal development.
These values express the essence of the national maxim: “We are the Russian people” . This is what unites all Russians, gives them a single ideology and is complemented by their ethnic, religious, professional and other identity, what allows us to be a single Russian people.
MAIN ELEMENTS
SCIENTIFIC KNOWLEDGE IN SECONDARY SCHOOL
RUSSIAN LANGUAGE Explanatory note
In the system of school education, the Russian language is not only a subject of study, but also a means of teaching that determines success in mastering all school subjects and the quality of education in general.
Main goals learning Russian at school:
formation of ideas about the Russian language as the language of the Russian people, the state language of the Russian Federation, a means of interethnic communication, consolidation and unity of the peoples of Russia;
the formation of knowledge about the structure of the language system and the patterns of its functioning at the present stage;
enrichment of students' vocabulary, mastery of the culture of oral and written speech, types of speech activity, rules and methods of using the language in different communication conditions;
mastering the most important general subject skills and universal methods of activity (retrieving information from linguistic dictionaries of various types and other sources, including the media and the Internet; information processing of the text).
These goals are realized on the basis of personality-oriented and activity-based approaches to teaching and upbringing in the process of developing the mental and speech activity of the student, the formation of linguistic, linguistic, communicative and cultural competencies.
In accordance with the objectives of the course, the fundamental core of the content of general education in the Russian language consists of two interrelated components: sections "Speech" and "Language".
The section "Speech" provides for the mastery of the concepts of speech activity and speech communication, the formation of skills to create texts of various functional and communicative orientations.
The section "Language" provides for the development of the basics of linguistics, the system of its key concepts, phenomena and facts.
Functional and semantic varieties of the text (narration, description, reasoning). Functional varieties of language . The main features of colloquial speech, functional styles (scientific, journalistic, official business), language fiction. The main genres of colloquial speech, scientific, journalistic, official business styles.
Speech situation and its components. Speech act and its varieties (messages, promptings, questions, announcements, expressions of emotions, expressions of speech etiquette, etc.). Dialogues of a different nature (etiquette, dialogue-questioning, dialogue-motivation, dialogue - exchange of opinions, etc.; a combination of different types of dialogue). Polylogue. Free conversation, discussion, discussion.
Adequate understanding of oral and written speech in accordance with the conditions and goals of communication.
Mastering various types of reading.
Creation of oral monologues and dialogic statements of different communicative orientation depending on the goals, scope and situation of communication.
Creation of written texts of different styles and genres.
Analysis of the text in terms of its topic, purpose, main idea, basic and additional information, belonging to the functional semantic type and functional variety of the language.
Information processing of the text.
Mastering the national and cultural norms of speech / non-verbal behavior in various situations of formal and informal interpersonal and intercultural communication.
General information about the language.
The Russian language is the national language of the Russian people, the state language of the Russian Federation and the language of interethnic communication. Russian language in the modern world.
Russian as one of the Indo-European languages. Russian language among other Slavic languages. The role of the Old Church Slavonic language in the development of the Russian language.
Russian language as a developing phenomenon. Forms of functioning of the modern Russian language (literary language, territorial dialects, vernacular, professional varieties, jargon).
Interrelation of language and culture. The Russian language is the language of Russian fiction. The main figurative means of the Russian language and their use in speech.
Outstanding domestic linguists.
Phonetics and orthoepy
Sound as a unit of language. Vowel system. consonant system. Changing sounds in the speech stream. Syllable. Stress, its semantic role, the mobility of stress in form and word formation.
Intonation and its functions. Basic elements of intonation.
Orthoepy as a branch of linguistics. Basic rules of pronunciation and stress.
Graphic arts
The composition of the Russian alphabet, the names of the letters. Designation on the letter of hardness and softness of consonants. Designation methods. The relationship between sound and letter.
Morphemics (word composition) and word formation
Morpheme as the smallest meaningful unit of a language. stem and ending. Types of morphemes. The alternation of sounds in morphemes.
The main ways of forming words. Initial (producing) basis and word-forming morpheme. word pair.
The concept of etymology.
Lexicology and phraseology
The word as a unit of language. Lexical and grammatical meaning of the word. Unambiguous and polysemantic words; direct and figurative meaning the words. Lexical compatibility. Synonyms. Antonyms. Homonyms. Paronyms. Active and passive vocabulary. Archaisms, historicisms, neologisms. Spheres of use of Russian vocabulary. Stylistic layers of vocabulary (bookish, neutral, reduced). Originally Russian and borrowed words. Phraseologisms and their signs.
Morphology
Parts of speech as lexical and grammatical categories of words. Classification of parts of speech.
Independent (significant) parts of speech. General categorical meaning, morphological and syntactic properties of each independent (significant) part of speech.
Service parts of speech.
Interjections and onomatopoeic words.
Homonymy of words of different parts of speech.
Syntax
Syntax units of the Russian language.
The phrase as a syntactic unit, its types. Types of connection in a phrase.
Types of sentences according to the purpose of the statement and emotional coloring. The grammatical basis of the sentence, the main and secondary members, the ways of their expression. Predicate types.
Structural types of simple sentences (two-part and one-part, common - not common, sentences of complicated and uncomplicated structure, complete and incomplete). Types of one-part sentences. Homogeneous members of the proposal, separate members suggestions; appeal; introductory and insert structures.
Classification of complex sentences. Means of expressing syntactic relations between parts of a complex sentence.
Ways of transmitting someone else's speech.
The concept of the text, the main features of the text (segmentation, semantic integrity, coherence).
A culture of speech
The culture of speech and its main aspects: normative, communicative, ethical. The main criteria for the culture of speech.
Language norm, its functions. Basic norms of Russian literary language(orthoepic, lexical, grammatical, stylistic, spelling, punctuation). Norm options.
Evaluation of the correctness, communicative qualities and effectiveness of speech.
Types of linguistic dictionaries and their role in mastering the vocabulary and norms of the modern Russian literary language.
Spelling: spelling and punctuation
Spelling. The concept of spelling. Spelling of vowels and consonants in the composition of morphemes. Spelling b and b. Merged, hyphenated and separate spellings. Uppercase and lowercase letters. Hyphenation.
Punctuation. Punctuation marks and their functions. Single and double punctuation marks. Punctuation marks at the end of a sentence, in simple and complex sentences, in direct speech and quoting, in dialogue. combination of punctuation marks.
FOREIGN LANGUAGES Explanatory note
Teaching a foreign language is considered as one of the priority areas of modern school education. The specificity of a foreign language as an academic subject in its integrative nature, i.e. in combination of language / foreign language education with the elementary foundations of literary education (familiarization with samples foreign literature), as well as in its ability to act both as a goal and as a means of learning to get acquainted with another subject area (humanitarian, natural science, technological). Thus, a wide variety of interdisciplinary connections (with the native language, literature, history, geography, etc.) can be realized in it.
Main goal learning foreign languages at school - the formation of foreign language communicative competence among schoolchildren, i.e., the ability and readiness to carry out foreign language interpersonal and intercultural communication with native speakers.
To achieve this goal, it is necessary to strengthen the socio-cultural orientation of teaching foreign languages, focus on strengthening the cultural aspect in the content of education, on the inclusion of schoolchildren in the dialogue of cultures, which contributes to the familiarization of students with the culture of the country of the language being studied, the development of mutual understanding, a tolerant attitude towards the manifestation of a different culture, helps them to better understand the peculiarities of the culture of their country and develop their ability to represent it in the process of communication by means of a foreign language.
foreign language communicative competence provides for the development of communication skills in the main types of speech activity: speaking, understanding what is perceived by ear (listening), reading and writing. The subject content of speech is determined on the basis of the areas of communication (social, social, cultural, educational and labor), situations of communication and the topics of communication identified on their basis. Thus, the components of the content of training are:
the subject content of speech and the emotional and value attitude towards it (value orientations);
communication skills in these types of speech activity;
language knowledge and skills;
sociocultural knowledge and skills;
educational-cognitive and compensatory skills (general educational skills and special/subject skills).
TYPES OF SPEECH ACTIVITIES AS COMPONENTS OF LEARNING CONTENT
Dialogic speech
Dialogues of a different nature: etiquette, dialogue-questioning, dialogue-motivation, dialogue - exchange of opinions; combination of different types of dialogue. Polylogue. Free conversation, discussion, discussion.
monologue speech
The main communicative types of speech: description, message, story, reasoning (including characterization). Reading, listening, seeing. Referencing. Annotation.
Listening comprehension (listening)
understanding with varying degrees the depth and accuracy of the interlocutor's statement, as well as the content of authentic audio and video texts of various genres and styles.
Reading
The main types of reading: introductory (with an understanding of the main content of what was read), studying (with a relatively complete understanding of the content of what was read), viewing / search (with a selective understanding of the content of what was read). Texts of different genres and styles: journalistic, popular science, artistic, pragmatic.
Written speech
Writing personal letters; filling out questionnaires, forms. Writing autobiographies/resumes. Drawing up a plan, theses of an oral / written message. Reading summary, summarizing, annotation.
LANGUAGE KNOWLEDGE AND SKILLS
Graphics and spelling
Letters of the alphabet of the language being studied, basic letter combinations. Reading and spelling rules.
Phonetic side of speech
Adequate pronunciation and aural discrimination of all sounds and sound combinations of the language being studied. Compliance with stress in words and phrases, rhythmic and intonational features of various types of sentences.
The lexical side of speech
Recognition and use of lexical units in speech within the framework of the selected topic: words, phrases, replicas-clichés of speech etiquette. The main ways of word formation. The ambiguity of a word. Synonyms, antonyms. Lexical compatibility.
Grammar side speeches
Recognition and use in speech of the main morphological forms and syntactic constructions the language being studied. Knowledge of the main differences between the systems of foreign and native languages.
Sociocultural aspect
National and cultural features of speech / non-speech behavior in their own country and in the countries of the language being studied in various situations of formal and informal interpersonal and intercultural communication. Common background vocabulary and realities of the country of the language being studied.
Compensatory skills
Contextual guessing, ignoring lexical and linguistic difficulties. Questioning. Dictionary substitutions. Facial expressions, gestures.
Educational and cognitive skills
General educational skills: use of reference literature. Skills of working with information: fixing the content, searching and highlighting the necessary information, generalization.
Special learning skills: using bilingual dictionaries and other reference materials, including multimedia, interpreting language tools, compiling associograms to reinforce vocabulary, selective translation, etc.
LITERATURE Explanatory note
Literature is one of the foundations liberal education in secondary school, which determines the level of intellectual, emotional and moral development of the student, his culture, his ability to speak his native language, the art of speech and thinking. Studying literature, the student acquires not only the experience of understanding it, ethical and aesthetic self-determination, creative self-expression, but also information about the development of the literary language and the ability to use it as the most important tool of consciousness.
Target teaching literature - the education of an aesthetically developed reader who thinks in terms of culture, is able to independently understand and evaluate the work as an artistic image of the world created by the author.
The discipline provides knowledge about the monuments of domestic and world literature and folklore, on their material the student learns to perceive the features of a work of art as the implementation of the author's creative intention, develops the skills of perceiving artistic phenomena and a taste for thinking about what they read. Ideas about the monuments of ancient literature, knowledge of the history of new and recent literature - its main authors, events, facts, the concept of the literary process and writers of the "second row", information about the stages and periods of development of literature, literary trends and schools contribute to the perception of the history of literature in general context of national and world history, understanding the artistic, moral, philosophical and social significance of literature.
The material proposed for study includes a mandatory minimum and a variable part, which makes it possible to preserve the unified artistic and literary basic potential of graduates of the national school, the cultural continuity of generations and at the same time creates conditions for the development of the variability of education. When compiling lists of works for reading, the aesthetic value of works and the age characteristics of students are taken into account, and in structuring the material - chronological, problem-thematic and genre principles.
To understand literature as an art form in relation and interrelationship with other types of art (music, theater, painting, cinema) is helped by the experience of analyzing and interpreting a work of art as an artistic whole, conceptual understanding of it in this integrity and relationships with the cultural environment, a look at its poetics as on the embodiment of the originality of the author's personality and artistic trends of the era. Appeal to interdisciplinary, general humanitarian categories (personality, culture, myth, picture of the world, aesthetic and artistic value, catharsis, etc.) develops an idea of the criteria of artistry, the classics, the levels and types of literature (mass literature, fiction, etc.), forms literary taste.
Knowledge of the subject, tasks and methods of the science of literature is deepened by introducing students to an understanding of the genres, types and methods of literary research: textual, commentary, biographical, bibliographic, historical and literary, critical, interpretive; general information on source studies (historical, epistolary, memoirs, etc.), on the history of the book, on the largest libraries, book and manuscript collections. The ability to distinguish between the main types of publications of literary monuments (academic, scientific, author's, mass) is necessary when schoolchildren work with comments and reference apparatus, basic literary encyclopedias, dictionaries and reference books.
THEORY OF LITERATURE
Poetics as the basis of the science of literature, the nature of literature and the laws of its development. Artistic, moral, philosophical and social significance literary work. Man as a subject of literature.
Fundamentals of the analysis of a work of art; analysis of the reader's impression; analysis of one work; comparative analysis; analysis of the work in the context of the writer's work, national and world literature.
Basic literary concepts and terms:
Work, text;
Literary language, style;
Childbirth (epos, lyrics, drama) and genres of literature;
Composition;
Theme, problem, idea;
Plot, motive, conflict;
Image, system of images;
Artistic speech, dialogue, monologue;
Tropes: metaphor, metonymy; comparison, epithet, personification, symbol, hyperbole, antithesis; satire, humor, irony;
Verse and prose;
Strophe, rhythm, meter, rhyme, basic poetic meters (iambic, trochee, dactyl, anapaest, amphibrach);
Artistic detail (portrait, landscape, interior).
Interaction of literature and myth, literature and folklore.
The concept of literary trends and schools (academic schools, historical poetics of A. N. Veselovsky, formal method, semiotics, structuralism, post-structuralism).
HISTORY OF LITERATURE
The meaning and scope of the concept of "history of literature".
Stages of development of world literature: ancient, medieval, literature of the Renaissance, modern and modern times.
General idea of world literature and folklore: ancient literature and mythology; epic of the peoples of Europe and Asia; European literature of the Middle Ages, Renaissance, Modern times ( general idea and familiarity with one or two works).
Influence and interaction of literatures different peoples. Translations of artistic works. The art of translation.
History of Russian literature. Historical stages in the development of Russian literature: oral folk art, ancient Russian literature, literature XVIII in., literature XIX and XX centuries.
Literary trends, currents, schools: classicism, sentimentalism, romanticism, realism, symbolism, acmeism, futurism, modernism, avant-garde.
Life and work of the largest Russian writers.
Formation and development of the Russian literary language (the language of ancient Russian literature, the language program of N. M. Karamzin, the dispute between "archaists" and "innovators", the language of A. S. Pushkin and the formation of the standard of the literary language, problems of the modern literary language).
Analysis of program works of domestic literature and folklore.
GEOGRAPHY Explanatory note
Studying geography at school makes it possible to form a comprehensive, systemic and socially oriented idea of the Earth as a planet of people, which is one of the foundations of practical everyday life. Geography is the only science that studies natural and social phenomena, structure, functioning and evolution geographical envelope in general, its individual parts, natural and natural-social geosystems and their components in order to scientifically substantiate the territorial organization of society. In addition, geography is the only science that introduces students to the territorial (regional) approach as a special method of scientific knowledge and a tool for influencing natural and socio-economic processes.
Studying a geography course at school ensures the satisfaction of the intellectual needs of the individual in knowing the nature, population and economy of the Earth (raising the level of culture in society), familiarizing himself with the essence of natural and man-made processes for personal safety.
Main goals studying geography at school:
knowledge on specific examples of the diversity of modern geographical space at its different levels (from local to global) to form a geographical picture of the world;
knowledge of the nature, essence and dynamics of the main natural, environmental, socio-economic, social, geopolitical and other processes occurring in the geographical space of Russia and the world;
understanding of the main features of the interaction of nature
and society at the present stage of its development, the importance of protecting environment and rational nature management, implementation of the strategy sustainable development on the scale of Russia and the world;
understanding the patterns of population distribution and the territorial organization of the economy in connection with natural, socio-economic and environmental factors, the dependence of problems of adaptation and human health on geographical conditions residence;
deep and comprehensive study of the geography of Russia, including its geopolitical position, nature, population, economy, regions, features of nature management in their interdependence.
The globe, geographic map and plan of the area: differences in content and scale, methods of cartographic representation. Geographical coordinates. Aerial and space photographs. Location orientation. Geoinformation systems.
Geographical methods of studying the environment. Observation, description, measurement, experiment, modeling.
EARTH AND UNIVERSE
Earth is part of the solar system. The shape and size of the earth. Causes of the change of day and night, seasons. Belts of illumination. Time Zones.
LITHOSPHERE
The internal structure of the Earth and the lithosphere. Minerals, rocks, minerals. Geological history of the Earth. The dependence of the relief on the structure of the earth's crust. Internal and external processes that change the surface of the Earth. Adverse and dangerous phenomena in the lithosphere, measures to prevent and combat them. Man and the lithosphere.
ATMOSPHERE
The composition and structure of the atmosphere. Radiation balance of the Earth. Atmospheric pressure, winds, precipitation. meteorological instruments. Air masses, weather and climate. Distribution of heat and moisture on the Earth's surface. Climate-forming factors, climatic zones. Unfavorable and dangerous climatic phenomena. Weather forecast. Man and climate.
HYDROSPHERE
Composition and structure of the hydrosphere. The water cycle in nature. World Ocean. Land waters. Adverse and dangerous phenomena in the hydrosphere, measures to prevent and combat them. The World Ocean and its role in the formation of the Earth's climates. Man and the hydrosphere.
BIOSPHERE
Definition and boundaries of the biosphere. The emergence of life. Biological circulation of substances. Latitudinal and altitudinal zonality of vegetation, soil cover and wildlife, economic activities of people. Man and the biosphere.
Soil cover (pedosphere). Soil as a natural-historical formation. The structure and fertility of the soil. The main factors of soil formation, the main zonal soil types. Man and soil cover.
GEOGRAPHICAL SHELL, GEOGRAPHICAL ENVIRONMENT AND TERRITORIAL COMPLEXES
Structure, basic properties and regularities of the geographic shell. Geographical zonality and sector nature of the continents. Territorial complexes: natural, natural-anthropogenic, anthropogenic. Composition, structure and properties of natural complexes of land and ocean. Man and the geographical environment: mutual influence and interdependence.
NATURE AND HUMAN SOCIETY
The role of the geographical environment in human life and the development of society. Human adaptation to the environment.
Natural conditions and natural resources. Kinds natural resources, their classification. Rational and irrational nature management. Mutual influence of economic activity of man and nature. Geoecology. Landscape planning. The problem of preserving landscape and cultural diversity on Earth. Specially protected natural areas and objects of the World Natural and cultural heritage. Strategy for sustainable development. Noosphere. Geographic expertise and monitoring.
POPULATION
Dynamics of the population of the Earth, individual regions and countries. Placement of the population. Geography of races, peoples and religions. Population migrations. Cities and countryside. Urbanization. Conditions and way of life of people in different types of settlements. Geography of the labor market and employment. Geography of the quality of life of the population.
GEOGRAPHY OF THE WORLD ECONOMY
Geographic model global economy, its sectoral and territorial structure. Main industries and regions. The interdependence of the features of nature, the distribution of the population and the economy. Geographic consequences of globalization.
REGIONS AND COUNTRIES OF THE WORLD
Political map of the world, stages of formation. Typologies of modern states. Geopolitics. Comprehensive geographical characteristics and differences between the largest regions and countries of the world, including their homeland. Russia in the world.
GLOBAL PROBLEMS OF HUMANITY
The essence of global problems, their relationship and geographical aspects.
HISTORY Explanatory note
The need to study history at school is determined by its cognitive and ideological directions. The main task of school historical education is the formation of historical thinking in students as the basis of the civic identity of a value-oriented person.
The main goals of studying history at school:
the formation of the younger generation of historical landmarks of self-identification in the modern world;
mastering by students of knowledge about the main stages in the development of human society from antiquity to the present day in the social, economic, political, spiritual and moral spheres; development in a form accessible to students on the basis of a generalization of the factual material of a problematic, dialectical understanding of history; assimilation of an integrative system of knowledge about the history of mankind with special attention to the place and role of Russia in the world-historical process;
educating students in the spirit of respect for the history of their Fatherland as a single and indivisible multinational state built on the basis of equality of all the peoples of Russia, in the spirit of patriotism and internationalism, mutual understanding and respect between peoples, rejection of chauvinism and nationalism in any form, militarism and war propaganda; the development of students' desire to contribute to solving the global problems of our time;
development of students' abilities on the basis of historical analysis and a problematic approach to comprehend processes, events and phenomena in their dynamics, interconnection and interdependence, guided by the principles of scientific objectivity and historicism;
the formation of a social system of values among students on the basis of understanding the patterns and progressiveness of social development, awareness of the priority of public interest over the personal and the uniqueness of each individual, fully revealed only in society and through society;
development of a modern understanding of history in the context of humanitarian knowledge and public life;
development of skills of historical analysis and synthesis, formation of an understanding of the mutual influence of historical events and processes.
The subject of history. Knowledge about the past. Sources and Historians.
Human Origins. Primitive society.
Concept and chronology.
Ancient civilizations of the East: Mesopotamia, Ancient Egypt, India, China. Social structure, economy. Religions, culture.
Antiquity. Ancient Greece. Hellenism. Ancient Rome. The main stages of historical development, forms of political and social structure. Culture.
Ancient paganism. The rise and spread of Christianity.
Ancient heritage and its significance for the modern world.
Middle Ages
Concept and chronology.
The formation of the Christian world. Byzantium.
Western Middle Ages: political and social structure, economic system, religion and church, mentality and culture. Features of the development of various regions of Europe in the Middle Ages.
Eastern Middle Ages. The rise and spread of Islam. Arab Caliphate. Mongol conquests in the countries of the East. India, China, Japan in the Middle Ages.
Mesoamerica.
International relationships. Interaction between West and East in the Middle Ages: religious, diplomatic, cultural, military, commercial.
Medieval heritage and its significance for the present.
new time
Concept and chronology.
Early New Age. The transition from the medieval economic system to the market. Modernization. initial accumulation of capital.
Great geographical discoveries.
The development of nation states. Absolutism in Europe. International relations of the early modern period.
Renaissance. Reformation and Counter-Reformation.
Education.
English bourgeois revolution. Great French revolution and its consequences. US education.
New system international relations. Reunification of Italy and Germany. Civil War in the USA.
Industrial revolution. Countries and nations on the path of modernization. industrial society. Conservative, liberal, socialist responses to social challenges. The Rise of a Liberal Democracy.
colonial empires. Sovereign States of East and South America. Ottoman Empire.
The science. Culture. Gen.
The world at the turn of the XIX-XX centuries. World War I and its aftermath. October revolution in Russia and the world.
totalitarian and democratic regimes. Fascism. World economic crisis and its consequences. State in the life of society. International relations in the interwar period.
World War II and its results. "Bipolar World". Bipolar system of international relations.
European countries and North America after World War II. "Welfare State".
Eastern countries after World War II. The collapse of colonial empires.
Scientific and technical progress. The transition from an industrial society to a post-industrial one.
The collapse of the world socialist system. New system of international relations. Local conflicts.
"Asian Rush". The countries of the East and South America on the way of "catching up development".
Globalization. Global problems of the present.
Science, culture, religion, life.
The world at the beginning of the XXI century.
RUSSIAN HISTORY
The subject of national history
History of Russia as an integral part of the world-historical process. Identity factors Russian history. Natural factor in the history of North-Eastern Eurasia. Sources on Russian history. Historical space and symbols of Russian history.
The oldest societies and states on the territory of Russia
The emergence and resettlement of man on the territory of Russia. The first cultures and societies. Sarmatians. Scythians. The states of the Volga region, the Caucasus and the Northern Black Sea region. Nomadic and sedentary societies of the era of migration of peoples. Huns and nomadic empires. Finno-Ugrians, Turks, Balts, Germans and Slavs in ethno-cultural interaction at the turn of the 1st millennium.
Ancient Russia
Ethnogenesis, early history, material and spiritual culture of the Slavs.
Socio-economic and political structure of Ancient Russia in the context of world history. Features of ancient Russian statehood. political fragmentation. Ancient Russia and its neighbors on international routes between East and West.
Christianity and paganism. Culture of Ancient Russia: unity and regional features. The formation of the ancient Russian people.
Medieval Russia
Features of the feudal system of medieval Russia. Russian structure medieval society. Crisis of the thirteenth century
Russia in the system of international relations and relations in the Middle Ages. Russian lands and Golden Horde. Russia and the West.
North-Eastern Russia: centers of consolidation, unification of lands around Moscow. Russian lands within the Grand Duchy of Lithuania.
Political centralization and the formation of autocracy.
Muscovy in the 16th century: territory, socio-economic and political development, main processes in spiritual life.
Religion and Church in Medieval Russia.
Time of Troubles: causes and consequences.
Russia in Modern Times
The main historical sources, chronology and essence of the new stage of Russian history.
Economy, society and power of Russia in the late 17th - early 18th centuries.
Background and significance of the reforms of Peter I. Phenomenon palace coups.
Changes in the economy, social and political system, culture of Russia in the XVIII century. Secularization.
Popular movements.
Russia in European and world politics. The transformation of Russia into a great European power. Patriotic War 1812
Reforms and society in Russia XIX in. The beginning of the industrial modernization of Russia: the main stages and features.
The evolution of Russian power in the XIX century.
Formation of the territory of the Russian Empire. Peoples, countries and features national policy.
Official ideology and social movements in the 19th century. traditional religions.
Russian culture, science, education in the 19th century.
Recent history of Russia
Sources for recent history. Russia at the beginning of the 20th century: economics, politics, ideology, culture. The role of Russia in the world economy and politics.
Reforms in Russia at the beginning of the 20th century: background and significance.
The nationwide crisis of 1914-1920: causes and consequences. The Great Russian Revolution and its influence on the Russian and world history 20th century
Civil war in Russia. Education of the USSR.
Phenomenon Soviet society. Soviet Union as a type of society and state: structure of society, management system, law, education system, science, ideology and social psychology, traditional religions, national question.
Soviet model of modernization: specificity, result, price.
The decisive role of the USSR in achieving victory in World War II.
The Soviet Union as an industrial society: resources, industry, agriculture, scientific and technological progress and the military-industrial complex.
Causes and consequences of the crisis and collapse Soviet system.
Russian Federation at the beginning of the 21st century: the revival and development of statehood, the economy, science and culture, the spiritual values of Russian society. The Russian Federation in the global processes of modernity.
Knowledge about the past of our country in modern social and political processes.
SOCIAL STUDIES Explanatory note
In the science of science, the term "social science" ("social science") unites all the sciences about society. In the education system, social science (social science) is called an academic discipline that represents a system of knowledge about society, except for historical ones, which are given in another academic subject - history. Social science is studied based on historical knowledge. History is studied using the concepts formed in the course of social science. Both subjects are interconnected, but do not replace each other. In the course of history, the past is studied in its concrete, unique form; in the course of social science, knowledge about society is presented in a generalized form and is most focused on modernity. Both subjects have independent value.
Social science education is a necessary condition for the optimal socialization of the individual, contributing to its entry into the world of human culture and social values and, at the same time, the discovery and assertion of a unique and unrepeatable self.
Philosophy, economic science, sociology, political science, social psychology, and jurisprudence are basic for a modern social science course covering the problems of man and society.
Mastering the basics of philosophy helps the student to navigate correctly in the world of knowledge and human values, as well as to find his place in life. The importance and necessity of studying philosophy in school is explained mainly by the fact that it answers questions about how to think correctly, how to live with dignity. Understanding the essence of social processes gives social philosophy.
The basics of economic knowledge are necessary for the formation in a teenager of an adequate perception of the economic situation in the country, in the world. They are also a tool that a graduate of a general education school can use to properly build their relationship with a future employer, colleagues in professional activity, state and commercial economic structures.
Sociological knowledge is designed to contribute to the formation of a comprehensive view of social processes, representing the framework of social thinking as a systematic understanding of the objective and subjective elements of social trends. Holistic systemic sociological thinking will help young people to take an active social position in society.
The growing importance of political science - the science of politics, the structure, distribution and exercise of power - is determined by the fact that the fate of Russia, and, consequently, the own fate of each person depends on the sum of individual political positions, on the conscious political choice of citizens. The strengthening of democracy in Russia is impossible without the affirmation in the minds of the majority of the population of the democratic values revealed by political science.
Social psychology plays important role in determining by the graduate his place in society and the formation of his position in relation to society, while its weight increases due to the complication of interpersonal relations in our time, the importance of organizing the interaction of people in large and small groups.
Mastering the basic knowledge of law is a mandatory element of the development of social active person, which has the level of legal consciousness and legal culture necessary for modern society. In turn, this brings up an inner conviction in the need to comply with the rule of law, a responsible and respectful attitude towards the rights and freedoms of others, and a civil position.
The study of these social sciences and the humanities separately is a task high school, whose graduates, only under the condition of humanitarian development, will become intelligent people. As for the general education school, its curriculum, neither in the present nor in the foreseeable future, can accommodate in its basic part academic disciplines corresponding to all the named areas of scientific knowledge. Meanwhile, such knowledge is necessary for every person entering into life. The optimal solution is to present the student not with independent sciences, as in a university, but with pedagogically selected knowledge integrated into a single course of social science. This decision corresponds to the current trend towards the integration of social and humanitarian knowledge. In a modern social science course, knowledge about a person and society should be presented to students not one-sidedly, not from the standpoint of only one of the areas of science, but in a complex way. A scientific picture of the world is unthinkable without a holistic view of society and contemporary issues person.
Social science education occupies a special place in the system of general education, performing by its own means those tasks that no other academic subject is able to perform.
Among the general requirements for the content of education, put forward by the Law "On Education", is an orientation towards ensuring the self-determination of the individual, creating conditions for its self-realization.
The task put forward in the law of forming a student's picture of the world adequate to the modern level of knowledge cannot be solved without a complex of knowledge about society and man, the integrity of which is ensured by the integration of information from the sciences that study various aspects of the development of society into the course of social science.
Without social science education, it is impossible to fully fulfill the requirement of the law on the education of a citizen integrated into modern society. The solution to this problem involves the assimilation by students of a civic culture, which includes political, legal, economic, and moral and patriotic components. It covers not only the relationship between the citizen and the state, but also various aspects of relations in civil society.
Below is the core of knowledge that every person who receives a complete secondary education should master. At the same time, in accordance with the needs of students and the possibilities of the school, training courses can be introduced that expand and deepen knowledge in any of the basic sciences.
Content
FOUNDATIONS OF PHILOSOPHY
The problem of anthropogenesis. biosocial nature of man. The structure of consciousness. The relationship between mind and body. Individual and personality. Activity as a way of existence of people, self-realization of the individual. Motivation of activity, needs and interests. Variety of activities. Public and individual consciousness. Self-consciousness and its role in the development of personality.
Man as a spiritual being. spiritual life of man. The concept of worldview. The structure of the worldview: a picture of the world, ideals, values and goals, attitude. Scientific, everyday, mythological, religious, philosophical worldview.
THEORY OF KNOWLEDGE AND LOGIC
Knowledge as an activity. Knowledge, its types. Truth and its criteria, the relativity of truth. Forms of sensory cognition, its specificity and role.
Forms rational thinking. Thinking and language. Meaning and meaning of language expressions. The laws of logic are the core of rational thinking. Reasoning and inference. deduction and induction. Methods of substantiating the truth: proof, observation, experiment, practice. Explanation and understanding. types of explanations. Common mistakes in everyday reasoning. Paradoxes, dispute, discussion, controversy. Grounds, acceptable methods of rational dispute. Mind manipulation methods.
Scientific knowledge, its characteristic features. Empirical and theoretical levels of scientific knowledge. Ways and methods of scientific knowledge. Differentiation and integration of scientific knowledge. Features of social cognition.
ETHICS
Ethics, morality, morality. The main categories of ethics. Good and virtue, evil and vices. The problem of the meaning of life. Free will and moral judgment.
Qualities of character, their difference from physical qualities and mental abilities. Moral and volitional qualities, their ratio. Mercy, justice, friendship. The golden rule of morality is a universal formula of behavior. Selfishness.
Duty is a moral motive for behavior. Conscience is the highest moral authority in a person, remorse. Morality as an area of individually responsible behavior.
SOCIAL PHILOSOPHY
Society as an integral developing system. Interrelation of nature and society. The main spheres of society, their interaction. Dynamics of society, development. Evolution and revolution as forms of social change. The concept of social progress. Typology of societies.
Modern society: leading trends, features of development. Acceleration of social development. The processes of globalization, their inconsistency. Global problems of the present. Society and the individual in the face of threats and challenges of the 21st century. The future of modern civilization.
BASICS OF ECONOMY
Economy as a way of managing. Types of economic systems. Economic goods, their production, exchange, distribution and consumption. Economic sciences: microeconomics, macroeconomics, world economy, economic history, history of economic thought.
The concept of ownership. Forms of ownership. The public sector in the economy. Nationalization. Privatization.
Market economy. Demand. The law of demand. Sentence. The law of supply. Formation of market prices. Equilibrium price. Competition and monopoly. Types of monopolies. Monopolistic competition.
factors of production. production costs. Division of labor and labor productivity.
Entrepreneurial activity. The main types of firms: individual firms, partnerships, cooperatives, joint-stock companies. Types of costs and their economic significance. Types of profit. The impact of competition on the firm's performance.
Market types. Stocks and bods market. Shares, bonds. Stock Exchange. Labor market. Demand, supply and price in the labor market. Employment. Unemployment. Types of unemployment. Living wage. Minimum wage. Trade unions.
Family economy. Sources of family income. Family property. Real income. nominal income. Consumer credit.
Gross domestic product. Nominal and real GDP. Economic cycles. Phases of the economic cycle in a market economy. The economic growth. Extensive and intensive growth. Factors of economic growth. Rates of economic growth.
Money and banks. Functions of money. The role of banks in the economy. How banks make money. The concept of inflation. Demand inflation. cost inflation.
The role of the state in the economy. Forms of state intervention in the economy. public goods. Functions of the state in a modern market economy. Budgetary and tax policy. Money-credit policy. The state budget. State debt.
World economy. International trade. International division of labor. Free trade and protectionism. Currency. Currency market. The concept of the exchange rate. International economic organizations. Globalization of the economy.
FOUNDATIONS OF SOCIOLOGY
Social communities and groups. Types of social groups. Ethnic (national) communities. Youth like social group.
Social structure and stratification, social inequality. Gender relations in modern society, the foundations of feminism.
The main social institutions, their structure, functions, role in the life of society. Institute of family and marriage, the fate of the family in modern society. Education as social institution. Media Institute. Religion as a social institution.
Social norms, their types. Deviant behavior. social control.
Social statuses and roles, basic social roles in adolescence. Socialization of the individual.
Social mobility, its forms and channels in modern society.
Social, ethno-social (national) conflicts, ways of their resolution.
Features of the social development of modern Russian society. Constitutional foundations of social (national, demographic, youth) policy in the Russian Federation.
BASICS OF POLITICAL SCIENCE
Politics as a social phenomenon. The concept of power. Political system, its structure and functions.
State in the political system. Its signs and functions. The concept of sovereignty. Forms of government (monarchy, republic), forms of state-territorial structure (unitarism, federalism). The main directions of state policy. Civil society and the rule of law.
Political regime. Typology of political regimes. Democracy, its main values and features. Elections in a democratic society. Types of electoral systems: majoritarian, proportional, mixed. Election campaign. Electoral technologies.
Political parties and movements. Typology of political parties. Their signs and functions. party systems.
Political ideology, its role in society. The main ideological and political currents, their values. Liberalism, conservatism, social democracy, communism.
The concept of political leadership. Typology of leadership.
political elite. Typology of elites.
Mass media in the political system of society.
Man in political life. Political psychology and political behavior. Political participation, its forms.
Political extremism as a social phenomenon. Origins and danger of political extremism in modern society.
The concept of political culture. Types of political culture.
political process.
BASICS OF SOCIAL PSYCHOLOGY
The socialization of the individual. Personality. Factors of its development. Thinking and activity. Worldview. Spiritual world of man. Thoughts and feelings. Search for the meaning of life. Life orientations and values. The value of human life. Freedom and responsibility. Interests. Inclinations. Capabilities.
Social setting. Role set personality. role behavior.
Public and interpersonal relations. Small group. personality in the group. Interpersonal relationships in groups.
Human need for communication and ways to meet it. Functions and structure of communication. Communication styles. Communication in adolescence. The value of communication for adolescence.
Conflict. The problem of interpersonal conflict. Structure, functions, dynamics of the conflict. Perception conflict situation. Ways of constructive conflict resolution.
The family is like a small group. Psychology of family relationships.
LAW BASICS
Essence, concept and value of law. Various types of legal understanding. Law in the system of social norms. Sources of law. Law system. The system of Russian legislation.
Legal relation. Subjects of legal relationship. legal facts.
Offenses and legal liability. Legal responsibility of minors. Legal methods of conflict resolution.
The Constitution of the Russian Federation. Human rights as the basis of the legal system of the Russian Federation. Basic constitutional obligations of citizens of the Russian Federation. Legal ways to protect the constitutional rights of citizens.
Fundamentals of the constitutional system of the Russian Federation. Russia is a sovereign state, a republic, a democratic constitutional state, a federation. Organization of public authority in Russia.
The right of citizens to participate in the management of the affairs of the state. The electoral system of the Russian Federation.
Law enforcement agencies of the Russian Federation.
The right to a healthy environment. Environmental offenses.
Civil relations. Legal persons. The capacity of minors. Property rights. Ownership. Civil law disputes.
Rights, duties and responsibilities of the employee and the employer. Features of labor relations of youth.
Legal bases of social protection and social security.
Family relations. The procedure, conditions for the conclusion and dissolution of marriage. Rights and obligations of spouses, parents and children.
Administrative offense. Types of administrative penalties.
Basic concepts and institutions of criminal law. Criminal liability of minors.
Legal regulation of relations in the field of education.
The right to life in armed conflicts.
MATHEMATICS Explanatory note
Mathematics is the science of the most general and fundamental structures of the real world, it is the most important source of fundamental ideas for all natural sciences and modern technologies. The entire scientific and technological progress of mankind is directly related to the development of mathematics. Therefore, on the one hand, without knowledge of mathematics it is impossible to develop an adequate idea of the world. On the other hand, it is easier for a mathematically educated person to enter into any new objective problematic for him.
Mathematics allows you to successfully solve practical problems: optimize the family budget and correctly allocate time, critically navigate statistical, economic and logical information, correctly assess the profitability of possible business partners and proposals, and carry out simple engineering and technical calculations for practical tasks.
Mathematical education is a centuries-old means of intellectual development in conditions of mass education. Such development is ensured by the systematic, deductive presentation of the theory adopted in high-quality mathematical education, combined with the solution of well-chosen problems. Successful study of mathematics facilitates and improves the study of other academic disciplines.
Mathematics is the most exact of the sciences. The subject "Mathematics" has an exceptional educational potential: it brings up intellectual correctness, critical thinking, the ability to distinguish between reasonable and unreasonable judgments, accustoms to prolonged mental activity.
For many, school mathematics is a necessary element of pre-professional training. In this regard, it is fundamentally important to harmonize mathematics and other academic subjects. Although mathematics is a single science without clear boundaries between its different sections, below the information array of the course, in accordance with tradition, is divided into sections: "Arithmetic", "Algebra", "Geometry", "Mathematical Analysis", "Probability and Statistics". At the same time, familiarity with the history of mathematics and mastery of the following general mathematical concepts and methods is assumed:
Definitions and initial (undefined) concepts. Proof of; axioms and theorems. Hypotheses and rebuttals. Counterexample. Common Mistakes in reasoning.
Direct and inverse theorem. Existence and uniqueness of an object. Necessary and sufficient condition fidelity of the assertion. Proof by contradiction. Method of mathematical induction.
Mathematical model. Mathematics and problems of physics, chemistry, biology, economics, geography, linguistics, sociology, etc.
ARITHMETIC
Integers. Decimal number system. Arithmetic operations on natural numbers. Verbal counting. Estimating and evaluating the results of calculations. Powers and roots of a number.
Simple and composite numbers. Decomposition natural number to prime factors. Division with remainder. Whole numbers.
Ordinary and decimals, operations on them. Interest. Proportions.
Properties of numerical equalities and inequalities.
Solution word problems arithmetic way.
Measurement of quantities. Metric units. Section measurement.
ALGEBRA
Polynomials and actions on them . Square trinomial.
Abbreviated multiplication formulas. Factoring a polynomial. Algebraic fractions and action on them.
Numeric value literal expression. Identity transformations. Valid variable values.
Equations, inequalities and their systems. Solution of linear and quadratic equations. Rational roots of polynomials with integer coefficients. Equivalence of equations, inequalities and their systems.
Drawing up equations, inequalities and their systems according to the conditions of the problems. Solving text problems by the algebraic method. Interpretation of the result, selection of solutions.
Extension of the concept of number: natural, integer, rational and irrational numbers. Complex numbers and their geometric interpretation. Fundamental theorem of algebra (without proof).
Number Sequences . Arithmetic and geometric progressions. Compound interest. The sum of an infinitely decreasing geometric progression. The concept of the method of mathematical induction.
GEOMETRY
Geometric figures on the plane and in space. Segment, line, angle, triangles, quadrangles, polygons, circle, polyhedra, ball and sphere, round bodies and surfaces; their main properties. Mutual arrangement of figures.
Parallel projection, the image of spatial figures.
Right triangle. Pythagorean theorem. Sine, cosine, tangent of an angle. Relations between sides and angles in a triangle.
Traffic. Symmetry of figures. Likeness of figures.
Geometric quantities and measurements. Cut length. Degree and radian measure of an angle. Circumference, number . The concept of area and volume. Basic formulas for calculating areas and volumes.
Coordinates and vectors.
Ideas about the axiomatic method and Lobachevsky's geometry.
Solving problems for construction, calculation, proof. Application in solving geometric problems of considerations of symmetry and similarity, methods of geometric places, design and sections, algebraic methods, coordinate, vector method.
Applications of geometry.
MATHEMATICAL ANALYSIS
Real numbers. Endless decimals . Rational and irrational numbers. Periodic and non-periodic decimal fractions. Coordinates. The representation of numbers by points of the coordinate line. The absolute value of a number. Cartesian coordinate system on the plane.
Function and ways to set it. Reading and plotting functions. The main properties of the function: monotonicity, intervals of increase and decrease, maxima and minima, boundedness of functions, even and odd, periodicity.
Elementary Functions: linear, quadratic, polynomial, linear-fractional, exponential, exponential, logarithmic. Trigonometric functions, formulas for reduction, addition, double angle. Converting expressions containing power, trigonometric, logarithmic and exponential function. Solution of the corresponding equations and inequalities.
Graphic interpretation of equations, inequalities with two unknowns and their systems.
Composition of functions. Inverse function.
Transformation of graphs of functions.
Continuity. Intervals of constant sign of a continuous function. interval method.
The concept of the derivative of a function at a point. Physical and geometric meaning of the derivative. The use of the derivative in the study of functions, plotting graphs. Using the properties of functions in solving textual, physical and geometric problems. Solving extreme problems.
The concept of definite integral as the area of a curvilinear trapezoid . Primitive. Newton-Leibniz formula. Applications of a definite integral.
PROBABILITY AND STATISTICS 1
Representation of data numerical characteristics. Tables and diagrams. Random selection, selective research. Interpretation of statistical data and their characteristics. Random events and probability. Calculation of probabilities. Enumeration of variants and elements of combinatorics. Bernoulli trials. random variables and their characteristics. frequency and probability. The law of large numbers. Estimation of the probability of occurrence of events in the simplest practical situations.
INFORMATICS Explanatory note
Informatics is a scientific discipline about the patterns of information processes in various environments, as well as methods and means of their automation.
Information processes are a fundamental reality of the surrounding world and a defining component of modern information civilization. Informatics provides the key to understanding numerous phenomena and processes in natural sciences, sociology, economics, history, etc.
Informatics lays the foundation for the creation and use of information and communication technologies (ICT) - one of the most significant technological achievements of modern civilization. Today, ICT is a necessary tool for almost any activity. The pace of qualitative development of computer technology and ICT has no precedent in history.
Informatics, information and communication technologies have a significant impact on the worldview and lifestyle modern man. A society in which information processes, properties of information, information and communication technologies play a decisive role is the reality of the present.
Informatics has a very large and growing number of interdisciplinary connections, both at the level of the conceptual apparatus and at the level of tools. We can say that it is a meta-discipline that has a general scientific language, a kind of cognitive "Latin".
The interdisciplinary links between mathematics and informatics deserve special attention. These disciplines are not competing (for example, on the basis of computer theorem proving or the use of mathematical packages). At the same time, computer science is not a part of mathematics, although a number of concepts can be simultaneously attributed to the competence of both disciplines. It is more productive to consider mathematics and computer science as disciplines that complement each other to a certain extent. For example, rational numbers in mathematics are a step towards real numbers. For computer science, rational numbers are of interest.
In computer science, many types of activities are formed that are of a general disciplinary nature: modeling objects and processes, collecting, storing, transforming and transmitting information, managing objects and processes. The peculiarity of computer science is that a significant part of this activity can be carried out using computer tools.
The school course of computer science reflects all of the following aspects:
the essence of informatics as a scientific discipline that studies the patterns of information processes in various environments (systems);
the main areas of application of computer science, primarily information and communication technologies, management and the social sphere;
interdisciplinary nature of computer science and information activities.
Informatics has not yet taken shape as a deductive theory, however, in the process of teaching this discipline, a well-defined system of concepts and the logic of their development have developed: from information processes as a phenomenon of reality to information models as a tool for cognition of this phenomenon with the transition to areas of application of the acquired knowledge.
A fundamentally important role in informatics is played by the concept of an information model, which is at the same time a tool for cognition, a tool for planning practical activities, in particular with the use of a computer, and a mechanism for implementing interdisciplinary connections in informatics.
It is expedient to divide the conceptual apparatus of informatics into three concentrations:
concepts related to the description of the information process;
concepts that reveal the essence of information modeling;
concepts that characterize the use of informatics in various fields, primarily technologies, management, and the socio-economic sphere.
Main goals studying computer science at school:
development of knowledge that forms the basis of scientific ideas about information, information processes, systems, technologies and models;
development of cognitive interests, intellectual and creative abilities by means of ICT;
fostering a responsible attitude to information, taking into account the legal and ethical aspects of its dissemination; selective attitude to the information received;
mastering the skills to work with various types of information using a computer and other means of information and communication technologies (ICT), organize their own information activities and plan their results;
development of skills in the use of ICT tools in everyday life, in the implementation of individual and collective projects, in educational activities, in the further development of professions that are in demand on the labor market.
Achieving these goals in full is possible if, as part of the educational process and independent work students are provided with access to information and communication technologies.
Contents GENERAL CONCEPTS
Systems formed by interacting elements, states of elements, signals. Management, feedback, sustainability. Information, information objects of various types (symbols, sounds, images
and etc.). Universality of discrete (digital, including binary) representation of information, representation accuracy. Units for measuring the amount of information. Information compression.
Information transfer process, information source and receiver, encoding and decoding, information distortion during transmission, information transfer rate.
Storage, transmission, processing of information in social, biological and technical systems. Perception, memorization, transformation, transmission of information by living organisms, by man.
THE VALUE OF INFORMATION
Language as a way of presenting information: natural and formal languages, semantics. Formalization of the description and modeling of real objects and processes. Formalization of the task. Computer modelling.
MATHEMATICAL CONCEPTS
Transformation of information according to formal rules. Algorithms. Ways of writing algorithms; block diagrams. Boolean values, operations, expressions. Algorithmic constructions (names, branching, cycles). Splitting the task into subtasks, auxiliary algorithms. Processed objects: strings of symbols, numbers, lists, trees, graphs. Algorithms: Euclid, translation from decimal system calculus to binary and vice versa, examples of sorting algorithms, enumeration (building a winning strategy in the game tree).
Computable functions, formalization of the concept of a computable function, completeness of formalization. The complexity of the calculation and the complexity of the information object. Non-existence of algorithms, enumeration problem.
DEVICE AND CHARACTERISTICS OF THE COMPUTER. ORGANIZATION OF THE COMPUTATION PROCESS
Computer as a universal information processing device. The main components of a computer and their functions: processor, memory, external devices, RAM, cache memory, external memory.
Logic circuits and their physical (electronic) implementation, integrated circuits. The software principle of computer operation, address, processor state, machine instruction, machine program, data and command buses, bit depth, speed.
User interaction with the computer. External computer devices: keyboards (including music), mouse and other manipulators (graphics panel), scanner, video camera, microphone, digital sensors and other input devices, monitor, projector, printer and other output devices, computer-controlled devices, modem . Discrete (digital) input and output structure.
Computer networks, distributed computing, ubiquitous computing environment. The composition and functions of the software: operating systems, programming systems, general user and professional software.
Programming languages, implementation of algorithms. Idea about programming, stages of program development: design, coding, debugging; program life cycle.
INFORMATION TECHNOLOGY
Connecting blocks and devices of a computer, other ICT tools, simple operations (switching on and off, understanding readiness and failure signals, etc.), using various information media (magnetic, optical, semiconductor), consumables. Hygienic, ergonomic and technical conditions for the operation of ICT facilities.
Operation of computer information objects in a graphical form (graphical user interface): creation, naming, saving, deleting objects, organizing their families. Information compression, archiving and unzipping. Computer viruses. Data protection.
Estimation of quantitative parameters of information objects and processes: the amount of memory required for storing objects, the speed of transfer and processing of objects, the cost of information products, communication services.
Information entry
Entering, recording by means of ICT information about objects and processes of the surrounding world (including in social science, natural science, philology, art): images, sound, texts (including using recognition of printed, written and oral text), music, measurement results and surveys.
Data processing
Text processing (including in social science, natural science, philology). Create structured text through skilled typing using basic text editor tools. Links. Highlighting changes. Spell checker, dictionaries. Inclusion of graphic and other information objects in the text. Business correspondence, educational publication, teamwork.
Image processing (includingin art, technology)
Sound and video image processing (including languages, art; design activities in various fields).
Using ready-made templates and libraries of ready-made objects.
Organizing and Finding Information
Information search (including in social science, natural science, languages) in text, file system, database, Internet. Computer and non-computer encyclopedias, directories, catalogs, other sources of information, search engines. Creating records in the database.
Design, modeling, control
Creation and processing of drawings, diagrams, plans, maps, two-dimensional and three-dimensional graphics (including in drawing, technology, art, geography, natural science, economics), use of standard graphic objects.
Computer-controlled devices (in technology)
Processing of digital data (including in natural science, social science). Dynamic (electronic) table as a modeling tool. Entering information (including formulas) into a table, switching to a graphical representation.
Virtual laboratories (including in mathematics and natural sciences).
Information environment of communication and interaction
Creation and transmission of complex information objects in the form of printed text, web pages, presentations (including languages, social science, natural science).
Organization of knowledge and interaction in the information environment: e-mail, chat, forum, teleconference, website, knowledge base.
Information and communication technologies in society
Milestones of development information technologies.
ICT applications: communications (cellular and Internet telephony, etc.), information services (Internet, media), modeling (weather forecasting), design (CAD), management (manufacturing, transport, operations planning), data analysis (tomography), education ( distance learning, educational sources and tools, project activities), arts and entertainment (animation, games).
Personal information. Information security, selectivity, ethics and law.
PHYSICS Explanatory note
Physics is a science that studies the most general patterns of natural phenomena, the properties and structure of matter, the laws of its motion. The basic concepts of physics and its laws are used in all natural sciences.
Physics studies the quantitative patterns of natural phenomena and belongs to the exact sciences. At the same time, the humanitarian potential of physics in shaping the overall picture of the world and influencing the quality of life of mankind is very high.
Physics is an experimental science that studies natural phenomena by experience. By constructing theoretical models, physics gives an explanation of the observed phenomena, formulates physical laws, predicts new phenomena, and creates the basis for the application of open laws of nature in human practice. Physical laws underlie chemical, biological, astronomical phenomena. Due to the noted features of physics, it can be considered the basis of all natural sciences.
In the modern world, the role of physics is constantly increasing, since physics is the basis of scientific and technological progress. The use of knowledge in physics is necessary for everyone to solve practical problems in everyday life. The device and principle of operation of the majority of devices and mechanisms used in everyday life and technology may well become a good illustration of the issues under study.
Physics is a unified science without clear boundaries between its different sections, but in the developed document, in accordance with the traditions, sections corresponding to physical theories: "Mechanics", "Molecular Physics", "Electrodynamics", "Quantum Physics". In a separate section "The Structure of the Universe" the elements of astronomy and astrophysics are studied.
MECHANICS
Material point as a model of a physical body.
mechanical movement. Relativity of mechanical motion.
Path. Speed. Acceleration. Their size and direction. Newton's first law and inertia. Weight. Strength. Newton's second law. Uniform and accelerated movement. Movement in a straight line and in a circle. third law
Newton. Pulse. Law of conservation of momentum. Jet propulsion. Elastic force. Friction force. Gravity. Law gravity. Job. Power. Kinetic energy. Potential energy. Law
conservation of mechanical energy. Equilibrium conditions for a rigid body.
simple mechanisms.
Mechanical vibrations. Resonance. mechanical waves in homogeneous environments. Sound. Loudness and pitch of the sound.
MOLECULAR PHYSICS
Atomic-molecular structure of matter. Thermal movement. Temperature. Brownian motion. Diffusion. Interaction of particles of matter. The physical state of matter is gas, liquid, solid. Evaporation and condensation. Boiling. Melting and transition to a solid state.
Thermal balance. Internal energy and pressure. The pressure of an ideal gas. The equation of state for an ideal gas. Atmosphere pressure. Pascal's law. Law of Archimedes.
work and heat transfer. First law of thermodynamics. The amount of heat, heat capacity. Converting thermal energy into mechanical. Steam engine, internal combustion engine, turbine. Efficiency. The second law of thermodynamics and its statistical interpretation.
ELECTRODYNAMICS
Electric field. Carriers of electric charge. The law of conservation of electric charge. Coulomb's law. Electric field. Electric field strength. Potential. Capacitor. Electric field energy. DC sources. Electromotive force. Voltage in the section of the electrical circuit. Current strength. Electrical resistance. Ohm's law. Work and power of electric current. Joule–Lenz law. Electric current in conductors, electrolytes, semiconductors, gases and in vacuum. Semiconductor devices.
A magnetic field. Magnetic field induction. The magnetic field of the current. Electromagnet. The action of a magnetic field on a current-carrying conductor. Strength. Inductance. The energy of the magnetic field. Electromagnetic induction. Electric generator. Alternating current. Transformer.
Electric motor. Magnetic properties substances.
Electromagnetic vibrations. Electromagnetic waves. Properties of electromagnetic waves. The speed of light. Principles of radio communication and television. Mobile connection. Frequency range of electromagnetic oscillations. Light. Interference, diffraction, dispersion of light. Reflection and refraction of light. Fiber optic communication. Lens. The path of light rays in a lens. Optical devices.
Postulates special theory relativity. Full energy. Peace energy. relativistic momentum. Mass defect and binding energy.
THE QUANTUM PHYSICS
Rutherford's experiments. Planetary model of the atom. Optical spectra. Absorption and emission of light by atoms. Light is like a stream of photons. Energy and momentum of photons. Radiation from a heated body. Photoelectric effect.
The composition of the atomic nucleus. Bond energy atomic nuclei. Radioactivity. Alpha, beta and gamma radiation. Element transformations. Half life. Relationship between mass and energy. Elementary particles.
Nuclear reactions. Energy sources of the sun and stars. Nuclear energy. Dosimetry. Effect of radioactive radiation on living organisms.
STRUCTURE OF THE UNIVERSE
Solar system. Stars and sources of their energy. Galaxy. "Redshift" in the spectra of galaxies. Expanding universe model. "Big Bang" and the evolution of the state of matter in the Universe.
CHEMISTRY Explanatory note
The school chemistry course includes the amount of chemical knowledge necessary for the formation of a chemical picture of the world in the minds of schoolchildren. This knowledge, along with physical knowledge, is at the center of natural science and fills many fundamental ideas about the world with concrete content. In addition, a certain amount of chemical knowledge is necessary both for everyday life and for activities in all areas of science, the national economy, including those not directly related to chemistry. Chemical education it is also necessary to create a clear understanding of the role of chemistry in solving the environmental, raw materials, energy, food, and medical problems of mankind.
Main goals studying chemistry at school:
formation of ideas about the chemical component of the natural-scientific picture of the world, the most important chemical concepts, laws and theories;
mastering the methods of scientific knowledge to explain chemical phenomena and properties of substances, assessing the role of chemistry in the development of modern technologies and obtaining new materials;
fostering confidence in the positive role of chemistry in the life of modern society, the need for a competent attitude to one's health and the environment;
application of acquired knowledge for safe use substances and materials in everyday life, agriculture and in production, solving practical problems in everyday life, preventing phenomena that are harmful to human health and the environment.
THEORETICAL FOUNDATIONS OF CHEMISTRY
Periodic law of D. I. Mendeleev. Atoms, nuclei, protons, neutrons, electrons. Chemical element. periods and groups. Nuclides, radionuclides. Half life. labeled atoms. The concept of the structure of electron shells. valence electrons. The degree of oxidation. How to use the periodic table.
Molecules. Electronic nature chemical bond. Electronegativity. Ions and ionic bond. Oxidation state and valence chemical elements. Polar and non-polar covalent bonds. Spatial structure of molecules. Metal connection. Hydrogen bond.
Substances of molecular and non-molecular structure. The conditionality of the properties of substances by their structure. Simple and complex substances. Ideas about the structure of gaseous, liquid and solid substances. Reasons for the diversity of substances: isomerism, homology, allotropy, isotopy. Pure substances, mixtures, solutions. Dissolution as a physical and chemical process. Hydration of ions. True and colloidal solutions. Solutions of gases, liquids and solids. Methods for expressing the concentration of solutions.
Physical and chemical phenomena. A chemical reaction is the process of rearranging atoms in molecules. Preservation of atoms in chemical reactions. Absolute and relative masses of atoms and molecules. A mole is a measure of the amount of a substance. Avogadro's law and the volume of a mole of a gas. Avogadro's number. Signs and conditions for the occurrence of chemical reactions. Classification of chemical reactions in inorganic and organic chemistry.
Solutions. Solubility. Solutions of gases, liquids and solids. Saturated and unsaturated solutions. The concentration of the solution and its calculation. Thermal phenomena during dissolution. True and colloidal solutions.
Electrolytes and non-electrolytes. Cations and anions. Strong and weak electrolytes. Dissociation of salts, acids and bases. Acidity of solutions, the concept of pH. Conditions for the irreversibility of reactions in solutions. The concept of analytical qualitative reactions.
Chemistry and electric current. Electrolysis. cathode and anode. Obtaining alkali metals and aluminum. Redox reactions as a source of electric current. Galvanic cells and batteries. The concept of a fuel cell. Chemical and electrochemical corrosion of metals. Corrosion protection methods. Anti-corrosion coatings.
Thermal effects of chemical reactions. The law of conservation of energy in chemistry. Bonding energy and heat of formation of compounds. Standard state. Exo- and endothermic reactions. Heat of combustion and dissolution. Hess' law. Fuel and its types.
The rate of reactions, its dependence on various factors. Activation energy. Catalysis.
reversibility of reactions. Chemical equilibrium and methods of its displacement.
BASICS OF INORGANIC CHEMISTRY
Metals and non-metals, their position in periodic system. The structure of atoms of non-metals. Physical and Chemical properties. Hydrogen and oxygen compounds of elements of subgroups of halogens, oxygen, nitrogen, carbon.
General characteristics of metals of the main and secondary subgroups. Physical properties of metals. Alkali and alkaline earth metals, aluminum, iron, copper, zinc and their compounds. Restorative properties of metals. Electrochemical series of voltages of metals. Ferrous and non-ferrous metals, methods of their production. Alloys. Corrosion of metals and methods of protection against corrosion.
Main classes of inorganic compounds and reactions between them. Oxides. Hydrogen. Hydrides. Hydroxides. Acids, bases, alkalis, salts. Amphoteric. Neutralization reaction. Acid-base indicators. Communication between the main classes of inorganic substances.
BASICS OF ORGANIC CHEMISTRY
The electronic structure of the carbon atom is the reason for the uniqueness of its compounds. The ability of carbon atoms to form chains. Homology and isomerism are the reasons for the diversity of organic compounds. Simple and multiple bonds. Limit, unlimit and aromatic hydrocarbons. Methane, ethylene, acetylene, benzene are the ancestors of the homologous series. Natural sources of hydrocarbons: oil and natural gas.
Functional organic compounds: alcohols, phenols, aldehydes, ketones, carboxylic acids, esters, amines, amino acids. The concept of heterocycles. Nitrogen bases. Genetic relationship between classes of organic compounds.
CHEMISTRY AND LIFE
high molecular weight compounds. monomers and polymers. polymerization and polycondensation. Rubbers, plastics, chemical fibers. High-molecular compounds are the basis of biopolymers and modern materials.
Squirrels. Nucleic acids (DNA and RNA). Fats. Carbohydrates. Chemistry and health. Balanced diet. Calorie content of food. Vitamins. medicinal substances. Harm caused by drugs.
Chemistry in agriculture. The cycle of nitrogen and phosphorus in nature. Mineral and organic fertilizers (nitrogen, phosphorus, potash). Plant protection products.
Household surface-active compounds. Washing and cleaning agents. organic solvents. household aerosols. Safety rules when working with household chemicals.
General principles of chemical production. The main products of industrial chemistry (ammonia, sulfuric acid, mineral fertilizers, ethylene, styrene, butadiene, acetic acid). The concept of petrochemistry.
BIOLOGY Explanatory note
Studying a biology course at school provides personal, social, general cultural, intellectual and communication development personality.
Main goals studying biology at school:
the formation of a scientific worldview based on knowledge about wildlife and its inherent laws, biological systems;
mastering the methods of cognition of wildlife and the ability to use them in practical activities;
mastering knowledge about the structure, life activity, diversity and environment-forming role of living organisms;
education of a value attitude to wildlife, one's own health and the health of others, a culture of behavior in the environment, i.e. hygienic, genetic and environmental literacy;
mastering the skills to comply with hygiene standards and rules of a healthy lifestyle, assess the consequences of their activities in relation to the environment, the health of other people and their own body.
ORGANIC WORLD SYSTEM
The kingdoms of wildlife
Viruses are non-cellular forms.
bacteria. Variety of bacteria. Bacteria are pathogens. The role of bacteria in natural communities (ecosystems).
Mushrooms. The diversity of fungi, their role in natural communities and human life. Lichens are symbiotic organisms, their ecological role.
Plants. Plant cells and tissues. Life processes. Growth, development and reproduction. Variety of plants, principles of their classification. The importance of plants in nature and human life. Major plant communities. The complication of plants in the process of evolution.
Animals. The structure of animals. Life processes and their regulation in animals. Reproduction, growth and development. Behavior. Diversity (types, classes of chordates) of animals, their role in nature and human life, complication in the process of evolution. Adaptations to various habitats.
ANATOMY AND PHYSIOLOGY OF THE HUMAN
The human body is an integral system. Cells, tissues, organs and organ systems.
Nervous system and sense organs. Nervous regulation of body functions. Conditioned and unconditioned reflexes. Organs of sight, hearing, smell, taste, balance.
Endocrine system: structure and functions. Hormones, mechanisms of their action on cells. Violations of the functioning of the endocrine system.
Musculoskeletal system: structure and functions. Human movements, motion control. Injury prevention. First aid techniques for injuries of the musculoskeletal system.
Circulation. The internal environment of the body, the value of its constancy. circulatory and lymphatic systems. Blood. Blood groups. Blood transfusion. Immunity. Antibodies. Allergic reactions. Structure and function of the heart. Pathologies of the circulatory system. First aid for bleeding.
Breath. The structure of the respiratory system, the mechanism of gas exchange. Breathing regulation. Respiratory hygiene. First aid techniques for carbon monoxide poisoning, rescuing a drowning person.
Digestion. Digestive system. Food. Nutrient requirements. Vitamins. Disorders of the digestive system and their prevention.
Selection. The structure and functions of the excretory system.
Metabolism and energy conversion.
Integuments of the body: structure and functions. Skin, hair, nail care. First aid for injuries, burns, frostbite and their prevention.
Sexual system. Fertilization, intrauterine development, childbirth. Urogenital infections, measures for their prevention.
CYTOLOGY AND BIOCHEMISTRY
Cell theory. Structure, function and diversity of cells. Eukaryotes and prokaryotes. The chemical composition of the cell.
Metabolism and energy conversion in the cell. Energy and plastic metabolism. Photosynthesis. Biosynthesis of proteins. Gene, genetic code.
Cell life cycle: interphase and mitosis. Somatic and sex cells. Meiosis. Life cycles in different groups of organisms. Individual development organisms.
GENETICS
Heredity and variability. Genetic terminology and symbolism. Genes and traits. Laws of heredity G. Mendel. Linked inheritance. T. Morgan's law. Sex determination. Sex-linked inheritance. Interaction of genes. Chromosomal theory of heredity. genetic maps.
modification variability. reaction rate. Hereditary variability, its types. Mutations, mutagens. Measures for the prevention of human hereditary diseases and protection of the environment from pollution by mutagens.
EVOLUTION
Ch. Darwin's theory of evolution. The teachings of J.-B. Lamarck on evolution. Driving forces and results of evolution. Synthetic theory of evolution. Population genetics. Microevolution and macroevolution. Ways and directions of evolution.
Signs of living organisms. Hypotheses of the origin of life on Earth. The main stages of evolution organic world on the ground. Hypotheses of the origin of man. Human evolution. The origin of human races, their unity.
ECOLOGY
Environmental factors. ecological niche. Ecosystems. Stability and dynamics of ecosystems. Cycle of matter and energy transformation in ecosystems. Ecological pyramid rules. Consequences of the impact of human activities on ecosystems. Teachings of VI Vernadsky about the biosphere. Evolution of the biosphere. Global anthropogenic changes in the biosphere. The problem of sustainable development of the biosphere.
UNIVERSAL LEARNING ACTIONS
Explanatory note
The changes taking place in modern society require the accelerated improvement of the educational space, the definition of the goals of education, taking into account state, social and personal needs and interests. In this regard, the priority direction is to ensure the development potential of new educational standards. Personal development in the education system is ensured primarily through the formation of universal educational activities (UUD), which act as an invariant basis of the educational and upbringing process. Mastering universal educational actions by students acts as the ability for self-development and self-improvement through the conscious and active appropriation of new social experience. UUD create the possibility of independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, that is, the ability to learn.
In a broad sense, the term "universal learning activities" means the ability to learn, i.e. the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience.
In a narrower (actually psychological meaning), the term "universal learning activities" can be defined as a set of student's actions (as well as related learning skills) that ensure his ability to independently acquire new knowledge and skills, including the organization of this process.
Functions of universal learning activities include:
Ensuring the student's ability to independently carry out learning activities, set learning goals, seek and use the necessary means and ways to achieve them, control and evaluate the process and results of activities;
Creation of conditions for the harmonious development of the personality and its self-realization on the basis of readiness for continuous education, the need for which is due to the multicultural society and high professional mobility;
Ensuring the successful assimilation of knowledge, skills and competencies in any subject area.
Universal learning activities should be the basis for choosing and structuring the content of education, techniques, methods, forms of learning, as well as building a holistic educational process.
Mastering universal learning activities by students takes place in the context of different educational subjects and, ultimately, leads to the formation of the ability to independently successfully assimilate new knowledge, skills and competencies, including the independent organization of the learning process, i.e. the ability to learn.
This ability is ensured by the fact that universal learning actions are generalized methods of action that open up the possibility of a broad orientation of students, both in various subject areas and in the structure of the learning activity itself, including students' awareness of its goals, value-semantic and operational characteristics. Thus, the achievement of "the ability to learn" involves the full development of all components of educational activity, which include: 1) learning motives, 2) learning goal, 3) learning task, 4) learning activities and operations (orientation, transformation of material, control and evaluation) .
An important place in the teaching of school disciplines should also be occupied by the so-called meta-subject learning activities. Under meta-subject (i.e., "over-subject" or « metacognitive ») actions are the mental actions of students aimed at analyzing and managing their cognitive activity, whether it is determining a strategy for solving a mathematical problem, memorizing factual material on history, or planning a joint (with other students) laboratory experiment in physics or chemistry.
Types of universaltrainingaction
As part of the main types of universal educational activities, dictated by the key goals of general education, four blocks can be distinguished:
1) personal; 2) regulatory (including also the actions of self-regulation); 3) cognitive; 4) communicative. It is assumed that a clear allocation of these types of educational activities will allow them to be given priority in the study of specific academic subjects. Let's present the named UUD blocks in a little more detail.
The block of personal universal educational actions includes life, personal, professional self-determination; actions of sense formation and moral and ethical assessment, implemented on the basis of the value-semantic orientation of students (readiness for life and personal self-determination, knowledge of moral norms, the ability to highlight the moral aspect of behavior and correlate actions and events with accepted ethical principles), as well as orientation in social roles and interpersonal relationships.
Self-determination - a person's determination of his place in society and life in general, the choice of value orientations, the definition of his "way of life" and his place in society. In the process of self-determination, a person solves two problems - building individual life meanings and building life plans in a time perspective (life design). With regard to learning activities, two types of actions necessary in student-centered learning should be highlighted. This is, firstly, the action of meaning formation, i.e., the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result-product of learning that stimulates activity, and for the sake of which it is carried out. The student must ask himself the question of “what is the meaning, the meaning of the teaching for me”, and be able to find an answer to it. Secondly, it is the action of the moral and ethical evaluation of the content being assimilated, based on social and personal values.
The block of regulatory actions includes actions that ensure that students organize their learning activities: goal-setting as setting a learning task based on the correlation of what is already known and learned by the student, and what is still unknown; planning - determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions; forecasting - anticipation of the result and the level of assimilation, its temporal characteristics; control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard; correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the real action and its product; assessment - the selection and awareness by students of what has already been learned and what is still to be learned, awareness of the quality and level of assimilation. Finally, the elements of volitional self-regulation as the ability to mobilize forces and energy, the ability to volitional effort - to make a choice in a situation of motivational conflict, to overcome obstacles.
In the block of universal actions of a cognitive orientation, it is advisable to distinguish between general educational ones, including sign-symbolic ones; 2 logical, actions of setting and solving problems. The general educational ones include: independent selection and formulation of a cognitive goal; search and selection of the necessary information; application of information retrieval methods, including using computer tools; sign-symbolic actions, including modeling (transformation of an object from a sensual form into a model, where the essential characteristics of the object are highlighted and the transformation of the model in order to identify the general laws that define this subject area); the ability to structure knowledge; the ability to consciously and voluntarily build a speech statement in oral and written form; selection of the most effective ways of solving problems depending on specific conditions; reflection of the methods and conditions of action, control and evaluation of the process and results of activities; semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information from the listened texts of various genres; definition of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate assessment of the language of the media; the ability to adequately, in detail, concisely, selectively convey the content of the text; compose texts of various genres, observing the norms of text construction (correspondence to the topic, genre, style of speech, etc.).
Along with general educational ones, universal logical actions are also distinguished: analysis of objects in order to highlight features (essential, non-essential); synthesis as a compilation of a whole from parts, including independently completing construction, filling in the missing components; choice of grounds and criteria for comparison, seriation, classification of objects; summing up under concepts, deducing consequences; establishing cause-and-effect relationships, building a logical chain of reasoning, proof; hypotheses and their justification.
The actions of setting and solving problems include formulating a problem and independently creating ways to solve problems of a creative and exploratory nature.
Communicative actions provide social competence and consideration of the position of other people, a partner in communication or activity, the ability to listen and engage in dialogue, participate in a collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults. Accordingly, the composition of communicative actions includes planning educational cooperation with the teacher and peers - determining the goal, functions of participants, ways of interaction; posing questions - proactive cooperation in the search and collection of information; conflict resolution - identification, identification of the problem, search and evaluation of alternative ways to resolve the conflict, decision-making and its implementation; managing the partner's behavior - control, correction, evaluation of the partner's actions; the ability to express one's thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; possession of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.
The development of a system of universal educational actions as part of personal, regulatory, cognitive and communicative actions is carried out within the framework of the normative-age development of the child's personal and cognitive spheres. The learning process sets the content and characteristics of the child's learning activities and thereby determines the zone of proximal development of universal learning activities.
1 This section is being phased in as teachers prepare and teaching aids.
2 Special subject actions are determined by the content of a particular academic discipline.